“The concrete without the universal becomes trivial. The universal without the concrete becomes irrelevant”—Alfred N. Whitehead
Mathematics would certainly have not come into existence if one had known from the beginning that there was in nature no exactly straight line, no actual circle, no absolute magnitude.- Friedrich Nietzsche
In the land that gave us Vico and Croce, two fathers of the historicist approach to reality, one still hears today, as we speak, rather peculiar distinctions between the historical and the geo-political. They are presented as crucial distinctions.
The former, it is argued, is concerned with the past, history as a guide, and the latter is concerned with the future, how to bring about desired political results in the present from the past lessons of history. This approach either ignores or loses sight of the veritable revolution that Vico’s philosophy of history represents for any modern political analysis.
After 300 years of Vico scholarship and commentaries on his New Science (1725), it can be safely asserted that Vico did not think of history as a mere exemplary teacher from which to learn the wisdom of the past (although it does that too), or as a political tool, as a Machiavelli certainly did in his geo-political considerations on how to grab and hold on to power (see his The Prince).
The fact is that if one gets history wrong, such as the provenience of all Italians from the Romans (a myth accepted and propagated later by none other than Mussolini), one ends up with a disastrous geo-political analysis. Guicciardini got it more on target when he duly noted that to compare the present Italians to the ancient Romans is like comparing a donkey to a noble horse. The Italians were and are quite different, in some way superior to the Romans when it comes to the field of artistic achievements.
And this is not to speak of the disaster that may occur if one begins with the wrong ethical political premise, such as “the end justifies any means.” That’s how a Holocaust was justified and executed in the 20th century, just to mention one such nefarious disaster.
Within Vico’s historicism, on the other hand, verum/factum, life/thought, form/content, subjective/objective are distinguishable but not separable. They are complementary to each other. Vico was acutely aware that to treat real concrete moments of Man’s history as mere moments of something higher is not to take them very seriously. Indeed, this was Hegel’s subsequent flaw: By absorbing the concrete historical situation into a higher theoretical scheme, he in effect distorted the reality of their contingency. It is a dangerous thing to separate theory form praxis as some modern philosophers have indeed done thus never regretting some of their more misguided practical actions. Somehow they felt that their theories absolved them of their unwise praxis.
Beginning with Kierkegaard, the existentialists also pointed out that by viewing contingent situations as “moments” of something else is to have them cease being themselves. This is also the flaw of modern scientists and logical positivists who consider the mytho-poetic mentality of primitive man as a mere “moment” of a superior reflexive-rational-scientific mentality. In so doing they lose sight of mytho-poetic mentality itself.
Vico’s insight is that there is more than one pole to an historical event. One can claim that there is a providential pole, a higher scheme, a telos, and yet insist that the nearest I can come to understanding this providential reality is by careful attention to the concrete circumstances of the past or present. Which is to say that in Vico’s thought the particular and the universal are also complementary poles.
Vico’s problematic consisted in reconciling the concrete events of history with the universal and providential when the universal happens to be a concatenation of concrete instances exhibiting a providential design. He clearly saw the Hegelian pitfall: to know things one must see them in relation, but if I stress the relation more than the thing itself I will end up trivializing it and losing sight of its uniqueness. He perceived that to undermine either pole of reality (i.e., pole n. 1: the unique concrete particular event; pole n. 2: the relationships of such an event) is to repeat what he termed “the conceit of scholars” (read university professors and pundits) and thereby lose contact with reality. Vico had great respect for both poles and was unwilling to abandon either. He did not see them as mutually exclusive and he refused to reduce the phenomena to a mere rational theoretical scheme a la Descartes. He insists that both complementary poles are made manifest in concreto.
What is astonishing nowadays is that science itself has discovered that reality operates on two complementary poles. I am referring to the findings of quantum mechanics, the new physics, so called, as they apply to the nature of light. In his book, Change and Providence, William Pollard points out that quantum mechanics has introduced into physics not merely a different description of the structure of the external world but also a radical modification in the relationship between the real world and our knowledge of the world. This modification patterns the modifications proposed by Vico’s historicism making man both creature and creator of history.
In Vico’s time, however, the rampant rationalistic Cartesian approach did not permit such a reorientation as described by Pollard in modern times. We know today that quantum mechanics rests on Heisenberg’s intermediary principle of complementarity from which derives in turn Bohr’s principle of complementarity. The latter applies to an essential characteristic of the way physical systems are described in quantum mechanics which prior to its discovery could only be regarded as paradoxical or contradictory.
A case in point is the behavior of light and electrons. The more precise the information about such behavior became the more paradoxical became the problem of its assimilation into a coherent picture of the atomic world. Bohr’s principle of complementarity asserts that light and electrons will have wave and particle properties as complementary aspects of a single reality. This paradox, which seems to be inherent in the very structure of matter, cannot be resolved by further scientific work but must be looked upon as reflecting an essential characteristic of reality, associated with the uncertainty principle, as a result of which physical systems present themselves to our observation in complementary aspects.
Let us now transpose this scientific discovery of the principle of complementarity to historical reality. Indeed Niels Bohr himself thought that the problem of complementarity went beyond the situation in atomic physics and was a fundamental characteristic of the human mind in search of comprehension. One of his favorite maxims was that “there are two types of truths: trivial truths whose opposites are plainly absurd, and profound truths which can be recognized by the fact that the opposite is also a profound truth.” It was part of the human condition to seek to embrace profound truths, such as the opposing demands of justice and love.
Bohr’s suggestion is obvious: the apprehension of reality is possible only in complementary terms. That this is still not fully accepted is due to the pervasive influence of the classical Newtonian mechanics as a model for ultimate achievement in scientific explanations. Nevertheless it is beginning to be recognized in both psychology and biology that, despite Descartes’ cogito ergo sum, Man’s body is as much a product of his mind, as his mind is a product of his body thus rendering moot the question of whether or not Man is essentially mind or body. The dichotomy history/geo-politics is another example.
The Vichian paradigm apprehends reality in terms of both/and. For Vico Man is both a creature and a creator of history. From a formal rational standpoint this appears as a logical paradox, yet both opposites are profound complementary truths which can be distinguished but not separated. The solution to such a paradox lies in a reorientation of our thinking about the relationship between human knowledge and understanding, that is to say, the way the human mind operates in search of comprehension, on one hand, and the reality which we seek to know on the other.
Having made this reorientation we will understand how in a Vichian sense it is possible that in the very nature of things the reality light can present itself to our apprehension as both wave and particle; or for that matter, how the reality Man can be both mind and body, both creature and creator of history. The corollary to this seeming paradox is the paradox of human decisions which presents itself to our apprehension as both freedom and providence in complementary relationship, which leads to the seeming contradiction of immanence and transcendence in Vico’s concept of providence. Transcendence/Immanence in such a concept are not mutually exclusive either but are complementary to each other, both poles to be held together in tension, idem for universal/particular.
What I have always found intriguing in Vico is the fact that he did not call his magnum opus a new humanism but a new science. Like Croce later on, he accepts science as a useful pragmatic tool but at the same time he does not reject humanistic modes of thought, hence his proposal of a “new science.” His is a science which does not resort to reductionism: reducing man to a mere cog in a gigantic impersonal machine called the universe.
I’d like to suggest that this “new science” was at the time at least 300 years ahead of the modes of thinking of the current assorted Heideggerians, Derridarian deconstructionists, existentialists, nihilists, Straussians, real-politik historians in love with Machiavelli’s approach to history, all battling each other and sure that only they have the key to reality. Croce certainly had to deal with some of them, especially the positivists, to even begin to enunciate and disseminate his philosophy of aesthetics in an attempt to find a dialectical middle ground between the two extremes of deconstructionism and Straussianism.
Had Vico been accorded a more attentive and respectful reading refraining from subsuming him too readily under other philosophies, there would not be such typically modern conundrums to resolve today. Three modern eminent philosophers who fully understood the implications of Vico’s thought and the implications of its disregard in modern historiography were Croce, who wrote a whole book on Vico to explain his thought, Cassirer, known for his symbolic philosophy, and Gadamer (known for his philosophy of hermeneutics, also embraced by his disciple Gianni Vattimo). Others unfortunately continue to ignore Vico’s, or perhaps do not know him at all. That is too bad because Vico arguably is the greatest philosopher of history that Italy has given to the world. Alas, that kind of neglect ‘s result has been that they have unknowingly ended-up re-inventing the wheel on the meaning of history in the modern world.
Delivering On Our Promise of Universal Education
Our investment in education – especially for children caught in crisis and conflict – is our investment in a better future.
Co-Signed by: Federal Councillor of the Swiss Confederation, Ignazio Cassis; Federal Minister for Economic Cooperation and Development, Germany, Svenja Schulze; Minister of Education, Niger, Ibrahim Natatou; Minister of International Development, Norway, Anne Beathe Tvinnereim; Minister of General Education and Instruction, South Sudan, Awut Deng Acuil; Minister of Education, Colombia, Alejandro Gaviria; Former UK Prime Minister, UN Special Envoy for Global Education and Chair of ECW’s High-Level Steering Group The Rt. Hon. Gordon Brown
As we mark the International Day of Education, world leaders must make good on their promise of providing quality education for all by 2030.
Education is our investment in peace where there is war, our investment in equality where there is injustice, our investment in prosperity where there is poverty.
Make no mistake about it, there is a global education crisis that threatens to unravel decades of development gains, spur new conflicts, and upend economic and social progress across the globe.
As UN Secretary-General António Guterres highlighted at last year’s Transforming Education Summit: “If we are to transform our world by 2030 as envisaged by the Sustainable Development Goals, then the international community must give this (education) crisis the attention it deserves.”
When Education Cannot Wait (ECW), the United Nations global fund for education in emergencies and protracted crises, was founded in 2016, we estimated that 75 million crisis-impacted children required education support. Today, that number has tripled to 222 million.
Of the 222 million children whose right to an education has been ripped from their hands by the multiplying impacts of conflict, climate change and other protracted crises, an estimated 78 million are out of school all together – more than the total populations of France, Italy or the United Kingdom.
Even when they are in school, many are not achieving minimum proficiencies in reading or math. Think about this terrifying statistic: 671 million children and adolescents worldwide cannot read. That’s more than 8% of the world’s total population. That’s an entire generation at risk of being lost
As we have seen from the war in Ukraine, the challenges of the Venezuelan migration to Colombia and South America, the unforgiveable denial of education for girls in Afghanistan, and a devastating climate change-driven drought in the Horn of Africa that has created a severe hunger crisis for 22 million people, we are living in an interconnected world. The problems of Africa, the Middle East, South America, and beyond are the problems of the world that we share together
Every minute of every day, children are fleeing violence and persecution in places like Myanmar, the Sahel, South America and the Middle East. Every minute of every day, boys are being recruited as child soldiers in Somalia, the Central African Republic and beyond. Every minute of every day, the climate crisis brings us closer to the end of times, and children go hungry because they are denied their right to go to school, where they might just have their only meal of the day. And amid conflict, migration and climate change, governments like Colombia are struggling to secure the most basic living and education conditions for children in hard-to-reach borders.
It’s an assault on our humanity, a moral affront to the binding promises outlined in the Universal Declaration of Human Rights, and a giant step backwards in our persistent efforts – against all odds – to find peace in our times.
There is hope. By embracing a new way of working and delivering with humanitarian speed and development depth, ECW and its strategic partners have reached 7 million children in just five years, with plans to reach 20 million more over the next four years.
Imagine what an education can mean for a child of war? In the Democratic Republic of the Congo, 13-year-old Nyota lost her father and brothers in a brutal attack on her village. Her family’s home was burnt to the ground.
In a country where 3.2 million children are out of school, Nyota’s future was bleak. Would she be a child bride, the victim of sexual violence, another tragic statistic in a forgotten crisis?
No. She did not give up. With the support of an innovative programme funded by ECW, Nyota is back in school. “When I have completed my studies, I dream of becoming the President of my country to end the war here. That will allow children to study in peace and not endure the same horrible things that I have.”
Nyota is not alone: we have received inspiring letters from girls and boys in over 20 crisis-affected countries across the world that underscore the amazing value of education in transforming lives and creating a better future for generations to come.
On February 16, world leaders are gathering for the Education Cannot Wait High-Level Financing Conference in Geneva. Hosted by ECW and Switzerland – and co-convened by Colombia, Germany, Niger, Norway and South Sudan – the conference provides world leaders, businesses, foundations and high-net-worth individuals with the opportunity to deliver on our promise of education for all. The aim is to raise US$1.5 billion for the next four years.
As the co-conveners of this seminal event, we are calling on the people of the world to invest in the promise of an education. It’s the best investment we could make in delivering on the Sustainable Development Goals.
Nyota and millions like her are not giving up on their dream, and we shouldn’t give up on them. We have promises to keep.
Education starts early – or it should
Authors: Manos Antoninis and Silvia Montoya*
When children attend early childhood education, they are not just learning their ABCs and 123s, they are learning how to solve problems, live in harmony with others and communicate effectively. Going to pre-primary education increases the chance to grow and flourish in a nurturing and stimulating environment. It is an opportunity to provide children with the skills they need to succeed in school and in life.
Thankfully, early childhood education is something that more and more children are accessing: over the past two decades, the rates of those attending rose from 65% to 75%. Countries have put pen to paper, committing to taking this up a level. As part of a multi-year exercise, they have set national benchmarks for the progress they feel they can make between now and 2030 on helping more young children start their education in their early years, alongside other objectives. On the occasion of the 2023 International Day of Education, UNESCO published a global report, the 2023 SDG4 Scorecard showing how fast countries are progressing towards their national benchmarks on Sustainable Development Goal 4 (quality education). These benchmarks commit countries to together open school doors to 95% of five-year-olds by the 2030 deadline for the United Nations Sustainable Development Goals.
These ambitions are not messing around. Conversely to what you might expect, countries have actually set their targets far higher than one might expect considering how they’ve done in the past. Even if they managed to improve at the rate of the historically fastest-improving quarter of countries, they would only manage to reach the stage where 83% of children were going to early childhood education. At present, therefore, barely one in three countries is on track with their self-set targets. How can we help them speed up?
Having monitored education for the past 20 years, a few clear lessons jump out that can help countries break the speed barriers we’re keen to impart. While simple education reform is not very common, this first example is at least compact. Our recommendation is for countries to legislate and provide for free and compulsory education, which about a half of countries have done so far. Since 2015, for example, the introduction of three years of free education in Armenia, four years in Uzbekistan and three – and later five – years in Azerbaijan is associated with a large increase in participation rates. While one policy change cannot be assessed out of context, there is a clear jump in children’s early education access across these countries post the new legislation.
Where we see these laws lagging is in low income and, more generally, sub-Saharan African countries. For all those who join us in believing in the importance of the foundations that early childhood can bring, Sub-Saharan Africa should be a region where we direct our support over the coming years. Not only are fewer than half of children starting school early, but its population prospects will make the challenge harder over time. It is projected that sub-Saharan Africa will surpass Central and Southern Asia by 2026 as the region with the largest number of 4-5 year olds in the world. This cohort will grow by 1 million on average in the next 20 years. Population growth will slow down but will still reach 100 million in 2069. The region will be the home to a staggering 43% of all five-year-olds on planet earth by the end of the century.
The second recommendation we believe can make a difference is also a governance issue, and relates to the fact that the first education experiences of 40% of children in the world today is with private providers. Much of this trend can be linked to the fact that there was not enough supply related to demand, and private providers grew to fill the gap.
This phenomenon can’t be ignored in some areas of the world. In Oceania, for example, some countries have close to 100% of preschool students enrolled in non-state institutions. These can be for-profit and non-profit organizations, such as child-care centers, preschools, and home-based childcare providers, for example. Their presence can bring significant financial implications, and therefore, barriers, to families, and detract from the original reason they exist in the first place: to increase education for all. With the provision part removed from government’s control, it means that their ability to regulate the quality and equity of the myriad of alternative early childhood education providers – and monitor them – is vital.
For much of the pandemic, the GEM Report team at UNESCO mapped over 200 country profiles on its PEER website to look further into the regulations countries currently have for private providers in early childhood education. What we found is that those covering equity are in the minority: only 26% of countries support specific vulnerable populations’ tuition fee payments and just 15% prohibit non-state providers from operating for profit. On the positive side, however, we also found that turning these numbers on their head could also see a huge surge in participation rates. When governments have regulations in place helping out some of the most marginalized groups with tuition fees, for instance, the percentage of children who participate in organized learning one year before entry to primary school is higher by 13 percentage points, whereas countries with fee-setting regulations have a 7 percentage-point higher participation.
Our third but equally critical recommendation covers the extent to which governments prioritise education in the early years in their spending. We looked at the countries with data from the last two years and found they were spending just 0.43% of GDP on pre-primary education – pittance in comparison to the benefits an early education can bring. There is a clear correlation between how much was spent on public education and the rise of participation rates as a result. Doubling spending from 0.25 to 0.50 of GDP, we found, triples participation rates in public preschools from 20% to 60% on average, and is a clear win for improving progress on this issue.
As any education policy maker will tell you, there is no one easy fix for system reform. Sadly, this is the reason the sector fails to attach the funding it needs to transform and deliver to match our expectations. But, where there are lessons that our past mistakes and successes have taught us, we should take them, and not waste further time. Education can and should start early. If we legislate, regulate and finance appropriately, we can help countries’ ambitions to make that happen a reality.
*Silvia Montoya, Director of UNESCO Institute of Statistics
A Cry for Help: Pakistan’s Broken Education System
The saying “If you think education is expensive, try ignorance”, attributed to Derek Bok – the former president of Harvard University, holds a plethora of resonance for a developing country like Pakistan. Compared to the global standard of spending 4% of GDP on education, Pakistan only spends around 2.3% of its GDP on education, which happens to be the lowest in the South-Asian region. The inadequate spending on schools stems from the government’s nonchalant attitude and general disinterest in the education sector. Because of this, Pakistan’s budget allocation for education is far less than what is advised by the United Nations Educational, Scientific and Cultural Organization (UNESCO).
The 2019 Annual Status of Education Report shows the overall literacy rate in the country to be 60%, with 71% male literacy rate compared to 49% female literacy. Despite these statistics showing an improvement from the past trends, the Human Development Report of 2019 remained unfazed. According to the findings of the report, Pakistan failed to show significant improvements in key educational indicators concerned with the rate of literacy, overall enrolment ratio, and education related expenditure. In the same year, Pakistan was also ranked 152nd out of 189 countries on the Human Development Index (HDI) under the United Nations Development Program (UNDP).
Comparing Pakistan’s Education sector to other developing countries in the region further paints a dismal picture, as Pakistan lingers behind it its quest in providing quality education. Pakistan suffers from the third-highest primary school dropout rates in the region, estimating at 23%, only behind countries such as Bangladesh and Nepal. In a 2016 Global Education Monitoring (GEM) Report titled “Education for People and Planet: Creating Sustainable Futures for All”, it was found that Pakistan is 50 years behind in achieving its primary education goals, while adding another 10 years in its path to achieving its secondary education goals.
For the most part, the policy maker’s one-stop solution for increasing the level of education in Pakistan has focused on raising the enrollment rates in primary schools. While this approach emphasized more on the quantity of education being provided, it has done little to cater to the quality and expense of the education itself. This is reflected in the learning levels of public schools in Pakistan, which are astonishingly low as student’s performance in academics is hugely underwhelming, compared to the acceptable standard. This shortcoming in the public education is mainly attributed to the dearth of incentives for public sector teachers. Which translates into low teaching effort, since any chance at salary increment and promotion is directly related to seniority and experience and not the teacher’s actual performance.
In view of these prevalent conditions of the public sector education, Pakistan witnessed a sudden boom in low-fee private education institutions in early 2000’s, which outnumbered state-run schools in both quantity and quality. With ample availability of low-cost teachers in rural areas due to lack of other job opportunities, these schools quickly expanded in the region and provided multiple schooling options for the 63% of the population which resides in the rural setting. Despite the private sector teachers being underpaid and under-experienced compared to their public sector counterparts, the learning levels of students in private schools has been much better. This is mostly due to effective teaching pedagogy, curriculum design and proper oversight which gives private schools an edge over public sector ones.
In the Human Rights Watch Report titled “Shall I Feed My Daughter, Or Educate Her?”: Barriers to Girls’ Education in Pakistan”, the Pakistani government’s inability to adequately educate the girls also surfaced. Liesl Gerntholtz, the Women’s Rights Director at Human Rights Watch commented “The Pakistan government’s failure to educate children is having a devastating impact on millions of girls”. The report stated that the majority of the 22.5 million children that are out of school are girls, who are simply barred from attaining education.
However, many of the barriers to girl’s education lie within the education system of the country itself. The State takes on a lasses-faire approach towards providing education in the country. And instead relies on private sector education and Madrassahs to bridge the gaps in education provision. Thus the girls are deprived of a decent education in the process. The government’s inadequate investment in schools is another main culprit for the number of girls that remain out of school. As girls finish primary school, secondary schools are not as widespread and their access to the next grade is hindered. Furthermore, while the Constitution of Pakistan claims that primary schooling be free of charge, it is not actually the case. Hence, most parents with constrained resources opt to educate their sons over their daughters. As a result, once girls are dropped out of schools, there is no compulsion by the state to re-admit the girls into school. Therefore, a chance once lost is lost forever.
Towards the end of 2019, Covid-19, which emerged in the wet markets of Wuhan, quickly took the world by storm. It forced the entire world into lockdown, and resulted in a major humanitarian and economic catastrophe, ultimately affecting the Education Sector as well. This compelled Pakistan to take swift notice of the virus and announce country-wide closure of educational institutes from beginning of February 2020. It wasn’t for another six months that educational institutions were reopened with strict SOPs in place, only to be shut down again amidst the second wave of the virus. And so due to these conditions, the education sector in Pakistan faced a devastating loss of learning. The virus not only exposed the cracks in the country’s education system, but it also further amplified them.
According to a report published by the World Bank “Learning Losses in Pakistan Due To Covid-19 School Closures: A Technical Note on Simulation Results”, it was predicted that a loss of livelihood due to Covid-19 could translate into a severe case of children dropping out of schools. The study estimated an additional 930,000 children that are expected to drop out of the fold of education, and thus increasing out-of-school percentage by 4.2 percent.
Similarly, the report also mentioned that the learning levels in schools could drop to anywhere between 0.3 and 0.8 years of learning. Therefore, an average student now only attains an education level of 5 years due to poor quality of education, despite going to school for 9 years. Furthermore, in wake of covid-19, the share of children who are unable to read basic texts by age 10, represented by “Learning Poverty” are further expected to go up 4 percent from 75 to 79 percent. As schools were shut down across the country, many of them were also unable to transition into online mode of learning. This was because the state failed to provide internet access to remote regions of the country. Hence, Covid-19 proved to be a huge setback for the education sector of Pakistan.
To conclude, while significant steps have been taken to strengthen the education sector of Pakistan, such as the unanimous passing of the Article 25-A of the Constitution of Pakistan and the dedication towards achieving Sustainable Development Goals (SDG) to provide quality and equitable education; there still remains a gap between policy formation and its implementation. Despite the education policies of Pakistan focusing on science and technology, nationalizing private education institutions, increasing the number of student enrollment and improving their access to higher education, it still failed to improve in the education indicator of the HDI in the past decade. In view of this, Pakistan needs to rethink its education policies and fill gaps that currently exist between what is decided and what is implemented.
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