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Why
EDucate?
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"Almost each day brings ever-grosser manifestations of abuse, exploitation, greed, violence, corruption, deprivation, conflict, exclusion, injustice, intolerance, an obsession with materialistic self-gratification counter-pointed by the indifference to the welfare of others, disregard for anything beyond the immediately present and an overall cheapening of human life...there is now a crisis in the moral fabric of society, a crisis of values". (World Summit for Social Development, 1995) Perhaps one can identify a host of reasons that have led to the gradual but steady tear in our country’s moral fabric, ranging from self-serving to subservient behavior and loyalty to values and ideologies contradictory to our own. However, moving beyond the rhetoric of ‘corruption and greed', one is compelled to examine whether there is an underlying factor, which might be at the core of this pathology. What causes disparity, decadence and an acute level of apathy? And more importantly, what can be done to create some element of hope? Perchance there might be a means to an end by creating in people the capacity to comprehend and apply, but this can only be achieved through an educational process - a process that will allow detaching, deconstructing and delineating symptoms from the actual problems. Likewise, the souring issues indicated in the World Summit statement are often confused as the problems and suffer from symptomatic treatment hence failing to be eradicated from society. Although we believe in the importance of education, our commitment to it continues to remain mere lip service because education has consistently failed to be a priority for all Pakistani statesmen and stateswomen alike and universal Primary Education has remained an elusive goal. Each successive stage of education is not only under-subscribed, operating at sub optimal levels, but also an illustration of gross wastage and inefficiencies where statistics have become clichéd manifestations of a deeper malaise of a construction and design gone wrong. However, one can learn from the results, or more appropriately, the lack of results of the past five decades, providing a foundation for the redesign of education. However, having stated the above, these pressing concerns, questions and ideas must be challenged outside the current status quo, no task for the fainthearted. Despite the pervasiveness of our educational epidemic, one must attempt to engage in a process of transformation not reformation. The latter implies a mere improvement upon a faulty and weak foundation, whereas the former requires the construction of an entirely new system. What is required is no mere cosmetic solution rather a thorough analysis of the problem’s core can only lead to the answer. While positive measures are being taken in the field of educational development, especially at the grass-root level, the majority of us, while aware that ‘something is wrong with the system', fail to allow this awareness to transcend to a more diagnostic or critical level. We repeatedly fail to understand that education and development are not two separate issues but linked and co-dependent processes. We have instead adopted a reductionist approach by resorting to shortsighted, quick-fix solutions that end in futility. Whether by accident or pure luck, we belong to the privileged classes. While we are familiar with the general socioeconomic conditions of our country, we lack any real sense of consciousness of the magnitude and ramifications of this malaise. How else could there be ‘an overall cheapening of human life', both in qualitative and quantitative terms? Therefore EDucate! strives to pose a collective challenge to the status quo by engaging in intellectual discourse aimed at concerned individuals. It is geared towards raising a significant level of cognizance by delving into issues which adversely affect and detrimentally influence the ordinary lives of the ‘unprivileged'. This educative process can create space for logical thinking and analytical reasoning, paving the way for consciousness-raising measures. We have a collective obligation to discard our mental lethargy and complacency, and share the resources of our intellect. Since time has become the most valuable commodity, and given our daily concerns and frustrations, very few of us want to think of world hunger, national debt or other weighty issues. We do not think of these issues because they do not affect our lives directly. However, education and development on a broader scale do, although we might not realize it. This magazine is a humble attempt to become part of various valiant efforts that have, and continue to, contribute to the struggle for redefining and humanizing a new educative process. By starting small and providing the groundwork for others to build on, we can restructure and then strengthen the process. In order to do justice to our effort, the first and foremost thing is to question the existing dehumanizing system of educational development. In order to understand and change reality it is necessary to see the world from the perspective of those who experience it. This magazine is not aimed at the oppressed masses, since they have a clear idea of the injustices they have to face on a daily basis. Instead, you will find it deliberately taking sides, because human suffering cannot be treated in an objective, detached or neutral manner- particularly given the existing atmosphere of indifference. The daunting challenge of the existing social injustice, should not, in any way, deter us from becoming a part of the struggle against it. As humans and as part of the ailing system, we must contribute our bit, within our capacity towards the realization of this sacred goal. To encapsulate my thoughts, I would like to quote Margaret Mead "Never doubt that a thoughtful group of citizens can change the world. Indeed, it is the only thing that ever has.”
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