World of Philosophy

Author(s): Christopher Key Chapple, Intaj Malek, Dilip Charan, Sunanda Shastri, Prashant Dave
Publisher: Shanti Prakashan

Page 466

challenge is a difficult one since people have a natural tendency to overestimate their own abilities or those of the group to which they belong and to entertain prejudices against other people. Moreover, the general climate of competition that prevails in both domestic and international economies tends to turn competitiveness and personal success into modern values. In fact, this competitiveness is nowadays translated into a relentless economic war and a tension between rich and poor that breaks apart nations and the world and exacerbates historic rivalries. Regrettably, with its incorrect interpretation of what is meant by competition, education sometimes helps to sustain this state of affairs.
How can we do better? Experience shows that it is not enough to set up contacts and communication between people who are liable to come into conflict to reduce this risk (for example, in inter-racial or inter-denominational schools). If the different groups are rivals or if they do not have the same status in the same geographical area, such contact may have the opposite effect to that desired - it may bring out hidden tensions and degenerate into an opportunity for conflict. If, on the other hand, this kind of contact is organized in an egalitarian setting and common aims and projects are pursued, the prejudices and latent hostility may give way to a more relaxed form of co-operation, or even friendship.
The conclusion would seem to be that education should adopt two complementary approaches. From early childhood, it should focus on the discovery of other people in the first stage of education. In the second stage of education and in lifelong education, it should encourage involvement in common projects. This seems to be an effective way of avoiding conflict or resolving latent conflicts.
Discovering other people
One of education's tasks is both to teach pupils and students about human diversity and to instil in them an awareness of the similarities and interdependence of all people. From early childhood, the school should seize every opportunity to pursue this two-pronged approach. Some subjects lend themselves to this - human geography in basic education, foreign languages and literature later on.
Moreover, whether education is provided by the family, the community or the school, children should be taught to understand other people's reactions by looking at things from their point of view. Where this spirit of empathy is encouraged in schools, it has a positive effect on young persons' social behaviour for the rest of their lives. For example, teaching youngsters to look at the world through the eyes of other ethnic or religious groups is a way of avoiding some of the misunderstandings that give rise to hatred and violence among adults. Thus, teaching the history of religions or customs can provide a useful reference tool for moulding future behaviour.
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