QUALITY EDUCATION FOR THE DEPRIVED? Part XXXIV (Continued from Part B in SHAD’s BLOG XXXIII) Part C: (Please read Part A XXXIII and Part B XXXII to establish context) But within it resides anger, hostility, resentment and fear. Past atrocities (of monarchy and church) have a habit of repeating themselves in today’s developing world: autocratic/military dictatorships, religious state-fuelled bigotry, parochial pride and narrow adversarial agendas of neighbouring states. The growing clamour and anarchic influence of these power-hungry groups claim huge chunks of the western world’s media attention. They help sustain Eurocentric “secularist attitudes” of a certain kind and propel them in a certain direction for the benefit of the “rest of the world”. Once these are released like rabbits in a global media-race for attention, the rest of the non-Judeo-Christian world are expected to give those rabbits furious chase. It’s a chase that began long ago from a Eurocentric starting line. Participating in such a chase amounts to perceiving the new with old and weary Eurocentric eyes. It also means grafting skeptical corneas into the vision of the developing world’s children. Should they be gazing into their future from the shadows of painful European histories? Or should the developing world learn to take pause, think for themselves and form their own unique perspectives? Should they install the complex, multi-polar morality-compass that typically resides inside most secularist mindsets? Perhaps. Perhaps more indigenous forms of secularism can be spoken and scripted in different languages and carry different accents and emphasis. If / when they do, then the developing world may be able to decide what to do with it. And choose the direction in which to take it. Can education play a role in all this? (End of Part C) (to be cont’d …. Part XXXV) © Copyright 2014 Shad Moarif ALL RIGHTS RESERVED Shad’s Blog’s Page: https://facebook/karismath
Posted on: Tue, 21 Jan 2014 23:04:17 +0000
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