The Great Wall, a collection of fortifications, was constructed in the third century BC in response to the frequent invasions of China. Its primary purpose was to protect the Chinese kingdoms from northern tribes such as the Tatars and Mongols, and later from Japan. During the first century of the wall’s construction, three invasions occurred because the invaders bribed the guards to open the gates and allow them to enter without resistance.
This pattern characterized many of China’s conflicts with invaders. The most notable of these was the nineteenth-century conflict with Japan, during which Beijing ultimately surrendered despite the vast Chinese population after the Japanese managed to occupy the country. Having fought the Opium War for nearly a century, China found itself trapped between the hammer of addiction, the anvil of illiteracy, and the ignorance of how to address the negative consequences of those invasions.
At that time, the Japanese recognized that ignorance and a lack of national education were the main factors behind China’s weakness. To avoid falling into the same crisis, Japan focused on strengthening education throughout the empire and granted teachers many privileges. As a result, the Japanese archipelago, composed of many islands, asserted its influence over several countries in the region and occupied some of them. During the First and Second World Wars, Japan emerged as a formidable force but eventually faced defeat when the United States dropped atomic bombs to force it to surrender.
Throughout its history, Tokyo has prioritized education, investing in its development and offering teachers the highest salaries and privileges based on the belief that they are the architects of future generations and can produce engineers, doctors, leaders, and loyal citizens. In all eras and religions, education has been a hallmark of civilization. As a thinker once stated, “To destroy a civilization, start with education. Undervalue the teacher and diminish their status in society so that students end up despising them”. This sentiment resonates in many Arab countries, including Kuwait, where teachers are often regarded as insignificant.
Consequently, teachers frequently find themselves in need, and are forced to seek work in various professions to support their families. They are often not well-groomed, and struggle with financial difficulties. Today in Kuwait, discussions about development often overlook the most important pillar, which is education. Education is essential for paving the way for societies to progress, and opens up many opportunities for creativity and successful endeavors. It also fosters self-sufficiency in various fields, as it is rooted in critical thinking and motivation rather than perpetuating illiteracy, which becomes a tool of ignorance. The first setback in education occurred in 1976 when Kuwaiti teachers were permitted to work in the private sector.
At that time, teaching was not viewed as a sacred profession or a national mission. Driven by a natural inclination to seek more wealth, many teachers abandoned their profession to pursue opportunities in private companies and businesses. Since then, reliance on migrant teachers grew, driven by their salaries and the necessity to support their families and protect them from poverty. In addition to their teaching duties, many were compelled to take on private tutoring, which became more important than their scheduled classes at school.
As a result, education began to produce semi-illiterates and ignorant individuals. If there is a serious commitment to reform, development, and progress, education must be prioritized as the foundation for building the future. A strong state cannot exist if ignorance prevails on all sides; otherwise, we will continue to struggle aimlessly.
By Ahmed Al-Jarallah
Editor-in-Chief, the Arab Times
