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Vico’s Revolutionary Thinking on Metaphysics, Machiavellian Political Analysis, and Historicism

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“What is Truth?–Pontius Pilate

[yt_dropcap type=”square” font=”” size=”14″ color=”#000″ background=”#fff” ] W [/yt_dropcap]e live in an Orwellian world of “post-truth” and “alternative facts” wherein the famous question of Pilate to Christ is repeatedly heard: “what is truth?” In effect it means that we no longer believe in truth and consequently we no longer believe in metaphysics, which is essentially a belief in, and a search for truth, as difficult as that may be.

Truth has become something “esoteric,” kind of ancient quest which has now been superseded by a positivistic world based on empirical quantifiable science based on sheer utility. Truth is a commodity we can no longer afford in our “enlightened” modern times.

What seems to be one of the major preoccupations of current political analysis is the Machiavellian quest for power based on a philosophy that asserts that “might is right” and the “end justifies the means,” that there are winners and there are losers. The winners bend facts and reality to their own convenience, at best they believe in relative useful short term truths, while the losers believe in metaphysics and its universal transcendent truths, a la Plato. In other words, Plato is passé and Machiavelli is in vogue. Take your option.

But there is a philosopher of the 18th century, the Neapolitcan Giambattista Vico, who offered another alternative to these two extremes. Yet many, even in his native land, have no clue of his philosophy of history, or simply ignore it. What good can come out of a Naples? Let’s take a brief look at it.

Vico’s New Science (1725) is a watershed to modern historicism. He was however too far ahead of his contemporaries to have any direct impact on them. They had already embarked on a Cartesian paradigm of reality which now pervades modern culture. We modern men can hear Vico’s wake up bell much more clearly in the wake of what rampant rationalism has wrought on us.

For all the modernity of his philosophy, Descartes shared with the ancient Greeks a bias against history which held that history is not the proper subject of science; that it represents a dimension of being in which the question of truth has neither purpose nor answer. Within this historical tradition searching for absolute certainty there is no place for any knowledge based on the particularity of sensory experience and contingent historical events. Tradition and the senses are seen as sources of permanent deception and truth is not found in them.

Descartes was convinced that he had found the final basis of certainty in his thinking “I” (the famous “cogito ergo sum”) which is beyond history and all its contingencies and delusions. The only way this “I” and its related ideas can get back to the physical world is with the help of mathematical ideas that determine it. There the true language of nature is to be discovered. In other words, truth is to be found in nature, not in history.

This ancient Greek tradition was now living under the cover of the Christian West. Descartes was trapped within it. The Greek world could not, and in fact never produced any kind of philosophy of history. It could not since it held that the contingency of historical events did not yield truth and could not therefore be the content of authentic philosophical reflection. When truth was sought in the empirical world, it was derived from the calculability and rationality of nature. Moreover, this drive to see truth only in what is uniform and not in what is contingent and changing (well symbolized by Plato’s world of timeless unchanging ideas, the transcendent forms) led Greek historians to look for laws and continuities in history and to treat them as analogies to the uniformities of nature.

Herodotus finds in history the “law” that human hubris brings down divine punishment. This is analogous to the idea that there are limits within nature beyond which no man dare venture beyond. Thucydides, on the other hand, is even more radical in his pursuit of uniformity. He finds the historical process dominated not only by objective factors in politics and economics but also by impulses and passions driven by subjective psychological emotions. Thus the movement of history is subsumed to the movement of cosmic occurrences. The driving forces for both is the same.

Here Plato’s remarks in Georgias is relevant. There he proclaims that a mathematical relation (based on timeless laws) governs the relation between gods and humans. Thus Thucydides also believed that regard for the timeless laws of historical movement gives a better view of what happens and what will happen, for it will always be in accord with human nature. In other words, to see the timeless in time makes prognosis possible and enables us humans to plan for our future.

The above, broadly outlined, was the classical view of history that greatly influenced Descartes. On one hand it holds that history is contingent, that it cannot be part of the orderly course of the cosmos and thus it is ultimately irrelevant to the question of truth. On the other hand, it also holds that history may be integrated into the cosmos but has to be seen in mere analogy to processes that are controlled by natural laws. Either way history per se is robbed of its driving force and is discredited scientifically.

The geniality of Vico’s conception of history is that he turns the above upside-down. He calls his philosophy of history a science since for him history is not only a possible, but also a privileged object of science. In fact, for a noetic standpoint, he sees the natural sciences as burdened by a lack of truth. At least in the West, this is indeed a reversal of the usual movement in the search for truth. It has taken us modern and post-modern men some three centuries to realize that it is truly revolutionary.

Not that Vico rejects everything that preceded him. He accepts much that is normative in tradition, borrows from what is universally acknowledged and then makes new unexpected inferences. His beginning point is an idea for which he can formally appeal to Aristotle. Simply put, the idea is that real knowledge of something is present only when that something is understood to be caused and its causes and origins are known.

From this idea Vico draws a revolutionary conclusion and it is this: if knowledge is knowledge of causes and we can speak of truth only in as much as we can establish those causes, then properly speaking we may know fully only what we ourselves have made. That is to say, we can only do justice to the Aristotelian equation of truth and knowledge of causes when we ourselves are the cause of something. Therefore, since history is the sphere of human achievements wherein we function as causes, we can attain there to true knowledge as in no other sphere.

In this concern of Vico, to demonstrate that even the shadows of the most distant past may prove to have more truth than the exact sciences, we begin to sense the far reaching implications of his speculation. Let us explore briefly the most important of these implications. In the first place it is worth noticing that after Vico the very facticity despised by the Greek world is worth knowing and can in fact be accorded the privilege of truth.

For Anselm, the cosmos that God conceived and made (one and the same operation for God) was the object of truth. In other words, the truth consists of knowing the logos content of the world. Its content are not facts but their reference to the Logos. As we have observed, for Descartes the ontic giveness of the thinking I is truth of the first order, while deduced truths are secondary. So, in both Anselm and Descartes a form of being is the truth. In the former being as a conceived and made totality; in the latter being focused on the existing subject of thought. Something is true because it has a share in being.

With Vico it is otherwise: historical facticity is privileged to be the content of possible truth. We know this truth and its causes because we ourselves are the causes. Here the thesis is this: something is true as, and because, it is made by us. Secondly, Vico dares to light up even mythical prehistory with the torch of truth, despite the fact that objective knowledge of events is largely ungraspable in this sphere. He can do so because he is convinced that he has found a new and modern form of knowledge; a form of knowledge by now familiar to us as hermeneutics, a truth that is disclosed in the grasping of causes; a truth of “understanding” which is present when something that is related to us reveals itself to us.

For example, when we encounter another personal life that affects our own personality. Admittedly it is rare but it constitutes the essence of true friendship hardly graspable in a cold objective fashion. That is what Vico means when he says that we may find the principles of the prehistoric world within the modifications of our own human spirit. In other words, there is an analogy between prehistory and us that makes it intelligible.

This should intimate that properly speaking Vico is the grandfather of modern hermeneutics even if little or no credit is accorded to him in courses on mythology or history of religions. It is on the basis of Vico’s speculation that Bultman attempts later the feat of demythologization and Jung that of the interpretation of myths and the archetypes of the human mind. Even if Vico does not use the term “understanding,” it is obvious that he has entered the field of hermeneutics to break through to new modern aspects of human experience: humanity can comprehend history because history derives from it.

Vico’s speculation is nothing less than the proclamation of the historicizing of the understanding of reality. The modern age is the story of the implications deriving from such a view of reality. This view was so novel that it went largely ignored.

Here we should take notice that throughout his speculation Vico’s anthropology remains always anchored to a theological base. That such is the case can be gathered from his restriction of the human knowledge of truth to the knowledge of history. The world of nature remains accessible only to the divine insight, since God created nature, not us, and therefore only God can see it as his work.

Even when Vico asserts that we may know history as “spirit of our spirit,” he never means to say that history can be regarded wholly as our own creation. On the contrary, he says that treating the historical past as a kind of objectification and echo of our own spirit is possible only because our spirit is privileged to have a part in the divine Spirit and is thus put in a position to see in history the providence of God and the thoughts of his divine spirit. In other words, the meaning of history is manifest to our spirit to the degree that we look to providence.

A corollary to the above view is Vico’s rejection of a conclusion that one may be tempted to draw from his anthropological outlook, namely that within modernity philosophy can replace theology as the representative of the human spirit. Vico expressly opposes the notion of the rationalistic philosopher of history Polybius (second century B.C.) that religion becomes unnecessary when philosophers undertake the explanation of the world. Vico argues that philosophers did not suddenly fall from heaven but emerged from an intellectual tradition rooted in religion.

By taking an anti-Cartesian stance Vico is basically saying only a belief in providence can relate us to the orders of family, tribe, and nation. It is only when these institutions are transparent and let the divine planning that is operating in them shine through that they can bind us together. The very semantic meaning of the word religio in Latin is “to bind together.” So, despite Vico’s important principle that things are true and perceptible only for those who cause them, humanity is never for him the wholly autonomous lord of the history that it creates. His concept of providence give things a different aspect: humanity meets itself in history because it is built into it as the agent of providence and therefore it can perceive the earlier self-manifestation of providence.

Vico’s most important hermeneutical insight is that human beings cannot be explained objectively, they can only be “understood.” The element of freedom in human nature resists the reduction to object of observation. Indeed, understanding is radically different from explaining. I can only understand and empathize with the personal life of another only because I have the same personal structure of being. Since I have a responsible relation to the meaning of my existence (i.e., to its logos), I am able to understand others in a similar relation. I can be affected by the boredom and emptiness, the failure or success of others and can understand that other beings are also called, like myself, to grasp their own destiny (in theological language, their salvation) with the same fear and risk of failure, the same hope of success.

This solidarity is underpinned by the same life-agenda, the same human journey from cradle to tomb. The journey into the self is a universal journey as Dante too well understood. Moreover, the ability to understand rests on a relationship or analogy between those who understand and those who are understood. In more literary terms, this idea of congeniality is the psychological superstructure of the basic Vichian literary, anthropological insight that readers and/or commentators are in solidarity with an author. Simply put, this is the solidarity of a common humanity. Both reader and author are bearers of personal life and marked by the gift and fear of freedom.

The most basic Vichian principle that we can derive from this hermeneutics is that people, being intrinsically free, cannot be explained, they can only be understood. In turn this means that in practice I first need to understand myself if I am to understand others. How can I possibly speak seriously about the guilt of others if I loath to face my own? So the question becomes: how do I get to know myself? As per the above outlined Vichian hermeneutical principle, self-knowledge cannot be reached by mere self-analysis focusing obsessively and narcissistically on my self (as much self-help literature would suggest), rather I will begin to discover it in as much as I get to know the world in me and myself in the world.

Sadly, the me-generation of the seventies and eighties and beyond, so concerned with its “life-style,” has yet to discover that Christianity is psychologically much more sophisticated in its insistence that paradoxically one finds oneself when one loses oneself, and that narcissism inevitably leads to selfish egotism. Presently we have a president in America who exemplifies that kind of narcissism.

As I encounter others, they become mirrors for me in which I may more clearly see myself. Medieval and Renaissance Man had no problem understanding that we know ourselves only in humanity, and life teaches us what that is. Action is needed to affect the world and in turn let the world affect us. In other words, we can never know ourselves directly by contemplating our navel in a lotus position. The process of self-knowledge begins with a detour, via and encounter with history. The basic reason for this detour is that we are never “objects” of knowledge, not even of self-knowledge.

Only free beings can understand other free beings. We understand ourselves only in as much as we attempt to understand others. Which is to say, the world is a macrocosmic reflection of me and I am a microcosmic reflection of the world; the inner and the outer are analogous. I receive self-awareness by encounter with the world. This is particularly true of the world of history which as the human sphere is my direct analogue. Even more simply expressed, my life-history reflects the history of human-kind. Only thus can the Bible or others’ autobiographies have anything to say to me personally. Vico for one wrote his autobiography with such an hermeneutical principle in mind.

It should be stressed here that this Vichian understanding of one’s humanity as grounded in historical reality is very important in the writing of a human history, i.e., in the writing of what Man has achieved in the world, be it the history of science, or of art, or of law, or government, or of any other cultural artifact. In other words, when an author writes such a history he has to keep in mind that in relation to history Man cannot document himself as a mere object. As an historical being I am constantly included in my understanding of history.

We experience ourselves only by the detour of encounter with history, but the opposite is also true: we experience history only by the detour of self-understanding. That is the Vichian hermeneutical circle. As Vico himself aptly puts it: while it is true that Man makes history, it is also true that history makes Man. The way I see myself is influenced by the course of history. Such a course may produce a Hegel with the vision of Man as a spiritual being, or a Marx with the vision of Man as constituted by economics but marching toward some ultimate purpose, be it only social justice. These pre-judgments are practically inevitable for they are directed by Man’s understanding of himself.

The understanding of history can never be “presuppositionless.” When the historian claims that he has broken free from the presuppositions of his self-awareness, he is no longer viewing human history but a degenerated form of pseudo-nature. Only as a bearer of freedom can the historian understand history as the sphere of freedom. But that freedom ought not be understood as an abstract kind of “choice.”

“Pro choice” by itself is a meaningless statement, for choice always implies commitment to something. Choice without responsibility and commitment transforms freedom into license. Confusion about this important distinction abounds in so called free democratic societies, but calling ourselves free ought to mean an ability to pursue a goal, to actualize ourselves by grasping our destiny as humans, for in the final analysis, what we know or don’t know of our nature and the goals of such a nature inevitably affects the way we view and interpret other people and even history as a whole.

As an historical being the author of a human history has to bring himself to the understanding of history. Many scientists find this kind of Vichian hermeneutics uncongenial. They shun it since their pride and joy is Cartesian rationalism in tandem with a condescending attitude toward what is alleged to be a “retrograde and primitive” mytho-poetic mentality steeped in magic (usually understood as mere superstition) and religion. They have no use for authors such as Nikolai Berdyaev who always keep in mind the non-objectifiable element of freedom in history and present myth as a deeper reconstruction of life; for indeed myth grasps a dimension of human life that is simply inaccessible to an objective scientific study.

An exclusively objective kind of history is inconceivable, for there will always be a need for mystification, a longing for worlds beyond that secretively direct things. That longing derives from the fact that the subjects are included in the history they seek to know and, unless they are mere robots with no feelings and emotions, they are bound to feel and disclose the historical in themselves. Berdyaev for one points out that penetrating the depths of the ages means to penetrate the depths of the self.

As Vico has well taught us, history presents itself from within by recollection of the origin, goal and meaning of our existence. He was the very first philosopher in the West to understand, way ahead of Cassirer, that myth forms an element in all historical interpretation, and that it a nefarious intellectual habit to pose the dichotomy of poetic myth and “objective” history.

It is that false dichotomy that renders many modern history textbooks distasteful to most young students. They have intuited that those texts which present themselves as “scientific” fail to grasp the understanding subjects share non-objectively in historical understanding; that the author and the students of history too are integral part of history; that behind the illusion of complete unbiased documentation and geo-political analysis, there is a human being who is also concerned at some level with actualizing meaning of some kind. The mere writing of a history text points to it. And meaning relates to the totality of being.

Indeed, in all historical understanding of details a preliminary attempt is made to grasp the whole of history and its meaning. Willy nilly, these subjects who choose what they deem important out of the millennial vortex of history, are involved in an “act of faith” which cannot be objectively explained as is the case in science. These geo-political analysts delude themselves that it is all scientific and objective. But there is a bottom rock “act of faith” even on the part of science.

From the above we can confidently assert that since Vico’s speculation on history the investigation of human existence and its history in the sense of objective science is no longer feasible and that moreover human existence as a whole is subject to the Vichian hermeneutical law of understanding.

In other words, from Vico on human existence has to be disclosed by way of understanding rather than by way of explanation. It is here that historicism touches the circle of science. Science, on the other hand, in touching the circle of history has to grasp that we can understand humanity and its history only in a venture. Individually, this courage for venturing on a journey of self-knowledge and actualization of meaning can be drawn from the basic realization that the secret of humanity is also our own secret.

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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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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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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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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