As a long-term resident in Malta who has lived here for a good third of his life – and who generally enjoys living in this country – I have not only followed closely the social and political developments over the past decade. I have also been striving to be an active citizen who engages in social issues, participates in (non-partisan) political work and who, as a foreigner, somewhat promotes the benefits of multiculturalism and pluralism within our society with both Maltese and fellow foreigners.
In this context, I am greatly concerned with the increase in public manifestations of xenophobia, stereotypes and sometimes even blatant racism across Europe, exemplified in my home country, Germany, through the likes of Pegida and, unfortunately, also in Malta.
While Norman Lowell never really managed to reach a great following through his radical propaganda, groups like Facebook’s Daqshekk għall-Immigrazzjoni Illegali f’Malta or the physically present Għaqda Patrijotti Maltin are shockingly prominent and too few individuals or groups take an active stand against their members’ rhetorical (so far) attacks against anyone who is, looks, thinks or prays different to what they consider to be reinrassig Maltese. This is perhaps because of fear, still remembering the criminal attacks on the lives and properties of human rights activists that happened just a few years back.
Perhaps what matters most to me in this context is the fact that, as a father of a young child, who is Maltese-German and therefore, an intrinsic showcase of living and loving multiculturalism, I do not want my son to grow up in an environment in which he fears, in which he will feel disabled to speak his opinion freely and which is inconsiderate, closed-minded and hostile to “the other”.
In this regard, education undoubtedly plays a key role and, possibly, apart from the upbringing within one’s family, it is the key role in making this society’s young generations citizens who treat themselves and others with respect, who will participate in and not shy away from societal debates, who take value-based decisions and who will know how to deal with diversity and pluralistic ways of life.
Children and youth must feel such education to be relevant. They must be actively involved and allowed to step out of their comfort zones to widen their horizons.
Ethics now need a big push into the educational mainstream
It must be innovative, thought-provoking, debate stimulating and positively challenging.
Such education will not have the power to do away with stereotypes, xenophobia and racism, unfortunately. But it will contribute to a society in which more of its members will feel enabled to become active in joining societal debates, in which more informed decisions can be taken and in which fundamental values are held high.
The good news is that such education already exists, in the form of the ethics education programme which was conceptualised by the Ministry of Education in collaboration with the University of Malta’s Faculty of Education about two to three years back. Having attended the public conference that launched the programme in January 2014, I felt enthusiastic both about the curriculum, which reflected many societal aspects that matter to me, and about the fact that the programme’s rollout would likely be coinciding with my son’s school enrolment.
Two years down the line, I have not yet lost my enthusiasm. A first group of professional State school teachers has been trained in teaching ethics, a Master’s programme in ethics education has just been offered at the University and ethics education is being tested at both primary and secondary school levels. I know some of those trained teachers, which allows me to follow all those developments closely.
My greatest concern in this context is that, in my view, ethics now need a big push into the educational mainstream. Its relevance in both educational and societal terms should preclude ethics from becoming a niche subject and enrolment should be opened to all students interested in the curriculum. I believe that one may very well be a Roman Catholic, Muslim or of other faith but still opt for the innovative methodologies and pertinent topics presented in ethics education.
To launch this subject Malta-wide requires finances, human resources, training and, not least, a stronger societal debate as to why ethics education matters.
As father of a boy who will commence primary schooling in less than two years’ time and as an active member of our Maltese society, I truly hope this push in the form of a concerted effort by the government, the University of Malta and other important social actors, such as the Malta Ethics Teachers’ Association, will happen and happen soon.