Natural Disasters

Natural Disasters

Bulletin of MARCH 2005
Education in Universal Human Values - A Programme for Institutions of Higher Learning
http://www.uniedu.biz
By John Kolstoe
The devastating tsunami of 26 December 2004 snuffed out the lives of many beautiful souls so quickly. The strength and security of the victims’ homes provided little protection from the ravaging waves. Why do such things happen? Are there some lessons that can be learned? What can be done about them? It takes soul-searching effort to answer these questions.
The disaster provides an opportunity to realize how fragile physical security really is, the meaning and purpose of life, and the importance of interpersonal relationships. It is a time to re-examine priorities. High among meaningful concerns is the importance of education in human values.
More than 90 years ago the greatest ocean going vessel built – the Titanic – was given its name because of its size and strength. It was considered unsinkable. The designer is reported to have said, "The gods themselves cannot sink it." Half way through its first voyage it found a hidden peril. An iceberg slashed open its side taking more than 1,500 people to their watery graves in a matter of minutes.
There are similarities between the Titanic of 1912 and the tsunami of 2004: both events were beyond human power and quickly wiped out helpless human beings. But, disasters such as these bring out both the best and the worst in human nature. There has been a great outpouring of assistance from throughout the world for the tsunami victims. In its wake there has also been a lot of looting, graft and corruption. Aid has not always reached the intended victims because much is siphoned off by selfish, dishonest, and greedy persons.
If these disasters make the survivors and the rest of humanity more mindful about others, both in terms of precautions and proper response, and more vigilant about the proper use of resources, the loss of those precious victims serve a great purpose. There were two pictures drawn about the Titanic. One showed the sinking ship and was labelled "Nature’s Dominion over Man." The other showed a man holding a lifeboat and saying, "Women and children first." That one was labelled "Man’s Dominion over Nature."
Every religion teaches that life in this world is temporary. It can be thought of as a school or workshop or laboratory for the soul. How each one deals with the situations faced is the means of developing spiritually. Progress is not so much based on the problems or opportunities faced, but on how the changes and chances of life are met. The challenges of life are not make-believe exercises. There are awesome choices, and decisions have real consequences. It is not like a class in school where a student earns a certain grade. The consequences of daily decisions are far-reaching for relatives, friends, society as a whole and all of civilization. It is the response to challenges that most greatly affects both society and the individual’s spiritual development.
If these disasters help people think about using human capabilities to better serve humanity rather than just themselves, the tragic loss of life is not in vain.
Not all calamities are dramatic or reach the evening news. Some are before our eyes every day, even though we may not see them: people in need; prejudices and injustice; corruption, graft and greed; future natural disasters. Help can be given in many ways. One is directly: by relieving suffering; combating prejudices; and resisting corruption. Another is by using human intelligence to build a world in which poverty, ill-feelings, and greed are reduced.
What does this have to do with education in human values? Everything! The achievement of any objective requires knowledge, volition, and action. Through education in human values people learn to think about others and what might be done to help solve the problems – great and small – of the human condition, both in prevention and after-the-fact of a calamity. Through education in human values new techniques and skills of service are learnt. The greater understanding gained through education in human values raises the level of one’s priorities, and good intentions are put into action. Projects in which those skills are used go beyond good wishes and worthy intentions into direct and effective action. Speedy and appropriate action becomes a natural and automatic response to any situation. Good moral values make the greatest tool for combating any and all problems.
What should you do? Only you can answer that. There was a wealthy man who was impressed with the work of Mother Theresa. He asked her what he could do to help. She told him, "You must find your own Calcutta." That is a worthy challenge for anyone.
Is the major purpose of intelligence and education to make a better and more comfortable living for ourselves and our families or to serve mankind? Education in human values leads to an understanding that the highest and fairest fruit of all learning is not just for personal gain, but to create a better world. That way the best can be made of any situation no matter what happens, in good times and bad. And, in so doing all humanity is benefited, vindicating the loss of the lives so tragically lost. At the same time, each one contributes to his own growth and understanding of what it means to be a human being.
It is good to bring oneself to account each day and consider what has been done to make the world a better place to live. By the end of life one will know that he made a difference. There is no record of anyone who said on his deathbed that he wished he had spent more time working.

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