The trinity of transparency, accountability and efficiency are also at play in the world of public health. In the book Governing Global Health by Chelsea Clinton and Devi Sridhar, that I am reading now, this theme comes up time and again. They both argue that among the various organizations that they have studied in the book, including World Health Organization, Gates Foundation; WHO comes up short on transparency measures.
They point out that WHO does not have a transparency policy and also does not report to the International Aid Transparency Initiative (IATI). They do point out to the presence of some measures such as livestreaming of Executive Board meetings as example of some transparency. While no one today would question the need for transparency, the question is how can people use it? But does having more transparency really make all the difference? The assumption behind calling for more transparency is that it will enhance participation, questioning from all stakeholders and make the process more equitable. But what of the converse situation, where there may be more procedural transparency, but no substantive transparency; in that there is no actual recourse to using this information to correcting the perceived wrongs? This is an aspect that hasn’t been discussed in much depth.
Their recommendation is for the older institutions such as the WHO and World Bank to increase their stakeholder engagement and transparency to ‘regain their legitimacy and public trust.’ (p.160).
The amount of b&%* shit that I see in the ‘public domain’ on a regular basis makes me want to cry. Really.I am researching Islam in the U.S. and one can only imagine the amount of non-sense that there is, out there, along with genuine, credible scholarship. I would hazard a guess that at least half of the stuff on internet, about Islam is wrong or misleading information. That is another story, but in this piece, I want to focus on what responsibility scholars have, if any, to correct this anomaly.
Take the story of the Pythagoras theorem being an Indian invention or that Indians inventing flying and that they had airplanes over 7000 years ago. Absurd? Well, for some, in the hallowed corridors of power, in India, this is the ‘truth’, as absurd or illogical as it sounds. And there are well-meaning people who will point out that this is part of making India a ‘great nation’. What? A great nation, based on falsehoods and myth? One cannot build self-esteem by claiming thing that one has not done or by outright falsifying history.
To be clear, my beef is not with Indian culture. I love my country of birth and have no issues with my ‘identity’. I am very secure in who I am and have a lot of affection for my people and our ways of life. Thankfully, my identity is fully formed, despite having moved around, a few times. I do not place myself in the category of the self-hating Indian who wants to diss on Indian culture, while extolling the ‘West’. The West has as many problems as the East and we can talk about this till the cows come home. That is not the point.
My problem is with this self-congratulatory attitude of attributing all good exists in the world to some Indian scientist or mathematician . The same sort of myth making is at place here that exists when one speaks of the Israel/ Palestine conflict, an issue I am intimately familiar with, having studied it during my MA in International Affairs at the Maxwell School of Citizenship and Public Affairs. I do believe, on the contrary that tradition is important, culture is valuable and that we should draw inspiration from our past. But how do we do that?
Let’s first start with the question: Do scholars have a social responsibility? I have been thinking about this for a while, as I prepare to enter the hallowed field of the American academy. I must admit, I have been incredibly lucky to have worked with, studied and spent a great deal of time with some world-class scholars, who have contributed to the study of American society, religion, nonprofit management, international relations etc. in the past four years and have nothing but enormous respect for the time, energy and dedication that they bring to their work. But the question remains: beyond the three core responsibilities of – teaching, service and research, do University professors /scholars have a broader social responsibility? When debates of race, religion and war and peace come up, are academics supposed to provide only their ‘scholarly opinion’, i.e., specialist knowledge and not ‘take sides’ or actively jump into the fray and help the lay man make up his/her mind? Not an easy answer, that one.
In a debate of this sort, there are several large and small-scale issues involved. I list just three here,
The State’s legitimizing of certain forms of knowledge
Scholars own careerism and search for legitimacy
What counts as ‘knowledge’
Each of these is a configuration and does not stand on its own. What the ‘state’ apparatus denotes as ‘valid knowledge’ is key. Think of the times of war and peace, when propaganda becomes ‘truth’ and all versions of truth that do not match up to this are considered ‘lies’. McCarthyism and Bush era propaganda are enough proof to show anyone that this has happened in the past, and will occur in the future. Sometimes, scholars get too cozy with the powerful, especially if they legitimize one’s knowledge. Think of Francis Fukuyama, Bernard Lewis, in the recent past and their relationship with the Bush administration. They have been discredited in part because of the policies of the government, but they also gained legitimacy and power through the regime, when their ideas were being converted to policies and these policies were being implemented. A more recent instance of blowback is that of John Yoo, who wrote the torture memos, for the Bush administration.
For a more theoretical and nuanced take on this, see Michel Foucault, here.
As the article points out, power and knowledge are not seen independently but linked – knowledge is an exercise of power and a ‘function of knowledge.’ Further:
“Perhaps his most famous example of a practice of power/knowledge is that of the confession, as outlined in History of Sexuality. Once solely a practice of the Christian Church, Foucault argues that it became diffused into secular culture (and especially psychology) in the eighteenth and nineteenth centuries. Through the confession (a form of power) people were incited to “tell the truth” (produce knowledge) about their sexual desires, emotions, and dispositions. For example, in The History of Sexuality, Foucault argued that a new discourse of “sexuality” had fundamentally changed the way we think about desire, pleasure, and our innermost selves. In Foucault’s argument, discourses about sexuality did not discover some pre-existing, core truth about human identity, but rather created it through particular practices of power/knowledge.”
Applying this to any form of knowledge production, one can see how a ‘regime of truth’ produces the kind of knowledge necessary.
So, in the case of India’s glorious past or that of Israel being the ‘promised land’, power/knowledge do come together to create myths and ideas that legitimize state policy. As the ‘New Historians’ in Israel Israel’s Ilan pappe and Benny Morris have shown, Palestinians did not ‘voluntarily’ leave the region, but were forced out in 1948 and the years following. Many of the myths held by Israelis as ‘truths’ have been debunked, with recent scholarship by these two scholars. Then there is Shlomo Sand, whose book The Invention of Israel
As this Guardian article points out:
“In 2009, Shlomo Sand published The Invention of the Jewish People, in which he claimed that Jews have little in common with each other. They had no common “ethnic” lineage owing to the high level of conversion in antiquity. They had no common language, since Hebrew was used only for prayer and was not even spoken at the time of Jesus. Yiddish was, at most, the language of Ashkenazi Jews. So what is left to unite them? Religion? But religion does not make a people – think of Muslims and Catholics. And most Jews are not religious. Zionism? But that is a political position: one can be a Scot and not a Scottish nationalist. Besides, the majority of Jews, including many Zionists, have not the slightest intention of going “back” to the Holy Land, much preferring, and who can blame them, to stay put in north London, or Brooklyn or wherever. In other words, “Jewish People” is a political construct, an invention.”
Myths, truths and half-truths
Then there are articles such as these that speak of airplanes in ancient India that went from one country to another. Myth and facts don’t seem to be separated in any of these accounts. While fantasy, myth and the like have a role to play in life, I think we cannot base the teaching of history on these ideas. The article, in a prominent Indian magazine says “Aeroplanes existed in India 7,000 years ago and they travelled from one country to another and from one planet to another, the Indian Science Congress was told today in a controversial lecture that examined ancient aviation technology in the Vedas. The hosting of the lecture, presented by Captain Anand J Bodas, a retired principal of a pilot training facility, had recently attracted criticism from some scientists who said it undermined the primacy of empirical evidence on which the 102-year-old Congress was founded.”
Where does myth end and facts begin? For the faithful, doubt has no place in mind. Blind-faith in any ideology can be harmful – be it nationalism, religion or science. In this case, Indian nationalism is being revived with utmost force and I am guessing the consequences are not going to be good. Each time this has occurred, there has been a war or a mass murder. Think of the partition of India, Wars with Pakistan, China and of course the countless ‘communal riots’ that take place in India, on a regular basis – that pit the Hindus and Muslims each as a ‘nation’, fighting it out. It looks like some people never learn their history right. And if they do, they do it in a way that boosts their own self-image and ego.
Scholars such as Shlomo Sand, Edward Said, Michel Foucault have all challenged, questioned the existing discourses of power that have legitimated certain forms of ‘knowledge’ as being true. Countless others continue to do so, in the academy and through their writings. Teaching of history, arts and social sciences is inherently a political exercise and one can take ‘sides’, while being honest about it. But I argue, what one should not and cannot do, is to be so blind to facts and one’s own biases. One cannot blindly follow the path that legitimizes one’s world-view without seeking out alternative modes of reality, or reality, or peddling one’s own ideology as the ‘truth’.
To sum up, here is my take on whether scholars have a social responsibility. In short: Yes. They do. They do, because they are ‘powerful’ in that they have invested a lot of time, energy and money to acquire knowledge that is not accessible to all. They also have the power to legitimate a discourse. To misuse this power, either for personal gain or for gaining others favors is not only irresponsible, but also unethical. To ensure that one acts responsibly and ethically is the greatest responsibility that a scholar has. And this, I believe will be the test of true scholarship. Scholars are supposed to produce good, credible knowledge that advances our knowledge of the world, or questions injustice. Everything else is irrelevant.