Author: Hektor Çiftja
Department of Literature and Journalism, “A. Xhuvani” University, Elbasan
Link: Education and Love – The Long and Challenging Road
In analysing the complex relationship between education, morality, religion, and the structure of democratic society, two perspectives often emerge. These perspectives, while frequently referenced, are seldom explored in depth. The first perspective underscores the fundamental role of education in shaping individuals and communities, encompassing education as both a personal journey and a political instrument. The second perspective emphasizes the importance of morality as a philosophical guide, anchored in the reverence for a supreme moral value, an idea widely accepted across major monotheistic religions.
The problematic intersection of secular and atheistic ideologies within societal frameworks often disrupts the appropriate relationship between religion, democracy, the state, and society. This interference, exacerbated by a lack of adherence to high moral principles, underscores the need for an ethical framework grounded in citizenship. “Citizenship”—though loosely translated into Albanian as qytetari—refers not only to national identity but to the universal responsibilities and ethics expected of all individuals as citizens of the world.
The Role of Education in Democratic Society
Addressing the first perspective, the importance of education, we may turn to Professor Arshi Pipa’s philosophical treatise, Sketch on the Conception of Life. Pipa suggests that education is not only a formative process but a moral act in itself:
“Every person is capable of virtue, some by virtue of an innate inclination, others through education. The former should be guided, the latter reformed or changed… It discourages me that wickedness is so widespread in the world that education has limited impact… but that education is effective, that it can reform humans… this is very clear.”
Pipa’s insights highlight the long and often arduous process of cultivating virtue through education, asserting that education must persist as a moral endeavor, influencing individuals and society alike.
The importance of education, grounded in moral philosophy, demands its integration within educational policies, academic institutions, and, most critically, in curricular frameworks at the pre-university level. However, a crisis looms over the humanities within Western universities, where economic considerations and the demand for technological and business skills increasingly overshadow the value of historical and cultural understanding. This trend threatens to create generations who perceive history and culture solely through the lens of material value.
Humanities departments, especially in Albania, must be strengthened and aligned with broader educational strategies that foster critical, civic, and moral principles. In the words of British professor Sarah Churchwell, “Not everything valuable should be monetized… Education is not a commodity but a qualitative transformation; it cannot be sold or merely transferred.” This statement underscores the need for Albanian humanities centers to prioritize citizenship and ethical development, supporting democratic values that extend beyond economic utility.
The Role of Morality and the Recognition of a Supreme Value
The second perspective that warrants examination is the concept of a supreme guiding value, recognized across monotheistic religions. This concept is not intended as an endorsement of a specific religion but rather as an acknowledgment of a universal moral foundation. In the context of societal and religious relationships, secularism must be carefully distinguished from atheism. While secularism remains an essential value within democratic societies, an unintentional slide toward atheism risks eroding the moral fabric that underpins these communities.
In Albania, monotheistic religions find common ground on fundamental ethical issues, echoing Pipa’s assertion:
“The great Christian mystic Eckhart, in commenting on St. Augustine’s saying, notes that a person is what they love: ‘If they love a stone, they are a stone; if they love a person, they are a person; if they love God…’”
This reflection captures the notion of love as a supreme value—a moral principle that transcends religious affiliations and finds resonance in the broader moral and ethical discourse.
Key Observations on Systemic Oversights
The failure to prioritize educational and moral principles in Albania is apparent in several systemic oversights. For instance, the early introduction of the theory of evolution in pre-university education may be more effectively positioned within university curricula. Additionally, scientific truth, as a value, is often underrepresented in Albanian education, overshadowed by less critical skills.
Further, the preamble of the Albanian constitution, which includes the phrase “based on the values of God and other values,” raises questions about the place of divine principles within the secular framework of a democratic state. Additionally, the omission of certain lines from Albania’s national anthem, such as “…for God himself has proclaimed it,” reflects a broader cultural hesitancy to fully embrace the moral values traditionally held by society.
Conclusion: Education as a Pathway to Democratic Health
Education remains a vital and enduring remedy for many challenges facing democratic societies and free markets today. An educational system guided by the highest moral standards, with a clear distinction between secularism and atheism, is essential for nurturing citizens who value ethical integrity and civic responsibility.
To conclude, let us revisit Pipa’s powerful affirmation of virtue as a cornerstone of human development:
