Bring government to classrooms
With exception of feudals, mighty industrialists and children of politicians, no one aspires to become a politician
The writer is a Howard Hughes Medical Institute professor of Biomedical Engineering, International Health and Medicine at Boston University. He tweets @mhzaman
Government and politics do not need to be dirty words. Serving the nation is an honourable task, worthy of praise, honour and gratitude. Yet, with the exception of feudals, mighty industrialists and the children of career politicians, no one aspires to become a politician. Most children, especially the ambitious and brilliant ones, never aspire to become national leaders. Even those who have the genes of service expressing in their character, never think of going into politics. The argument given is that politics is dirty business. Unfortunately, we have confused reason with consequence. The fact that skilled people with high integrity do not go into politics is the reason for the current mess, not a consequence of it.
We often argue, and argue endlessly, about why most of our politicians do not represent the masses, or are disconnected from the day-to-day challenges, or are faithful believers in the grand traditions of corruption. Misogyny is an accepted trait of politicians, corruption and cronyism are synonyms with leadership. Yet, there is little we want to do to change that. Indeed, there is plenty of truth in the fact that the average politician in the assembly is not someone who inspires us, but that is neither the fault of the government nor of politics as a whole. In a vacuum that is created by a lack of understanding and willingness to change, opportunists and those who have an inherent advantage are bound to capitalise.
The alternative to corrupt politicians and people with deep pockets is not complete outsiders either. Politics, like any other career, requires hard work, insight and foresight, deep understanding of the issues and serious thought, skills and experience. It is not something that one discovers accidentally. The outsider may be successful in their chosen profession, but that does not make them successful or competent politicians. Experience should not automatically mean corruption and lack of experience and knowledge should not be a badge of honour.
We have to change the status quo and get our children to recognise that public service and political representation of the masses is one of the highest forms of patriotism. To change the system and cultivate a sense of honour and dignity with politics and public service, we have to bring the government to the curriculum and classrooms. We have to go beyond the requisite chapter in social studies on the form of government that no one bothers to read or pay attention to. Instead, we have to make government and politics exciting. By creating structures of student government in the classroom, creating awareness about local bodies, district, national and provincial assemblies and the Senate, and promoting healthy activities that inculcate a sense of service, a respect for alternative opinions, the importance of focusing and polishing the message and, above all, a deeper understanding of the functions of the government, we will be able to motivate young girls and boys to recognise the importance of engagement in the political process.
Two models that have been applied elsewhere are potential starting points. The first one is that of Model UN, a globally successful model to engage students in important issues of our time, through negotiations, debate and discussion based on facts. Unfortunately, the model has largely been limited to affluent high schools and colleges, but there is no reason a similar model focusing on our own government structures cannot be used to create awareness about our national issues, governance and politics. The second model is used by institutions in Europe, particularly in Germany, where computer games and simulations are used in classrooms as early as the primary level to make students think, debate and analyse the consequence of policy and decisions made by politicians. Maybe either of these models, or a combination, or a completely new strategy will work. The point is not to follow a particular model, or expect high-end resources to start, but to create a sense of excitement about public service that goes beyond partisan politics and indecent mud-slinging. The children of Pakistan deserve exceptional leaders; we should do everything to help them become those.
Published in The Express Tribune, July 5th, 2016.
We often argue, and argue endlessly, about why most of our politicians do not represent the masses, or are disconnected from the day-to-day challenges, or are faithful believers in the grand traditions of corruption. Misogyny is an accepted trait of politicians, corruption and cronyism are synonyms with leadership. Yet, there is little we want to do to change that. Indeed, there is plenty of truth in the fact that the average politician in the assembly is not someone who inspires us, but that is neither the fault of the government nor of politics as a whole. In a vacuum that is created by a lack of understanding and willingness to change, opportunists and those who have an inherent advantage are bound to capitalise.
The alternative to corrupt politicians and people with deep pockets is not complete outsiders either. Politics, like any other career, requires hard work, insight and foresight, deep understanding of the issues and serious thought, skills and experience. It is not something that one discovers accidentally. The outsider may be successful in their chosen profession, but that does not make them successful or competent politicians. Experience should not automatically mean corruption and lack of experience and knowledge should not be a badge of honour.
We have to change the status quo and get our children to recognise that public service and political representation of the masses is one of the highest forms of patriotism. To change the system and cultivate a sense of honour and dignity with politics and public service, we have to bring the government to the curriculum and classrooms. We have to go beyond the requisite chapter in social studies on the form of government that no one bothers to read or pay attention to. Instead, we have to make government and politics exciting. By creating structures of student government in the classroom, creating awareness about local bodies, district, national and provincial assemblies and the Senate, and promoting healthy activities that inculcate a sense of service, a respect for alternative opinions, the importance of focusing and polishing the message and, above all, a deeper understanding of the functions of the government, we will be able to motivate young girls and boys to recognise the importance of engagement in the political process.
Two models that have been applied elsewhere are potential starting points. The first one is that of Model UN, a globally successful model to engage students in important issues of our time, through negotiations, debate and discussion based on facts. Unfortunately, the model has largely been limited to affluent high schools and colleges, but there is no reason a similar model focusing on our own government structures cannot be used to create awareness about our national issues, governance and politics. The second model is used by institutions in Europe, particularly in Germany, where computer games and simulations are used in classrooms as early as the primary level to make students think, debate and analyse the consequence of policy and decisions made by politicians. Maybe either of these models, or a combination, or a completely new strategy will work. The point is not to follow a particular model, or expect high-end resources to start, but to create a sense of excitement about public service that goes beyond partisan politics and indecent mud-slinging. The children of Pakistan deserve exceptional leaders; we should do everything to help them become those.
Published in The Express Tribune, July 5th, 2016.