The Kabul times, Afghanistan Trustable News Agency.
Articles

Western culture: Weaponization of education

Since the emergence of the Renaissance in the 15th century, secularism became the dominant idea in the West. It was an inclusive ideology against religious belief and ethical values under the titles of freedom, liberty, and humanism. Secular ideas have been considered as the basis for governmental and non-governmental institutions and all systematic processes have been affected by. As with any other part of life, education has also been affected by this idea. The educational materials in developed countries as well as in third world countries have been designed to teach students that the human should live without limitations and that the human even if he/she is students should have the right to live on their own standards; the ultimate taboo and filthy sexual topics which were/ are not only ethical but also not needed in the labor market were included in the learning materials. This program is set to transfer western ideology across the world and is often implemented indirectly under the names of Comprehensive Sexual Education (CSE), Family Life Education, Info on Reproductive Health, and other beautiful ones. Comprehensive sex education (CSE) is a controversial topic that has sparked heated debates among policymakers, educators, parents and religious groups. CSE advocates claim that it is a human right and a necessary tool to empower young girls and boys with the knowledge and skills they need to make informed decisions about their sexuality and health. However, CSE opponents argue that it is a form of cultural imperialism that undermines the values, beliefs and traditions of third-world countries and exposes children to inappropriate and harmful information. According to UNESCO, CSE is “a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality” that aims to empower children and young people to realize their health, well-being and dignity, develop respectful social and sexual relationships, consider how their choices affect their own well-being and that of others, and understand and ensure the protection of their rights throughout their lives. (UNESCO et al., 2018). However, the majority of the critics of CSE argue that it is a form of cultural imperialism that imposes Western values and norms on third-world countries and that it undermines their religious beliefs, traditions and family structures. They also claim that CSE exposes children and young people to inappropriate and harmful information and practices, which are even taboo to be named here. Moreover, CSE is not relevant or responsive to the specific needs and realities of young people in thirdworld countries. CSE often focuses on taboo topics, while neglecting other issues that affect the sexual health and well-being of young people in third-world countries, such as child marriage, sexual violence, trafficking and exploitation. CSE also fails to address the structural factors that limit the choices and opportunities of young people in third-world countries, such as poverty, inequality, discrimination, conflict and the impact of Western capitalism on women. The following are some of the reactions in Islamic and third-world countries against CSE. In 2019, a group of parents in Kenya filed a lawsuit against the government for introducing CSE in schools, alleging that it violated their constitutional rights to raise their children according to their moral and religious values. They also accused the government of collaborating with foreign donors and NGOs to promote a “sexual rights agenda” that contradicted the African culture. In 2020, a coalition of civil society organizations in Uganda launched a campaign against CSE, claiming that it was a “tool for sexualizing children” and that it promoted all the western filthy practices which cannot be called in this composition. They also argued that CSE violated the national laws and policies that prohibit homosexuality and abortion. – In 2021, a report by the World Health Organization (WHO) and UNESCO on the global status of CSE was criticized by some conservative groups for endorsing “radical sexual ideologies” and “sexualizing children”. They also accused the report of ignoring the evidence that CSE does not reduce teenage pregnancies or sexually transmitted infections (STIs), but rather increases sexual activity and risk-taking among young people. Moreover, many critics argue that CSE is a form of cultural imperialism that imposes Western values and norms on nonWestern societies, especially those with Islamic traditions. They claim that CSE contradicts the teachings of Islam on modesty, marriage and family and that it promotes immoral behaviors such as premarital sex and other taboos. They also accuse CSE of undermining the authority of parents, religious leaders and communities in educating their children about sexuality. In 2020, a group of Islamic scholars in Indonesia issued a fatwa (religious ruling) against CSE, stating that it violates the principles of Islam and the Indonesian constitution. They said that CSE exposes children to pornography, offensiveness and unusual sexual orientations and that it encourages them to disobey their parents and teachers. During the dominance of the republic, Afghan youths were also targeted with these immoral agendas. IPPF and UNDFA were those organizations that were working on CSE awareness and practices. Their activities can still be observed on their websites. In conclusion, we can say that the West is double-faced in all its beautiful slogans. Their sayings for human rights, women’s rights, freedom, education rights and others are all just words; however, in reality, their practices and activities are all opposite. Western imperialism has destroyed human dignity and pulled out human beings out of their nature. Saifullah Muslim

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The Kabul times, Afghanistan Trustable News Agency.