Originally posted by siam
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The goal of universal education is the universal education of Languages, Science, History and the Arts.
Are there any proposals in Baha'i about overcoming the "dark aspects" of human nature as it concerns education. . .?
Dark aspects of human nature---I agree with what you have said---humanity has the potential for good and the potential for bad---religions/philosophies throughout time have striven (Jihad) to encourage humanity towards the good and discourage it from bad. This has been done by encouraging good conduct at the individual level (manners, ettiquette, decorum...) and through rules and laws at a social/community level....
Different world religions/paradigms have articulated this problem and its answer/s in different ways---and all are uniquely interesting perspectives. Islam also has its own articulation. As explained previously---it is encapsulated in the concept of Shirk (Division) = Many Gods. There is a Quranic story that explains this concept----It is about Adam and Iblis (Iblis is a previous creation to Adam). To summarize, When God created Adam, he taught Adam knowledge. Then Adam was asked to display the knowledge taught to him, and after that display, the other entities/creations were asked to bow to Adam. Iblis refused claiming that Adam was made of clay, while he (Iblis) was made of smokeless fire---a superior material.----This claim of superiority was an arbitrary claim without substance. God has created all---and none is inferior/superior to the other. This type of reasoning was called "Iblisi Logic" by the philosopher Al Ghazali.
Iblisi Logic creates divisions between humanity by proposing some are more entitled than others---this assumption can be seen in the Magna Carta, in the thinking and writing of many enlightenment philosophers and even today, in many statements and attitudes of peoples and scholars.......It enables toxic ideas such as White Man's Burden (U.K.), Civilizing Mission (France, Portugal etc) and Manifest Destiny (U.S.) ---(All used to justify colonization---the act of stealing resources and exploiting other peoples) which today is called "American Exceptionalism" and U.S. Presidents still use it in their speeches.....
That is why "Equality" in Modernity has been defined in terms of equality of opportunity or equality of outcome---which means that "equal" education means that everyone can have the "opportunity" to go to school and/or to graduate from school. BUT---it does not address the inherent INEQUALITY in the quality of the schools (infrastructure) or the quality of the education nor does it address the unjust laws that have enabled such systemic inequality to occur nor the economic inequalities that cause and perpetuate the cycle....
Also the fact that the principle of equal and universal education first promulgated by Baha'i scripture has become the standard of Western Countries. You're picking at problems which are real, and neglecting the main issue. The opportunity for equal education is increasing in the west, but it is NOT the promulgated goal in most Islamic countries, because it is not a fundamental principle and goal in Islamic scripture.
Please Address the issue!
You're misusing this old worn out concept of 'Modernity' continues, and it is getting you nowhere. You have not addressed the issue that equal universal education of girls and boys is only present to a limited extent available in Islamic countries with limited secular governments.
This can be seen in how "desegregation" of schools in the U.S. was handled---it was about giving black children the "opportunity" to go to white schools---but the underlying structural problems that caused the injustice and inequality in education have never been addressed.....
Your picking at problems, some true some exaggerated. The bottom line is equal education is increasing in the West, and the equal education of girls and boys is pretty much universal. It is not in Islam.
This mismatch between the Islamic concept of equality (equivalent worth) and the "Modern" definition was understood by some Muslim women's rights activists/scholars---they recognized this discrepancy early on and thus declined "Western feminism" as inadequate.....To limit the understanding of equality to opportunities and/or outcomes fails to understand the reality of (non-gendered) systems of power structures that cause injustice and oppression through exclusive entitlements and privileges.
(---see works of scholars such as Dr Amina Wadud, Aziza Al Hibri and others....)
(---see works of scholars such as Dr Amina Wadud, Aziza Al Hibri and others....)
This analyses some U.S. data...
http://www.usnews.com/news/blogs/dat...te-and-unequal
http://www.usnews.com/news/blogs/dat...te-and-unequal
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