A case for 'new humanism'?

Professor Tan Sri Dato' Dzulkifli Abdul Razak

Learning Curve: Perspective

New Sunday Times - 09-06-2013

 

A CREDO: Will it fit into the education agenda?

 

UNITED Nations Educational, Scientific and Cultural Organisation (UNESCO) director-general Irina Bokova reiterated her advocacy of "new humanism" - an idea she proposed in 2009 - when she visited Malaysia last month.

 

"A new humanism must contribute to relations between all regions in a world where all societies are connected,'' said Bokova.

 

It is a "new vision of development where every woman and man feels a sense of responsibility towards others and for the safeguarding of our planet," she added.

 

Her proposal reminds us of the first UNESCO director-general Julian Huxley, who proposed "scientific humanism" when he took office in 1946.

 

In her article UNESCO In A Globalised World: New Humanism For The 21st Century at her personal website, Bokova regarded "new humanism" as her credo for the international body when she was the then permanent delegate from Bulgaria to UNESCO vying for the post of director-general of the organisation. She also wrote about creating "a new synergy" on the basis of strong political will to reform the body.

 

Interestingly, she ended her article by stating: "My understanding of a NEW HUMANISM (sic) for the 21st century will guide all my activity."

 

There is a need to comprehend the meaning of "new humanism", especially when it comes to higher education where reforms and transformation seem to be the buzzwords, and how the proposed changes can be rendered meaningful in the context of "new humanism".

 

Bokova finds some synergy with Malaysia's Vision 2020 in relation to education.

 

Indeed, she affirmed that education is the most powerful way to integrate all dimensions of Vision 2020, described as an ambitious agenda for fostering inclusive and equitable development as the basis for higher growth.

 

In a larger context, she recognised that the greatest challenge is still about leading the world into a new era of peace and humanism to create more inclusive, just and equitable societies through sustainable economic and social development.

 

It is based on science, innovation and new technologies that will serve mankind and preserve the environment. She stated that in overcoming the prevailing crisis, "we should not go back to yesterday's status quo".

 

She spoke about the need for the UN to make development efforts, which are aimed at those most vulnerable and most severely affected by the crisis, more coherent and efficient.

 

Africa and the Small Island Developing States are mentioned as "the most crisis-stricken countries in the world" and should continue to be a strong priority.

 

In this light, South-South cooperation is deemed to be another hallmark of the new development paradigm.

 

Malaysia is praiseworthy in its determination to share its experience with other nations through UNESCO programmes.

 

One important dimension that is closely related to education is the importance of intercultural understanding and exchanges as a vital part of the peace-building process in the globalised era.

 

While it is often said that globalisation has had a positive effect on millions of people by helping them get out of poverty, it is important to recognise that there are still many more facing the "global crisis of unusual proportion - economic, financial, social, environmental as well as moral and ethical".

 

Bokova reckoned that each of these is endangering the fulfillment of the most important present-day multilateralism agenda such as the Millennium Development Goals which ends in 2015.

 

Similarly, the UN Decade On Education For Sustainable Development, which ends a year earlier, may present an opportunity to develop fresh ideas for "eco-humanism" in the context of a pressing need to address the problems of sustainability for the future of humankind.

 

In this regard, though, Bokova argued that the constitutional mandate of UNESCO is still relevant in the 21st century where building knowledge-based societies is imperative and culture is seen as crucial to any meaningful debate on development whereas science and innovation mark the new era of humanity's future in all social and environmental concerns, such as climate change and water.

 

In addition, we need to better understand the deep transformations our societies undergo; and dialogue, tolerance and respect for diversity is a humanistic value in itself that should be cherished.

 

Notwithstanding all these, UNESCO vice director-general Hans d'Orville purportedly notes that there is growing concern that the new humanism may be too Western-centric and not inclusive or just after all.

 

- The writer is the vice-chancellor of the Albukhary International University