Thursday, May 29, 2008

Argumentative Essay: Democracy creates stability in a sociey

In my opinion, democracy does not create stability in a society.

“Democracy” is defined as a system of government by which political sovereignty is retained by the people and either exercised directly by citizens or through their elected representatives. For the purposes of this blog entry, only a system in which the exercise of political sovereignty by the people is practically possible and not merely theoretically allowed is classified under democracy. Hence, the Juche system in North Korea and the “dictatorship of the proletariat” under the Soviet Union, both of which theoretically allow for elections and free opinion but crack down on differing opinions “dangerous to the state”, would not be classified under democracy. Similarly, the system of “socialism with Chinese characteristics” in place in the People’s Republic of China, which allows for free elections at the village and township level as well as the existence of “democratic parties” but awards powers to the Communist Party of China based on the constitution, would not be classified. Democracy can take a variety of forms, including representative and direct democracy.

Society is defined as a grouping of individuals, which may have distinctive culture and institutions, characterized by common interests. For the purposes of this blog entry, society is further limited to individuals who coexist in a single political entity and have a vested interest in its welfare. Hence, the “American society” would encompass all individuals who coexist in the Federation of the United States of America, namely all local and overseas citizens as well as non-citizens who have a vested interest in the welfare, such as permanent residents.

Stability, a term which is inherently broad, is defined in this blog as a state of non-tension, or a state in which the society achieves a high level of peace and national security. Note that the definition of stability does not include the absolute lack of dissent, which would be detrimental to the society’s development. Even so, an overly large amount of dissent would lead to detrimental social tension in the society.

Stability in a society often seems to come after democracy or democratic reform is introduced. Indeed, the most stable and well-developed nations in the world today, namely the United States and the United Kingdom are democracies. Some also believe that Muslim militarism can be checked in the Middle East using democracy. However, democracy may also generate instability in many situations, such as when there is a significant minority, or when the individuals in a society are insufficiently educated. Below are some ways in which democracy introduces instability into societies.

Firstly, the electorate or participants of the democratic process may be insufficiently well-informed or educated to make sound, rational decisions of matters of national importance. One of the best examples of this flaw would be in certain newly-independent African nations in the 1950s and 1960s. The low literacy rate and low education rate, leading to a low awareness of the importance of their vote and the concept of democracy, caused many people to vote based on herd instinct, or based on populist policies advocated by the leaders. The latter was also especially true in post-independence Sri Lanka, when Solomon Bandaranaike used populist “Sinhalese nationalist” policies, which were later found by many to be detrimental to national development, to garner the votes of Sinhalese who were insufficiently farsighted to make reasoned decisions. When the electorate votes by herd instinct or in an otherwise unreasonable manner, this usually leads to policies that may benefit one party only or benefit all parties in the short term only. In addition, this allows the leaders to take advantage of the population at the expense of the welfare of the individual and the society as a whole. Hence, societal stability may be compromised.

Secondly, there is the possibility that the interests of a minority are compromised because they are unable to influence the majority opinion on a certain issue or policy. These minorities could include racial or religious groups, or even people with particular interests, and the minority could be caused by a mixture of factors, not just numerical minority. An example would be that of aboriginal rights in Australia, where aborigines can be considered in a minority or a disadvantageous position due to historical imbalances in many areas including education and economic development, and hence being less able to make apparent their problems or interests. Some allege that white Australians, having more economic and political power, have not given aboriginal issues sufficient intention simply because it is not in their interest to do so and also because they can do so without losing their majority. Even though this lack of attention could have been democratically agreed upon, it is detrimental to the stability of society as a whole. Therefore, democracy does not create stability in societies where there is a tyranny of majority, especially if the minority is significant.

In addition, there are other manners in which societal stability can be achieved, such as transparent governance and practical policy-making, which results in policies beneficial to both the welfare of the society and that of the individual, therefore leading to societal stability. This need not exist with democracy. We need look no further than our own sunny island for a prime example. With the People’s Action Party having been in power since 1959, Singapore has been accused by academics worldwide of being a “phobocracy”, a nanny state, a soft authoritarian regime or even an Empire led by the Lee Dynasty, which comprises our first Prime Minister, Lee Kuan Yew, and his son, the current (third) Prime Minister, Lee Hsien Loong. However, Singapore was able to weather the 1998 Asian financial crisis as neighbours Indonesia and Thailand crumbled, a testament to the economic stability of our island nation. In addition, our crime rate is one of the lowest in the world, and poverty in Singapore is virtually eliminated, as even the poorest of the poor have substantial equity in the form of their government flat, a result of our Home Ownership Scheme. Even though our nation has effectively been a uniparty state since internal self-government, our leaders do not engage in severe political oppression against a certain group or against the people in general. This is possible through judicious selection of capable representatives of the people and prudent management, not through democracy.

In conclusion, while stability in a society often comes after the introduction of democracy, it is more often due to other factors, as shown by the examples in which the other factors have been able to create a stable society in the absence of true democracy. Conversely, democracy has actually been shown to create instability in a society if misused, or if the preconditions for the effective implementation of democracy, such as the education and awareness of the masses, are absent. Therefore, democracy does not create stability in a society.

Saturday, March 8, 2008

Ahmad (index no. 2)'s assignment

First post for English Assignment

Article from ST:

Has gifted scheme benefited society?

Section:

Forum

Publication:

The Straits Times 02/01/2008

Page:

H6

No. of words:

263


I REFER to the letter, "Given head start in life, thanks to GEP education", by Ms Aileen Tan Ai Ker (ST, Dec29), who wrote in response to the letter, "Gifted scheme: Has it achieved its set goals?", by Mr George Lim Heng Chye (ST, Dec24).

Her daughter is fortunate that she was nurtured by the Gifted Education Programme (GEP) to achieve academic and personal success.

It is hardly surprising that GEP graduates achieve significant academic and professional success, given their intellectual ability. I believe Mr Lim was more concerned, as I am, with whether GEP graduates have harnessed their formidable intellectual prowess and ability – enhanced by the GEP – to benefit society.

As the GEP goals include teaching students "to develop a strong social conscience and commitment to serve society and nation" and "to develop moral values and qualities for responsible leadership", the public would be more interested to know if the best educational resources bestowed on graduates have borne fruit for society in general.

Has the GEP instilled in them a desire to give back to society what it has invested in them? If the lavish educational investment has not paid dividends for society as a whole, then the GEP has failed in the most important regard.

Ms Tan has not elaborated on how her daughter has made contributions to the community or society. Perhaps other parents of GEP graduates or the Ministry of Education could give examples of how society has benefited from the GEP.

Maria Loh Mun Foong (Ms)

Blog Entry: Current GEP Students lack Good Attitude and Character Values

The GEP was set up in 1984 to allow more academically able students to pursue a differentiated education, develop to their fullest potential and harness their aptitude to contribute to our nation in the future. For these “gifted” students to fulfil this requirement, academic ability is not the only requirement. Such character traits as perseverance, respect, responsibility and humility are even more important. These traits will determine anyone’s success in his career or life and decide if he/she will be an asset or liability to society. It is also these traits that I do not see in many GEP pupils today.

Let me quote my personal experience as an example. My Secondary 2 class was a GEP class, comprising of students who had all come from the primary GEP. Therefore, one would expect stellar behaviour and positive learning attitudes. However, my classmates would refuse to listen to the teacher every Chinese class, choosing to engage in personal conversation. At times, they even talked back to the teacher. Their lack of respect towards their teachers and peers who want to learn and responsibility for one’s learning is apparent. Similar examples, illustrating the lack of other values, are widespread.

Also, my classmates engaged in vicious discriminatory activities against me, for trivial reasons. I acknowledge that I may have offended my classmates due to some of my actions, but the discrimination had already occurred before those actions without any basis, other than my differences from my classmates. Such actions show a blatant disrespect for others and lack of tolerance for those different from them. It also shows an immaturity that has no place in GEP students. If, at 14, these students are still showing such puerile behaviour, then I would truly doubt their ability to develop a strong sense of such values in the future.

Some may argue that these “adolescents” are still young and should “learn from experience” to form their own conclusions about societal values. Also, such behaviour is said to be “impossible to control” as the students are “not yet grown”. I beg to differ. Through personal experience, the outstanding pupils in our schools have been abiding by societal values since 10, and abide by them fully by the time they are 14. Indeed, the “experimental” schools for gifted pupils in China are filled with highly-focussed, diligent, obedient students in all levels. This allows for efficient absorption of information. I understand that widely different societal conditions between the two nations is the main cause of this difference, but even if it is difficult for “mainstream” pupils to show such characteristics, the government should at least expect the gifted stream pupils, who have received much taxpayer support, to exhibit such qualities.

In conclusion, the ability for a “Gifted” student to contribute to society in the future depends not only on his aptitude, but also his attitude, which is sorely lacking in many gifted stream students today. Only if the education ministry manages to reverse this trend, will the GEP be able to meet its set objectives.

507 words