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‘Don’t just teach your students how to count. Teach them what counts most.’

Photo:Pinterest
Philosopher Alain de Botton believes it is wisdom that is key to emotional health and to what makes us human. This was the theme of his presentation when on Wednesday, 10 July 2013 he delivered his thoughts on the very essence of human existence at Jeremy Vine’s 'What Makes Us Human?', BBC Radio 2 series. The text of the presentation was then published in NewStatesman on 18 July 2013.
*This Blog is in two parts:
1- Alain de Botton: Education is what makes us fully human
2- Why I agree with Alain de Botton?
Part 1- Alain de Botton: Education is what makes us fully human

Alain de Botton-Photo:Pinterest
“I want to suggest that what makes us fully human is education. Education gets taken seriously in our society. Politicians speak about it constantly, as do other public figures. At the moment, the consensus is that education needs to get better, by which people mean that our exam results have to get more impressive and that we have to become more skilled at competing with other countries, especially China – and particularly in maths. In this account, the point of education is to make you a good worker, able to pull in a good salary and help the GDP of the nation.
This is a great ambition – but is it the only ambition we should have for education? I want to argue that the true purpose of education is to make us fully human. By this, I mean that education should help us with the many ways in which we end up less than we can be. Entering adult life without any technical or professional skills is a disaster, for oneself and society, but there are other, equally problematic ways to be. And the one that interests me is emotional health. I think our education system leaves us woefully unprepared for some of the really big challenges of adult life, which include:
- how to choose a life partner;
- how to manage a relationship;
- how to bring up children;
- how to know ourselves well enough to find a job we can do well and enjoy;
- how to deal with pressures for status;
- how to deal with illness and ageing.
If you took any of these problems to a school or university in the land, the teachers would look a bit scared and tell you to go and talk to a GP or a therapist. There are plenty of insights out there – they’re on websites and in books, films and songs – but rarely are they presented systematically to us. You can be in your late fifties by the time you finally come across stuff you needed to hear in your late teens. That’s a pity. We have constructed an intellectual world in which educational institutions rarely let us ask, let alone answer, the most serious questions of our deeper human nature. We shouldn’t be surprised at the levels of divorce, mental breakdown and sheer unhappiness in the nation. We aren’t taking these issues seriously. It’s very im - portant to know the capital of New Zealand and the constituents of the periodic table, but such facts won’t enable one to sail through life unscathed.
What we need above all is to grow more familiar with the idea of transmitting wisdom down the generations. That’s one of the key roles of education, in my eyes.
The purpose of all education is to spare people time and error. It’s a tool whereby society attempts to teach reliably, within a few years, what it took the very brightest and most determined of our ancestors centuries of painful effort to work out.
We accept this principle when it comes to science. We accept that a university student enrolled today on a physics degree can, in a few months, learn as much as Faraday ever knew – and within a couple of years will be pushing at the outer limits of Einstein’s unified field theory. This same principle tends to meet fierce opposition when it comes to wisdom. Here educationalists often say that wisdom is not something that one person can ever teach another. But it is: there is more than enough information about overcoming folly, greed, lust, envy, pride, sentimentality or snobbishness in the canon of culture. You can find answers in philosophy, literature, history, art and film. But the problem is that this treasury is not sufficiently well filleted and skilfully dissected to get the good material out in time.
No existing secular institution sets out to teach us the art of living. Religions of course have a shot at this – they constantly want to teach us how to run a marriage or find the meaning of life. They are not wrong to do so. It’s just that more and more of us aren’t convinced by their specific explanations. What they are trying to do, however, is hugely important and something that non-believers should learn from.
In my ideal school of the future, you might learn about geography and maths, but you would also be taught about the big challenges of life: how to be a good partner, how to stay sane and how to put the small amount of time we all have on this planet to the best possible use.
These are subjects that we need to monitor with all the manic attention we currently give our maths scores. At the end of the day, they are as important, if not more so, in deciding whether this country will be a flourishing and happy place.”- See the original article HERE
Part 2: Why I agree with Alain de Botton?
How it Began: My Story and Journey
…“From 1980 onwards, for the next twenty years, I taught economics in universities, enthusiastically demonstrating how economic theories provided answers to problems of all sorts. I got quite carried away by the beauty, the sophisticated elegance, of complicated mathematical models and theories. But gradually I started to have an empty feeling.
I began to ask fundamental questions of myself. Why did I never talk to my students about compassion, dignity, comradeship, solidarity, happiness, spirituality – about the meaning of life? We never debated the biggest questions. Who are we? Where have we come from? Where are we going to?
I told them to create wealth, but I did not tell them for what reason. I told them about scarcity and competition, but not about abundance and co-operation. I told them about free trade, but not about fair trade; about GNP – Gross National Product – but not about GNH – Gross National Happiness. I told them about profit maximisation and cost minimisation, about the highest returns to the shareholders, but not about social consciousness, accountability to the community, sustainability and respect for creation and the creator. I did not tell them that, without humanity, economics is a house of cards built on shifting sands.”…The GCGI: How it Began
Theology, Philosophy, Ethics, Spirituality and Economics: A Call to Dialogue
...” The topic which I wish to address here is vast; all I can reasonably hope to do is paint a picture with very broad brushstrokes. I wish to argue that economic and business decisions impact many aspects of our lives, whilst they also raise important moral and ethical concerns which call into question what it is to be a human being. I will argue that decision-makers (contrary to what is mostly practised today) need also to concern themselves with the world of heart, mind and spirit.
Although self-interest is an important source of human motivation, driving the decisions we make in the marketplace every day, those decisions nevertheless have a moral, ethical and spiritual dimensions, because each decision we make affects not only ourselves but others too.”…Continue to read
Towards an Education Worth Believing In
...” What is education? What is knowledge? What is wisdom? What is a university? What is the source of true happiness and wellbeing? What is the good life? What is the purpose of economic life? What does it mean to be a human being living on a spaceship with finite resources? Is “sustainability” a buzz word? Is it simply in fashion to talk about a sustainable future, a sustainable education? How can the global financial system become more responsive and just? What paths can be recommended to shift the current destructive global political-economic order from one of unrestrained economic growth, profit maximisation and cost minimisation, targets and bonuses to one that embraces material wealth creation, yet also preserves and enhances social and ecological well-being and increases human happiness and contentment? How should we deal with individual and institutionalized greed? What are the requirements of a virtuous economy? What role should universities play in building an integrity-based model of business education? What should be the role of the youth? How might the training of young executives be directed with the intention of supplying insights into the nature of globalisation from its economic, technological and spiritual perspectives, to build supporting relationships among the participants that will lead toward action for the common good within their chosen careers? What needs to happen next for sustainability to become more integrated into the ethos of business schools? What distinct roles should students, business leaders and business schools themselves take in advancing this trend? Who is leading this agenda and what elements of best practice can be shared from their example?”…Continue to read
From my Foreword to What is a University?
…” The world of knowledge and competence is in a constant state of flux. The same can be said for the universe of visions, aspirations and dreams. Changes are occurring every day on a national and world scale – we are faced with economic globalisation, the revolutions in information technology and biotechnology, growing inequality and social exclusion (leading to a renewed struggle for citizens’ rights), violence of all kinds, environmental pollution and climate change. All of these things are increasing the need for new knowledge and skills, for new scenarios for our global society. Love, courage, honesty, justice, spirituality, religion, altruism, vocation, creativity – life itself – are again becoming major issues.
In today’s largely decadent, money-driven world, the teaching of virtue and building of character are no longer part of the curriculum at our universities. The pursuit of virtue has been replaced by moral neutrality – the idea that anything goes. For centuries it had been considered that universities were responsible for the moral and social development of students, and for bringing together diverse groups for the common good.
In the last few decades, however, and especially since the 1970s, a new generation of educational reformers has been intent on using places of learning, and in particular universities, to solve national and international economic problems. The economic justification for education – equipping students with marketable skills to help countries compete in a global, information-based workplace – has overwhelmed other historically important purposes of education.
The language of business management is now being applied to educational establishments: schools and universities are ‘downsized’ and ‘restructured’, and their staffing is ‘outsourced’. But, if there is a shared national purpose for education, should it be oriented only towards enhancing this narrow vision of a country’s economic success? Is everything public for sale? Should education be answerable only to the ‘bottom line’? Are the interests of individuals and selective groups overwhelming the common good that the education system is meant to support?”…Wisdom and the Well-Rounded Life: What Is a University?
Why Happiness Should be Taught at Our Universities?
…” I believe that our education in universities is fundamentally ill-balanced. Of course exams matter greatly - they are the passport to an individual's future work and career. A university which fails to let every student achieve the best grades and results of which their students are capable of is failing to do its job properly. But education is far more than this. It is far more than grades and percentages here and there.
As a university lecturer with many years of experience, I have seen far too many tortured and unhappy students who have achieved very high grades. If they can achieve these grades while leading balanced lives, taking part in a wide variety of activities which will develop different facets of their character, and if they blossom as happy and contented human beings, then all is well and good. But as any teacher will know, this isn't always the case with high achievers. Neither is it with high achievers in life. These driven people see their lives flash by in fast living and fast cars, and most fail to realise they are missing the point of life. Is it more important to be highly “successful”, or to be a respected colleague and a valued friend, and a loving parent whose children grow up in a secure environment in which they know they are valued and treasured? I have had to learn the hard way myself, the answers are obvious. Hence the need to teach happiness while at schools and universities…
Today the university students lead very destructively competitive lives, which is all about the highest grades, finding the best jobs, the one that gives them more, the best position, highest bonuses, etc. It is all about the best, the most, the highest, and all measured in monetary terms. This is for all practical reasons a rat race. Here we can, if we ever needed to, see why we need courses in happiness and well-being, inner peace and contentment. A pertinent question at this time is: “How can we dampen the impact of the rat race?”. We have to start from human nature as it is, but we can also affect values and behaviour through the signals our institutions send out. An explicit focus on happiness would change attitudes to many aspects of policy, including in education and training, regional policy and performance-related pay, the dreaded and destructive bonus-inspired culture that has made money the main measurement of success and happiness.
The goal should be to help our students lead happier lives, not in the sense of experiencing pleasure - of moving from one immediate gratification to the next - but in the sense of leading a meaningful and fulfilling life, of flourishing emotionally, spiritually and intellectually.”…Why Happiness Should be Taught at Our Universities
A Time to Say Thank you to the Economic Students at the Sorbonne: The Class of 2000
..."In the spring of 2000 an interesting dichotomy between theory and reality in economics teaching appeared in France when economics students from some of the most prestigious universities, including the Sorbonne, published a petition on the internet urging fellow students to protest against the way economics was being taught. They were against the domination of rationalist theories, the marginalization of critical and reflective thought and the use of increasingly complex mathematical models. Some argued that the drive to make economics more like physics was flawed, and that it should be wrenched back in line with its more social aspects."...In Praise of the Economic Students at the Sorbonne: The Class of 2000
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English education policy is based on a nasty little theory
Underlying education policies in England is the misguided idea that only a few children are clever and that the rest are less valuable, argues Prof Danny Dorling.
• Danny Dorling is professor of human geography at the University of Sheffield. In September he takes up the Halford Mackinder Chair at the University of Oxford. His latest book, Population Ten Billion, is published by Constable
First thing first: What is “the nasty little assumption” At the very core of the latest version of the national curriculum for maintained schools in England? See below.
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Photo credit: The Persian Cosmopolis
As I had noted in an earlier blog, “despite being the home of one of the world's most ancient civilisations and cultures, very sadly today modern Iran is one of the world's most misunderstood countries. The significant contribution of this great civilisation to the progressive development of science, technology, arts, architecture, literature, poetry, international relations/politics/economics/commerce, trade, human rights, dialogue of civilisations and more cannot be over emphasised. Therefore, this confusion and misunderstanding is indeed tragic for all concerned.” In this blog I wish to address this anomaly.
If we wish to build a better world, a world of peace, justice and harmony, then, we should strive for a better understanding of its historical development and acknowledge the contributions of different civilisations to that development. This should help to remove arrogance and pomposity and bring about tolerance, understanding and acceptance of “others”, leading to a more successful and fruitful dialogue of civilisations.
Below I have copied an excellent article and analysis by Prof. Richard Eaton, which goes a long way to bring a better understanding of these issues, as well as the contributions of the Persian culture and civilisation to the world order and the dialogue amongst civilisations.
Revisiting the Persian cosmopolis
By Richard Eaton
“For several centuries now, the writing of South Asian history has been plagued by a tendency to see the past through the lens of religion – especially Hinduism and Islam, which are commonly understood as essentialized, timeless, and locked in binary opposition, if not mutual hostility.
Suggesting a radically different way of theorizing cultural space, however, Sheldon Pollock recently coined the term "Sanskrit cosmopolis", referring to the enormous geographic sweep of Indic culture that stretched from Afghanistan through Vietnam from the fourth to the 14th century.
For Pollock, what characterized this cosmopolis was not religion, but the ideas elaborated in the entire corpus of Sanskrit texts which, for more than a millennium, circulated above and across the vernacular world of regional tongues.
These texts embraced everything from rules of grammar to styles of kingship, architecture, proper comportment, the goals of life, the regulation of society, and the acquisition of power and wealth. Fundamentally, the Sanskrit cosmopolis was all about defining and preserving moral and social order, but without privileging any particular religious or ethnic community.
Crucially, it expanded over much of Asia not by force of arms, but by emulation, and without any governing center or fortified frontiers. In those respects it compares with the Hellenized world that embraced the Mediterranean basin and the Middle East after Alexander the Great.
For India, at least, historically, what Pollock theorized was only one instance of such a transregional formation. For the Sanskrit cosmopolis anticipated by some 500 years the advent of a similar phenomenon, a "Persian cosmopolis", which spanned great swaths of West, Central, and South Asia from about the ninth to the 19th century.
These two models of cosmopolitan culture exhibited striking parallels. Both expanded and flourished well beyond the land of their origin, giving each a transregional - indeed, "placeless" - quality. Both were grounded in a prestige language and literature that conferred elite status on their users. They both articulated worldly power - specifically, universal dominion. And while both cosmopolises elaborated, discussed, and critiqued religious traditions, neither was grounded in any specific religion, but rather transcended the claims of any and all religions.
But what exactly was the "Persian cosmopolis"? After the conquest of the Iranian plateau in the seventh century, Iranians' refusal to remain under Arab rule and Arab culture resulted in attempts to recover a rich but submerged pre-Islamic Persian civilization, a movement whose linguistic dimension saw the emergence of New Persian.
This appeared first as a spoken lingua franca across the Iranian plateau. A written form derived from a modified Arabic script appeared in the mid-tenth century, when Persian writers in Khurasan - ie, northeastern Iran, western Afghanistan, and Central Asia - began appropriating the heritage of both Arab Islam and pre-Islamic Iran.
Initially, at least, court patronage - namely, the court of the Samanid dynasty of kings of Khurasan (819-999) - played an important role in these developments. Based in Bukhara (in southern Uzbekistan), the Samanid court straddled major trade routes connecting the Iranian plateau with India to the south, Turkish Central Asia to the north, and, via the Silk Road, China to the east. Bukhara thus lay in a commercially vibrant zone, which was also multi-lingual.
By the 14th century, however, across a vast swath of territory between Anatolia and East Asia, New Persian had become a prestigious literary language, a principal medium used in state bureaucracies, and a contact tongue used in interregional diplomacy. In China, it served not only as a lingua franca, but as the official foreign language in the 13th and 14th centuries. Marco Polo mainly used Persian in China, and in fact, throughout his travels on the Silk Road.
What explains this remarkable development? One factor was the cosmopolitan environment in which New Persian had been incubated. Khurasan in the Samanid era was diverse not only linguistically, but also religiously, with its communities of Jews, Christians, Manichaeans, Zoroastrians, Buddhists, pagans, and shamanists, together with both Shi'ite and Sunni Muslims.
The new tongue thus served as a common linguistic denominator in a multi-ethnic society. Moreover, since it did not serve as the vehicle for any scripture or liturgy, New Persian posed no ideological threat to Arabic, the language of Iran's seventh century Islamic victors.
Persian poetry also played a part in the diffusion of the Persian cosmopolis, in particular Iran's great epic poem, the Shahnama. Begun in late Samanid times and completed in 1010, Firdausi's epic of some 60,000 rhymed couplets self-consciously canonized Iran's pre-Islamic royal history.
Like the language in which it was composed, the Shahnama posed no threat to Arab or Islamic sentiment; to the contrary, it praised the reigning monarch, Mahmud of Ghazni (997-1030) as combining the virtues of both Iranian and Islamic sovereignty.
It also assimilated both the warrior ethos of Central Asian Turks and the heritage of Greek civilization. In Firdausi's hands, Alexander himself was transformed into a great Iranian king, and his mother an Iranian princess, while pre-Zoroastrian heroes were presented as analogs to Vedic Indian gods. In sum, the Shahnama had accommodated Greek, Turkic, and Indian cultures.
As with Sanskrit texts, which freely circulated across a vast expanse of territory, after the 11th century texts written in New Persian travelled astonishing distances, jumping ethnic and political, as well as natural frontiers. Nor did the production of Persian literature have any single geographical epicenter after the Mongols overran Khurasan in the 13th century.
Peoples in regions like the Caucasus or South Asia might retain everyday use of their local languages while cultivating, and even producing, great works of Persian literature. Both the Tamil and even the Malay "tellings" of the popular text One Thousand Questions claimed Persian origins that can be traced to 16th century South India. Similarly, in the 17th century Persian romance works such as the Haft Paykar by Nizami Ganjavi (d 1209) were translated into Bengali for kings of Burma's [now Myanmar's] Arakan coast.
In this way, vernacularized forms of the Persian cosmopolis travelled into the Burmese and Malay worlds of Southeast Asia. This portability of Persian letters across vast geo-cultural space was another dimension of the Persian cosmopolis that found an exact parallel with its Sanskrit predecessor.
In the political realm, the same environment that had nurtured the literary and bureaucratic use of New Persian - the culturally diverse milieu of ninth and tenth century Khurasan - also shaped a particular conception of a universal ruler, or "sultan".
Conceived as occupying a political space above and beyond all ethnic groups and religious communities, this figure was understood as not just universal, but truly supreme. In ninth and 10th century Khurasan under the Samanids, where memories of pre-Islamic Iran were being revived, sultans were endowed with universalist sovereignty associated with pre-Islamic Persian emperors.
Such a conception accorded with the idea of the Persian cosmopolis, which resisted limits to claims of sovereign territory. The same, for that matter, was true of the Sanskrit cosmopolis. Just as the sultans of Delhi claimed to be the "ruler of the surface of the earth," Indian maharajas grandly portrayed themselves as the "asylum of the whole world".
What is more, as early as the 12th century, the Iranian historian Ibn Balkhi made explicit a de facto separation of religion and state. He wrote that kingship in pre-Islamic Iran had been based on the supreme principle of justice, and that every king of that age had taught his heir-apparent the following maxim:
"There is no kingdom without an army, no army without wealth, no wealth without material prosperity, and no material prosperity without justice."
One notes the totalizing nature of this scheme: economy, morality, and politics are all integrated into a single coherent ideology. Equally notable is the central place the author gave to the idea of justice, and his complete omission of any reference to God or religion. As a ruling ideology, this formula would become a stock theme throughout the Persian-speaking world, repeated with only slight variations by a host of writers of the genre of courtly advice literature.
Notably, a ruling ideology that accommodated cultural diversity and focused on the principle of justice facilitated India's incorporation into the Persian cosmopolis. For one thing, an inclusivist Persian political ideology was well-suited for governing a north Indian society that was itself extraordinarily diverse religiously, linguistically, and socially.
For another, in 1206, just decades before the Mongol holocaust in Central Asia and Iran would make refugees of many thousands of uprooted Turks and Iranians, a Persianized state had been established in the heart of the north Indian plain. This was the Delhi sultanate (1206-1526), which inherited the Persianate governing traditions and ideological legacy that had evolved in Khurasan under Samanid rulers.
The presence of this sultanate thus enabled refugees fleeing Mongol invaders to migrate from Central Asia and Iran to north India, where they were received and patronized by the sultanate's officials. Naturally, these refugees implanted in India the entire spectrum of Persian culture that they had brought with them from Central Asia and Iran.
What is perhaps most remarkable about the Persian cosmopolis, however, is how readily its core ideas diffused into territories lying beyond the borders of Persianized states like the Delhi sultanate. A distinctively Persianate ideology privileging the notion of justice and connecting economy, morality, and politics infiltrated peninsular India even while that region was still governed by Hindu rulers. At some time in the 12th or 13th century the Telugu poet Baddena, writing at the Kakatiya court at Warangal, penned these striking lines:
“To acquire wealth: make the people prosper. To make the people prosper: justice is the means. O Kirti Narayana! They say that justice is the treasury of kings.”
These lines clearly reveal the influence of the Persianate world, for the concept of justice as a central tenet of rulership was completely absent in Sanskrit political thought. Moreover, as in the Sanskrit cosmopolis, these ideals had been borrowed, not imposed.
Apart from political ideology, other components of the Persian cosmopolis diffused throughout India after the thirteenth century, including architecture, dress, courtly comportment, cuisine, and especially, lexicon. As the geographic reach of Persian letters expanded, so did the production of dictionaries, whose compilers endeavored to make literature produced in different parts of the Persophone world mutually comprehensible. From the 14th century dictionaries began to be produced in India, where such works rendered Persian equivalences for words not only in Indian languages, but also in Turkish, Pashto, Aramaic, Greek, Latin, and Syriac.
Indeed, between the 16th and 19th centuries, of all Persian language dictionaries produced anywhere, most were produced in India. From the 14th century on, Persian had become the most widely used language for governance across the subcontinent, as Indians filled the vast revenue and judicial bureaucracies in the Delhi sultanate and its successor states, and later in the Mughal empire (1526-1858) and its successor states.
As a result, Persian terms infiltrated the vocabulary of nearly all major regional languages of South Asia. Vernaculars like Bengali or Telugu are replete with Persian terms pertaining not only to governance, but to commerce, literacy, cuisine, music, textiles, and technologies of all sorts.
To conclude, while it shared much in common with its Sanskrit counterpart, the Persian cosmopolis, unlike its Indic predecessor, had appropriated earlier prestigious and cosmopolitan cultures - namely, pre-Islamic Iran, Arab Islam, and Hellenism. Therefore, when Islam as a religious system diffused through north India and the Deccan, it did so encapsulated within a larger Persianate vessel.
Crucially, it was precisely the non-religious character of this larger Persian cosmopolis that allowed non-Muslims to readily assimilate so many of its aspects. Yet most modern scholarship appears to have missed this, continuing instead to read South Asian history through the narrow lens of religion, and in particular that of Hindu-Muslim confrontation, thereby perpetuating 19th century tropes of Oriental despotism, 20th century tropes of a "clash of civilizations," or 21st-century Western anxieties over Islamist activism.”
Richard Eaton is Professor of History at the University of Arizona. He is the author, among others, of Slavery and South Asian History (Indiana University Press) and Islamic History as Global History (American Historical Association). He is working on one of the volumes of the upcoming History of India published by Penguin Books.
Please note:
This article was originally published in The Asia Times, 19 July 2013
For further reading see:
Modern Iran: The Most Misunderstood Country
http://gcgi.info/blog/195-modern-iran-the-most-misunderstood-country
The Cyrus Cylinder: Ancient Persia’s Gift to the World
http://gcgi.info/blog/367-the-cyrus-cylinder-ancient-persias-gift-to-the-world-
Shahnameh: The Epic of the Persian Kings
http://gcgi.info/blog/419-shahnameh-the-epic-of-the-persian-kings
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