Connect with us

New Social Compact

From Wall-Less Design to Robotics Training: Meet the 16 Schools Defining the Future of Education

MD Staff

Published

on

The World Economic Forum identified 16 Schools of the Future – defined as schools, school systems and programmes – that are playing a critical role in preparing the global citizens and workforces of the future. Located in five continents as well as in developing and developed economies, and collectively reaching nearly 2.5 million children, these schools represent public-private collaborations to improve education systems with strategies including aligning curricula with future skills needs, training teachers in the latest industry practices and providing hands-on education experiences for students.

A new white paper, Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution, published today, outlines a framework to define quality education in the Fourth Industrial Revolution – Education 4.0 – and shares key features from innovative education models. In parallel, the Forum is launching the Education 4.0 initiative to mobilize multistakeholder collaborations to accelerate the scaling up of best practices and enable system-level transformation in education.

Defining Education 4.0

Through a consultative process with educators, policy-makers, business leaders, EdTech developers and experts, the World Economic Forum has proposed eight shifts within education content and experiences to define quality education in the Fourth Industrial Revolution. The framework serves as an important first step in setting the direction of innovation in education and reviving it as a means to improved social mobility and inclusion.

According to the report, innovation-driven economies and increasingly interconnected and interdependent societies demand that children develop four key skill sets: global citizenship, innovation and creativity, technology and interpersonal skills. Fostering these skills will require a shift towards radical new approaches to learning that are personalized and self-paced, accessible and inclusive, problem-based and collaborative as well as lifelong and student-driven.

Schools of the Future

The Green School (Indonesia): This school has a wall-less, open-air design that enables students to be directly connected to the surrounding nature. The school’s physical layout supports its curricular focus on sustainability and real-world application. For example, students at the Green School have designed and built a usable bamboo bridge over a river and a new sustainable hydropower system for the school. Today the school uses just 10% of the energy consumed by other schools.

The Kakuma Project, Innovation Lab Schools (Kenya): Although currently in the process of building a physical school for this programme, the Kakuma project has already created a movement of 375 educators throughout 75 countries who provide lessons to children at the Kakuma Refugee camp via Skype. A foldable solar panel is used to ensure that the camp has a sustainable source of energy to support distance learning. The programme also trains local teachers in the implementation of a new curriculum based on the Sustainable Development Goals.

The Knowledge Society (Canada): This after school programme was designed to mirror the learning and working environments of major technology companies, exposing students to the most cutting-edge innovations. The programme partners with businesses to enable their students to consult private-sector leaders about real challenges within the company. By the end of the programme, every student has developed their own disruptive company.

Kabakoo Academies (Mali): Kabakoo works closely with local businesses to help their students identify issues within the community that require innovative and urgent action, helping them to rapidly develop market-ready prototypes through a sustainability lens. For example, since the programme’s launch in 2018 students have designed and implemented a system for monitoring the air quality in Bamako, which includes installing air monitors throughout the city and using an online platform to track trends.

TEKY STEAM (Viet Nam): This network of labs in Viet Nam offers children ages 6-18 courses in technology, including programming, 3D printing, robotics and virtual reality. It is the first of its kind in Viet Nam and students have already won a number of national and international competitions in coding, robotics and other STEM fields.

Accelerated Work Achievement and Readiness Programme (Indonesia): This programme collaborates with more than 65 businesses in the country to provide workplace readiness opportunities for students, starting at high school age. The programme’s pilot trained more than 4,000 students, 98% of which were placed in on-the-job training and one-half of whom are already employed.

iEARN (Spain): With headquarters based in Spain, iEARN is a global platform for exchange between more than 2 million children worldwide. Children collaborate in global teams on projects promoting global citizenship through iEARN’s project-based learning framework and digital platform, which connects children in classrooms in various parts of the world.

South Tapiola High School (Finland): This school focuses on fostering independent thinking, while also helping students develop the interpersonal skills needed for the future. Each student goes through the School’s Young Entrepreneurship Programme, in which students collaborate in groups over the course of a year to design and create their own businesses.

Pratham’s Hybrid Learning Programme (India): There are no teachers in this programme, which involves more than 90,000 children in India. Instead, local volunteers act as facilitators for entirely student-led learning. Pratham provides a bank of project ideas related to health, the arts, financial literacy and entrepreneurship, and student groups choose which projects to pursue.

Anji Play (China): This curriculum – used throughout one school district in China – focuses on tapping into children’s natural curiosity and allowing them to learn entirely through play. Teachers create an environment for children to self-direct play at their own pace, conduct observations of the children’s interactions and guide reflection discussions after play experiences.

Prospect Schools (USA): This network of schools was designed with a focus on inclusion. Each class is designed to be diverse and inclusive, ensuring a balance of student race and ethnicity, fluency in English, gender, gender identity and sexual orientation. The school hires teachers to mirror the diversity of their student body and teachers attend regular equality and inclusion trainings throughout the year.

Tallahassee Community College, Digital Rail Project (USA): Learning in this programme takes place in 8-metre long trailers. These are fully equipped with the latest technologies, including robotics, 3D printing and virtual reality, and deliver STEM learning to Tallahassee’s lowest-income neighborhoods. Children receive digital skills passports, which allow them to connect the skills learned in any given lesson with future careers.

Innova Schools (Peru): This network of schools in Peru and Mexico uses a blended learning model to tailor education for each student. Approximately 70% of student learning takes place through collaborative projects, while the rest is dedicated to independent education via online platforms. The school’s physical spaces were designed to support new approaches to learning and include features such as movable walls.

British School Muscat (Oman): This school’s curriculum focuses on discovery learning, an approach where multiple subjects are integrated into collaborative projects focused on the experience rather than the final product or answer. This interdisciplinary approach enables students to draw interlinkages between various content areas and focus on the specific skills to apply that content to the real world. The school is collaborating with the Government of Oman to train teachers throughout the country in this methodology.

Skills Builder Partnership (United Kingdom): This partnership of more than 700 organizations and schools is built around a co-designed framework for fostering the skills of the future to ensure alignment in the approaches used to foster those skills at school and in the workplace. Teachers in 12 countries are currently using the Skills Builder framework and similar approaches to foster those future skills. Each student in the partnership participates in work-based education experiences in which private-sector partners also employ the same skills framework.

Skilling for Sustainable Tourism (Ecuador): This programme engages Ecuador’s Ministry of Education and Ministry of Tourism, tourism industry leaders and local schools to design education that directly contributes to shaping the future of the sustainable tourism industry, a sector that employs a high number of youth. A steering committee of private-sector leaders supports alignment between the programme’s curricula and future employment trends.

Activating Education 4.0

Systems-level change is needed to realize Education 4.0 for all children. There are more than 260 million children out of school today, and an additional 617 million children in school, but not learning adequately. Even those enrolled in relatively well-performing education systems are often missing the core tenets of future-ready education. Without urgent action to address these gaps, more than 1.5 billion children could be left unprepared to fulfill their potential by 2030, posing risks for future productivity and equality. The Schools of the Future can serve as inspiration for leapfrogging to the education of the future for those children who lack access to schooling, and as a vision for changing content and experiences for children currently enrolled in schools, system-level change is needed to realize Education 4.0 for all students.

To facilitate the transition to the education of the future, the World Economic Forum is launching the Education 4.0 initiative as one of five Forum-led flagship initiatives of the Reskilling Revolution platform, which aims to provide better jobs, education and skills to 1 billion people by 2030. The initiative invites education ministers, finance ministers and chief executive officers from business who are champions of education as well as other stakeholders to join the Forum platform to define and implement a holistic action agenda to realize Education 4.0.

“There is clear consensus that education systems must be updated to ensure children become productive, innovative and civic-minded members of society. Educators, education and finance ministries, and private-sector leaders have a moral and economic responsibility to co-create and implement new models to ensure that all children are prepared for the future. This is why the World Economic Forum is launching the Education 4.0 initiative and developing a community of leading champions for mobilizing change on this agenda,” said Saadia Zahidi, Head of the Centre for the New Economy and Society and Managing Director of the World Economic Forum.

The initiative aims to mobilize key stakeholders in transitioning to Education 4.0 and reaching 100 million children and teachers by designing and implementing the schools of the future; empowering teachers to lead the education transformation; codifying and scaling up best practices through policy and increasing connectivity between schools and school systems for global best practice exchange.

“Education 4.0 and the Schools of the Future provide great guiding principles for creating learning environments that support children’s future needs. Teachers are the key to unlocking this new type of learning and require targeted support from public- and private-sector leaders to make this vision a reality”, said Andria Zafirakou, Teacher, Arts and Textile, Alperton Community School, 2018 Global Teacher Prize Winner.

Platform for Shaping the Future of the New Economy and Society

The Schools of the Future Report and the Education 4.0 initiative are part of the World Economic Forum’s Platform for Shaping the Future of the New Economy and Society. The platform provides the opportunity to advance prosperous, inclusive and equitable economies and societies. It focuses on co-creating a new vision in three interconnected areas: growth and competitiveness; education, skills and work; and equality and inclusion. Working together, stakeholders deepen their understanding of complex issues, shape new models and standards and drive scalable, collaborative action for systemic change.

More than 100 of the world’s leading companies and 100 international, civil society and academic organizations use the platform to promote new approaches to competitiveness in the Fourth Industrial Revolution economy. They also deploy education and skills for tomorrow’s workforce, are creating a pro-worker and pro-business agenda for jobs, and are looking to integrate equality and inclusion into the new economy.

Continue Reading
Comments

New Social Compact

Euthanasia, Living Will and The Analysis In India

Published

on

Euthanasia, i.e. mercy killing, refers to the act of painlessly putting to death a person who is either very old or very ill to prevent further pain and suffering. It is basically a practice that is done on people suffering from incurable diseases or incapacitating physical disorder wherein they are allowed to die by the withdrawal of artificial life support system or withholding of medical treatment. On 9th March 2018, the Supreme Court of India, in a historical decision, legalised passive euthanasia and the right of terminally ill persons to give advance directives for refusal of medical treatment. Therefore, the concept of ‘living will’ was recognised which essentially refers to the document that the person writes in a normal state of mind seeking passive euthanasia when he reaches an irreversible vegetative state or when he gets terminally ill. For a comprehensive understanding of this whole topic, we have demarcated between different types of ‘mercy killing’ in the next section. Also, we will discuss the concerned judgement in detail not forgetting to mention the backdrop that led to the much-anticipated move. Additionally, we will try to summarise the arguments of both the supporters as well as the dissenters of the move before finally moving to the conclusion.

Active Euthanasia, Passive Euthanasia, Indirect Euthanasia and Assisted Suicide

Active Euthanasia refers to the deliberate act of ending the life of a terminally ill or incurable patient through the administration of a legal drug or injection by the physician. Passive Euthanasia is the withdrawal or withholding of artificial life support system when the patient requests to do so or when prolonging of his life is termed futile. Indirect Euthanasia means the provision of treatment with an aim to reduce pain and suffering, but which eventually speeds up the process of death. And, assisted suicide (also called physician-assisted suicide) refers to the situation when the doctor intentionally and knowingly provides the patient with the knowledge and/or means to commit suicide. The laws regarding euthanasia differ throughout the world. In countries like Belgium and the Netherlands, euthanasia has been legal since 2002. The practice of ‘Assisted Suicide’ is legal in European countries of Switzerland and Germany. In England, both euthanasia, as well as assisted suicide, are illegal. In most of the U.S., euthanasia is illegal but physician-assisted suicide has been legalised in ten of its states. In India, passive euthanasia was legalised two years back. The next section discusses the same in detail.

Euthanasia in India: The Aruna Shanbaug Case and the Common Cause Judgement

The case of Aruna Shanbaug has been quite instrumental in changing the euthanasia laws in India. Ms. Aruna Ramchandra Shanbaug was an Indian nurse who in 1973, was sexually assaulted by a ward boy in the hospital as a result of which she went into a vegetative state. In 2010, a plea was filed by activist Ms. Pinki Virani before the Supreme Court seeking euthanasia for Ms. Aruna Shanbaug. The Court took up the plea and finally, on March 7, 2011, delivered the historical judgement. Ms. Virani’s plea got rejected but at the same time, broad guidelines were issued legalising passive euthanasia in India. It was held that the decision to withdraw life support must be taken by parents, spouse or other close relatives in the absence of all of whom, the ‘next’ friend would be entrusted with the responsibility. In this particular case, the hospital staff that had been taking care of Ms. Aruna for years was called the ‘next friend’ and not Ms. Virani. In 2015, Ms. Aruna Shanbaug, after 42 years of constant suffering died of pneumonia at the age of 66 but not before playing a vital role in influencing upcoming euthanasia-related laws in India.

In a separate move, ‘Common Cause’, an NGO working for people’s rights, approached the Supreme Court under Art. 32[1] of the Constitution in the year 2005, wherein they prayed for the declaration that ‘Right to Die with Dignity’ be made a fundamental right under Art. 21 [2] i.e. Right to Life. Additionally, they requested the court to give directions to the government with regards to the execution of living wills in case a person gets terminally ill. The argument was that subjecting terminally ill people or the people suffering from chronic diseases to cruel treatments denied them the right to live with dignity. On February 25, 2014, a 3-judge bench of the Supreme Court led by the then CJI P. Sathasivam started final hearing in the case wherein it came out that the previous judgements given in the case of Aruna Shanbaug v. Union of India (2011)[3], as well as the case of Gian Kaur v. State of Punjab (1996)[4], were inconsistent. The matter was then referred to a 5 Judge Constitutional Bench. And finally, on March 9, 2018, in a historical decision, CJI Deepak Mishra led bench recognised the concept of ‘living will’ that was to be drawn by terminally ill patients for passive euthanasia and also laid down comprehensive guidelines for the same. Hence, the ‘Right to Die with Dignity’ was held to be a fundamental right.[5]

Euthanasia- a good or a bad thing?

The proponents of Euthanasia argue that allowing an incurable patient to die will alleviate the constant pain and suffering that one has to go through when in the vegetative state. The other point which they talk about is that ‘right to die with dignity’ is a matter of personal choice and no-one else should be allowed to interfere in the patient’s decision. It has also been said time and again that timely executed euthanasia could also relieve the financial burden on the family of the patient which in case of absence of the law, could exert a lot of financial burden on poor households.

Moreover, coming to the major points that the opponents say, the fact that the law on euthanasia could be misused is always talked about. It is argued that children of old and ill parents would certainly want to neglect their parents when they are needed the most. This does not fit with the kind of social and cultural environment that we have in India, where parents are supposed to be provided with care when they get too old. Also, the opponents lay emphasis on the sanctity of life and reckon that accepting euthanasia would lead to a reduction in society’s respect for life.

Benefits of recognising Living Will

Recognition of Living will indeed have some good impact. The concept essentially requiresa person to write the will as an advance directive when he is capable of making a sensible decision. And, thus, this rules out the possibility of the situation when the patient, being too ill, is not able to make an informed and competitive decision especially so in the case of Mentally Challenged patients and the patients who are incoma. Also, the living will, to much extent, would relieve the moral burden from the family member who actually takes steps for euthanasia, for ultimately, he would be fulfilling the informed wish of the patient only. Passive Euthanasia could sometimes, in exceptional circumstances, lead to the allegations of murder so the existence of a living will have a role to play in preventing such situations. In and all, the legalisation of ‘living will’goes a long way in effective implementation of the laws of euthanasia in India.

Concluding Remarks

In the course of this article, we tried to explain with clarity the concepts of euthanasia as well as ‘living will’. We listed out the arguments of both the proponents as well as the opponents of euthanasia and also mentioned how the ‘living will’ is going to have a positive impact. Giving due importance to the judgement of the Supreme Court in the Common Cause Case, the long-anticipated Fundamental Right to Die with Dignity has finally been accepted. The legalisation of Passive Euthanasia, along with the recognition of ‘living will’ would make a lot of difference in how the severely ill patients meet their death. Having a dignified death is equally important as having a dignified life, so in that respect, the laws on euthanasia would come out to be of vital importance. As far as the living will is concerned, it is definitely going to simplify the entire process of euthanasia. In the end, we could just hope that the laws are able to achieve the desired objectives.


[1]The Constitution of India, 1950, Art. 32.

[2]The Constitution of India, 1950, Art. 21.

[3] Aruna Ramachandra Shanbaug v. Union of India, (2011) 4 SCC 454.

[4]Gian Kaur v. State of Punjab, (1996) 2 SCC 648.

[5] Common Cause (A Regd. Society) v Union of India and Anr, 2018 5 SCC 1.

Continue Reading

New Social Compact

Reimagining Governance after Covid-19

Published

on

What will it take to rescue the global economy in the wake of COVID-19? Are adjustments, improvements or amendments enough? Haven’t we done this before? Maybe it’s time to rethink this with a mindset, not of ‘starting again’ which would tend to invite ‘again’ thinking, but instead to begin with a completely blank slate – no preconceptions – just goals.

 I suggested a new paradigm, a total reset.

Change most often happens incrementally, over decades, if not centuries and many historical truths define the present long past their relevance. For one, the fundamental principles of our global economy still rest on the agrarian and industrial revolutions. Tilling the soil and staffing factories remain the foundations of today’s economic planning – despite the fact that we have well entered the digital, automated world.

Another of these historical, yet increasingly outdated conventionsis the pervasiveness of male leadership.

The position of women has evolved incrementally and at best- unevenly – throughout the world. Although women comprise half the population, the world’s political, economic and social systems continue to be based on designs stemming from and reflecting men’s nature. 

All things being equal, it is very costly to knock down the entirety of something and start from scratch. Perhaps fortunately, the devastation caused by COVID-19 is happening at a time of acute and increasing awareness of the imbalance in society. This offers a rare, first-ever opportunity to revisit the definition of effective.

That is whyit make sense to re-architect these systems now, imbuing governance with a mix of qualities of success that are peculiar to women as well as those of men.An op-ed in the British Medical Journal recently noted that to avoid ‘groupthink’ and blind spots, policy decisions must include representatives with diverse backgrounds.  But during the outbreak of covid-19 the male-led governments of the UK and Sweden relied mainly on epidemiological modeling by internal advisors. Few channels were open for dissenting views. By contrast, Merkel looked to outside sources, beyond epidemiology to medical providers, and as far as South Korea’s successful testing and isolation procedures.

Two notable characteristics of leadership of women leaders during Covid-19 were inclusiveness and compassion: embracing diversity in political institutions and empowering society. In the battle against corona this meant transparency, clarity of responsibility with everything visible – not behind the scenes. It meant swiftly finding ways to allow the populace to become stakeholders in the solution. It included appealing to the citizenry with an executive demeanor that conveyed commitment and a sense that there was a consistent plan of action that demanded civic responsibility while at the same time, leaving the people with a great deal of discretion and personal influence over their own experience. 

Compassion informed a compelling vision presented with warmth. 

Some like Peter Huang of the University of Colorado Law School, have already noted the most important leadership lesson of COVID-19:put more women in charge. But is that enough when the system itself is informed by and imbued with male characteristics, language, energy?

Societal norms are defined and shaped by millennia of men at the helm.  Thus most women remain compelled to conform to the existing framework, created by and for men, to attain and hold their positions. In most cases, that means; act like a man. Adapt to systems where leaders are expected to be aggressive, domineering and cut-throat.

The devastation wreaked by COVID-19 shows that the existing framework is no longer relevant, opening an opportunity to invent something totally new. The virus has created a moment where we can begin to see the possibilities devoid of the limitations of our old ways. The time has come to expand the definition of what is effective and reimagine measures for governance based on entirely new systems that emerge from a cooperative process of creation. For the first time in the history of humanity, society can be built on foundations rising from a fully cooperative process between men and women.  With a clean slate and a balanced – male and female, yin and yang -defined approach, we have the opportunity to do it right.

Continue Reading

New Social Compact

Contextualizing the causes of rape: Battle of ‘wrong’ perceptions

Wardah Irum

Published

on

The recent sexual assault committed at the outskirts of Lahore motorway has sparked tremendous outrage in Pakistan, from highlighting CCPO’s misogynist remarks, defending him, demanding public hanging, justice for the victim and overall security for women to spreading gender awareness in the society. However, to my utter surprise, the discourse rarely mentioned the perpetrators the way they should have been mentioned. The predominant yet absolutely fallacious focus remained on how ‘rape’ stems out of some ‘sexual deprivation’ or ‘uncontrollable sexual urges’. In other words, rapists seek ‘sexual gratification’ through rape. The problem with this statement is that it minimizes the legal responsibility of rapists and attributes the causes of rape to something beyond their control. Once the legal responsibility of rapists is removed or reduced, then either the circumstances or the victims themselves are blamed for creating situations in which the criminal lose control of themselves for sexual fulfilment. How can one consider and accept this supposed ‘uncontrollability’ of men, when this very society ‘informs’ us that men are more ‘rational’, ‘sound’ and ‘prudent’ while women are ‘emotional’ and ‘sentimental’. In religion and in wider social discourse, majority of leadership and managerial positions are reserved for men because they are considered logical and mentally more stable than us females. How can someone who is allegedly more rational, more reasonable and sensible have no control over their sexual behavior? Have no sense of individual dignity and self-restraint, personal responsibility and moral accountability? If we accept this wrong perception about men’s incapability to control their sexual desires, then, we should immediately overhaul the society and put men into the confines of their homes and must restrict their exposure to public space, because they have no power over themselves. Do you see where this argument may lead if we keep thinking that men cannot control their sexual urges and rape just happens out of lust and sexual desires?

The truth is both genders have equal sexual needs and desires, the only difference between them is that society has ‘normalized’ male sexuality and stigmatized ‘female sexuality’. And yes, both genders have equal control over their sexual urges. Rape never happens randomly and just out of extreme sexual urges, remember, it is an act carried out by the rapists intentionally. Moreover, majority of rapists (as various researches shows) have multiple venues to fulfil their sexual needs through extra-material ‘consensual sex’ and prostitutes. Paradoxically, a lot of rapists are married men, and men in powerful positions who have unlimited access to free but ‘consensual sex’. Therefore, we need to reject widespread notions that perhaps sexual impulses are uncontrollable, and because they cannot be controlled, they will ultimately lead to sexual crimes or rapists are essentially some ‘sex-deprived individuals’. The wrong emphasis will lead to wrong solutions to eradicate this social evil.

In this context, it is extremely necessary to understand the reasons and motives behind rape and sexual harassment. Various researches on this subject indicates that majority of rapists are motivated by an impulses of aggression incorporating power, acceptance of violence, revenge and anger. They are also encouraged by a combination of aggression and sexual expression emerging directly from the traditional male sex-role which is why when rapists are asked about motivations, ‘they often indicated that rape most commonly stemmed from a sense of sexual entitlement, and it was often an act of bored men… seeking entertainment’ (Rachel Jewkes, 2010)

Also, Rape is often ‘used’ as a weapon by the rapist to control, violate, and belittle the victim or to compensate for his perceived inadequacies such as lack of power, control, identity, and authority through the act of rape. There are extensive interviews of rapists available, in which, the perpetrators have elaborated how the act of rape was not really about ‘sexual pleasure’ but rather how it satisfied their wish to attain control, spread violence, and seek punishment and domination. Susan Brown miller, a feminist scholar, famously proclaimed that: “Rape is not a crime of irrational, impulsive, uncontrollable lust, but is a deliberate, hostile, violent act of degradation and possession on the part of a would-be conqueror, designed to intimidate and inspire fear…’Moreover, another feminist researcher MacKinnon found out that ‘aggression against those with less power is often experienced as sexual pleasure, an entitlement of masculinity that creates and maintains a sexual/gender hierarchy’. This has been demonstrated through Sanday’s Study on rape that distinguished between ‘‘rape-prone’’ and ‘rape-free’’ societies. Her cross-cultural study found that rape-prone societies were associated with interpersonal violence, male social dominance, and the subordination of women. In contrast, rape-free societies were characterized by respect for female authority and decision making and the near absence of interpersonal violence.

Besides, if we look at the history we will realize that rape has been used as aweapon of war and oppression throughout history. It has been used to degrade women and weak, vulnerable- unprivileged man and their communities and for ethnic cleansing and genocide. In jails all over the world, male rape is pervasive and never even highlighted through ‘breaking news’. In the famous rape case of Mukhtar Mai, the focus almost entirely diverted towards her, whereas her 14 years old brother was, also, a victim of repeated gang-rape by the three Baloch Mastoi men. And let’s never forget that it was the local Jirga who ordered the rape of Mukhtar Mai. How sick is this society where men are not punished for their criminal acts but rather their sisters, daughters, wives and mothers are punished. If a man sexually assault a woman, that man should be punished not woman belonging to his family. There are hundreds of examples where woman and man were sexually assaulted to humiliate or dominate and take revenge or inflict pain and injury either directly on the victim and their family or to disgrace one gender as a whole. Therefore, It can be established that rape has numerous motives as Beverly McPhail, renowned feminist scholar who has done extensive research on causes of rape, asserted that rape is both “a political, aggregate act whereby men as a group dominate and control women as a group,” and “a very personal, intimate act in which the body of a singular person is violated by another person(s).” She asserts further that “Rape occurs due to multiple motives rather than the single motivation… The multiple motivations include, but are not limited to revenge, power/control, and attempts to achieve or perform masculinity recreation or sexual gratification (of violent ‘nonconsensual sex).” 

However, the common misperception in the society is that rape occurs because of ‘uncontrollable sexual urges’, ‘late marriages, ‘broken families’, ‘women not wearing veil’ and the like. The whole notion that the rapists might have felt ‘out of control’ is a gross rejection of the fact that rapists ‘intentionally’ commit assault to ‘control’ the victim. This line of thinking perpetuate the false notion that perhaps man are some desperate beasts and therefore cannot control their sexual urges. Unfortunately, there is a subtle acknowledgment of such wrong, delusionary and misplaced perception in the tone of so many people, who, perhaps think our society is ‘sex starved’. In fact, our society is obsessed with sex and the daily news of sexual assaults are emblematic of this. Men in our society have raped ‘dead females after exhuming’, minors, (both boys and girls) and animals. If this is not obsession then what it is? This doesn’t sound like ‘starvation’.

The major problem emerges with patriarchy and how ‘sexual violence’ has been normalized and accepted. Yes, our society has stealthily ‘accepted’ sexual violence when majority of populace of Islamic republic chants in unison the notions of ‘chadar and char devari’ to ‘save’ women from sexual harassments. Ironically women are not even safe in their homes or in some cases in their graves, and don’t forget a huge number of girls and minors are raped by family members. Such mentality forgets to look at the causes of rape, ending rape culture, and correcting male behavior, instead it just loves to assume as if ‘chadar and char devari’ has saved and protected women. Our society has accepted and normalize sexual harassment when films and media is blamed for spreading vulgarity and spoiling the young generation, as if before the advent of social media and films, rape cases were non-existent. Our society has normalized sexual harassment when male children are brought up differently than females and when the family and educational institutes do not inculcate gender sensitization in students. This very ‘Islamic republic’ tolerate sexual violence when women are routinely given rape threats but law enforcement agencies rarely take actions; when rapists are not punished and roam freely. When criminals committing domestic violence, acid attacks, honor killings go unpunished. Every time when women is stared at by men in streets (even if she is wearing burqa) , when she is groped or touched in public, in schools, universities, offices and she remains silent out of fear of retaliation and humiliation and cannot hold the culprit responsible, this ‘rape culture’ is nourished and strengthened by ourselves. Moreover, the extent of hypocrisy that is maintained through this rape cultureis such that perpetrators are virtually ‘morally acquitted’ of their heinous crime. For the most part, there is a little reference towards them being ‘real culprits’. Our society has attached no stigma no disgrace towards the offenders of sexual violence, staring, catcalling, eve teasing and the like. Instead, it dearly devotes all its energy towards ‘disgracing’ and ‘dishonoring’ the victims and their family. We never shout out and label the perpetrators as ‘disgraceful’, ‘dishonorable’, ‘criminals’ and of course ‘sinners’ as well. This society tell victims that how they are ‘disgraced’ or have ‘lost their honor’ by the sexual assault whereas in reality the victim is innocent and mazloom. The victim’s human rights are violated and s/he is oppressed, and who is oppressed cannot be ‘dishonored’. It is only the oppressor, the criminal who is disgraced and dishonored by his crimes and sins.  But have we ever, collectively and vocally, renounced and stigmatized the rapists in particular and perpetrators of other acts of sexual harassment in general? Would it be wrong to say that staring, catcalling, abusing, eve teasing etc. by Pakistani men have actually become our ‘national character’ and majority of man are not even sorry for these shameful and inhumane acts. The day when sexual harassment is removed in all these forms at grassroots level, heinous crimes like rape will tremendously reduce as well.

To add insult to injury, the clergy (the Mullahs, the Allamas) has all the time in the world to ‘preach’ and perform their ‘religious duties’ during Ramzan and Moharram, and who, vociferously condemn ‘bad behavior’ in women, suddenly disappear from the scene when incidents of sexual harassment occurs. No ‘jaloos’ or ‘rallies’ by these religious leaders are organized to denounce the crime committed largely by individuals from their gender. Of course they can’t come out and condemn such crimes as most of these religious figures are themselves involved in such crimes and the others simply do not bother about the societal problems because their sole responsibility is to strengthen and disseminate their respective sectarian believes through Mosques, Iman bargahs, jammatkhanas and madrassahs. Because, they are very part and parcel of patriarchal society and all the notions of male superiority and domination have given them tremendous advantages in their personal and professional lives.

Nonetheless, it is their moral responsibility to ‘educate’ the masses (particularly males) that how grave a ‘sin’ rape is (and a crime against humanity in both national and international law), that how God has ordered men to ‘lower their eyes’ and guard their modesty. In the common discourse all the notions of modesty and chastity are only confined to women, as if God has given men the ‘freedom’ to do as he pleases. The truth is modesty (sharm-o-haya) is compulsory for both men and women as God has ordained in verse 24:30 ‘Tell the believing men to lower their gaze, and protect their private parts (from illegal sexual acts, etc.). That is purer for them. Verily, Allah is All-Aware of what they do’. Have you ever noticed that most of the time no one talks about this, people only talk about how only women need to veil and act modestly, and if they don’t ‘behave’ this way, it is the God given right to men to sexually harass them.

Sorry to disappoint you, God has not bestowed any such right to men, He has, explicitly, ordered men to guard their chastity, but majority of the men in our society have ‘completely’ forgotten and neglected to safeguard their modesty (Sharm-o-haya). In fact, if society had taught this sharm-o-haya to our men, sexual violence would not have become endemic and gender equality would not have become so hard to achieve. Therefore, if we really want to become a civilized and progressive society we need to inculcate this fundamental principal in our men with the same emphasis, because they are fully accountable and responsible for their actions. It is about time that we change our focus from ‘victim blaming’ (or women blaming) to ‘reeducate’ men in our society. To achieve this, we have to break the cycle of patriarchic values and advocate the absolute inviolability of individual dignity and equality of human beings. Don’t wait for the society to miraculously change, start with the person in the mirror.

Continue Reading

Publications

Latest

Americas2 hours ago

U.S. Elections: Trump’s Strategy of “Peace” might help

Presidential elections in the United States are around the corner and campaigns by the presidential candidates are in full swing...

Southeast Asia4 hours ago

Rediscovering the Sea: Comparing New Maritime Orientations of Turkey and Indonesia

Authors: Tufan Kutay Boran and Hadza Min Fadhli Robby* Sea has once more become one of the most contested regions...

Reports6 hours ago

Accelerating Mongolia’s Development Requires a Shift “from Mines to Minds”

A new report by the World Bank estimates that out of every dollar in mineral revenues Mongolia has generated over...

Defense8 hours ago

India’s strategies short of war against a hostile China

Since India’s independence several peace and border cooperation agreements were signed between the India and China. Prominent among them was...

Russia10 hours ago

Navalny, Nord Stream 2 and Moscow’s Response

As expected, Alexei Navalny’s case is seriously tearing apart relationship between European Union and Russian Federation. The alleged “poisoning” of...

South Asia12 hours ago

Emerging Muslim Blocs and Pakistan’s Foreign Policy Dilemma

Over the years, Arab nations like Saudi Arabia and the United Arab Emirates had established substantial influence over the Muslim...

Reports14 hours ago

Nearly 9 in 10 People Globally Want a More Sustainable and Equitable World Post COVID-19

In a new World Economic Forum-Ipsos survey of more than 21,000 adults from 28 countries nearly nine in ten say...

Trending