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New Social Compact

Is Ideology in Modern Journalism a Substitute for Religion?

Emanuel L. Paparella, Ph.D.



Despite the bridge that Aquinas built between reason and faith, modern journalists who believe that religion is a non-rational retrograde activity to be avoided at any cost, are legions.

The usual rationale adduced for giving up God-oriented religion is that there is not sufficient empirical evidence for God’s existence. God is a chimera, an illusion of the human mind wrapped in a delusion. It is in short a sign of retrogression. But then the question surfaces: why do the same people not give up ideologies as well when they find out that they too may not be empirically or scientifically proven? Many ideologies have been scientifically discredited but people continue to hold on to them as a life-boat of some kind.

Could it be that ideology constitutes a substitution or sorts? Could it be that ideology functions as a value system, a substitution of sort for those who repudiate a religious belief system? Could it be that ideologies provide people with a community of like-minded people? We may look different, but the ideology unites us: we are all good Republicans, we are all good Communists, we are all good Fascists.

But the question persists: why, as a rule, do ideologies see religion as an enemy and a competitor? One thinks of Marx famous quip “religion is the opium of the people” proffered while substituting Marxism as a competing ideology. One thinks of Mao’s “religion is poison” proffered while substituting Mao’s little red book as a Bible of sorts for the adoring masses. One thinks of the positivist approach to reality declaring the scientific approach as the only enlightened modern approach and religion mere ignorance and a superseded superstition.

Emile Durkheim in his Elemental Forms of Religious Life called religion and ideology “moral communities.” Why did Durkheim make such a comparison and what, if any, is the nexus between the two? Let’s see. What has happened all too often since the Enlightenment is that religion has been all but subsumed under ideology. This is most apparent not only within modern ideological movements which present themselves as universal movements applicable anywhere at any time, but also in modern journalism.

This rather bold statement about journalism may surprise the journalists among us, but I dare say that it is not very difficult in modern journalism to detect socially constructed notions of the sacred reduced to a mere economic belief system. Marx’s ideology jumps to mind here. It works this way: the question is turned up-side-down so that rather than ask how can religion be a cultural need for a community or an entire polity and what are the benefits, the centripetal force that accrue to that need, one ends up asking: how can religious beliefs help the economy? More crassly put: how can religion help bankers and CEOs increase their profits? And of course, if it doesn’t do that it is pretty much useless.

For example, nationalism can be construed as an ideology. It has the overwhelming power to motivate men to die for one’s country via the nobility of patriotism. Nationalism seems to share with religion the same power of motivating humans to lay down their lives for what they believe. It is a socio-culturally produced power that some call the sacred which more often than not deals with sacrifice and redemption. Here the question arises: how is the sacred produced in cultures and societies constituting a nation or a confederation of nations, the EU for example? How does it function? Do human beings move between religious and secular sacralities such as nationalism or communism or fascism or progressivism?

Nowadays we see a media landscape littered with opinionated talk and ideology-driven websites galore. But of course in the world of journalism it is considered the kiss of death to reveal openly what one really believes. To do that is to be perceived as subjective, opinionated, biased, rather than rigorously objective in one’s reporting. So naturally journalists tend to hide what they really believe. Very few journalists have the courage to reveal who their heroes and villains are, never mind their core convictions.

But the stratagem fools few people; they sense the liberal or conservative bias of the journalist. As Socrates put it: “speak that I may know you.” Most intelligent people can intuit the position of a journalist on the political spectrum from the very moment he opens his mouth and asks his questions. At times the questions are not very astute or intelligent and in themselves reveal the shallowness of the journalist’s belief system. One wonders if it would not be more honest by far to admit to certain ingrained biases and then examine them carefully to determine if they are reasonable and tenable.

But one may further ask: how is one to know where a journalist is coming from? How is one to rate his/her trust-worthiness when one is confronted not with “where one is coming from” but “the view from nowhere” which seems to have become the media’s true ideology? The media wants to give the impression that it is neither on the right nor on the left since generations of mainstream journalists have come to believe that they can be trusted only if they remain or give the appearance of being neutral, having no dog in the fight, so to speak. To disclose one’s beliefs simply goes against the grain. Most journalists when confronted with this conundrum will reply that they did not get into the business to parade their opinions but to uncover the facts. Just the facts, madam!

“Where I’m coming from in news reporting is no partnership or ideology” most newspapers editors would proudly proclaim to their readers. They would also add that the reporting speaks for itself and is not coming from any point of view. They are just being impartial or to use a slogan utilized by a very partial news media, Fox news, we are being fair and balanced. That slogan in itself makes people even more suspicious.

Then there is the editor who claims that “we present all opinions with no bias.” This is to admit that any opinion is as good as another. The opinion of an ignoramus, especially he has managed to be elected president of a country, is as valid as that of a professor of political science at a prestigious university. Truth is also an opinion, and that too is an opinion.

Were one to insist on a sincere answer to this typically modern conundrum any journalist worth his/her salt will tell us that he/she is in the business of uncovering truths that are not easy to uncover, in following leads no matter where they lead. Put that way, it sounds like an admirable heroic enterprise, almost Socratic. Here the question arises. Can a journalist interpret and analyze the news for the benefit of his/her readers rather than having readers figure it out for themselves and perhaps arriving at the wrong conclusions? Is that being too condescending with readers?

And so the debate goes on. Conservatives complain about the liberal sensibility of the media in general. Liberals complain about the veiled ideology apparent in conservative media circles such as Fox News. The result seems to be that they both wish to claim “objectivity” with the view from nowhere allegedly removing all biases.

They are two sides of the same coin. All too often this ploy will lead political observers to obsessing about winners and losers rather than the harder work of finding out who is telling the truth and what are the effects of policies adopted by politicians. Enter the reality show politician. Winner takes all. That’s where we seem to be presently.

In conclusion, it would appear that “the view from nowhere” or the attempt by many journalists to substitute religion or a belief system with an ideology, kept well-hidden of course, in order to be perceived as objective and unbiased, far from removing biases and prejudices from their narratives leads directly to them. Ruminations, whatever their worth.

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

Seven Out of 10 Top School Systems Are in East Asia Pacific

MD Staff



The East Asia and Pacific region has seven of the top ten performing education systems in the world, with schools in China and Vietnam showing significant progress, according to a new World Bank report released today. This is a major accomplishment that offers important lessons to countries around the world. In the rest of the region, however, up to 60 percent of students are in under-performing schools that fail to equip them with the skills necessary for success.

Growing Smarter: Learning and Equitable Development in East Asia and the Pacific argues that improving education is necessary to sustain economic growth and highlights the ways that countries in the region have been able to improve learning outcomes. Drawing on lessons from successful education systems in the region, it lays out a series of practical recommendations for key policies that promote learning so that students acquire foundational skills in reading and math, as well as more complex skills that are needed to meet future labor market demands.

Providing a high-quality education to all children, regardless of where they are born, isn’t just the right thing to do. It’s also the foundation of a strong economy and the best way to stop and reverse rising inequalities,” said Victoria Kwakwa, World Bank Vice President for East Asia and Pacific.

A quarter of the world’s school-age children – some 331 million – live in East Asia and the Pacific. Up to 40 percent of them attend school in education systems whose students are ahead of the average students in OECD countries. These schools are not only in wealthy countries such as Singapore, Korea and Japan, but also in middle-income countries such as China and Vietnam. And, as the report highlights, student performance isn’t necessarily tied to a country’s income level. By age 10, for example, the average Vietnamese student outperforms all but the top students in India, Peru and Ethiopia.

But many countries in the region are not getting the results they want. In Indonesia, for example, test scores showed students were more than three years behind their top-performing peers in the region. In countries such as Cambodia and Timor-Leste, one-third or more of second graders were unable to read a single word on reading tests.

Another key finding of the report is that across the region, household incomes do not necessarily determine children’s educational success. In Vietnam and China (Beijing, Shanghai, Jiangsu and Guangdong provinces), for example, students from poorer households do as well, if not better, in both math and science, as compared to average students in the OECD.

Effective policies for the selection, motivation, and support of teachers as well as sound practices in the classroom are what determine how much students learn. For policymakers looking to improve their school systems, allocating existing budgets efficiently, coupled with strong political commitment, can make a real difference in the lives of children across the region,” said Jaime Saavedra, the World Bank’s Senior Director for Education.

The report lays out concrete steps for improving learning for lagging systems in the region and beyond, starting with ensuring that institutions are aligned so that objectives and responsibilities across the education system are consistent with each other. The report also urges a focus on four key areas: effective and equity-minded public spending; preparation of students for learning; selection and support of teachers; and systematic use of assessments to inform instruction.

The report found that top-performing systems spend efficiently on school infrastructure and teachers, have recruitment processes to ensure the best candidates are attracted into teaching, and provide a salary structure that rewards teachers with proven classroom performance. It also found that schools throughout the region increased preschool access, including for the poor, and have adopted student learning assessment into their educational policies.

The report complements and builds on the World Bank’s World Development Report 2018: Learning to Realize Education’s Promise, which was released in September 2017 and found that without learning, education will fail to deliver on its promise to eliminate extreme poverty and create shared opportunity and prosperity for all.

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New Social Compact

UN women’s commission opens annual session at ‘pivotal moment’ for gender equality movement

MD Staff



Secretary-General António Guterres (left) and Geraldine Byrne Nason, Permanent Representative of Ireland to the UN and Chair of the sixty-second session of the Commission on the Status of Women (CSW), at the opening of the session. UN Photo/Loey Felipe

Taking place at “a pivotal moment for the rights of women and girls,” the United Nations body dedicated to gender equality and women’s empowerment opened its annual session on Monday hearing calls to help women, especially those in rural communities, secure an end to the male-dominated power dynamic that has long marginalized their participation and muted their voices.

“Across the world, women are telling their stories and provoking important and necessary conversations – in villages and cities; in boardrooms and bedrooms; in the streets and in the corridors of power,” said Secretary-General António Guterres, opening the 62nd session of the UN Commission on the Status of Women (CSW62).

“From ‘MeToo’ to ‘Time’s Up’ and ‘The Time is Now’ […] women and girls are calling out abusive behaviour and discriminatory attitudes,” he added.

Under the Commission’s theme ‘Challenges and opportunities in achieving gender equality and the empowerment of rural women and girls,’ the UN chief observed that although a marginalized group, they were often the backbone of their families and communities, managing land and resources.

Mr. Guterres said that supporting these women is essential to fulfilling our global pledge to eradicate poverty and to create a safer, more sustainable world on a healthy planet – 2030 Agenda for Sustainable Development.

Mr. Guterres painted a picture of a male-dominated world with a male-dominated culture in which centuries of patriarchy and discrimination have left a damaging legacy.

Calling it “the greatest human rights challenge of our time,” he said “progress for women and girls means changing the unequal power dynamics that underpin discrimination and violence.”

“Discrimination against women damages communities, organizations, companies, economies and societies,” he continued. “That is why all men should support women’s rights and gender equality. And that is why I consider myself a proud feminist.”

The President of the UN Economic and Social Council (ECOSOC), Marie Chatardova pointed to the Commission, as a critical instrument to strengthen the global normative framework for women’s empowerment and the promotion of gender equality.

The body is also as a key driver of ECOSOC’s work, with the Commission’s outcomes as bolstering the 2030 Agenda’s implementation and that of its 17 Sustainable Development Goals (SDGs), which seek to end poverty and ensure prosperity for all on a healthy planet.

Noting that gender equality and the empowerment of women and girls is a theme that cuts across all the Goals, Ms. Chatardova said the Commission’s focus on rural women and girls was both timely and well-aligned with the 2030 Agenda.

According to the ECOSOC President, inclusion is a key element in all efforts.

Noting that the Commission has long provided a roadmap for the UN’s work in women’s empowerment and gender equality, she announced a special Council session in May to build sustainable, inclusive and resilient societies.

Gender perspective is critical

For his part, the President of the UN General Assembly, Miroslav Lajčák, noted that past challenges were approached without a gender perspective, which “has had a particularly damaging effect on rural women.”

Mr. Lajčák underscored that this needs to stop, and that women must be taken into account in all actions, from access to water to closing pay gaps.

Drawing attention to rural women as a major source of innovation, he explained that their empowerment would benefit everyone.

“These kinds of women do not need our help, in finding solutions,” he stated. “What they need is our support, in turning their ideas into reality.”

Calling gender equality “an urgent priority,” Mr. Lajčák he encouraged the Commission to carry on with its important work “until every woman, sitting in this room today has the same rights, and the same opportunities, as the man sitting beside her.’

“Thank you for continuing your calls. Let’s make them stronger than ever,” he concluded.

UN Women Executive Director Phumzile Mlambo-Ngcuka highlighted the importance of this year’s focus on rurual women.

“It speaks to our commitment to fight some of the biggest challenges of our time: poverty, inequality, intersectionality and an end to violence and discrimination against women and girls, no matter where they live, or how they live, so that we ‘leave no one behind,’” she stated.

Calling it “a tipping point moment,” the UN Women chief urged the forum to seize the opportunity to secure and accelerate progress, build consensus and share best practices to serve “the poorest of the poor.”

“It has never been so urgent to hold leaders accountable for their promises for accelerating progress” on the SDGs, she said.  An unprecedented hunger for change in women’s lives was being seen around the world, as well as a growing recognition that when women banded together, “they can make demands that bite.”

“Women are fighting to take steps that change their lives, and they are refusing to accept the practices that have normalized gender inequality, sexual misconduct, exclusion and discrimination across all walks of life,” she argued.

She urged everyone to unite around the common cause, as set out in the principles of equality in the UN Charter, “to make this a moment of real acceleration, change and accountability.”

The chair, Geraldine Byrne Nason, said the current session is a key moment on the path to ending discrimination against women and girls once and for all.  Indeed, “time is up” on women taking second place around the world, she said, challenging the Commission to do more and do better.

CSW functions under ECOSOC, acting as the UN organ promoting gender equality and the empowerment of women.  CSW62 runs until 23 March.

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New Social Compact

UNESCO Rewards Outstanding Teacher Initiatives in Chile, Indonesia and the UK

MD Staff



Three programmes designed to empower teachers have been named as winners of the 2017-2018 UNESCO-Hamdan bin Rashid Al-Maktoum Prize: The Center for Mathematic Modeling of the University of Chile, the Diklat Berjenjang project of Indonesia and the Fast-track Transformational Teacher Training Programme of the United Kingdom of Great Britain and Northern Ireland.

The Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers will be awarded on 5 October as part of World Teachers’ Day celebrations at UNESCO Headquarters in Paris when the each winner will receive $100,000.

The Center for Mathematic Modeling of the University of Chile (Chile) is rewarded for its Suma y Sigue: Matemática en línea (Adding it up: Mathematics online) programme which was developed to address the performance gaps in mathematics between students from different socioeconomic backgrounds and improve the quality of maths teaching in general. It is a ‘learning by doing’ programme organized by grade levels and curricula, enabling teachers to focus on their specialized area of mathematics teaching. It blends face-to-face sessions with intensive virtual instruction. The programme is scaleable, easily accessed by teachers in remote areas, and it promotes inclusion.

The Diklat Berjenjang project from Indonesia is rewarded for bringing quality professional development to early childhood teachers, notably in the poorest and most remote areas. It helps meet Indonesia’s need for teachers skilled in creating stimulating learning environments for young learners. It helps identify potential teacher trainers and provides step-by-step written guides, follow-up assignments and exchanges.

The Fast-track Transformational Teacher Training Programme from the United Kingdom of Great Britain and Northern Ireland was selected for its highly innovative and impactful approach to training teachers in various professional environments in Ghana. It promotes child-centred and play-based pedagogy in early education to replace traditional talk chalk disciplinarian methods. Practicing teachers receive a two-year training, combining workshops with smaller peer group meetings in which they are paired on the basis of their complementary strengths to engage in classroom observations and in class coaching.

The three winners were selected from 150 nominations submitted by the Governments of UNESCO’s Member States and UNESCO partner organizations on the recommendation of an International Jury of education professionals.

Established in 2009 with funding from Sheikh Hamdan bin Rashid Al-Maktoum of Dubai, the Prize is awarded every two years to projects that have made outstanding contributions to improving the quality of teaching and learning, especially in developing countries or within marginalized or disadvantaged communities.

More information on the prize:

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