Friday, April 4, 2008

New Edition of the UNESCO Courier

Poster© Mark Bakker (The Netherlands)
IYPE student contest

Planet Hot-Spot

Rajendra Pachauri, Chairman of the Intergovernmental Panel on Climate Change (IPCC) which won the 2007 Nobel Peace Prize, encourages us to change our lifestyle to minimize our ecological footprint, the new measuring unit invented by Mathis Wackernackel, also included in this issue.

How can we “manage the unavoidable to avoid the unmanageable”, according to Italian climatologist Filippo Giorgi’s formula, is the question raised by this issue of the Courier, devoted to the International Year of Planet Earth.

Thursday, April 3, 2008

UNESCO's Actions in the Field of History

The Economist this week has an article titled "Textbook wars: An intolerant attitude to a controversial history." It states:
HISTORY textbooks are a test of a country's tolerance. Do they bristle with grudges, or do they see other countries' point of view? In Germany, for example, historians have worked successfully on joint textbooks with Polish and French colleagues.

But in Slovakia, where relations with the former imperial power, Hungary, have deteriorated sharply since 2006, the mood has swung the other way. The education minister, from the Slovak National Party, has sidelined plans for a joint history textbook. That follows a decision by Slovakia's parliament last year to endorse the Benes decrees, which legalised brutal measures against the country's supposedly Hitlerite German and Hungarian populations in 1945-48.
Created at the end of World War II, one of UNESCO's first efforts was to help the nations emerging from the war to rewrite their history texts. The Nazi and Fascist governments had sought to indoctrinate their youth with party myths rather than educate them, and there was an obvious need to revise those texts. Indeed, it was clear that education for peace required a more fair balance to the history books in use in Europe.

In the six decades of its life, UNESCO has produced a number of series of historical reference books. In each case, it has established an advisory panel, not only composed of experts, but also representing a variety of nations and cultures. The effort has been not only to use the best sources and most up-to-date understanding of each historical topic, but also to define a history that avoids the biases of viewpoint that might be introduced within an given national tradition or political culture.

In recent years, UNESCO has launched a series of collected works - People writing their own history. Instead of just tracing the past of nations, these collections aim to provide a greater understanding of civilizations.

The collections aim to help readers gain a global understanding of the evolution of societies, flourishing of cultures, major currents of exchange and interaction with other parts of the world.

These collections also aim to provide a culturally relevant perspective. They provide the point of view of the populations concerned, whose past has often been distorted, discredited or treated as peripheral to the history of the colonizers and the dominant nations – those who usually write history. The idea here is to rediscover a people's consciousness and the vision it develops of its own destiny. This shift in perspective is reflected by the significant number of local historians, with impeccable academic credentials, who contributed to these collections as editors and authors.

To learn about UNESCO's these series, click on the following:

Many history texts produced under these programs are still available from UNESCO Publications.

Note especially the volumes from the History of Africa.

Tuesday, April 1, 2008

Video: UNESCO building peace in the minds of men


UNESCO considers education, science, social science, culture and communication as the means to achieve the ambitious objective of its founding charter: “Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed.”

UNESCO has created a wonderful video, which is only 12 minutes long, to describe its origins and its work. You can see it on your own computer via streaming video.

Wednesday, March 26, 2008

Questioning UNESCO's Efforts on Culture and Development


Mapping Authority and Survival or Well Being.
Source: R. Inglehart, Modernization and Postmodernization

In a recent paper for the World Bank, Amartya Sen (Nobel Prize laureate in Economics) wrote:
(C)ulture interacts with development in many different ways. It is involved in both the ends and the means of development. But the acknowledgement of the importance of culture should not be translated instantly into ready-made theories of what works, what needs to be cultivated and what must be preserved. There are complex epistemic issues involved in identifying the ways in which culture may or may not influence development, and also deeply ethical and political issue of the social choice involved in accommodating diverse concerns.

Indeed, even the values that are associated with economic development can be interpreted in quite different ways, and may require more than simple admonitions to cultivate this or eschew that.
Indeed, notably in the work of another Nobel Prize winner, Douglas North, economists have recently emphasized the importance of institutions in economic development. That emphasis has come to complement earlier emphases on fixed capital and human capital and on economic policies. The institutions of concern to these economists, such as rule of law and markets, are important aspects of culture, and depend on a variety of cultural values.

Pippa North, a distinguished political scientist, and Ronald Inglehart, one of the founders of the World Values Survey program write, emphasize the importance of culture in democratization. They recently wrote:
A fundamental problem facing the worldwide process of democratization is the continued lack of gender equality in political leadership. The basic facts are not in dispute: Today women represent only one in seven parliamentarians, one in ten cabinet ministers, and, at the apex of power, one in 20 heads of state or government. Multiple factors have contributed to this situation, including structural and institutional barriers. But what is the influence of political culture? Are attitudes toward women as political leaders a significant barrier to their empowerment? In particular, how important is culture as compared with structural and institutional factors? These are the questions that our study seeks to address.
In short, the interaction of culture and development is of critical importance in the world today. Understanding that interaction is important in ameliorating poverty and in the social and economic development of poor nations as well as in managing the transition from the industrial society to the knowledge society.

The Potential Role for UNESCO

UNESCO's middle name is "Culture". Since its creation after World War II, UNESCO has been the lead agency in the United Nations system for culture. It provides a unique forum for intellectual leaders from all over the world to come together to discuss cultural matters. It is uniquely empowered and equipped to be a clearinghouse for information and analysis of the role of culture.

UNESCO has been guided by its member nations for decades to focus its programs heavily on development and on the needs of poor people in poor nations. It has been asked to play an important role in achieving the Millennium Development Goals set forth by the United Nations. At the World Summit for the Information Society, UNESCO was given a leading role in the UN system in catalyzing development of the knowledge society.

UNESCO has played an important role in raising consciousness of the importance of preservation of cultural heritage. The World Heritage Center, perhaps UNESCO's flagship unit, has encouraged UNESCO's member states to preserve and protect hundreds of world heritage sites all over the earth. The Memory of the World program is helping to preserve mankind's documentary heritage, and UNESCO is a partner in the development of the World Digital Library.

UNESCO has negotiated seven Conventions which form the body of international law controling the protection of tangible and intangible cultural property. The looting of art from conquered countries and the distruction of archaeological sites have been greatly reduced since the creation of UNESCO because of UNESCO's ability to bring the nations of the world together to negotiate these treaties.

The aforementioned UNESCO efforts in the protection of the world's cultural heritage illustrate the role that it can play in promoting productive cultural dialog among its 193 member nations. Its Culture of Peace Program is another example of the way in which UNESCO can help its member nations come together to address a critical international issue from a cultural perspective. UNESCO's Anticipation and Foresight Program (adminstered by the Social and Human Sciences program within its Philosophy portfolio) further illustrates the ability of the Organization to serve as a laboratory of ideas, bringing the best thinking from the global intellectual community to the service of UNESCO's member states.

UNESCO does work in the field of Culture and Development. It has been a useful agency in creating knowledge about and interest in emerging fields such as sustainable cultural tourism and cultural industries for developing economies. An independent World Commission on Culture and Development (WCCD) was established jointly by UNESCO and the United Nations in December 1992 and was active in the 1990s. UNESCO played an important role in the Stockholm Intergovernmental Conference on Cultural Policies for Development in 1998.

Still, UNESCO's efforts in the field of culture and development seem less extensive and less effective than those in the field of preservation of cultural heritage. One wonders whether in the 21st Century UNESCO should redouble its efforts to bring together the leaders of the world's inellectual community and serve more effectively as a laboratory of ideas on Culture and Development. Indeed, if UNESCO can catalyze the creation of a consensus on culture-based appoaches to promote social and economic development and on cultural objectives of social and economic development, should it not then embark on a program of capacity development to assist its member states to utilize the knowledge of that consensus?

Tuesday, March 25, 2008

The New Edition of The UNESCO Courier is Out

British writer Doris Lessing returns to her country of birth, Zimbabwe, and denounces our jaded world. Franco-Ivorian author Véronique Tadjo explains how travels can morph into exile. Spôjmaï Zariâb tells the story of war torn Afghanistan, from her Paris vantage point. Michal Govrin, from Israel, reveals the impassioned dimension of an unending conflict. In the United States, Indian author Kiran Desai questions the fate of belonging to two cultures. Argentine poet María Medrano builds a bridge between the free world and incarceration. All are women between two shores.

© Laurent Giorgetti
"In between" is how these women define

Sunday, March 23, 2008

U.S. PRIORITIES IN UNESCO

Laura Bush, Honorary Ambassador for the United Nations' Literacy Decade and a passionate promoter of literacy in the United States, looks forward to working with UNESCO to build strong education programs in each member country. (AP/WWP)

The U.S. State Department provides a website describing its view of U.S. priorities in UNESCO.

UNESCO and the U.S. Department of Education

The U.S. Department of Education's International Affairs Office provides this website describing the importance of UNESCO to the U.S. education community, and describing some useful links as well as a contact person for the office.