THE survival of the fittest is a brutal reality in nature.
The strong prosper and the weak perish. Solitary survival is unsustainable, so even lions form cooperative prides. Humans, on the other hand, established societies to escape the jungle mindset. The strongest shouldn’t be exploiting the weak to govern our communities. Empathy, compassion, support and shared benefits are how humans survive. The purpose of education is to cultivate those qualities. However, in the twenty-first century, education often becomes utilitarian economic training. The focus on technological advancement, military power and economic growth contrasts with the lack of focus on education’s moral and social objectives.
Education, according to John Dewey, is a social function, not a private enterprise. He noted that communities revitalize by integrating inexperienced members into their social structure and that education is a nurturing process. Thus, education exceeds mere skill transfer. It’s a collaborative undertaking to teach each generation community values. Dewey argued that beliefs and attitudes are not “hammered in” but learned via social interaction. Education should help people “achieve the legitimate goals of their life with increasing ease,” as well as teach them to think critically and develop moral character. Being intelligent isn’t enough on its own. The objective of genuine education is intelligence and character. Paulo Freire, whose book is a classic, saw education as a fight for humanization. He stated that dehumanization is a historical fact of injustice and exploitation; however, he said the vocation of humans is to pursue humanization.
Freire thought freedom comes from joint work between the oppressed and allies, highlighting that real kindness is in fighting oppression’s roots, not “false charity.” Freire felt education should give people the tools to fight for change. Education to inculcate empathy means guiding students to understand discrimination related to gender, age, ethnicity, religion, class or sexuality. Empathy initiates care for the needy; its cultivation allows children to analyze and devise plans to combat injustice. Compassion and empathy promote citizenship. The OHCHR says human rights education seeks to foster knowledge, skills and attitudes for respecting and upholding others’ rights.
Human rights education can create social change by fostering inclusion and promoting values like solidarity and empathy. It encourages a feeling of shared humanity and acceptance of differences. This kind of education empowers youth to defend their own rights and the rights of others. For this reason, empathy is key to personal relationships, democratic citizenship and peace. The purpose of education should be to teach learners to contribute their skills and resources for the benefit of everyone. Martin Luther King Jr.’s essay expressed his concern about the use of education by many educated people “to forever trample over the masses.” Human societies thrive when people see knowledge as a shared resource. Dewey defined education as a process of integrating the young into the group using conducive environmental conditions. This includes kindness, collaboration and a focus on the community’s welfare. The main goal of education must be to stop exploitation. According to Freire, dehumanization is maintained by unjust social systems, and authentic education should enable individuals to resist subjugation. Likewise, King warned that a lack of morals in education could lead to uncivilized people. Schools that disregard ethics may produce graduates who use knowledge for control, not service.
Education also requires equity, which is morally important. In many societies, the unwritten rule is survival of the fittest, with power and wealth as the deciding factors. However, both the Universal Declaration of Human Rights and SDG 4 advocate for inclusive, quality education for everyone. Education is seen by the World Bank as a strong tool for development. Education helps build fairer societies by bolstering institutions and promoting social unity. Global issues, including poverty, tech advancements and COVID-19, trigger learning emergencies and intensify inequality. Fixing these inequalities is key to education’s equalizing potential. Education today is focusing on yielding materialistic outcomes — economic growth, military might and scientific discoveries — while neglecting education’s humanistic goals. Today’s world grapples with inequality, environmental damage, conflict, false information and poor mental health. Focusing only on economic utility in education cannot resolve these problems. Human rights education encourages inclusivity, unity and diversity. Pupils learn to honor the dignity of all and fight for fairness. Martin Luther King Jr. said education must teach students to discern truth and develop morality. This is now more critical than ever before, given misinformation. Education should help learners recognize their place in a global society. Solidarity is fostered by grasping global issues and developing empathy.
Equitable access to quality education should be ensured by schools and governments. Equality talk is empty without addressing poverty, discrimination and school funding. Education funded by the public provides substantial gains for both groups. Freire’s ideas suggest teachers should involve students in discussions on social issues and support their role in driving change. Instead of depositing knowledge, education should be a collaborative discovery. Stressed, underpaid or overworked teachers cannot demonstrate empathy and compassion. Training in social-emotional learning, cultural competence and human rights should be part of professional development. Improvement also comes from smaller classes and better work environments. A new educational system that addresses these issues can help us create a society where learners support each other and build a fair and caring world. This crucial change in the education system is desperately needed. Education goes beyond acquiring a skill; nevertheless, modern education frequently focuses on economic and technological abilities and overlooks moral and social considerations. The end product is a world of material advancement with social division.
— The writer is Commoner from 44th Common Educationist — Founder of WHI Institute.based in Sargodha.
Read more on Pakistan Observer
