There is no place on Earth like Canada – the land of the free. Canada is perfect for anyone seeking a life of relative tranquility, peace, freedom, equality and opportunity. That’s why more people immigrate to Canada – 250,000 per year approximately – than almost anywhere else on the planet.
Canada is the second-largest land mass on the planet, blessed with plenty of water and magnificent lakes, rivers and mountains. Its people are resilient given the harsh winters, yet caring, compassionate and mostly respectful of one another.
Yet Canada continues to be a work in progress, having progressed and sometimes regressed over the last 150 years since nationhood. We should celebrate but not be satisfied that our work is done.
Our national shame is our treatment of the indigenous community. Canada is a first-world nation, but within Canada there are indigenous people who are worse off than people living in third-world countries. According to Scott Gilmore in MacLean’s, indigenous communities have an “unemployment rate worse than Sudan… and infant mortality rate worse than Russia.”
I was shocked to learn “there are 89 communities without safe drinking water”; that “the murder rate is worse than Somalia’s and the incarceration rate is the highest in the world”; and that “a child is more likely to be sexually assaulted than to graduate high school.” According to an RCMP report, 1,017 indigenous women and girls have been murdered in Canada between 1980 and 2012 – a homicide rate roughly 4.5 times that of all women. How can this possibly be in our beloved Canada?
Our country is great, but it’s taking us a while to reconcile with the past and fix the present. It was not until 2008 that then-prime minister Stephen Harper apologized for the dreadful residential school system that destroyed many lives. In fact, only last week on National Aboriginal Day did Prime Minister Justin Trudeau announce that the name of the building which houses his office would change from Hector-Louis Langevin – the architect of the residential school system – to the “Office of the Prime Minister and Privy Council.”
While we are strong and free, this was not always the case for everyone. It is hard to believe Indigenous Peoples – the originals on this land – were only given the right to vote federally in 1960. As difficult to comprehend today, the disturbing “Chinese Exclusion Act” was repealed in 1947, granting Chinese-Canadians the right to vote in federal elections. Fifty-one years after Canada’s Confederation in 1867 – the “Women’s Franchise Act” was passed permitting all women to vote in federal elections. But it was not until 1929 that Canadian women were declared to be “persons under law.”
Some Canadians certainly noticed and tried to beat down the prevalent racism and inequality in this country. Canada was forced into introspection when it signed the Universal Declaration of Human Rights in 1947. Our greatest achievement from a human rights perspective was that it was crafted by Canadian John Peters Humphrey – an opportunity for Canada to truly become the land of the free.
The declaration was signed only a year after most Canadians said they opposed Jewish immigration. Who could forget that Canada would not give refuge to Jewish immigrants trying to flee the Nazis between 1933 and 1945 and how it refused entry to the St. Louis, a ship carrying 907 German-Jewish refugees, in 1939?
The horrible internment of more than 20,000 Japanese in 1942 and the continuous legacy of the “Chinese Head Tax” beginning in 1885 give us pause. Canada’s consciousness began evolving when in 1971 the federal government introduced multiculturalism as a policy of acceptance of ethnic identity. Things progressed from there. In 1977, the Canadian Human Rights Commission was established and in 1982 the Canadian Charter of Rights and Freedoms was introduced.
In 1985, people such as Jim Keegstra could no longer promote hate against Jews. Women were required to be fully integrated into regular and reserve Canadian Forces in 1988. In 1990, Sikhs were permitted to wear turbans while in RCMP uniform. In 2005, the Civil Marriage Act was passed, making same-sex marriages legal in Canada, and in 2006 the prime minister apologized in the House of Commons for the Chinese Head Tax. Canada must still endeavour to correct the injustice of its indigenous population, and this began in 2008 with the Truth and Reconciliation Commission.
For all of our gains, lately it feels like we still have to continue fighting to ensure Canada remains strong and free. Let’s proudly celebrate our birthday – and pray that “God keep our land glorious and free.”
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By Avi Benlolo, Karine Rashkovsky and Neil Orlowsky
If the legacy of the Holocaust has given us anything, it is the hollow cry of Never Again. The last 76 years has shown us that if we want to act, if we want to stand up in the face of injustice, we need to do more than shout Never Again. But how do we live Never Again?
What does it mean to act on Never Again?
And yet, Never Again has been the thesis and theory behind so many Holocaust education programs. We have failed. Since the Holocaust, we failed in Cambodia, in Rwanda, in the Sudan, and now we are failing again in China. Never Again was meant to be a global stance, a rallying cry for nations to stand up against and call out injustice.
Today, it is a whispering echo, disengaged from how our students experience the world and how educators approach their pedagogy. Sure, students can recite these two words, but are we teaching and practicing their fulfilment? Given this reflection and a global legacy of political platitudes and photo opts, we need to accept that something is not working. Maybe it is our educational system, or maybe it is our approach. Maybe it is both.
Taking up the challenge of the latter, as experts in education, we now believe that we have been doing Holocaust education wrong all these years. Instead of teaching good character, we taught information in a factual, linear method. For instance, we taught people how Hitler rose to power – but not how the German people were supposed to grapple with the ethical dilemma they were thrust into.
When students asked us how the Holocaust could have happened, we explained it to them but failed to engage with them on a human level. Instead of teaching kindness and compassion, we told students about the Final Solution. When students asked us questions, we turned to blurry black and white photos, Hollywood movies, or textbooks, all disconnected from how education and media can be used as tools of socio-political indoctrination.
Instead of teaching how to take action in the face of injustice (and requiring them to do so), we have been teaching them about Nazi propaganda.
We have failed to demonstrate, connect, and engage. Education is performance art; it's experiential, it's kinetic, it's about getting in the sandbox, getting our hands dirty, tasting, touching, smelling. There is a saying that you cannot learn how to ride a bicycle from a textbook, and yet this text-book reliance has seemingly been our approach to Holocaust and human rights education. We failed to listen to Anne Frank who, having witnessed the devolution of humanity, said, "Human greatness does not lie in wealth or power, but in character and goodness."
All too often, we overemphasize wealth and power. Frank’s warning stands the test of time: wealth and power do not necessarily have a moral compass. Human greatness is achieved through deed, conviction, and principled action. Our fractured world is a testament to the necessity of building moral and ethical humans who differentiate between right and wrong.
As educators observing the rise of antisemitism, hate and intolerance, we are ready to deliver pedagogy that will create new educational underpinnings that may literally save humanity from itself. The Abraham Global Peace Initiative is a novel foundation that has developed unique systems of understanding humanity and human rights education.
While not new to educational discourse, we are integrating character education as an intellectual, participatory, and philosophical endeavour to engage in and with students, teachers, and global communities. We aim to hone critical thinking skills and develop what feels like a natural moral compass. We also aim to highlight a philosophical antecedent to character education that encompasses a broad range of perspectives dating from antiquity: the humanist tradition.
A humanist understanding of character as pertaining to character education maybe traced to Aristotle’s “moral virtues possessed by a good human being” and Cicero’s insistence on the importance of the human community and aiming for what is right as being worth more than any other value. The Greek word eudaimonia, which Plato and Aristotle typically used to identify thegoal of life, can best be translated as the ideal of the fully human life.
This ideal includes exercising our capacity for rational thought in both the use of judgment in practical affairs and the theoretical contemplation of intellectual truths. In a similar vein, classical humanist understandings of character call for virtuous action and a need to participate morally in the world. English Renaissance poet Sir Philip Sidney described this virtue when speaking on the purpose of knowledge and education.
The purpose of education, he holds, is not only a “private end in [itself] . . . directed to the highest end of the mistress knowledge”; but rather it is a broader pursuit which must include “knowledge of a man’s [sic] self, in the ethic and politic consideration, with the end of well doing and not of well knowing only.”
We assert that human rights education should enable students to involve themselves in the deepest problems of society, to acquire the knowledge, the skills, and the ethical vocabulary necessary for what philosopher and former Czech president Vaclav Havel (1998) called “the richest possible participation in public life.”
Yes, we must still teach the fundamentals of the Holocaust and other horrific encounters in human history in our effort to ensure they never happen again. Of course, we should teach about the rise of Nazism. Naturally, we should teach about the ghetto system and concentration and death camps. Of course! But we need to go deeper: critically inquire, interrogate, and intentionally interrupt our practice.
We need to do better. We are passionate about education and moral development and in doing so grapple with how moral development and character education intersect in a world where we need more upstanders over bystanders. The Abraham Global Peace Initiative believes that an environment conducive to character education is one that facilitates learners’ active and meaningful participation in righting global injustice. This is the way forward. This is how human rights education can be reimagined and fulfilled.
We know that rather than being told what to think, students need tools to learn how to think critically. To confront the impending dangers in our world today, strife and turmoil, the Abraham Global Peace Initiative will soon be deploying a global human rights curriculum that builds in a strong character component.
NOTE: This article was originally published in the National Post on July 9, 2021
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RETREAT FROM AFGHANISTAN IS A RETREAT FOR DEMOCRACY
Shock. Anger. Resentment. These feelings capture the incredible feelings about the abject failure of the West in Afghanistan. America bears most of the blame for leaving innocent women, children and men behind to fend for themselves against a monster. A hydra. A pariah of modern civilization.
The Taliban is a terrorist extremist group that breaks every fundamental principle of human dignity. Even while it now claims to be a softer version of itself, whom among us could forget this group harboured the Osama Bin Laden, the mastermind behind al-Qaida, the terrorist organization that brought the world to its knees on September 11, 2001 in an attack on America killing some 3,000 people.
And now, on the eve of the 20th anniversary of 9/11, the free world wonders how could we look the other way? If those who forget the past are destined to repeat it, are we not jeopardizing our own freedom and values in the long run — again? Worse, if democracies are the guardians of human rights (as they should be), how can we possibly allow the return of a notorious group known for horrific punishments like public executions and amputations of murderers, adulterers and thieves?
The Taliban’s treatment of women is unconscionable. Even while it's promising to change its evil ways, if the past is any indication, women will be barred from education, with girls being restricted from going to school from after age 10. They will be forced to wear the all-covering burka and subjected to flogging and public shaming by the virtue police. Reports of educated and professional women attempting to flee the country before the Taliban’s absolute encirclement is saddening and maddening.
Arguments are being made that liberty cannot be imposed by force. The White House says that after billons of dollars and twenty years of preparation, it became evident that Afghanistan could not stand on its own without continued U.S. support. But America has military bases all over the region and truthfully, if it had kept even a few thousand military personnel in Kabul, Afghanistan would not be heading into an unprecedented human rights crisis. The Taliban will become a force to be reckoned with in the years to come.
Former UN Ambassador and Governor of South Carolina, Nikki Haley expressed that even while there are many “barbaric” regimes in the world and its not America’s duty to police them, Afghanistan is different: “Twenty years ago, the terrorists bred in that country came for us. Now they are getting what they wanted.” The significance of pulling out of Afghanistan and relinquishing America’s role as a protector of human rights and its own security will cost America and the west dearly.
“They are not the only enemy satisfied by our defeat” says Haley. “China, Russia and Iran are watching a weak and retreatng America unable to protect our interests. As a result, America is less safe today.” In fact, America’s quick exit from Afghanistan has already emboldened other terrorist groups taking notes. This week, the Hamas terror organization that rules Gaza quickly issued a statement commending the Taliban on its defeat of America and pledging its support. That attitude will have consequences for Israel and western nations around the world.
Over the last decade, the free world has been retreating from projecting and promoting human rights. In Syria, hundreds of thousands of people were murdered by a brutal regime. The free world failed to act. Russian forces marched into Crimea with little consequence from the west. Belarus is now clamping down on its citizens, while 1,000 people have been reported killed since the coup in Myanamar. America’s Afghanistan departure is a retreat of democracy and human rights. It green lights more atrocity and global instability. Our freedom is at stake.
COVID will have a lasting impact on our children
These are young people who have been traumatized by events beyond their control, sealed in their homes with little social contact and, in all likelihood, will experience lasting psychological effects
Students returned to school with a changed perspective about the world around them. School officials have been busy working on plans for how to safely reopen schools, but have they given enough consideration to the transformative psychological and social impact the pandemic has had on our children and teens? Are educators prepared to confront a radically changed student cohort?
These are young people who have been traumatized by events beyond their control. They have been sealed in their homes with little social contact and, in all likelihood, will experience lasting psychological effects from the events of the past six months. They are being tasked with returning to some form of education — whether in class, online or some other form — while following strict health protocols: wear a mask all day; social distance from your friends; walk on the other side of the hallway; no extracurricular activities!
These are kids who have been destabilized. They have seen their parents’ lives disrupted. People around them have fallen ill and perhaps died. They’ve faced fear, anxiety and depression. Given the newness of this disruption, psychologists are only now beginning to assess the pandemic’s true impact.
One recent survey conducted by Harris Poll found that seven out of 10 teenagers were struggling with their mental health in some way. More than half said they experienced anxiety, 45 per cent said they felt excess stress and 43 per cent told pollsters that they have struggled with depression.
Children and teens are adaptable, but most experts argue that a stable environment and a predictable routine is healthiest for growth and development. Sadly, it is entirely possible that any routine established this fall will be disrupted by the coming second wave of the virus. Unless parents and educators speak to their children about this social volatility, they will feel hopeless about their future, about their dreams and aspirations.
Let’s not pretend that this return to school is business as usual. Our education system needs to address the psychological, and even socio-economic, needs of students. The curriculum itself must change to reflect these needs and the changed world in which we live.
As parents and educators, we should worry about our children’s loss of innocence. We are all witnesses to these same events, which are beyond our control. We see political scandal after scandal, as our leaders plainly deceive, conspire and make empty promises. We see rising racial tensions and violence in the United States, Canada and abroad. We try to hide our fear, our concern for our kids’ future (and ours), in order to protect and insulate them. But the shock and awe of this turmoil is wearing everyone down.
Still, socialization is healthier than isolation. A return to some form of normalcy is a welcome relief for most teachers, parents and students. At the same time, we all have the double burden of maintaining health and safety standards, while exhibiting care and compassion for our young people. We have one chance to seize this opportunity, to demonstrate to them that they matter. Let’s not let this moment pass us by.