education

global warming made simple

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'When you go home, do please make sure that you have a look in your parents' bathroom cabinets, and tell them that any spray deodorants they have need to be thrown away, because every time they use a spray deodorant, that has consequences for the earth, and for your futures. The deodorants are wearing away the ozone layer, and that layer is getting very thin now. And you know, the other thing that is making the earth heat up is your fridges: when they are turned on, they also damage the ozone layer, because they give out the same chemicals.'

the most important thing for education

antarchi's picture

Our education system is geared to prepare young people to become successful within the confines of the present society. It doesn't prepare them to question this present society, to ask if fundamental change is needed. And so I believe the most important thing education can do is to take the students out of this narrow concern with learning what they need to be successful in their profession and make them aware that the most important thing they can do in their lives is to play a role in creating a better society, whether it's stopping war, or ending racial inequality, or ending economic inequality. This is the most important thing that education can do.

180 professors were killed

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"The educational system in Iraq is destroyed and we are suffering all kinds of difficulties," said Hassan, a school headmaster in Baghdad who spoke on condition that his last name and the name of his school would not be used...

Teachers, like other Iraqis, have fled the country because of threats from sectarian death squads. Some were evicted from their areas and moved to others inside Iraq for sectarian reasons. According to Iraq's Ministry of Higher Education, as of February 2006, nearly 180 professors were killed and at least 3,250 have fled Iraq to the neighbouring countries. The situation has deteriorated severely since then.

the hospital ran out of medicine

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Sometimes we need to divide the only available bread with six members of my family because we don’t have money to buy more. I had to leave my school because my father cannot afford notebooks and pencils….You cannot imagine what it is like to see your six-year-old sister sick and at risk of dying because your family has no money to buy medicine for her. And [even if we had money] the hospital says it ran out of medicine a month ago.

, aged 11, quoted in IRIN's ‘Children suffer most in Iraq..., December 2006.

ships at sea

antarchi's picture

Theseus' Ship

Theseus sets off on a long voyage, and his ship encounters various maritime obstacles - sharks, barnacles, winds, lightening and lashing waves - all of which cause damage to the infrastructure. Being far from land, he can't throw out all the rotting and damaged timbers at once, because he would sink, so he has to replace the planks of the ship one by one while still at sea. After a number of lengthy and dangerous voyages, all the original planks and other parts of the ship have been replaced: the ship is now entirely made up from new components.

* * *

Philosophers love Theseus' ship, with its multifarious identities: the ship before it leaves the shore, composed of planks that later rot at sea and have to be discarded; the ship while under repair, still made up from a few of the original, rotting planks and some pristine healthy ones (fortuitously to be found at sea). And then the final product, a brand new ship, rebuilt from those fortuitous planks and containing none of the original rotten ones. A new ship, in fact? Or the same ship? (Or a stupid question?)

Otto Neurath and then W. V. Quine used the idea of repairing the ship at sea as an analogy for the way we use language and the way we build up theories about the world:

We cannot start from a tabula rasa as Descartes thought we could. We have to make do with words and concepts that we find when our reflections begin. ... every statement about any happening is saturated with hypotheses of all sorts and ... these in the end are derived from our whole worldview. We are like sailors who on the open sea must reconstruct their ship but are never able to start afresh from the bottom. Where a beam is taken away a new one must at once be put there, and for this the rest of the ship is used as support. In this way, by using the old beams and driftwood, the ship can be shaped entirely anew, but only by gradual reconstruction.”1

* * *

Political opposites appear to sail in different ships and then continuously rebuild them from construction manuals which those on other vessels never see, and which have been selected because they fit the type of ship that needs to be repaired. Not surprisingly, the ships - and their inhabitants - go on getting further and further apart; the chances of shouting from one to another, let alone of building a common ship become more and more remote.

At which point do we make the choice about which ship we want to sail on, and what are the things that influence that choice? Some people start on one ship (as I did), and make the transition to another one, but mostly people stay on the one they started out on when they first began to form political opinions. Even if we throw the manual for one ship over to a different one, the sailors mostly look at it with scorn: the manual for one ship impinges only very rarely, barely noticeably on the way that others think that their ship should be patched up.

I don't think it is a question of evidence: I think it is more to do with the type of world we want to believe in; and momentum. It is far easier to stay on the same ship, with old friends and colleagues, without changing your lifestyle, without having to question any of the planks you are currently sitting on. Changing ships is a precarious business, and you might easily sink in the transition.

All that is to say ... what?

1. That there is a lot of construction involved in our political viewpoints, a lot more deliberate selection and fitting facts to what we want to see, rather than - as we tend to think - drawing conclusions from facts.

2. That there is a lot of vested interest in staying on the same ship, and relatively few advantages to changing ship (at least, if you are the sort of person whose life or lifestyle is strongly influenced by political viewpoint).

3. That after a certain point, it is almost impossible to tempt someone onto your ship, however good the arguments supporting it may seem. I could not get Tony Blair or Boris Johnson (thank God) onto my vessel. And the last thing (I hope) that I would ever do is jump ship onto one of theirs.

4. (Maybe) that dialogue with certain people - people who are far enough away from your position - is pointless. I hate reaching that conclusion: so maybe we could just say that expecting to meet as a result of dialogue is futile; but perhaps you could bring the 2 boats into the same ocean - which could, after all, be an improvement.

5. If we want to make sure people catch the right ship (or build the right one) then we need to catch them early! Get into the primary schools, get whittling those planks, setting up the rigging, tuning the engine, handing out construction manuals.

Well after all - it's what the others do.

over 800,000 children out of school

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One survey found that 92 per cent of children [in Iraq] had learning impediments that are largely attributable to the current climate of fear. Schools are regularly closed as teachers and pupils are too fearful to attend. Over 800,000 children may now be out of school, according to a recent estimate by Save the Children UK – up from 600,000 in 2004.

Oxfam
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