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Monday, November 14, 2022

Permacrisis: what it means and why it’s word of the year for 2022

 

The pandemic, war in Ukraine and more: digging into the philosophical roots of "crisis" reveals that a crisis is not necessarily awful, but may, in the long term, prove a necessary and beneficial corrective.


The Collins Dictionary’s word of the year for 2022 is “permacrisis”. As accolades go, the managing director of Collins Learning, Alex Beecroft, has said that this one “sums up quite succinctly how truly awful 2022 has been for so many people”.

The word, most widely understood as a portmanteau of “permanent” and “crisis”, has been in use for a little longer. In April 2021, policy analysts in Europe saw it as defining the era in which we live. Some in Britain inevitably ascribe the genesis of that era to Brexit. Others point to the pandemic.

For others still, it was Russia’s invasion of Ukraine that made the word indispensable. As the writer, David Shariatmadari has put it: “Permacrisis” is a term that perfectly embodies the dizzying sense of lurching from one unprecedented event to another, as we wonder bleakly what new horrors might be around the corner.” This represents a shift from the way the notion of crisis has been defined until now. However, digging into the philosophical roots of the word reveals that a crisis is not necessarily awful, but may, in the long term, prove a necessary and beneficial corrective.

Crisis as necessary to progress

Philosophers have long defined a crisis as a situation that forces an individual or group to a moment of thoughtful critique – to a point where a new path is mapped out in relation to some issue of pressing concern. This definition stems from the ancient Greek term κρῐ́σῐς or krisis, which describes a medical or political moment of opportunity that bifurcates into life or death, victory or defeat.

However, as philosopher of history Reinhart Koselleck has shown, in modern philosophy, that ancient Greek notion of crisis undergoes a semantic shift. Its meaning changes radically, to refer to a contradiction between opposing forces that accelerates the transition of past into future. This can be seen in Karl Marx’s description of capitalism as a crisis-ridden economic system.

In struggling to tame its forces of production, labour and machinery, Marx contends, this system causes crises of overproduction: an excess of supply that cannot be met with an equivalent demand. These crises in turn foster opportunities for cultural, social and political innovation, the best 20th-century example of which is the creation of the welfare state.

“Crisis” is similarly defined in American philosopher Thomas Kuhn’s approach to the history of science. Kuhn views progress in modern research as driven by crises within existing scientific paradigms. The progressive shift from Newtonian to Einsteinian paradigms in 20th-century physics most neatly illustrates his thinking.

In both cases, “crisis” is linked to the idea – the ideal, even – of progress. Marx believed that, because the rate of profit has a tendency to fall, capitalism would meet a final crisis and that this would lead to the emergence of communism: an entirely new and, crucially, better socio-political situation.

“Permacrisis” represents the contemporary inversion of this conception. It is similar to Marx’s idea that human history will lead to a final crisis, only it precludes any idea of further progress. Instead of leading to something better, it denotes a static and permanently difficult situation.

A new realism

This concept of permacrisis has its roots in contemporary systems theory, which claims that a crisis can become so complicated that we can’t predict its outcome. In this regard, in his 2008 book, On Complexity, French philosopher Edgar Morin argues that humanity now resides within a network of interlocking systems and any crisis in one of those systems will engender a crisis in all the others.

Morin uses the word “polycrisis” to describe this situation. It is an idea that is also used in historian Adam Tooze’s work on crisis and disaster. As Tooze recently put it, when considering the sheer accumulation of problems the world currently faces – from conflict and the climate crisis to the pandemic and rising inflation – “the whole is even more dangerous than the sum of the parts”.

Interconnected microsystems, because of ever-shortening positive feedback loops, can very quickly trigger crisis, even catastrophe, in the wider macrosystem. Taking this one step further, the shift from “polycrisis” to “permacrisis” implies that we now see our crises as situations that can only be managed, not resolved. Indeed, “permacrisis” suggests that every decision to accelerate a difficult situation in order to come out on the other side of it risks something far worse.

Take the recent demise, in the UK, of the Truss administration. The decision to resolve an economic crisis only heightened a self-defeating political crisis – which then very rapidly further compounded the original economic crisis. Permacrisis signals not only a loss of faith in progress, but also a new realism in relation to what people can cope with and achieve. Our crises have become so complex and deep-seated that they can transcend our capacity to understand them.

Any decision to tackle them risks only making things worse. We are thus faced with a troubling conclusion. Our crises are no longer a problem. They are a stubborn fact.

Written by Neil Turnbull

The writer is Head of Department: English, Linguistics and Philosophy, Nottingham Trent

 University Nottingham (UK)


Source: Indian Express, 13/11/22

On Children’s Day, can we imagine a system that values empathy, not just exams?

 

Education should be about cooperative growth, managing feelings and differences – not passing exams.


Some time ago, a group of high-school students were asked to name their greatest fear. “…being scolded for what I did accidentally,” “ …being rejected by friends,” “ that I’ll fail ,” “losing my temper,” “…disappointing my parents.”

Had these things had been discussed in class?

Silence.

Children need to share their worries and doubts, talk about why they get angry or cannot control themselves. Though every adult knows that an emotionally stable child will be a more focused student, such is the tyranny of expectation that most teachers are too hard worked and weary to tell their managements that a child’s understanding of himself is as important as his grasp of academic subjects.

When universal education based on textbooks was introduced into an oral and traditional culture like ours, it had no room for an attendant mentoring the development of a student’s personality. No one thought children needed anything other than order and discipline. The more the student studied the more distanced he became from his natural environment, community and native culture. This tradition has continued with the entire training between the child’s 5th and 15th years concentrated on the material world around her about which she is relentlessly tested. The higher order of thinking skills — dare one say spiritual growth, a zone of intimacy impossible to describe but in need of discussion — has faded. Education has become a way of life to pass examinations.

Children need to share their worries and doubts, talk about why they get angry or cannot control themselves. Though every adult knows that an emotionally stable child will be a more focused student, such is the tyranny of expectation that most teachers are too hard worked and weary to tell their managements that a child’s understanding of himself is as important as his grasp of academic subjects.

When universal education based on textbooks was introduced into an oral and traditional culture like ours, it had no room for an attendant mentoring the development of a student’s personality. No one thought children needed anything other than order and discipline. The more the student studied the more distanced he became from his natural environment, community and native culture. This tradition has continued with the entire training between the child’s 5th and 15th years concentrated on the material world around her about which she is relentlessly tested. The higher order of thinking skills — dare one say spiritual growth, a zone of intimacy impossible to describe but in need of discussion — has faded. Education has become a way of life to pass examinations.

Over the last decade or so, as teenage suicides and child-against-child violence began to rise, a question has repeated itself:

On the road to academic excellence, did we miss something? We know that we cannot reverse this system but surely, we can modify it with the support of teachers and other stakeholders. In a civilised society (and we congratulate ourselves endlessly about our heritage) each generation is expected to make the society better and safer for the next one. Hence, the tremendous societal role schools have. Training in understanding the value of cooperative growth, empathy and managing feelings and differences has to start early. Countless hours have been spent discussing how personal and social transformation is possible through a well-designed course on social and personal ethics. Hardly anything is said about training the teachers, the agents of awakening.

Recently, I watched a video describing millennials and their socio-emotional disabilities. A chilling list of features: Entitlement, self-obsession, narcissism, low tolerance, inability to focus on anything for any length of time. This might well be true of some of them but not all of them. Many youngsters everywhere are responding warmly to outreach messages for help. Any request sent out on behalf of students in distress or appeals for food or donations to animal shelters is almost immediately met with a flood of calls and assurances. Some of the respondees are school goers.

What does that tell us? Someone inspired them. Something other than their textbooks brought out the best in them. A routine counter to the idea that values can be taught is that they can only be imbibed (“We learnt from our parents.”) But what if family members are too busy to spend time with children?

A policy to foster the idea and importance of the self in harmony with wider and wider circles can be implemented through schools to influence at least those children who get to attend school who will one day lead their communities and society; they will write and teach, build cities, patent new medicines and technologies; they will enact policies and laws.

This is especially important when millions of Indian children below the age of 10 have no hope of an education. Disadvantaged by illiteracy, they are vulnerable to all the negative forces around them. Doesn’t that leave the rest of us with a duty to overcome our limited knowledge based on traditions and prejudices? The intense competition that contemporary life fosters has already left many youngsters with no inner resources to counter anxiety, fear and rage. Some young children are so lonely and edgy they take their own lives when they fail entrance exams, do not get the kind of clothes they want or feel inadequate in English-language classes. It is clear that the skills necessary to manage feelings of anger and disappointment have become extremely urgent and are as important as academic achievement. No single plan of action will fit everyone. Each region, possibly individual schools in consultation with neighbouring institutions, will need to devise what works for them.

Educating for peace seeks to nurture a moral vision about the role of the self in the family, society, nation and the world. A six-year-old cannot understand the term social justice. A 14-year-old can and must. But the former can understand the idea of sharing and fairness, which in turn will develop into a grasp of what the latter understands in five seconds. An eight-year-old can only be told that he must not destroy leaves and plants for fun or stone a pup for fun. A 15- year-old understands that leaves, birds, insects, people and climate are all linked. If we are to survive on an impoverished planet that cannot manage its food-stocks or famines, its water resources or forests, we must, as quickly as possible, see ourselves as a global family and sensitise children to understand that what affects one group in one part of the world, will eventually affect everyone everywhere else. We have already learnt how to make children healthier but we have paid less attention to their hearts and minds.

Surely the goal of education is to equip people to lead meaningful lives and not only to make a living.


Written by Mini Krishnan

The writer was Editor, Translations, at Oxford University Press and Macmillan India and currently co-ordinates a project of translations for the Tamil Nadu Textbook & Educational Services Corporation.


Source: Indian Express, 14/11/22


Friday, November 11, 2022

Quote of the Day November 11, 2022

 

“Don't aim for success if you want it; just do what you love and believe in, and it will come naturally.”
David Frost
“यदि आपको सफलता की अपेक्षा है तो इसका लक्ष्य न बनाएं; अपितु वही करें जो आपको प्रिय है और विश्वास रखें और स्वाभाविक रूप से आप इसे हासिल कर सकेगें।”
डेविड फ्रास्ट

India’s First Sovereign Green Bonds Framework

 

What are Green Bonds?

Green bonds are financial instruments that generate proceeds for the investments in environmentally-suitable and climate friendly projects. These instruments have lower capital cost than regular bonds.

Indian Government announced at the Union Budget 2022-23 that it will issue its maiden sovereign green bonds in the present financial year. The government announced that it would auction Rs.16,000 worth of green bonds during the second half of FY2023. This accounts for a fraction of the Central Government’s borrowing programme for October-March.

What is Green Finance Working Committee?

The Indian Government had set up a Green Finance Working Committee headed by the Chief Economic Adviser to select eligible project for financing via green bonds. This does not include large hydropower plants. The committee will meet at least two times a year. It has members from relevant line ministries, the Ministry of Environment, Forests and Climate Change, NITI Aayog, and the Budget Division of the finance ministry’s Department of Economics and others.

About Green Bonds Framework

  • The Green Bonds Framework was released by the Indian Government on November 9, 2022.
  • As per this framework, the payments of principal and interest on the Green Bonds will not rely on the eligible projects’ performance. Therefore, the investors will not be adversely affected by any project-related risks.
  • The eligible expenditure are limited to government expenditures that occurred within 12 months before the issuance of the bond. All of the proceedings for the bond will be allocated to projects within 24 months after the issuance.
  • While the Union Ministry of Finance has the right to make any changes in the Green Bonds Framework, the modifications made will be reviewed by an independent organization. The framework was reviewed by the Norway-based CICERO Shades of Green – a firm that provides second opinions on green bond frameworks.
  • The framework has been rated “Medium Green” with a “Good” governance score by CICERO. The medium green rating is provided to projects and solutions that make significant stride towards long-term vision but not quite there yet.

Current Affairs-November 11, 2022

 

INDIA

– India’s first national repository for life science data, the Indian Biological Data Center (IBDC), launched at Faridabad, Haryana

– Government amends Aadhaar rules; supporting documents need to be updated at least once by Aadhaar holders on completion 10 years from enrolment date


 ISRO increases payload capability of its heaviest rocket LVM3 (GSLV Mk-III) by up to 450 kg with successful engine test

– In affidavit in SC, Centre defends exclusion of Dalit Christians, Dalit Muslims from scheduled castes’ list

ECONOMY & CORPORATE

– Union Minister Bhupender Yadav launches online portal for ESIC Maternity benefits

– India hosted the 2nd BIMSTEC Agriculture Ministers meeting under the chairmanship of Union Agriculture Minister Narendra Singh Tomar

– Centre formulates action plan to promote exports of millets and value-added products of millets through APEDA (Agricultural and Processed Food Products Export Development Authority)

– Reliance Jio launches 5G services in Bengaluru and Hyderabad

– India-U.S. CEO Forum held virtually; Forum chaired jointly by Piyush Goyal and Gina Raimondo, US Secretary of Commerce

WORLD

– World Science Day for Peace and Development was celebrated on Nov 10

– Pakistan govt to implement ‘interest-free’ banking system by 2027

SPORTS

– T20 Cricket World Cup: England (170/0 in 16) beat India (168 for 6 in 20) by 10 wickets in semifinal at Adelaide

– Uttar Pradesh to host Khelo India National University games in 2023-24

L’ORÉAL INDIA INVITES APPLICATIONS FOR ITS SCHOLARSHIP PROGRAMME ‘FOR YOUNG WOMEN IN SCIENCE’

 L’Oréal India today announced the latest edition of the ‘For Young Women in Science’ Scholarship (FYWIS) 2022, a nationwide merit-based scholarship programme providing a platform for aspiring girls to pursue their graduation in the field of science. L’Oréal India is inviting applications for the programme, of which the successful candidates will be granted a scholarship sum of up to INR 2,50,000 to cover their academic expenses. An extension of the international ‘L’ORÉAL UNESCO FOR WOMEN IN SCIENCE’ partnership, the programme recognizes the contribution of women in shaping the future of science by assisting and supporting them to fulfil their ambitions.

Instituted in 2003 in India, the ‘For Young Women in Science’ scholarship (FYWIS) programme empowers young women from lesser privileged backgrounds to pursue science-based graduation programs at any reputed academic institution of their choice. The programme is open for graduate studies in any field of science – pure sciences, applied sciences, engineering, and medicine, among others.

Krishna Vilasini Bharadwaj, Director – Corporate Affairs and Engagement, L’Oréal India said, “At L’Oréal, we believe women empowerment is a thing of real beauty, and we are committed to empowering women both inside L’Oréal and in the world around us. Today, great strides are being made to ensure equal representation in science and gaining access to STEM education remains incredibly challenging for women in India. By providing them with financial assistance, this scholarship aims to create avenues for meritorious girls to pursue varied scientific disciplines. Since its inception, the ‘For Young Women in Science’ scholarship programme has successfully empowered 485 young women in the field of science. We look forward to inspiring many more young minds and helping them build a bright future and contribute towards society.”

Eligibility criteria:

  • Only girl students who have passed class 12 (Science stream) with a minimum of 85% marks in PCM/PCB/PCMB in the current academic year (2021-22) can apply for the scholarship
  • The applicants must have procured admission into an undergraduate (bachelor’s) program in a science-related field at a recognized college/university in India in the current academic year, 2022-23
  • The candidates’ annual family income should be less than INR 6 Lakh

How to apply:

  • Interested applicants can apply for this scholarship through the link L’Oréal Scholarship
  • The applicant needs to register first by using their Email/Mobile/Gmail account (if not already registered)
  • Candidate will be redirected to L’Oréal India’s ‘For Young Women in Science’ scholarship application form page.
  • Fill in the required details in the online application form.
  • Upload the necessary documents as part of the application process.
  • Read the ‘Terms and Conditions’ and indicate your acceptance to move ahead towards submitting the application

After screening and shortlisting of the applications received, the selected candidates undergo a telephonic interview round, after which the selected candidates along with their parents are invited for a face-to-face interview with a jury comprising eminent scientists, academicians, journalists, etc. This year, the jury round will be organized in a hybrid mode – candidates will have the option of in-person at locations like Mumbai, New Delhi/NCR, Bengaluru, Hyderabad, and Kolkata, or attend virtually.

For further information, candidates may call 011-430-92248 (Ext- 117) (Monday to Friday – 10:00 AM to 6 PM) or email fywis-loreal@buddy4study.com


Source: indiaeducationdiary, 30/08/22

Helping hand

 Hundreds of women self-help groups are transitioning into micro or small social enterprises in an antagonistic market economy, providing a national template with umpteen possibilities.


About two decades ago, V. Malleshwaramma, a woman farmer in her mid-forties with a small farm, would double up as a footloose labourer. Today, she heads an all-women, organic farmers’ company with 250 shareholders in Andhra Pradesh’s Kadapa district, aggregating and processing an array of pesticide-free farm produce — from ragi to paddy to perishables — and sending it to big cities like Hyderabad. What began as a self-help group running on a thrift fund grew in size and transitioned into a robust collective after relentless hard work, training and exposure. The group is part of a growing social enterprise, Sahaja Aharam, which is a federation of 60 collectives and producer companies with nearly 10,000 farmers scattered over Andhra and Telangana.

Cut to Balangir, western Odisha’s once-impoverished and out-migration district: Hundreds of women members of self-help groups are running micro, small and big enterprises as part of the state’s Mission Shakti initiative, a convergence of rural livelihoods missions. A women’s empowerment programme that began in 2001 is now a separate state department with the government outsourcing its services and goods to the women SHGs across Odisha, enrolling nearly 8.5 million women members. In Balangir, the SHGs now provide an array of services and run multiple enterprises — from a running cafeteria to managing a government-run guest house to producing mid-day meals to operating a roaring handloom unit to agro-allied activities, transforming groups that were once mere thrift fund managers into social enterprises.

Women there are also handling the urban waste management — from doorstep garbage collection to production of compost to selling it in the open market. Travel to Kerala, and you’ll be astonished to see the quiet but incredible work that goes on in the Kudumbashree collective, a Kerala initiative for women’s empowerment and poverty alleviation. Women members of Kudumbashree make a steady income from multifaceted activities; they run micro or individual enterprises, or collective businesses with sustainability at their core. In Kerala, women’s neighbourhood groups are building eco-housing and setting up examples in construction.

In Osmanabad, Maharashtra, a 10-year-old self-help group formed by single women has recently graduated into a producers’ company, taking baby steps into a world of cut-throat competition. Vrundavani Patil, the president, lost her husband 10 years ago and set up a group to support single women, from which sprouted this company. She told me that her company can’t be seen as merely an economic enterprise but one that has social responsibilities. It lends support to single women and tries to create economic opportunities that are otherwise hard to come by.

A quiet, if arduous, transformation is happening across India. Hundreds of women SHGs are transitioning into micro or small social enterprises in an antagonistic market economy, providing a national template with umpteen possibilities. The movement is still in its infancy nearly 25 years since SHGs became a serious programmatic imperative. Most of these groups aren’t productive or income-generating. At the last count, about 80 million women are part of SHG networks in India. The problem is that most groups have no access to capital to achieve scale and growth and a level playing field to compete in unfair terrain.

Investing in them should be a national priority; it will yield a bumper socio-economic harvest, as many productive SHGs are demonstrating. India needs a carefully crafted plan for the next three to four decades to make the women SHGs that are part of the national or state rural or urban livelihood missions productive and sustainable. That would usher us into a real double-engine economy.

Jaideep Hardikar

Source: The Telegraph, 11/11/22