Friday, 13 December 2013

The quest for the mythical global citizen

This essay was originally meant for the Straits Times' Forum page, until I realized that it was about 3 times too long for their 'requirements'. I therefore have chosen to publish it here instead.

Whilst I read it in the Straits Times, Grygiel's original piece can be found at the Washington Post's site.

The quest for the mythical global citizen


I find it rather disturbing that Dr. Jakub Grygiel’s essay (“The myth of the global citizen”, ST, 14th Dec, 2013) could as easily be repurposed to support racist arguments as nationalist ones. Dr. Grygiel argues that individual policymakers should cling to their own “unique” perspectives as constrained by their local circumstances, and that the quest for a global or objective perspective is quixotic at best and harmful at worst. But if we were to apply this principle to the concept of race, the following paragraph would result:
“I worry, however, that we are giving up on the goal of incubating (sic?) policymakers with a clear sense of racial identity and a powerful belief in the necessity and right to protect racial interests… Students will have a hard time learning the White or the Black perspective on the world… If we train elites to be imbued with a higher esteem for the abstraction of a multiracial community than for the reality of the particular racial group in which they live, we deprive our Race of the ability to defend its interests and maintain its well-being.”
If this sounds like the sort of racist rhetoric which one used to read in white-supremacist pamphlets half a century ago, perhaps Dr. Grygiel’s comments deserve a more incisive examination. Thankfully, they do not hold up under scrutiny at all.

Grygiel makes the assumption that it is beneficial to a nation’s citizens for the nation to defend its interests and its well-being. He fails to make the distinction between the institution of the nation and the citizens of the nation. North Korea, as an institution of government, has arguably defended its interests and its well-being in a truly outstanding manner for the past 60 years, but we can hardly say that its actions have been beneficial to its citizens.

Further, Grygiel assumes that learning a global perspective is mutually exclusive to learning individual cultural perspectives, and that cultural perspectives tend to neatly divide along national lines. He is wrong on both counts. In the first place, a man who has been indoctrinated into his own cultural perspective is less prepared, rather than more so, to consider alternative cultural conceptions. Being saturated with a French perspective on the world, if indeed there is such a thing, does admittedly highlight the differences between the French and the American perspectives, but it does so by throwing them into a grotesque relief which can hardly encourage the policymaker to seek situations of mutual benefit. Considering both perspectives from a global standpoint, by contrast, helps the individual to see the commonalities as well as the differences between the two. In the second place, the idea of a “French perspective” or “American perspective” is, for many nations, as utterly fictional as the Himalayan yeti. If we were to try and find a “Chinese perspective” to contrast the “French” or “American”, for instance, we would discover that a wealthy Shanghainese businesswoman and a poor Uighur farmer have virtually nothing in common with each other, and that the whole quest for a “Chinese perspective” is not only meaningless but insulting. Even in the cases where the nation exhibits substantial cultural homogeneity, such as Japan, Korea and many European nations, the insistence on individuated national perspective can easily translate into individuated racial perspective, which then leads to rampant racism. The phenomena of widespread discrimination against the zainichi, Chinese and Korean immigrants to Japan, and against Middle Eastern immigrants to France, are not difficult to trace back to this poisonous root.

Most damningly, Grygiel takes the simple fact that humans love their families, and draws from it the entirely unwarranted conclusion that they ought to love their nation as well, presumably because a lack of love for the nation implies a lack of love for the family. The absurdity is palpable. For one thing, we live in a globalized age. Virtually every one of the people I know has some family - uncles, aunts, cousins, grandchildren or immediate family - residing in a different country. For another thing, abstracting familial loyalty to national interests makes no more sense than abstracting it to the shared interests of humanity. Indeed, it may even make less sense, because humanity has been a family - genetically linked - since long before kings and politicians tried to make an institution of it. But most importantly, Grygiel fails to make the most straightforward and logical of inferences. Let me spell it out, since the learned doctor seems to have had trouble with it:
(1) Humans naturally love and are loyal to our families. This is a biological imperative.
(2) Humans naturally act in the proximate (rather than long-term) interests of those whom we are loyal to. The same principle that leads humans to be socially myopic, looking to our immediate community first or only, also leads us to be temporally myopic.
(2) Therefore humans naturally will act in a manner that is in our family’s proximate interests.
(3) Therefore humans naturally will act in a manner that is in our nation’s proximate interests, insofar as we realise that those coincide with our family’s proximate interests. In the case of the elite, it is safe to expect that their family’s proximate interests will tend to coincide with those of their nation, and that they will be sufficiently educated to realise that fact.
(4) THEREFORE, humans are naturally biased to act in a manner that serves ourselves and our nation in the short-term, rather than the greater human community OR our nation in the long-term.
(5) Therefore, education on global perspectives is necessary to redress this imbalance. Grygiel seems to think that such education is able to utterly erase “the basic human motivation to sacrifice and make difficult choices”. I think that, being an educator himself, Grygiel gives education too much credit.

Considering all these factors, perhaps Grygiel is right, insofar as it is impossible to achieve the ideal of a truly global citizen. But the same arguments which he trots out to defend partisanship on an international scale only serve to prove that humans are deeply partisan creatures, and that much more work is needed to push back the boundaries of partisanship. We may not be able to break down walls, but we need to at least lower them to a height at which we can see our neighbours’ faces (and vice versa). After all, loyalty to a nation is little more than loyalty to an institution. We cannot lay claim to being “human” until we are able to see beyond the inhuman institutions of nation-states and recognize that we are part of a larger family: humanity.

Tuesday, 9 April 2013

C.S. Lewis on Values Education (Part 2)


This is the second post in a series constituting a commentary on C.S. Lewis's The Abolition Of Man. I would very much like to encourage my readers to obtain their own copy, but for those who are still In Doubt, I will be briefly summarizing the relevant parts here.

I also believe I owe an apology to those readers (both of them!) who were anticipating this post in anything remotely resembling a reasonable time-frame. I make no excuses for my sloth, but only beg your forgiveness.

Men Without Chests, part the first

Monday, 3 September 2012

C.S. Lewis on Values Education (Part 1)

Those of you (both of you :) who have been following my blog will recall that about one and a half weeks ago, I promised a "series of posts". This is the first one.

C.S. Lewis on Values Education

A Commentary on The Abolition Of Man


Preface

Some people, particularly those who only know C.S. Lewis from his Narnia series of novels, may be surprised to find that the vast majority of what he wrote during his lifetime was pitched at adult readers. The Abolition Of Man is one such book. Written in 1943, it is a non-fiction work which argues, in a nutshell, that any emphasis on values education must be matched by a belief in universal or objective values and a concomitant belief, specifically, in the values being taught. More specifically, it argues that a world whose leaders and educators continue to consistently espouse moral relativism faces a future in which men are governed by little more than human nature with all its flaws, rather than by conscience and a solid belief system. (In this sense its arguments are comparable to those presented in Huxley's well-known Brave New World. It is an interesting coincidence that Lewis and Huxley died on the same day as John F. Kennedy.)

My interest in this particular book stems from more than just an admiration for Lewis's work; as the reader will note in the following pages, I do not always agree with his views. As a member, however insignificant, of the education establishment in Singapore, it has not escaped my notice that a major area of interest in recent years is what we call "values education". The effort to bring the teaching of values into Singapore schools, whilst certainly worthy, is fraught with dangers both overt and covert - not the least of which is that Singapore society harbours a broad spectrum of social groups or circles, each with its own unique moral code or lack thereof, and that many of these groups differ from each other on some point of values which one or both consider to be of grave importance. (The struggle for control of AWARE some years ago is a rather pointed illustration of this issue.)

The history of my own career also offers a couple of fairly significant examples. My first project when I entered the working world was to develop a game and associated curriculum for citizenship education. This, obviously, involved some level of values education. Our team went around and consulted a few experts, and I shall not soon forget what one of those experts said (well, the gist of it; the actual words are somewhat paraphrased, apart from the phrase "stirring strings".)
Expert: "So you're using a game, with an allegorical narrative, to teach citizenship education."
Us: "Yes."
Expert: "I suppose you'll be interested in instilling patriotism. Stirring strings, and all that."
Us: "Yes."
It became clear to me after awhile that neither we nor some of the experts we were speaking to were particularly patriotic Singaporeans in the flag-waving sense. For that matter, nearly half our team was made up of mainland Chinese citizens. We were trying to teach kids a bunch of values that we didn't really believe in.
This anecdote will be important later in this series, so do try not to forget it. (As an aside, the expert mentioned above has been quoted in the papers a number of times, and has contributed with some frequency and fervour to the national debate on values.)
It's worth noting that our team revisited the topic of citizenship education in a later project, and focused more on the values that we ourselves believed in (i.e. values that we thought of as universal human values), and did, in my not-so-humble opinion, a much better job.

So, in summary, I think Lewis's little book has a lot to say to educators who are thinking about how - or whether - to bring values into the classroom in a meaningful way. In my next post, I'll begin to explore the first part of the book, Men Without Chests.

(It has recently come to my notice that my copy of the full text has gone unaccountably missing despite my having read it less than two weeks ago. This is rather upsetting. Though it causes me extreme pain to do so, I may have to work from the brutally abridged version found in an anthology of Selected Works by Lewis, and must beg the reader's indulgence in advance in case this unfortunate circumstance continues.)

Thursday, 23 August 2012

Some thoughts on the haircut issue

For those who aren't familiar with this issue: http://sg.news.yahoo.com/teacher%E2%80%99s-impromptu-haircut-on-schoolboy-sparks-debate-20120823.html

First, let me say that I think the school made mistakes.


I aten't dead

And neither is this blog.

I'm currently planning a series of posts, but that will take a while to work up momentum.

Meanwhile, here's an interesting topic for a research study, assuming it hasn't already been done:

  • Nowadays there are many stock-market simulations which allow people to practice investing without spending actual currency.
  • There are also many casino games which allow people to practice playing poker, blackjack, etc. without spending actual currency.
  • Therefore, I think a research study should be done to establish whether there is a correlation between individual performance in stock-market simulations and performance in simulated gambling.
With more data, it should be possible to establish what personal attributes correlate to performance in these areas respectively. Further, it should be possible to cross-correlate the personal profiles of high performers in each area with the profiles of (1) successful traders and (2) gambling addicts.

Those who know me may be aware that I don't have a high opinion of the global economic system as it currently stands, so obviously I would be looking for some proof that the world is run by a bunch of gamblers. Which is why I'm disqualified from undertaking this study. However, I would be very interested to see any results which emerge from other parties.

P.S. It does seem as though some researchers have identified stock-trading addiction as a psychopathology which is linked to gambling addiction. However, that's a bit different from linking stock-trading success to gambling addiction.

Saturday, 18 August 2012

Chicken - head = ?

The preacher today rightly observed that if two people with differing levels of spiritual maturity (or "values" for the nonreligious among us) get married, they should expect frequent arguments.

He also observed that the same is true if the couple disagree about how much (time, money, etc) they ought to be giving to the church.

What he didn't point out is that the one who is inclined to give more may not always be the more mature one!