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New Social Compact

Democracy, Ancient and Modern

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“Poverty is not measured by how much one possesses but by how big are one’s desires.”–Plato

“A well regulated State is based on the common sense of the people.”–Giambattista Vico                

“No one pretends that Democracy is perfect or all-wise. Indeed, it has been said that democracy is the worst form of government, except for all the other forms that have been tried.” –Winston Churchill

In a relativistic age which beliefs in functional relativistic truths but not in Truth itself, when consequently many sing the praises of democracy but precious few can pin down its essence, a revisiting of Plato’s skeptical attitude towards it may be in order. It may lead us to a surprising discovery, that of Giambattista Vico in the 18th century (see his New Science): that democracy has never been based on the rule of a few all-wise leaders and not even on that of well-learned people, i.e., the philosopher-kings and the all-powerful manipulating politicians, but on the “common sense” of all the people.

The statement on democracy quoted above was proffered by Churchill in the House of Commons on the 11th of November 1947 at the origins of the EU. Some have assumed that Churchill had Plato’s critique of democracy in mind when he proffered it. That assumption is based on a kind of rationalism devoid of imagination which ends up missing the irony of Churchill’s statement, not to speak of the paradoxical nature of Plato’s critique of democracy in The Republic.

Indeed, in an age of relativism, when many sing the praises of democracy as the gift of the age of Enlightenment, ignoring the fact that in reality its cradle is ancient Athens, when others (the futurists who run on cars with no rear view mirrors) say that its essence may have changed even in the last fifty years or so, and will keep on changing faster and faster, while precious few bother to explore its essence, its ambiguity and paradox, perhaps a revisiting of Plato’s critique of democracy may be worthwhile. In book VI of The Republic Plato narrates a parable as a way of answering this crucial question by Adeimantus: “How can you be justified in saying that cities will not cease from evil until philosophers rule in them, when philosophers are acknowledged by us to be of no use to them?” This is the parable by which Plato answers the question, via Socrates: “Suppose the following to the state of affairs on board a ship or ships. The captain is large and stronger than any of the crew, but a bit deaf and short sighted and similarly limited in seamanship. The crew are all quarreling with each other about how to navigate the ship, each thinking he ought to be at the helm; they have never learned the art of navigation and cannot say that anyone ever taught it them, or that they spent any time studying it; indeed they say it cannot be taught and are ready to murder any one who says it can. They spend all their time milling around the captain and doing all they can to get him to give them the helm. If one faction is more successful than another, their rivals may kill them and throw them overboard, lay out the honest captain with drugs or drinks or in some other way, take control of the ship, help themselves to what’s on board, and turn the voyage into the sort of drunken pleasure-cruise you would expect. Finally, they reserve their admiration for the man who knows how to lend a hand in controlling the captain by force or fraud; they praise his seamanship and navigation and knowledge of the sea and condemn everyone else as useless. They have no idea that the true navigator must study the seasons of the year, the sky, the stars, the wind and all the other subjects appropriate to his profession if he is to be really fit to control a ship (488b-d).”

The above allegory, as per Aristotle’s book on Rhetoric, can be interpreted thus: the ship is the Athenian ship of State, the rather incompetent captain is the Athenian people. The people own the state and are supreme in it, as indeed it ought to be in any democratic Republic, even a rudimentary undeveloped one. The motley crew represents the politicians who are constantly quarrelling with each other on how best to navigate the ship while regularly attempting to take the helm from the captain.

Now, it would appear that things have not changed that much in twenty four hundred years. Undoubtedly, this allegory from The Republic paints a rather bleak picture of democracy. Plato seems to be neither a “republican” nor a “democrat.” Had he lived today in the US or somewhere in the EU, he might have ended up voting for the green party. Be that as it may, some of his readers over the ages, while acknowledging his penetrating genius, have attributed to him totalitarian-elitists intellectual tendencies, the attempt to explain the whole of reality with one over-reaching theoretical scheme. This charge seems to be supported by the fact that Plato maintains a rather skeptical attitude toward the poetical in general, and that his ultimate solution to the conundrum of the political incompetence of ordinary people who own the ship of state in a democracy, seems to be that philosophers become kings or vice versa, kings become philosophers. Moreover, it should not be forgotten that he also advocated that no one is ready to be a philosopher before the age of fifty; wisdom arrives, if at all, with the experience of a life-time of virtue, or to say it with Shakespeare: “maturity is all.”

Were we to seriously survey the history of mankind we would soon find out that humanity has had as their leaders precious few philosopher-kings and an abundance of Caesars and Napoleons, people who in general are in love with Machiavellian “power politik” which they practice rationally on the chess-board of life while being completely uninterested in philosophical speculations. Exceptions are Alexander the Great (a student of Aristotle) and Marcus Aurelius, the author of The Meditations.

We would also find out that sometimes the rule of the majority turns into the tyranny of the mob which represses the few who may be branded as outsiders. This ugly phenomenon is observed and commented upon in modern times by none other than Tocqueville; despite the fact that he had great sympathies for democratic systems, he suspected that it applied to democracies also. The founding fathers of the United States were in fact so troubled by this sad tendency of human nature to rule and manipulate others, that they decided to add the Bill of Rights to a Constitution which already proclaimed and enshrined inalienable and universal truths and values.

At this point one may ask: is Plato’s critique still valid today, and if so, what are the practical consequences of ignoring it? Let us try to apply this critique to an overarching problem of modern Western Civilization, namely the principle of sustainable development. This principle would require that we change the way we live our lives. We should distinguish what we truly need from what we want, as Aristotle teaches in The Nicomachean Ethics. In other words, we the people would have to democratically agree to place a greater value on the future quality of the environment than on our present comfortable life-style. This is particularly true in the developed countries, the so called first world, such as the US and the EU.

This moral concept creates obligations not only for the common good of the present inhabitants of the world, but also toward future generations. There is a problem however: in a free market there is no normative standard of what constitutes a need and what constitutes a want. The only standard is one’s desires, as Madison Avenue well knows and as Plato intimated when he said that poverty is not measured by how little one possesses but by how big are one’s desires. In effect the idea that the majority of the people in a democracy would deprive themselves of their wants is redolent of one of Eco’s hyper-reality fantasies.

Most “successful” politicians would not risk their popularity with the ones who elected them for the sake of voters yet to be born, to wit the jettisoning of the Kyoto agreement by a President Bush and its disregard by the EU political leaders despite its pious lip service to it. Hence Plato’s dire pessimism about democracy. He would tell us this: in rational terms, you lovers of democracy have a clear choice; you can keep democracy or keep the earth cool so that you can keep on living on this earth, but you cannot do both. You may ask: what Is Plato suggesting that we opt for dictatorship or perhaps that we vote for the Green party and Ralph Nader? Not exactly, but he is however suggesting a rational pessimism about democratic governments.

The question at this point is this: is such pessimism warranted? Yes, if one keeps in mind Plato’s metaphor of the ship of State and its assumptions. No, if one challenges any of its assumptions. One such assumption is that wisdom does not reside with the people but with a select few elites: the philosopher-kings. However, Giambattista Vico asserts in his poetic philosophy that such an assumption is unwarranted. He has another better idea: he called the wisdom of the people “common sense” and he considered it superior to that of the few which he called “la boria dei dotti” (the conceit of the learned). He is the first philosopher to put forward a radical notion: that Homer, the blind poet, did not exist, that he is the poetic representation of the common oral tradition and wisdom of Hellas, i.e., of all the ancient Greek people which he calls “common sense.”

Vico proved this notion philologically by comparing The Iliad and The Odyssey and showing that they could not have been written by the same author. He repeatedly explains in his New Science how this common sense wisdom has, time and again, saved humankind; that Providence avails itself of that wisdom within the immanence of human history, and it is that kind of wisdom, much more than the elitist kind of wisdom of the learned parading as “leadership,” that saves humankind time and again.

Here we need to remember that in the above statement by Churchill there is an “exception:” Churchill seems to agree with Plato that democracy is inefficient, the worst kind of political system imaginable when manipulated by incompetent politicians, yes, but with the exception of all the others. This paradox that Churchill perceived and Plato seems to miss can be explained thus: when one has trust and faith in the innate wisdom of the people, then democracy begins to appear as the only possible solution to the problems of all the people, for democracy is of the people, by the people, for the people.

This explanation has been proven even empirically and mathematically based on fixed statistical laws by which most modern insurance companies operate. Two or three people are asked to guess how many jelly beans are in a jar; an average is taken and recorded. Then six more people are asked and the average is again taken and recorded. Twelve people are than asked and the average is taken and recorded again. Consistently, the average for the last group will be closer to the reality of the situation than the second or the first, the second closer than the first, that of all the groups together closer than any individual group and closer than the guess of any single individual. This phenomenon was observed even by Aristotle who observed that the decisions of many people tend to cancel out the blunders of a lonely tyrant or even a group of tyrants, hence democracy is always preferable.

In practical terms, the above statistical mathematics proves that one can trust the common sense of all the people more than the conceited knowledge of a few elites. Not to do so, is to risk ending up with dictatorship, albeit that of a philosopher-king. Which is to say, trusting the people, the way an Abraham Lincoln did, for example, when he advocated a government of the people, for the people, by the people, has far better consequences than not trusting them, as a Machiavelli would suggest in his Prince and his geo-political considerations.

Indeed, few people would cooperate with a State that denied them some sort of participation in the decisions affecting their own lives. They would only do so under coercion. In conclusion we can say that from a purely rational viewpoint Plato was justified in being skeptical of democracy, nevertheless he was wrong in the assumption that it was a mere matter of logic and rationality; it is also a matter of imagination and faith: faith in the ultimate wisdom of the “common sense” of the people.

Professor Paparella has earned a Ph.D. in Italian Humanism, with a dissertation on the philosopher of history Giambattista Vico, from Yale University. He is a scholar interested in current relevant philosophical, political and cultural issues; the author of numerous essays and books on the EU cultural identity among which A New Europe in search of its Soul, and Europa: An Idea and a Journey. Presently he teaches philosophy and humanities at Barry University, Miami, Florida. He is a prolific writer and has written hundreds of essays for both traditional academic and on-line magazines among which Metanexus and Ovi. One of his current works in progress is a book dealing with the issue of cultural identity within the phenomenon of “the neo-immigrant” exhibited by an international global economy strong on positivism and utilitarianism and weak on humanism and ideals.

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New Social Compact

Demand for Investigation of COVID-19 gained momentum

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Human history is full of natural disasters like Earthquakes, Floods, Fires, Vacanos, Drought, Famine, Pandemic, etc. Some of them were really huge and have been damaged a lot. The outbreak of diseases was also very common in the past, like Spanish Flu, Tuberculosis, Cholera, Ebola, SARS, Middle-East-Virus, etc. However, the most damaging in recent history is COVID-19.

According to Worldometer, the latest data reveal that Coronavirus Cases has reached :

193,422,021, and death toll touched: 4,151,655. However, these are the official data provided by each individual country to Worldometer. The actual data is much more, as some countries have limited resources and could not test their population on a bigger scale, whereas few countries hide the actual data to save face, like India. Prime Minister Modi has mishandled the Pandemic and politicized it. His extremist approach toward minorities and political opponents has worsened the situation. He is afraid, if the public comes to know the actual disasters, he may lose political popularity and have to leave the office. Unofficial sources on groud estimate the actual figures are almost ten times higher. He has taken strict measures to hide the actual data and control media on reporting facts.

Whatever the actual data, even the official data shows a big disaster. Almost all nations became the victim of it and suffered heavily. The loss of human lives and the economic loss have made the whole World think seriously.

It is time to investigate the origin of COVID-19. There are many theories, and some are part of the blame game and politics, without proper investigations and reliable evidence. The World is so much polarized that it is very difficult to believe any side of the views and blames. Under this scenario, it is the World Health Organization (WHO) responsibility to conduct a transparent investigation and reach the source of COVID-19. It is believed that the whole World may trust WHO.

Chinese Foreign Ministry spokesman Zhao Lijian demanded on Wednesday that the United States show transparency and conduct a thorough investigation into its Fort Detrick laboratory and other biological labs overseas over the origins of COVID-19 in response to appeals from people in China and around the World. By Wednesday afternoon, an open letter published on Saturday asking the World Health Organization to probe Fort Detrick had garnered nearly 5 million signatures from Chinese netizens.

“The soaring number reflects the Chinese people’s demands and anger at some people in the US who manipulate the origin-tracing issue for political reasons,” Zhao said at a regular news briefing in Beijing.

The US Centers for Disease Control and Prevention issued a “cease and desist order” in July 2019 to halt research at Fort Detrick that involved dangerous organisms like the Ebola virus. The same month, a “respiratory outbreak” of unknown cause saw more than 60 residents in a Northern Virginia retirement community become ill. Later that year, Maryland, where Fort Detrick is based, witnessed a doubling of the number of residents who developed a respiratory illness related to vaping.

But the CDC never released information about the shutdown of the lab’s deadly germ research operations, citing “national security reasons”. “An investigation into Fort Detrick is long-overdue, but the US has not done it yet, so the mystery remains unsolved,” Zhao said, adding that was a question the US must answer regarding the tracing of the origins of COVID-19.

There are 630,000 of its citizens lost to the Pandemic. The US should take concrete measures to investigate the origins of the virus at home thoroughly, discover the reason for its inadequate response to the Pandemic, and punish those who should be held accountable. Especially in the initial days, the mishandling of the Pandemic by then-President Trump was a significant cause of the rapidly spreading of the virus, which must be addressed adequately. Washington remains silent whenever Fort Detrick is mentioned. It seeks to stigmatize and demonize China under the pretext of origin-tracing.

It appealed that the WHO may come forward and conduct through research and investigation in a professional, scientific, and transparent manner to satisfy the whole World.

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New Social Compact

How to eliminate Learning Poverty

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Children learn more and are more likely to stay in school if they are first taught in a language that they speak and understand. Yet, an estimated 37 percent of students in low- and middle-income countries are required to learn in a different language, putting them at a significant disadvantage throughout their school life and limiting their learning potential. According to a new World Bank report Loud and Clear: Effective Language of Instruction Policies for Learning, effective language of instruction (LoI) policies are central to reducing Learning Poverty and improving other learning outcomes, equity, and inclusion.

Instruction unfolds through language – written and spoken – and children learning to read and write is foundational to learning all other academic subjects.  The Loud and Clear report puts it simply: too many children are taught in a language they don’t understand, which is one of the most important reasons why many countries have very low learning levels.

Children most impacted by such policies and choices are often disadvantaged in other ways – they are in the bottom 40 percent of the socioeconomic scale and live in more remote areas.  They also lack the family resources to address the effects of ineffective language policies on their learning. This contributes to higher dropout rates, repetition rates, higher Learning Poverty, and lower learning overall.

“The devastating impacts of COVID-19 on learning is placing an entire generation at risk,” says Mamta Murthi, World Bank Vice President for Human Development. “Even before the pandemic, many education systems put their students at a disadvantage by requiring children to learn in languages they do not know well – and, in far too many cases, in languages they do not know at all. Teaching children in a language they understand is essential to recover and accelerate learning, improve human capital outcomes, and build back more effective and equitable education systems.”

The new LoI report notes that when children are first taught in a language that they speak and understand, they learn more, are better placed to learn other languages, are able to learn other subjects such as math and science, are more likely to stay in school, and enjoy a school experience appropriate to their culture and local circumstances. Moreover, this lays the strongest foundation for learning in a second language later on in school. As effective LoI policies improve learning and school progression, they reduce country costs per student and, thus, enables more efficient use of public funds to enhance more access and quality of education for all children.

“The language diversity in Sub-Saharan Africa is one of its main features – while the region has 5 official languages, there are 940 minority languages spoken in Western and Central Africa and more than 1,500 in Sub-Saharan Africa, which makes education challenges even more pronounced,” says Ousmane Diagana, World Bank Regional Vice President for Western and Central Africa. “By adopting better language-of-instruction policies, countries will enable children to have a much better start in school and get on the right path to build the human capital they need to sustain long-term productivity and growth of their economies.” 

The report explains that while pre-COVID-19, the world had made tremendous progress in getting children to school, the near-universal enrollment in primary education did not lead to near-universal learning. In fact, before the outbreak of the pandemic, 53 percent of children in low- and middle-income countries were living in Learning Poverty, that is, were unable to read and understand an age-appropriate text by age 10. In Sub-Saharan Africa, the figure was closer to 90 percent. Today, the unprecedented twin shocks of extended school closures and deep economic recession associated with the pandemic are threatening to make the crisis even more dire, with early estimates suggesting that Learning Poverty could rise to a record 63 percent. These poor learning outcomes are, in many cases, a reflection of inadequate language of instruction policies.

“The message is loud and clear.  Children learn best when taught in a language they understand, and this offers the best foundation for learning in a second language,” stressed Jaime Saavedra, World Bank Global Director for Education. “This deep and unjust learning crisis requires action. Investments in education systems around the world will not yield significant learning improvements if students do not understand the language in which they are taught. Substantial improvements in Learning Poverty are possible by teaching children in the language they speak at home.”

The new World Bank policy approach to language of instruction is guided by 5 principles:

1. Teach children in their first language starting with Early Childhood Education and Care services through at least the first six years of primary schooling.

2. Use a student’s first language for instruction in academic subjects beyond reading and writing.

3.  If students are to learn a second language in primary school, introduce it as a foreign language with an initial focus on oral language skills.

4. Continue first language instruction even after a second language becomes the principal language of instruction.

5. Continuously plan, develop, adapt, and improve the implementation of language of instruction policies, in line with country contexts and educational goals.

Of course, these language of instruction policies need to be well integrated within a larger package of policies to ensure alignment with the political commitment and the instructional coherence of the system.

This approach will guide the World Bank’s financing and advisory support for countries to provide high-quality early childhood and basic education to all their students. The World Bank is the largest source of external financing for education in developing countries – in fiscal year 2021, it broke another record and committed $5.5 billion of IBRD and IDA resources in new operations and, in addition, committed $0.8 billion of new grants with GPE financing, across a total of 60 new education projects in 45 countries.

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New Social Compact

World leaders must fully fund education in emergencies and protracted crises

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Many schools in Afghanistan have suffered the effects of long-term conflict. ©UNICEF/Marko Kokic

During June’s UN Security Council High-Level Open Debate on Children and Armed Conflict, leaders from across the world stood up to call for expanded support for education in emergencies to protect vulnerable children and youth enduring armed conflicts, climate change-related disasters, forced displacement and protracted crises.

In our collective race to leave no child behind and to achieve the Sustainable Development Goals in just nine short years, now is the time to translate these universal values and human rights into action.

The will is there. Nations across the globe, UN leaders and other key stakeholders stood up to address the horrific attacks on education happening on a daily basis and called for increased funding for organizations working to ensure crisis-affected children have access to safe, quality education.

Irish President Michael Higgins focused on education, protection and accountability in his address.

“I am sure that we can all agree that it is morally reprehensible that 1 in every 3 children living in countries affected by conflict or disaster is out of school. Schools should be protected, be a safe shelter and space for learning and development,” said Higgins. “Ireland prioritizes access to education in emergencies. We have committed to spend €250 million on global education by 2024. That is why we are launching the Girls Fund to support grassroots groups led by girls, advancing gender equality in their own communities.”

Nicolas de Rivière, Permanent Representative of France to the United Nations, highlighted support from France to Education Cannot Wait, as well as the importance of protection for children caught in emergencies.

“The socio-economic consequences of the pandemic and school closures put children at greater risk: inequalities are increasing in all regions of the world. Acts of domestic violence, rape and other forms of sexual violence, and school dropout have increased,” said de Rivière. “School closures increase recruitment by armed groups as well as child labor. Here, as everywhere, girls also have specific vulnerabilities. I am thinking in particular of the risk of early and forced marriage. For its part, France will continue to play an active role and promote the universal endorsement of the Paris Principles and Commitments. In the field, we support projects that guarantee access to education in emergency situations, notably the Education Cannot Wait Fund.”

Children under attack

The number of grave violations against children rose to 19,000 in 2020 according to the UN Secretary-General’s Report on Children in Armed Conflict, released in May 2021. To put this number in context, that’s over 50 girls and boys every day that are killed or maimed, recruited and used as soldiers, abducted, sexually violated, attacked in a school or hospitals, or denied their humanitarian access to things like food and water. 

The numbers are staggering. Last year, more than 8,400 children and youth were killed or maimed in ongoing wars in Afghanistan, Somalia, Syria and Yemen. Another 7,000 were recruited and used as fighters, mainly in the Democratic Republic of the Congo, Myanmar, Somalia and Syria. With COVID-19 straining budgets and humanitarian support for child protection, abductions rose by 90 per cent last year, while rape and other forms of sexual violence shot up 70 per cent.

UN Secretary-General António Guterres underscored the need to support the Safe Schools Declaration and the Children in Armed Conflict mandate in his address to the UN Security Council.

“We are also seeing schools and hospitals constantly attacked, looted, destroyed, or used for military purposes, with girls’ education and health facilities targeted disproportionately. As we mark the 25th anniversary of the creation of the Children in Armed Conflict mandate, its continued relevance is sadly clear and it remains a proven tool for protecting the world’s children,” said Guterres. 

This is a vast human tragedy playing out across the globe. And despite efforts to support the Safe Schools Declaration, to re-imagine education during the COVID-19 pandemic and to align forces to achieve the Sustainable Development Goals, we seem to be backsliding on our commitments.

Just imagine being a mother and learning that your daughter will not be coming home from school today. That she was abducted, along with 150 other students at their school in Nigeria. Imagine seeing your son, Sabir, lose his leg after being shot by armed gunmen in South Sudan. Imagine being a Rohingya girl like Janet Ara, who hid in forests, forged rivers and is now seeking a better life and opportunity through an education in the refugee camps of Bangladesh.

Imagine the trauma and terror … now imagine the opportunity.

A wake-up call

If we can come together to give every girl and boy on the planet access to a quality education, we can build a more peaceful, secure, humane and prosperous world.

Before COVID-19 hit, we calculated that at least 75 million children and youth caught in crisis and emergencies were being denied their right to an education. But with schools closed and many children at risk of never returning to the classroom, that number has jumped to around 128 million. That’s more than the total population of the United Kingdom. That’s more than the total populations of Canada, Denmark and Norway combined.

Denying these children their right to a quality education perpetuates cycles of poverty, violence, displacement and chaos.

As the United Nations global fund for education in emergencies and protracted crises, Education Cannot Wait (ECW) offers a new approach to break these negative cycles for good.

This means embracing a New Way of Working that brings in actors from across all sectors – national governments, donors, development, humanitarian response and education actors, national and local civil society, the private sector and more – to break down silos and work together to deliver whole-of-child solutions for whole-of-society problems.

In doing so we are bridging the humanitarian-development-peace nexus. Through ground-breaking collective action with partners across the globe, ECW has already launched multi-year resilience programmes and first emergency responses across more than 30 countries and crisis contexts and is on track to do more.

By doing so we can replace the cycle of poverty, violence, displacement and chaos with a cycle of education, empowerment, economic development, peace and new opportunities for future generations.

Delivering on our promise for universal, equitable education

The ECW model has proven to work. 

In just a few short years of operation, ECW has already provided 4.6 million crisis-affected girls and boys with access to a quality education. We’ve worked with national governments, donors, UN agencies and NGOs to reach 29.2 million girls and boys with our education in emergency response to the COVID-19 pandemic.

In Bangladesh, girls like Janet Ara are returning to school, children with disabilities like Yasmina are accessing the support they need to learn, grow and thrive, and organizations like BRAC are receiving the support they need to build back better from the fires.

In Afghanistan, girls like Bibi Nahida are attending school for the first time, remote learning is helping children to continue their education during the pandemic, and female teachers are being recruited to teach biology, science and empower an entire generation of girls.

In Colombia and Ecuador, refugee children fleeing violence, hunger and poverty in Venezuela are being brought into schools, provided with laptops and cellular plans, and the psychosocial support they need to recover from the anxiety and stress of displacement.

Our call to action

An investment in education is an investment in the present and the future.

Recent analysis indicates that the likelihood of violence and conflict drops by 37% when girls and boys have equal access to education. Incomes go up by as much as 10% for each year of additional learning, while an estimated $15 to $30 trillion could be generated if every girl everywhere were able to complete 12 years of education.

We are making important headway with partners across the globe. The amount of humanitarian funding for education increased five times between 2015 and 2019 – and accounted for 5.1% of humanitarian funding in 2019.

Nevertheless, just 43.5% of humanitarian appeals for education were mobilized that same year.

That means girls like Bibi and Janet Ara may be pushed out of school, boys like Sabir might be recruited into armed groups. And children with disabilities like Yasmina will be pushed to the sidelines.

We have the will. Now it’s time to turn that will into action.

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