This prominent masterpiece written by Thomas Paine played a pivotal role in the history of human being that embraced all aspects of rights of a man, following natural rights, intellectual rights, natural interests, and mainly the importance of human dignity.
Thomas Paine was an Anglo-American philosopher, political theorist, and activist who made a great contribution to the history of mankind with his eminent works; the Common Sense, the American Crisis, the Rights of a Man, the Age of Reason, and Agrarian Justice. The Rights of a Man as an influential pamphlet echoes its huge impacts on the present day. In fact, Thomas Paine noted all meaningful rights of a man in his pamphlet. At the start of the French revolution, the British politician Edmund Burke who was a supporter of the American Revolution condemned the French Revolution and advocated in his “Reflections on the Revolution in France” that the French Revolution had engendered the extremist movements and radicalism which caused an unprecedented destruction of a nation’s social groups (particularly, elites, aristocracy) and devolved the civic society of France into democratic dictatorship and barbarism. After the Edmund Burke’s argument, Thomas Paine highly criticized his pamphlet and gave his pro-revolutionary riposte to him and argued in his Rights of a Man, that the French Revolution was a successful beginning of a new era of human history with which a man would be able to apply new-fangled “Enlightenment” values to his society, and by starting with new era, men could secure peace through the adoption of the system of newly secure government based on their mutual rights. “The Rights of a Man” was composed of two main parts. The first part dedicated to U.S President G. Washington chiefly addresses to the most of E. Burke’s questions regarding the French Revolution. The second part subjects to the debate of the principles of government that advocates the Constitutional Republic that the French Revolution reached it. In this essay, Thomas Paine gives his exact arguments point by point on Burke’s questions and mainly criticizes the error points of Edmund Burke on French Revolution and countered that his pamphlet concerning the French Revolution was “odd case”. Unless, some criticism on the essay, it had given huge contribution to the universal human rights in today’s world.
The Rights of a Man is an important work for both past and present days. Today, it remains the one of the pivotal works regarding human rights. In fact, the essay embraces all aspects of natural interests, rights, and the significance of human self-esteem. Therefore, focusing on this topic gives large-scale insight to understand the meaning of human rights. This essay is one of the best-known masterpieces of Thomas Paine, which he declares that the French Revolution is the beginning of a new era for the “Enlightenment” principles and values in human society. It is the beginning of the establishment of newly rational governments based on the mutual understanding and rights of human society.
As I mentioned before that this prominent pro-revolutionary pamphlet dedicated to U.S President George Washington was written as a response to the Burke’s questions regarding his attack on the French Revolution. First and foremost, there were huge differences between the opinions of Burke and Paine. According to Burke, the French Revolution had caused much destruction within the French society and engendered the despotism and political havoc. He mainly focused on the traditional values and property rights. He also argued that there were not special rights belonged to people. All rights were defined by law and people had to act according to the Rules of Law. Furthermore, he mentioned that humans were shaped by institutions and communities and rejected the principles of radical individualism advocated by Thomas Paine. Upon the opinions of Burke regarding the French Revolution, Thomas Paine sparked its radical arguments as a response to Burke’s questions and answered his questions one by one with exact points in his essay. In the first part, His dedicated his work to U.S President George Washington with these words:
“Sir, I present you with a small treatise in defence of those principles of freedom which your exemplary virtue hath so eminently contributed to establish. That the rights of a man may become as universal as your benevolence can wish, and that you may enjoy the happiness of seeing the new world regenerate the old”
With this appeal, he argues that people now alive should not have to repeat their ancestors’ acts what they did, they have to try to regenerate the old one and replace it with a new one because traditional rights and heredity do will nothing on behalf of the people, and devolve them into repression. Secondly, Burke was in favour of traditional rights and property and argued that the revolution in France was misconceived because Louis XVI was a good King, but missed the chance. As a consequence, the revolution caused the extremist and barbaric movements within French society.
On the contrary, Paine argued that the traditional approach had caused the hostility and inequality between the French people, and he emphasized that if Burke accepted that men had rights based on traditional principles and referred to the antiquarian approach, why did not he go back to the far enough antique history?! – With this argument, Paine countered that even in the antique history the rights of a man had carried out the seeds of liberty, liberal projects, and democratic principles. He showed the Athens as an example to support his argument against Burke. Paine’s argument clears that democratic principles have to base on mutual understanding of rights and interests of social groups. Then Paine again turns to the Burke’s opinion and mention: If we are going to appeal to history, let’s go back to the much far beginning; the creation of a man by God. He argued that God created all human being equal and gave them equally natural values, principles, rights, and mainly natural dignity. God created male and female in the example of Adam and Eve. The natural rights of a man are the foundation of all his civil rights. Let me highlight the main parts of the essay, in his “Reflections on the Revolution in France”, Burke referred to the history of the British Constitution and argued that this constitution grounded on the “Rules of Law” over people in Britain and people tried to obey hereditary monarchs according to these Rules of Law. On the contrary, Paine replied to him by arguing that the English Monarchy began with the imposition of the hereditary monarchy by the military conquest of William in 1066. Therefore, the creation of British Monarchy was not established by the British Constitution, it was founded in military power and the sword was declared as a name of a sceptre. According to him, the monarchy had militaristic and tyrannical power. The hereditary government subjected to ignorance and the selfish use of a power of society only on behalf of monarchs, not of human society. Hence, he came to the conclusion that the English government was one of those which was created out of military conquest not out of human society and had nefarious impacts and pressures over people and forced the English to obey its Rules of Law. He argued that constitution of a country was not an act of its government, but the act of its people creating a constitution based on their common rights and interests.
Moreover, Paine mentions that man is naturally social because of the fact that he is in need to co-operate with other people in order to facilitate his needs. Society had long survived in spite of the absence of a proper government. The government could be legitimate only where people made a social contract to establish it. The social contract is based on liberal project and democratic principles. Hence, people having mutual rights and interests in order to provide their needs create a proper government that is based on a common sense of social groups and finally, democratic principles. These democratic principles should have to be provided within the human society through mutual understanding and equal rights. Representative government appertained to the rational use of power in common interests. On the other hand, he rejected believing in the national churches and mentioned that the close link between the church and the state led to the immense corruption of true religion in society that executed injury and persecution to social groups.
Thomas Paine did not like the heredity government or monarchy and called it ridiculous and despicable thing. Burke preferred to elites and aristocracy claimed that society could only be shaped by the institutions and communities, and grounded on the roles of elites and aristocracy, but Paine disagreed that the emergence of elites or aristocracy was a clear evidence of despotism and injustice that was kept up by family tyranny and hereditary government. It had a tendency in order to destruct the human species in society. At the same time, although he condemned the taxes, but preferred to the commerce and mentioned that people were in need of trade and commerce because of their interests and demands. Taxes were the means of keeping up the power of elites or aristocracy, in particular monarchy that plundered people within society. All hereditary government had its own nature oppression, but the representative government rested on the interests and rights of society and civilisation for its basis because it was a representative system of the whole people, and whole society.
In conclusion, I would like to state that the main centrality of Thomas Paine was natural rights that led to the formation of civil rights. Indeed, this masterpiece is the proved document of not only the natural dignity of a man, but also the whole human rights. In this essay, I observed that what differentiates Burke from Paine is Burke’s placing on social institutions and communities in order to preserve ordered liberty, but Paine mainly focuses on radical individualism based on equal principles. Therefore, the French Revolution far more disturbed Edmund Burke due to the elimination of institutions in French society. To be sure, Thomas Paine as a revolutionary internationalist who believed in the Age of Revolution was a prominent man of his period. He related reason and nature closely that could lead to the newly discovered Enlightenment process in Europe. He prophesied that Europe had to be transformed from a realm of inequity and despotism to a scene of representative democracy and liberal values.
His central point is that the Revolution in France had stemmed from not force, only from reason and creation of liberal democracy referred to the principles discovered in the Enlightenment. Thereby, the French Revolution was the beginning of a new era and the “Enlightenment process” in Europe, and the Declaration of the Rights of Man and of Citizens founded the main basis of human rights and bestowed its admonition to present day: “Men are born free and equal with respect to their rights”.
Demand for Investigation of COVID-19 gained momentum
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.
How to eliminate Learning Poverty
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.
World leaders must fully fund education in emergencies and protracted crises
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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