In our search for interesting, challenging and critical perspectives on contemporary humanism, we occasionally find articles published via other venues that we think humanistfreedoms.com readers may enjoy. The following article was located on Malawi24 and Africa Press.
Political scientist and writer Wonderful Mkhutche has written a book on humanism and politics in Malawi which he says will help people understand how issues of humanism affect politics.
Speaking in an interview, Mkhutche said the book, ‘Humanism and Politics Short Essays’, seeks to provide deep understanding on how politics affects humanism and in turn how the humanism affects politics so as for people to grow in religious beliefs and at the same time practicing politics well in the societies.
“Through this book, I want to do two things. First of all, help the readers understand how issues of humanism affect politics and vice versa. Secondly, to provide alternative ways on how best to grow in spiritual life as well as practice politics in a good manner,” said Mkhutche.
Mkhutche said the book is currently receiving positive feedbacks from readers who say it is a helpful book that will transform people’s lives politically and spiritually.
“It is quite interesting that people are now appreciating this book saying it is a very important book in life. To me this is an achievement and I feel myself to be a great of today and tomorrow. No matter how it gets to me, this is an achievement and the work of spreading knowledge and ideas is now on track”, he said.
The writer further said there were so many challenges that were chocking him in his journey of coming up with the book but he still never gave up. One challenge he mentioned was how to manage his other duties and at the same time concentrate on the book.
“Another challenge was about generating ideas on humanism topics since this is uncommon thing in Malawi and many people oppose them. You have to take time to present ideas that can persuade readers,”, he said.
Mkhutche then said government needs to promote reading culture by giving an opportunity to budding writers to have space in book promotions and publications saying this is an expensive task to be done by the writers alone.
Comment on the book, Edgar Kapiza Bayani said the book is a very important book if one wants to understand politics and humanism in Malawi. The ‘Humanism and Politics Short Essays’book will be launched this month at Mzuzu University in Mzuzu. Apart from ‘ Humanism and Politics in Malawi” book, Mkhutche has also written other several books including a biography of musician Lucius Banda
In our search for interesting, challenging and critical perspectives on contemporary humanism, we occasionally find articles published via other venues that we think humanistfreedoms.com readers may enjoy. The following article was located on SAGE Open, an open-access publishing source. Dr. Robertson has kindly provided a brief opening paragraph for HumanistFreedoms.com. (Note that bold features are ours and may not coincide with any emphasis that Dr. Robertson might prefer.)
The Medicine Wheel Revisited: Reflections on Indigenization in Counseling and Education
Enlightenment humanism seeks universal values common to the human condition. For example, in humanism the dignity of the person is valued regardless of the race, creed, sex, sexual orientation, ethnicity or geographic location of that person. Similarly, empirical scientific truth will apply to all individuals, irrespective of divinely given alternate “realities” that are subjectively held. In this article I argue that the methods of science and reason that makes such a naturalistic understanding possible are compatible with traditional aboriginal worldviews, but that each culture must ground the Enlightenment to its traditions for that culture to participate equally in the scientific revolution. I call this process of adapting new technologies to local cultures “indigenization.” I recommend a secular approach to indigenization relating modern conceptual thought to traditional cultures in a way that is consistent with traditional constructs. In this article, I use the ancient medicine wheels found on the Great Plains of North America to illustrate how this could be done.
This article is peer reviewed and was first published by SAGE Open as “open access.” It may be referenced: Robertson, LH. (2021) The Medicine Wheel Revisited: reflections on indigenization in counselling and education, Sage Open, 11(2) 1-11 DOI: 10.1177/21582440211015202
Indigenization involves relating traditional cultures to modern methods, concepts, and science to facilitate their use by those populations. Despite attempts to indigenize both the practice of counseling and the content of educational curricula, mental health and educational deficits in Amerindian communities have remained. This article suggests indigenization in the North American context is often based on a reified view of culture that discounts naturalistic and scientific approaches, and that this dynamic inhibits progressive cultural change at institutional and community levels. A secular approach to indigenization is proposed that relates modern conceptual thought to traditional cultures in a way that is consistent with traditional constructs. The medicine wheel, traditional to North American Great Plains cultures, is applied to counseling to illustrate how concepts found in aboriginal cultures could inform modern practice with wider applications to curriculum development. Related tensions involving interpretations of aboriginal spiritualities and modernity are discussed.
As Director of Lifeskills for the Saskatchewan Indian Federated College in Regina, Canada, during the 1980s, I would be asked, “Why do we (aboriginal people1) always have to become more like them (non-aboriginal people), why can’t they become more like us?” While modern North American cultures are constituted by the histories of their constituent peoples, including those aboriginal to the continent,2 these students were actually voicing alienation from a modern educational system that emphasizes mathematics, logical constancy, and chronological time delineated behavior—skills that were not indigenous to Canadian hunter-gathering societies. Attempts to rectify such alienation have included calls for the indigenization of curricula that are pictured as “western” or “European” (Barman et al., 1986; Louie et al., 2017).
Counseling is also pictured as Euro-American and unsupportive of aboriginal cultural traditions (McCormick, 1996; Poonwassie & Charter, 2001; Sojonky, 2010) with the result that some aboriginal students are unwilling to see nonnative counselors (Dolan, 1995). Indigenization in this context is a process whereby an imported psychology is transformed in ways that are appropriate to the local culture (Adair, 2006).3 Indigenization may be understood as the appropriation of technologies, practices, or systems of conceptual thought in ways that accord with the receiving culture.
Swidler (1986) redefined culture as excluding change to technology and material artifacts while including “beliefs, ritual practices, art forms, and ceremonies, as well as informal cultural practices such as language, gossip, stories, and rituals of daily life” (p. 273). Although technologies and artifacts per se may not be part of culture, the ways that they are used and interpretive significance given them would be. In this article, cultures are held to be fluid concepts consisting of generally shared experiences or generic representations that may be called cultural schemas common to populations linked by tradition (Quinn, 2011). As counseling and education can effect change in the mental schemas held by clients and students, the acquisition of the knowledge, attitudes, and skills required by them to participate successfully in modern economies will inevitably lead to change in their family and community cultures. The alternate view that cultures are defined entities as opposed to fluid concepts leads to at least two important corollaries: (a) a person could have incompletely or inadequately learned a culture with which he or she identifies or is otherwise assigned making that person a less worthy representative; and (b) speakers from a defined culture may make knowledge claims that are at variance with those made by speakers from other cultures but are nonetheless of greater truth for the represented cultural group. Representative of this perspective on culture, a peer reviewer of an earlier version of this manuscript asked whether the author was aboriginal and writing from an indigenous perspective. Had I identified as a person with aboriginal ancestry, I could still have been accused, under this paradigm, of not taking an “aboriginal perspective.” Such a static and defined view of culture is similar to a religiously held dogma in that deviations from a prescribed belief system are proscribed.
The goal of this article is to suggest a paradigm of dynamic cultural change compatible with secular enlightenment that is rooted in cultures indigenous to North America. Using the concept of the medicine wheel as a metaphor for traditional cultural knowledge generally, it is argued that the practice of indigenization in counseling and curriculum development will contribute to progressive change. World views based on a static or essentialist view of culture, it will be argued, have impeded participation in the modern economy by aboriginal peoples.4 It is suggested that historical and interpretive factors used in advancing the essentialist view are in need of reexamination. We begin by establishing a case for such a reframe.
Stalled Education: Colonization and “Indian Control”
Education is an important value in human cultures. Goulet and Goulet (2014) identified three forms of the teaching-learning process conceptualized in the indigenous Cree language: “kiskinaumegahin (teaching another), kiskinaumasowin (teaching oneself), and kiskinaumatowin (teaching each other)” (p. 65). While teaching as a profession was necessitated by the increased complexities of modern civilization and falls within the rubric of “teaching another,” the introduction of such education to students aboriginal to Canada had disastrous consequences. The Canadian government contracted with five churches to provide education with the goal of assimilating indigenous students into the colonial economy5 with the churches responsible for operating costs. The churches planned to cover these costs by generating income through industrial production. For example, schools on the Canadian prairies typically taught farming and animal husbandry with students providing manual labor half days. When these “industrial schools” failed to generate sufficient revenues, many students suffered from malnutrition and dis- ease. Furthermore, examples of physical and sexual abuse Indian Residential Schools were widespread (Aboriginal Healing Foundation, 2006; Barman et al., 1986). While such experiences contributed to a negative view of education among many indigenous people, it is important to also consider that this view was not universally held. When the Canadian government attempted to end the residential school program in 1969,6 the Federation of Saskatchewan Indian Nations (FSIN) successfully lobbied to keep the schools open in their province. Hired by FSIN as part of this process, educational consultants Robertson and Redman (1988) were told the Indian residential school system was to be maintained because (a) the quality of residential school education was considered superior to that offered by on-reserve day schools and (b) the schools effectively provided an alternative to the apprehension of children in dysfunctional families by child welfare agencies.7
Schools have also been viewed as a vehicle for cultural preservation. In a 1972 policy document, the National Indian Brotherhood (NIB) declared, “The present school system is culturally alien to native students . . . School curricula in federal and provincial/territorial schools should recognize Indian culture, values, customs, languages and the Indian contribution to Canadian development” (“Indian control of Indian education,” 1972, p. 9). Prototypically, the Plains Indians Cultural Survival School was established in Calgary, Canada, with 50% of its curriculum consisting of cultural components, including “bustle-making, hide-tanning, drumming, Indian dances, native languages, tepee-making and visits with native elders” (Friesen, 1983, p. 54). This model emphasizing indigenous cultural restoration coupled with local control at primary, secondary, technical and university levels has been replicated across Canada.
This level of indigenization did not result in improved academic achievement. Richards (2014) found that aboriginal students have a significantly higher incompletion rate in band-run reserve-based secondary schools (58%) than in provincial schools (30%). Those who do graduate may not have the literacy skills implied by their grade level. During my experience as an educational psychologist with a northern community college servicing a largely (80%) aboriginal population, I found that graduates of band-run schools often obtained scores 3 to 7 years below grade level on standardized tests of reading and mathematical achievement. A study of Grade 3, 6, and 9 Albertans found that 50% of aboriginal students were not achieving at grade level (Richards & Scott, 2009).
This educational achievement gap cannot be totally attributed to shortfalls in funding. In their comparative study, Richards and Scott (2009) found that federal funding for First Nations schools exceeded the average per student funding provided by provincial governments by more than $4,000 CAD.8 The achievement gap in education could be partly explained by conflicting expectations between educational authorities and local communities. At the university level, Robertson et al. (2015) documented examples of indigenous students whose educational success was considered secondary to the culturally sanctioned demands of their families. Students in counseling described themselves as “caught between two worlds” with the implication that their formal education was considered secondary in one of those worlds.
Another explanation for the education gap between aboriginal, particularly Amerindian, and non-aboriginal students is that the increase in aboriginal cultural content has brought with it a concomitant assumption that traditional “aboriginal ways of knowing” are equivalent to modern conceptual thought. But as Widdowson and Howard (2013) warned, “Because hunting and gathering/horticultural societies lack a culture of literacy, incorporating aboriginal traditions will not facilitate the values, skills, and attitudes that aboriginal people will need to obtain a scientific understanding of the world” (p. 303).9 As a considerable body of research emphasizes the necessity for cultural grounding in learning (Banks, 2001; Hutcheon, 1999; Petersson et al., 2007), a suggestion that cultural teaching may retard learning requires further examination.
Anyone bereft of culture would not have the constructs, the mental scaffolds, upon which to organize and understand experience. Indeed, such a person would not have the language to describe that experience. This is not how cultural loss is usually presented. A more essentialized view is that culture is a “thing” that exists independent of a body of people but can be possessed by them (Waldram, 2004). In such a view, modern science and mathematics may be presented as European, colonialist, or “western.” However, extending the definition used by Swidler (1986), modern conceptual thoughts, especially as found in science and advanced mathematics such as statistics, are not, in themselves, cultural, thus freeing each culture to appropriate scientific, mathematical, and concomitant critical thinking abilities in the course of their own evolution. The evolution of Euro-American cultures from their medieval roots included (a) scientific discoveries rendering old faith-based teachings obsolete and (b) cross-cultural contact contributing to a globalization of their (Euro-American) world view. As a result of this evolution, any school curriculum that taught a geocentric model of the universe or the inherent superiority of European races would not be tolerated. Nonetheless, a continuity of descent marks this education as “European” to students within the Euro- American tradition. The indigenization of curricula within Amerindian traditions requires a similar descent, and such a cultural descent has also been recommended in counseling (Chandler & Lalonde, 1998; Poonwassie & Charter, 2001).
The use of multisensory presentations, democratization of grading, and the use of oral storytelling has been commended as representing indigenization of methodologies in the Canadian context (Louie et al., 2017). All of these techniques had been previously commended by non-aboriginal educators in non-aboriginal settings (McCown et al., 1996; Nelson & Michaelis, 1980; Postman & Weingartner, 1969); therefore, the marker of aboriginality could not have been found in the method but in the content. The development of active listening and critical thinking skills may be enhanced by cross-cultural content grounded in the student’s own culture, but if the purpose of teaching cultural content is to inculcate the student in a particular belief system or worldview, then that would serve to thwart the development of such critical thinking abilities.
While the reification of culture may have the effect of closing minds to new knowledge, it is also possible to view education as a process of opening minds to new possibilities with debates about culture and multiculturalism at the heart of education as a meaningful project (Robertson et al., 2020). If we view all cultures as aggregates evolved from historical and contemporary appropriation, then each participant in the cultural project becomes an authorized speaker capable of investing in culture in creative ways with applications dependent on context and purpose. Under this paradigm, education has the potential to be transformative (Robertson & Conrad, 2016) with individual self-definition enhanced and expanded from a menu of possibilities of increasing size and scope.
Ethical Issues in Education and Counseling Associated With Cultural Reification
While it has been suggested that education and mental health gaps facing Amerindian peoples in Canada may be attributed to cultural insensitivity and even racism on the part of providers (Barman et al., 1986; Chandler & Lalonde, 1998; Louie et al., 2017), a lack of receptivity to services perceived as “western” or “Euro-Canadian” by indigenous students may also explain such deficiencies. It is argued here that the reification of a set of beliefs about aboriginal spirituality creates resistance to learning modern concepts and that such reification is counterproductive in a quest for cultural continuity. In this example, the Medicine Wheel, as a sacred and unvarying ontological dictum is unhelpful, but the medicine wheel concept as an epistemological understanding may serve as a bridge for connecting culture to technological and scientific development. The medicine wheel has been used in various forms to build identity (Mussel, 2005), adult lifeskills development (Lavalley & Wilson, 2006), and adult basic education (Clarke et al., 1998), and such usage suggests the compatibility of the medicine wheel concept with science and reason. Before building on this theme, we need to consider the process of reification.
The Cree elder advised, “If you have even a little (aboriginal ancestry) then you can choose to be either Indian or white, but you cannot be both.”10 Such a view conflates race with culture with the implication that culture is a quantifiable thing that is subject to choice only if one is of mixed ancestry, and even then only as a binary “either or” proposition. In such an essentialist view, cultural assimilation may be equated with genocide (Swidrovich, 2004; Wesley-Esquimaux & Smolewski, 2004). While effective teaching and counseling necessarily relates to the worldview of the student or client, the essentialist view holds that if the individual does not sufficiently know or identify with their ascribed culture, then he or she has lost some- thing and is judged to be unhealthy (Robertson, 2011b). “Loss of culture” by those who can trace at least part of their genetic ancestry to those aboriginal to North America has been blamed for a host of social problems with cultural restoration frequently framed as “healing” (Brave Heart, 2003; McCormick, 1996; Robertson, 2014a).
The process of cultural restoration is not always appreciated. Elders in one northern community said they recognized that their community had not always been Christian, but efforts to teach them Aboriginal Spirituality11 based on southern (plains buffalo culture) normative beliefs12 felt oppressive (Robertson, 2015). Such conflict between Aboriginal Spirituality and Christianity has not been uncommon (Aboriginal Healing Foundation, 2006). Swidler (1986) explained that during “unsettled times,” ideologies become highly articulated and directive “because they model patterns of action that do not ‘come naturally’” (p. 284).
Religious belief, as defined here, begins when a source is considered authoritatively omnipotent. For example, a Saulteaux elder expressed the concern that “white” schools teach his grandchildren Earth goes around the sun, but his elders taught him the reverse (Scott & Nippi, 2004). If the views of these long-deceased elders were taken as revealed truths not subject to material evidence, then these views were held religiously. Such religiously held views may conflict with scientific teachings in educational settings. For example, Ontario philosopher Christopher DiCarlo faced a university disciplinary hearing after two students complained his suggestion of a common human African ancestry was insensitive to an Amerindian teaching that aboriginal people were placed on the American continents by a “Creator” (Kaill, 2005). While notions of a geocentric universe and a creator-god are also indigenous to European cultures, cultural accommodations have been made, allowing teachers to reference science even in non-science courses. Teaching religiously held belief as fact (or an alternative factum) in education classes can be offensive to people with a scientific worldview. One participant in a workshop on Prior Learning Assessment and Recognition for staff at a northern community college commented, Our provincial Department of Higher Education and Manpower has no more business teaching Native Spirituality—with the intent of conversion—than it has teaching Tibetan Buddhism . . . Imagine what towering indignation would have been engendered had (the instructor) been a Catholic and she had asked us to burn incense, to partake in Holy Sacraments, to confess our sins, and tied problem-solving to the four points of the Cross. (Robertson, 2011a, pp. 99–100)
The “four points of the Cross” in this example is an allusion to the four parts of the Medicine Wheel reproduced in Figure 1. This medicine wheel has been capitalized, referenced in the singular, and described as a sacred part of Aboriginal Spirituality (Dyck, 1998; Sanderson, 2010).
The quadrants represent what are thought of as the four dimensions essential for life balance: mental, physical, emotional, and spiritual. This medicine wheel may be expanded to include four seasons, directions, races, and periods of life overlayed on the basic medicine wheel with each item in a set of four presented in separate quadrants. Holism is then defined as must be represented in the life of the individual for that person to be healthy.
Figure 1. The standard medicine wheel identified with Aboriginal Spirituality.
The division of the circle into four quadrants makes mathematical sense if it is used to represent two variables—one on each of the x- and y-axis, but the use of the number four in this medicine wheel is arbitrary. For example, the notion that there are four races – red, yellow, black, and white – does not conform to scientific understandings of the concept (Miele, 2002; Pinker, 2002; Templeton, 1998) and may have been appropriated from the Christian children’s song Jesus Loves Me. While it may be generally thought that there are four seasons, the traditional Woodland Cree had six. The representation of four life stages, including child, teenager, adult, and elder, must be a recent application to the medicine wheel because the concept of “teenager” is a modern European invention.
There is no direct translation for the English word mental in languages aboriginal to Canada. For example, the Cree word/phrase Kiskwew (literally, “s/he is crazy”) is used to represent the term in that language to the angst of practicing mental health workers. It can be inferred that whoever first added the word mental to the Medicine Wheel was probably thinking in a European language, and then sought to translate the concept into an aboriginal language. As the wheel was not indigenous to aboriginal North American cultures, the very term medicine wheel must be viewed as a cultural appropriation. Widdowson and Howard (2013) questioned whether the concept itself could be used to advance critical thinking, the dissemination of abstract ideas, or the organization of complex information into constituent parts:
While it appears that the Medicine Wheel . . . offers a more systematic pedagogical technique (as compared to concrete conceptualizations in hunter-gatherer societies), this turns out to be a mirage. The “constituent parts” that emerge from the “breaking down of complex situations” are arbitrarily constructed, the only basis for which is a spiritual belief about the significance of the number four. (p. 294)
The teaching of this Medicine Wheel along with other beliefs associated with Aboriginal Spirituality presents an ethical dilemma for professionals who believe education involves teaching analytic skills concomitant with opening young minds to multiple possibilities. Psychotherapists and counselors who assume the construction of an aboriginal self is based on Aboriginal Spirituality potentially do disservice to aboriginal clients whose worldviews are constructed differently. It will be argued that there is a much older concept of the medicine wheel that is amenable to both modern education and counseling that is client-centered.
Using the Lens of Diversity to Understand the Stone Medicine Wheels of the Plains
There have been tens of thousands of circular structures dotting the Great Plains of North America with most identified as “tipi rings”—stones used to hold the flaps of a tipi in place. Some rings do not fit this explanation. After restricting the definition to include only those circular stone structures too large to be a tipi ring having a central stone cairn, one or more concentric stone circles, and/or two or more stone lines radiating outward from the center, Brumley (1988) estimated that there were between 100 to 200 stone medicine wheels on the plains. Two medicine wheels (one near the Bow River in southern Alberta and another at Medicine Mountain, Wyoming) are divided into 28 pie- shaped parts (Grinnell, 1922). It has been suggested that medicine wheels in Wisconsin (Bender, 2008), Alberta, Saskatchewan, and Wyoming (Freeman, 2009) are aligned with astrological phenomena, but this suggestion remains controversial (Vogt, 2015). Restricting the definition to include only those structures divided into four (or multiples of the number four) would exclude these medicine wheels from the classification.
In estimating there to be more than 340 medicine wheels, Robertson (2014b) included circular structures too large to be tipi rings that are not divided at all, and those that are divided without reference to a central hub or spokes as with, for example, parallel lines. An example of such a medicine wheel can be found at the Tie Creek site in eastern Manitoba, Canada (Steinbring & Muller, 2012). This site includes a triangle centering a large circle of stones connected by a complex of lines to other petroforms, including a large winged bird. It would be curious to deny that this is a “medicine wheel” while conferring the title on other structures that have potentially less obvious interpretive and ceremonial significance. An equally important consideration is that the act of taking a modern definition of the term medicine wheel and applying it to ancient stone structures (albeit loosely to figures divided in ways that are not multiples of the number four) restricts the interpretive possibilities that may be attached to such structures, thereby potentially minimizing the traditional cultural wisdom contained therein. It is argued here that the traditional spirituality of the aboriginal inhabitants of North America employed flexible teachings having a pragmatic character.
Figure 2. The generic medicine wheel of Roberts et al. (1998).
This flexible and pragmatic interpretation of the medicine wheel concept may be applied to counseling.
Using the Medicine Wheel Concept in Counseling
Adlerians traditionally eschew the medical model in favor of a psychotherapy focussed on educating the client in new behaviors that better meet individual goals (Christensen & Marchant, 1993; Morris, 1993/2004). In comparing the holism of the aboriginal medicine wheel with that of Individual (Adlerian) Psychology, Roberts et al. (1998) acknowledged, “A wide variety of medicine wheels exist and no one claims a particular official symbol” (p. 137). Nonetheless, they produced what they called a “generic” medicine wheel reproduced in Figure 2. The reference to four directions in this figure suggests wholeness, but the attachment of the qualities of power, uniqueness, vision, and connectedness to specific directions appears to be arbitrary. The quality of individual uniqueness is not often attributed to collectivist cultures; however, the sense that we are unique individual beings is necessary to exercise personal decision-making and forward planning (Damon & Hart, 1988; Robertson, 2020).
I taught an undergraduate university class on contemporary native health issues in which students were invited to create their own personal medicine wheel. While many drew a wheel with four divisions, the number of spokes ranged from 0 to 18. One aboriginal person drew a series of concentric circles with herself surrounded by family, community, “helpers” (meaning outside agencies such as educators and counselors), and “white” society. Another student used spokes to divide a circle into categories representing vision, compassion, family, work, education, language (Cree), planning, doing, love, nature, and God. Although it might be possible to reduce such a self-characterization to four more general categories, doing so serves to constrain the individual’s meaning and relational experience.
If counseling were to be viewed as advice giving, then it would be expected that the advice so given would be informed by the cultural background of the counselor. Alternatively, the counselor could learn and reference a set of values appropriate for the individual based on his or her assigned cultural designation. Either stance is prescriptive with the direction of client-change determined by forces external to the client. Traditionally, professional counselors and psychotherapists use more client-centered approaches with advice giving minimized.
Counselors concerned with issues of identity within the field of psychology typically attempt to create a shared holistic understanding of the selves of their clients (Adler, 1927/1957; Dryden et al., 2001; Epstein, 1994) with client- directed self-change based on new information or alternative preferred narratives (Hermans, 2006; Robertson, 2016; Strong & Zeman, 2005). The role of the counselor is to assist in information gathering and the generation of alternative interpretations. While the use of a reified Medicine Wheel both constrains the presentation of the self and externalizes the direction of change, it is argued here that the use of the medicine wheel concept is both in keeping with aboriginal tradition and consistent with a nondirective view of counseling. Counselors may use the concept of the medicine wheel without teaching any one form as correct. Examples of different medicine wheels could be presented so as to capture the idea of diversity along with the common theme of holism. These unique medicine wheels would reflect individual values, behaviors, and world views, and the act of self-reflection may promote self-understanding with the decision to initiate change in keeping with the principle that the client is the expert on himself.
Both aboriginal and western counseling accepts client individuality within a social context and decision-making based on client choice. In a qualitative analysis of the writings of 17 schools of psychology and the transcripts of an equal number of interviewed Inuit elders, Korhonen (2002) found universal acceptance of such client-centeredness in problem definition, goal-setting, and choice of interventions. Positive psychologists (Dahlsgaard et al., 2005; Hart & Sasso, 2011; Seligman et al., 2005) have reported cross-cultural success by inviting clients to define for themselves terms like happiness and meaning and to cognitively plan, within their contexts, ways of meeting those objectives. While Christopher and Hickinbottom (2008) argued that using such an ethic privileges the individual to make decisions for the benefit of his or herself (thus giving apparent support to an individualist perspective), I replied (Robertson, 2017) that the capacity for individual volition implied in such tasks as forward planning is itself cross-cultural, and that the capacity for logical thought, including the assumption of an objective reality, flows from a cross-culturally informed cognitive self. This understanding of the self as a volitional, rational, and reflective entity both unites modern schools of psychotherapy and resonates with the self as found in collectivist societies (Robertson, 2020). If the client is viewed as self-actualizing, then he or she effectively becomes a culture of one and each counseling relationship becomes a cross-cultural exploration. In such a paradigm, aboriginal identity development can be supported without presuppositions as to what that identity will entail. While the Medicine Wheel pictured in Figure 1 makes such presuppositions as to how an aboriginal self should look, the medicine wheel in Figure 3 illustrates how the different schools of psychology gain an understanding of the self that is embedded in each “culture of one.”
Figure 3 was prepared by recognizing a continuum between physical and mental states of the individual on the x-axis and a continuum between active and passive states on the y-axis. The intersection of the two axes creates four quadrants labeled: cognitive, emotive, physiological, and behavioral. Various therapies were situated on those quad- rants based on their primary focus. Given a holistic perspective, it is anticipated that intervention directed at any one quadrant will necessarily create change in the other three. Thus, a client with attention deficit disorder could be given stimulant medication with the expected result that the medication will influence subsequent emotions, cognitions, and behavior. Similarly, a behavioral plan directed at the same condition would be expected to produce changes in the other three quadrants. Of course, some therapies, such as cognitive behavioral therapy, may address two or more quadrants directly as part of their methodology. Counselors can use this medicine wheel to explain to clients the process and expected results of therapy while building a holistic picture of the client’s self (Robertson, 2020).
If we view traditional indigenous cultures as holistic (Poonwassie & Charter, 2001; Sanderson, 2010), then distinctions between modern constructs such as education and counseling may be seen as arbitrary. As we have seen, education in the modern era can be transformative of the self while counseling as practiced by many psychotherapists is often educational. It is hardly surprising, therefore, that practices and conceptualizations predating the modern era in any given culture would transcend modern categorical boundaries. It has been argued here that such transcendence is a potentiality of the ancient itineration of the medicine wheel. As culture does not include technology or artifacts (Swidler, 1986), modern scientific and mathematical laws also transcend culture. Thus, while the Age of Enlightenment leading to the modern explosion of knowledge began in Europe, thus rendering the term western science an accurate description of the locale of that knowledge explosion during one historical epoch, the corollary that there are other culturally bound “ways of knowing” that are equally efficacious serves to defeat both the educational objective (Robertson et al., 2020) and the psychotherapeutic objective of developing “mind” (Robertson, 2017). It
Figure 3. An application of the aboriginal concept of the medicine wheel to the practice of counseling psychology situating various therapies in quadrants defined by two axes: physical/mental and active/passive.
is the function of culture, then, to relate to science, technology, mathematics, and existing artifacts in some ways. The challenge then is not to replace “western science” with “cultural wisdom” but to link the knowledge therein to indigenous cultures. By facilitating a meaningful appropriation of the techniques by which new knowledge may be learned, aboriginal people will generate new knowledge. We are aided by the belief that aboriginal spirituality is not a religion but a variety of life stances that are open to change based on evidence and reason.
This article began with the suggestion that curricular indigenization to Amerindian cultures will necessarily involve the rooting of modern conceptual thought to earlier cultural constructs in a process of directed evolution. Figure 3 demonstrated how the medicine wheel can be used to illustrate modern conceptual thought in counseling and psychotherapy. Just as it is possible to use the concept of the medicine wheel without attempting to enforce a particular world view, other themes in aboriginal spirituality may be referenced without reifying a particular set of practices and beliefs. Berry (1999) found that a relationship with the land such as being able to hunt, trap, fish, and go berry picking was generally important to the spirits of Inuit, Amerindian, and Metis peoples. It is not necessary to script a particular way of interacting with the land. For example, Robertson (2015) reported on a successful community development program that included Christian indigenous elders taking youth out into the Precambrian Boreal Forest of northern Canada to learn survival skills. In the author’s private practice as a counseling psychologist, it is sometimes suggested that clients consider spending time on family “traplines,” an area traditionally used by a family for the purpose of trapping fur-bearing animals. What the clients do on their trapline that is therapeutic is individualized.
From a holistic perspective, both the student counseling services and curriculum offered by an educational institution are part of a common institutional culture. The indigenization of one cannot be successfully accomplished in isolation. While this article drew on an exemplar involving counseling practice, it is an exemplar with implications for curriculum development. Both involve opening minds to new possibilities. The individual agency implied by such education is not incompatible with cultural grounding:
A relativist position that all cultural tenets are of equal truth or value serves to nullify the cognitive revolution; however, the capacity to take an objective stance can be applied to the interpretive understanding of textual and oral tradition. We hold that it is possible to be inclusive of cultures even if their basic texts are contradictory, provided the process is of being challenged by tradition and working to adopt it in the manner appropriate to one’s own historical circumstance and in preparation for the pluralistic situation of living with other people. (Robertson et al., 2020, pp. 22–23)
The challenge discussed here involves the application of the medicine wheel concept to modern knowledge. As has been noted, the reified Medicine Wheel has already been used to illustrate the concept of race, but inaccurately. It is common in anthropology to note that genetic interchange through population movements over the last hundreds of thousands of years has ensured that there are no human sub- species or races (Lewontin, 2006; Livingstone, 1993; Templeton, 1998). The notion that there is only one race (the human race) could be illustrated by a wheel without divisions. Discussion of the more traditional view that there are three races, Mongoloid, Caucasoid, and Negroid (Nei & Roychoudhury, 1974; Rushton & Ankney, 1993), could be illustrated by dividing the wheel into three with major sub- divisions (e.g., most South Asians and Middle Eastern people are classified as Caucasoid in this system) noted within their respective places in the wheel. The more nuanced view that there are seven races (Edwards, 2003; Miele, 2002) could be similarly illustrated. Boundaries between racial categories could be made diffuse to indicate that racial demarcation is largely arbitrary with no one characteristic common to any race.
It has been customary to think of the medicine wheel as representing four directions, but in a three-dimensional world, there are six. The directions of “up” and “down” could be illustrated by adding a line, perpendicular to the two-dimensional directions, at the center of the wheel. The resultant “medicine sphere” could be used to illustrate numerous three-dimensional concepts in nature. The addition of movement to this sphere could be used to illustrate the fourth dimension of time and some of the effects of relativity. It is contended that linking such modern concepts with historical processes will aid in the internalization of both.
The ultimate objective of both counseling and education is the development of informed logical and critical thought allowing the individual to seek an objective stance relative to received tradition. Failure to ground such skills in indigenous cultures will make their transmission feel assimilationist and foreign. This article has explored the use of the concept of the medicine wheel as one bridge linking indigeneity with modernity. It is hoped that this exemplar will con- tribute to the development and use of other markers of aboriginality in education and counseling.
This article received support from Humanist Canada.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
The author(s) received no financial support for the research, author- ship, and/or publication of this article.
In this article, the terms aboriginal and indigenous are used to reference people, things, and ideas that were commonly pres- ent prior to colonization or modernity. The terms are not capi- talized when used as adjectives but are capitalized when used as part of a proper noun. The reason for this convention will become apparent in the subsequent discussion distinguishing between Aboriginal Spirituality and the more generic “aborigi- nal spiritualities.”
Much that was indigenous to the Americas, such as foods (potatoes, corn, bison, beans, and turkeys), pharmaceuticals (aspirin, coca, peyote, and quinine), industrial products (rub- ber), clothing (moccasins), transportation (canoes, toboggans), and habit-forming substances (tobacco, chewing gum), have been appropriated into the general culture.
Adair (2006) was talking specifically about a need for a psy- chology indigenous to Canada and not a psychology indig- enous to people aboriginal to Canada.
Half a century ago, an indigenous Cree lawyer (Wuttunee, 1971) predicted policies of cultural reification pursued by Amerindian leaders of the day would result in impoverished communities dependent on increasing levels of govern- ment largess. That prediction has been realized (Helin, 2011; Richards & Scott, 2009).
This was actually the second European colonization of the North West with the first involving participation in the fur trade by its aboriginal inhabitants in a direct relationship with Britain. Canadian expansion involved the development of the North West as an agricultural and industrial hinterland (see Innis, 1930/1970; Ray, 1974; Robertson, 2015).
This was the second time the Canadian government attempted to end the Indian Residential Schools program. An earlier attempt to do so in 1907 was reversed subsequent to a successful lobby by western churches and Amerindian chiefs (Woods, 2012).
During the 1960s, the provincial authorities reluctantly took over responsibility for Indian child welfare, but they did not have sufficient foster or adoptive parents of indigenous ancestry to meet the child welfare need. The Federation of Saskatchewan Indian Nations (FSIN) viewed student place- ment at residential schools preferable to “adopting out” to non-aboriginal parents. A two-step process resulted in the transfer of authority for these schools to those Indian bands that contributed to the student population with Indian authori- ties first administering the physical plant. This development was not divorced from child welfare. As Director of the Health and Social Development Commission for FSIN, the author oversaw the development of a document titled “Indian Control of Indian Child Welfare” that paralleled the earlier docu- ment “Indian Control of Indian Education.” Indian Child and Family Service (ICFS) agencies were developed on each band replacing provincial child welfare services during the 1990s. While, officially, the last Indian Residential School in Canada closed in 1996, in 1999 the author completed psychologi- cal assessments of students at a facility offering a residential school program identical to its earlier mandate, but it was now called a “child welfare” facility. The ICFS agencies in northern Saskatchewan had given themselves each a quota of children to be sent to this institution that was still popularly known as the Prince Albert Residential School.
When provincial funding for school districts with fewer than 1,000 students was compared with federal per capita funding, the per capita advantage enjoyed by Amerindian educational authorities shrank to $2,547.
Working from a critical postmodernist perspective, Strong (2002) declared science to be a “white, male way of knowing” and that “truth” is something arrived at through the “discourse of knowledgeable people” (p. 3). In advocating the use of the reified Medicine Wheel, Dyck (1998) declared that “western science” was devoid of spirituality and creativity, and that people recognized as knowledgeable in presenting traditional teachings should be recognized as authoritative . In contrast, science is a process of learning about an independent reality by reducing subjective bias by using hypothesis testing (Bhaskar, 1975; Bloom & Weisberg, 2007), or as Wilson (1999) said, “Science . . . is the organized, systematic enterprise that gath- ers knowledge about the world and condenses the knowledge into testable laws and principles” (p. 58). The idea that there is an objective reality that may be discerned through careful observation predates Europe’s “scientific revolution” by about 2 millennia and is cross cultural (Robertson, 2020). Therefore, the idea that people from so-called collectivist cultures cannot be objective is suspect.
This is from personal communication with Cree elder Ernest Tootoosis, Poundmaker Indian Reserve, 1971. This advice has since been repeated to me by several aboriginal elders and is aligned with the Iroquoian “Two Row Wampum” teaching that the “Redman” and the “Whiteman” will paddle in separate (but parallel) canoes and that if someone tries to have a foot in both canoes, “there will be a high wind and the boats will separate and the person that has his feet in each of the boats shall fall between the boats . . .” (Onkehonweh as cited in Widdowson, 2013, p. 341). Other elders may have different understandings.
In this article, “Aboriginal Spirituality” (upper case) is a proper noun referencing a faith-based belief system (see Robertson, 2014b). The term aboriginal spirituality when lowercased ref- erences older beliefs that included supernatural attribution, but was nonetheless evidence based and thus open to change.
During the early 19th century, many Cree bands, in alli- ance with a Siouxian people called the Assiniboine, invaded the northern plains of North America. These “Plains Cree” adopted many Siouxian “buffalo culture” practices such as powwows, sun dances, and horse dances. The Cree remaining in the woodlands did not adopt these practices but, as Poliandri (2011) and Waldram (2014) have noted, Great Plains cultural practices have become increasingly identified with Aboriginal Spirituality across North America.
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A consortium of humanist individuals and organizations has begun to work collaboratively and cooperatively to express concern to the Canadian government regarding what they view as a discriminatory oversight (we prefer the term omission) of certain categories of people from the Canadian response to political change in Afghanistan. Particularly, the consortium has expressed concern for Canada’s failure to specifically include atheists, agnostics, humanists and other apostates from its list(s) of categories of those who are vulnerable and may qualify for Canadian assistance. Following is a statement by the consortium.
Statement to Address Discriminatory Oversight in Canadian Special Humanitarian Assistance Program for Afghan Nationals
October 4th, 2021
The tenuous and dangerous living circumstances in Afghanistan following the nation’s fall to the Taliban are dire for many of its citizens, especially atheists and other apostates. Humanist, atheist, and agnostic organizations in Canada represent a diverse group of people who believe that each of us has the responsibility to give meaning to our own life. Those citizens finding meaning in rethinking and rejecting the idea of supernatural entities, including gods, must be as respected as religious believers. In the spirit of the universalism of secular humanism, a consortium of Canada’s many humanist, atheist and agnostic organizations have come together to urgently call upon the government to ameliorate a grave error in the Special Humanitarian Assistance Program for Afghan Nationals.
you don’t have a durable solution in a third country
This group will include people such as
human rights advocates
journalists and people who assisted Canadian journalists
persecuted religious minorities
immediate family members of one of the above
You may be eligible for this program if you’re an extended family member of someone who helped the Government of Canada and has already been resettled to Canada.”
The language used in this policy that exclusively designates eligibility based on membership in a persecuted religious minority group explicitly discriminates against those persecuted on the basis of their non-belief and atheism.
Atheists and apostates from Islam in Afghanistan face extreme danger and this serious risk should be neither overlooked nor dismissed. It is well established that the classical punishment for apostasy in Islamic jurisprudence is death. Senior Taliban officials have recently announced their intention to impose strict traditional Sharia (Islamic law) punishments, including execution and the amputation of hands. Thus, the safety of all apostates and non-believers is of the utmost concern.
This policy’s highly restrictive current language fails to meet Article 18 of the UN Universal Declaration of Human Rights, which enshrines the observance and promotion of “freedom of religion or belief.” The government of Canada is also failing to fulfill its responsibility as a party to the United Nations 1951 UN Refugee Convention, which describes refugees as those who are “unable or unwilling to return to their country of origin owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership in a particular social group, or political opinion.”
Our collaborative endeavour urgently calls upon the government of Canada to immediately issue a clarification of its Special Humanitarian Assistance Program for Afghan Nationals, to explicitly include non-religious Afghan atheists, humanists, and agnostics.
The above statement is supported by the following organizations and individuals:
Abdullah Sameer, YouTuber & Blogger, Friendly Ex-Muslim, & Previous Founder, Light Upon Light and Verse By Verse Quran
Ali A. Rizvi, M.D., Author, “The Atheist Muslim”, & Co-Host, Secular Jihadists for a Muslim Enlightenment podcast
Andy Blair, Founder & Chair, Ubuntu Canada Refugee
Armin Navabi, Founder, Atheist Republic, Author, “Why There Is No God: Simple Responses to 20 Common Arguments for the Existence of God”, & Co-Host, Secular Jihadists for a Muslim Enlightenment podcast
Prof. Arthur Schafer, Founding Director, Centre for Professional and Applied Ethics, University of Manitoba
Christine Ball, Co-President, Ontario Humanist Society
Christopher DiCarlo, Ph.D., Philosopher, Founder, Critical Thinking Solutions, & author of multiple titles including, “So You Think You Can Think? Tools for Having Intelligent Conversations and Getting Along”
David Rand, President, Libres penseurs athées — Atheist Freethinkers
Diane Bruce, Director, Centre for Inquiry Canada, & Branch Manager, Centre for Inquiry Canada — Ottawa
In our search for interesting, challenging and critical perspectives on contemporary humanism, we occasionally find organizations and activities that we think humanistfreedoms.com readers may enjoy. The “New Enlightenment Project” caught our eye (particularly the blog section of the organization’s website which features a growing library of articles and discussion) and we asked this new organization’s President, Dr. Lloyd Hawkeye Robertson to tell us more. (Note that bold features are ours and may not coincide with any emphasis that Dr. Robertson might prefer.)
1) What is the New Enlightenment Project and why did you (the organizers) create it?
The New Enlightenment Project was established with three objectives. First, we aim to provide education on the enduring qualities of reason and compassion which define humanism. Second, we affirm that the application of humanist values that flow from a stance firmly rooted in reason and compassion will necessarily change over time. One forum for accomplishing this, for example, is provided by Humanists International and their initiative to amend the Amsterdam Declaration of 2002. This process of updating is part of the “new” in the “New Enlightenment.” Third, since there is no deity that can give us the final word, we must depend on each other honing our knowledge through open discussion and free debate. We provide that forum.
2) How will NEP be different from other humanist-branded organizations? What will NEP do that others aren’t already doing?
The NEP is inclusive. We recognize that there is a wide range of opinion within humanism and that humanists often have differences in focus. But we also believe that we need a venue where humanists can have difficult conversations about controversial topics. Humanist Canada had such an open discussion group which they shut down last year. They then engaged in discussions with the Centre for Inquiry – Canada about creating a joint open discussion forum, but they have been unable to create such a forum. In the meantime, NEP has created two such forums, one on our website and one on Facebook, and these forums are open to everyone. To our knowledge, we are the only humanist organization in Canada providing this opportunity, and we invite all humanist organizations to embrace this initiative.
3) What does NEP see as the top priorities for humanism and humanists now and in the coming years? Within Canada? Globally?
There are many contemporary issues of concern. One of our top priorities is to come to terms with indigeneity in a postcolonial world. There are those who consider themselves to be allies of the descendants of the colonized who call science and reason “Western” and who promote “other ways of knowing.” When you think about it, this position is quite racist. It is saying that science and reason belong to Europeans and their decedents. Further, it is patronizing to suggest that faith based “other ways of knowing” is somehow equivalent to the enlightenment afforded by empirically verified research. Humanists need to come to terms with how these fundamental values can relate to traditional indigenous cultures. To help accomplish this the NEP participates in an Aboriginal Circle aimed at combining aborigineity and humanism.
There are other injustices that are worth fighting against. For example, with the recent Taliban takeover of Afghanistan we are witnessing the re-imposition of Medieval practices that include beheadings and the use of amputation to enforce religiously based authoritarian laws. We are part of a coalition of humanist groups raising public awareness and lobbying for government recognition and support of humanists, atheists and apostates as refugees. While this hearkens back to the original Enlightenment that concerned itself with replacing feudal structures, we must contend with modern economic forces that can also bring injustice.
I think humanists also need to also celebrate the achievements our movement has helped produce. Secularism is on the rise. We have achieved fantastic gains in combating racism and sexism. We need to continue to fight injustice while being wary of beliefs that are anti-scientific and discourage open inquiry. Compassion, which is an essential part of humanism, must be extended to all.
4) What does NEP see as the greatest threats to humanism and humanists now and in the coming years? Within Canada? Globally?
Humanism is under attack. It was always thus. We recognize the primacy of human reason in generating knowledge about knowledge about reality. Religionists have maintained that human reason is faulty and we need guidance from a deity. Totalitarians like Martin Heidegger have argued that science and reason are faulty and we need guidance from a great leader or Fuehrer as to ultimate “truths.”
In Canada we have become quite effective in fending off the attacks of religious fundamentalists. Globally, however, we have to deal with religiously infused authoritarian regimes, particularly in the Muslim world, who harass, jail and even execute atheists. Our defence of these humanists and apostates is hampered by the attitude of some North Americans who should be our secular allies but who provide deference to Muslim authoritarianism under the notion that these authoritarians represent victims of oppression.
In Canada, humanists are facing attacks from these people who identify themselves as secularists as well as from religious fundamentalists. In an article that was published earlier by Humanist Freedoms I identified these secularists as the Woke. These Woke operate from the premise that objective knowledge is impossible and that even science and reason are “white, male ways of knowing.” We have been slow to recognize and respond to their challenge. The NEP aims to take up their challenge.
5) HumanistFreedoms.com attempts to present a portrait of contemporary humanism and humanists in its articles; how does New Enlightenment Project, an organization whose name seems to be focused on the past, relate to contemporary issues and reflect a contemporary humanism?
The Age of Reason never really ended and is responsible for the scientific explosion we still see today, but there are attempts to make it seem old, passe. But without the grounding provided by the Enlightenment, humanism ceases to be humanism. Respecting the dignity of the individual is impossible if the individual is denied. If there is no individual who can reason, then all knowledge must be granted by a deity or some analogous ideological structure. If there is no objective reality, then science, empiricism and reason are empty culturally sanctioned performances. Put succinctly, humanism is grounded on the idea that there is a reality that exists outside of ourselves and we can come to know that reality through careful observation.
The Enlightenment affirmed a capacity that was already present in the individual. In my book The Evolved Self, I trace the modern structure of the self that balances both individualism and collectivism back 3,000 years. Steven Pinker, in his new book Rationality states that the capacity to reason is much, much older than that, and while this is certainly correct, the self that did the reasoning and put meaning to the process has evolved. A new self that was volitional, continuous and uniquely felt evolved from the old, but it was almost immediately constrained by organized religions. The Enlightenment released those bonds for increasing numbers of mankind, and we have been living the Enlightenment ever since.
But social, political and cultural contexts continually change. We have problems such as global warming, overpopulation and globalization that were not present 400 years ago. While the original Enlightenment was concerned with replacing feudalism, the New Enlightenment must concern itself with recent global capitalism in the digital age and the rise of a new Woke educated aristocracy. The New Enlightenment uses the capacities that are already inherent in the self to amend and update humanism making it very contemporary. Those who would deny those capacities would return us to the Dark Ages.
In our search for interesting, challenging and critical perspectives on contemporary humanism, we occasionally find articles published via other venues that we think humanistfreedoms.com readers may enjoy. The following article was located on Equal Times on April 28, 2021.
It was a story that you could say caused a bit of a buzz. Bees ’arrest’ suspected burglars in Busia, screamed the headline of a March 2021 story from the Ugandan newspaper, the Daily Monitor. The article, which attracted much derision on social media, told the story of a burglar who appeared to find himself apprehended by a swarm of bees after the victim of the house he had broken into decided to seek justice via a witch doctor rather than the police.
In a country where there is a strong belief in the supernatural, such headlines are not uncommon. “Some traditional healers exploit the ignorance of the population,” says Kato Mukasa, a human rights lawyer and chair of the Uganda Humanist Association (UHASSO). “[There’s] a category that pretends to have spiritual healing powers. They cause a lot of mayhem.”
While belief in witchcraft is commonplace across the continent, Africa is also considered one of the most religious parts of the world. According to 2017 research from the Pew Center, by 2060, 42 per cent of Christians and 27 per cent of Muslims will live in sub-Saharan Africa. In October, openDemocracy reported that more than 20 US Christian groups opposing LGBTI rights, safe abortion access and sex education have increased their spending to the tune of at least US$54 million in Africa over the past 13 years.
Despite this, humanism – a philosophy and way of life that stresses reason and free inquiry and opposes theism and supernatural views among other characteristics – is making headway on the continent.
“In many African countries humanist groups and individuals are working to make the wider public rediscover their own African humanist tradition, the concept of Ubuntu [a Zulu word and pan-African philosophy which roughly translates to mean “I am because we are”], a secular and humanist framework for compassion, reciprocity, dignity, harmony, and humanity for the purpose of building and sustaining community with justice and mutual concern,” says Giovanni Gaetani, membership engagement manager for Humanists International (HI), the global body of the humanist movement.
When HI was founded in 1952, there were just five member organisations; now, there are more than 170 from 75 countries, including 10 associations in Africa. HI holds a general assembly annually and its World Humanist Congress normally takes place every three years. At a local level, humanist organisations hold physical and (increasingly since the pandemic) virtual meetings for participants to learn and exchange ideas, to allow like-minded people to meet up, and to carry out voluntary work.
“New and emerging humanist organisations are sprouting all around the African continent, for example Humanists Liberia, Humanists Malawi and Secular Humanists Mauritius,” says Gaetani. And beyond humanism, secularism is also making its presence felt. Gaetani points to Sudan, which embraced a secular constitution in September 2020 after decades of Islam as the state religion. Meanwhile in Zimbabwe, the government has “taken strides to promote secularism despite the absence of an organised secular society,” according to Takudzwa Mazwienduna, a Zimbabwean-born humanist and author of the upcoming book A Vehicle for Progress, which looks at humanism in southern Africa, noting the government’s 2016 decision to ban prayer in schools and restrict religion to private spaces only.
Anti-atheist backlash, and advancing rights
While there has been some growth in the humanist movement in Africa, there has also been a backlash in some places, which is unsurprising given the stigma attached to atheism. “In Uganda and Africa, when a child is born, they are automatically inducted into religion,” says Dr Frank Mugisha, who despite being an LGBTI activist has been a Catholic “all my life”. “Atheism is rare and frowned upon so much in wider society,” he says. “To fit in, everyone has to belong to a religion.”
Nigeria – a secular country as set out in its constitution and where 49.3 per cent of citizens are Christian and 48.8 per cent are Muslim – has become the “epicentre of a new anti-atheist backlash,” particularly in the north of the country, according to Gaetani. The country’s most famous atheist Mubarak Bala, the president of the Humanist Association of Nigeria, will mark one year in jail on 28 April.
Bala was arrested at his home in the predominantly Muslim, north-western state of Kaduna before being detained in the neighbouring state of Kano over a Facebook post that authorities claim breached Nigeria’s Cybercrimes Act by insulting the Prophet Muhammed and being “provocative and annoying to Muslims.” Bala is the son of a prominent Islamic scholar whose family had him forcibly sectioned when he first renounced Islam and declared himself an atheist in 2014.
Despite his current detention, he is yet to be charged with any crime. His case had been adjourned until 20 April, but the hearing did not go ahead because of an industrial strike. James Ibor, who heads Bala’s legal team, says they are “exhausting all legal avenues” but are calling on the United Nations to impose sanctions on the Kano state governor and members of his cabinet. “We are also pressuring the UK embassy, the US embassy and the EU delegation in Nigeria, to get in touch with the government and put pressure on them over this,” adds Dr Leo Igwe, chair of the board of trustees for the Humanist Association of Nigeria, and a close friend of Bala.
Rare wins for Nigeria’s non-believers – who number between 50,000 to 100,000 according to Igwe, with only a tiny fraction openly declaring their beliefs – include holding Africa’s first humanist conference in 2001, and the recent launch of the non-profit Advocacy for Alleged Witches (AfAW) which uses the philosophy of humanism as a vehicle to save the lives of those impacted by superstition.
Humanists in Africa’s most populous country hold onto their beliefs, despite the dangers. Igwe has faced death threats for his support of Bala and he even had to temporarily flee his apartment. Femi (not his real name) lives in the south-western city of Ibadan and has been a humanist for nine years but says that he still does not feel comfortable going public with his beliefs. “It’s hard. Many of us get dumped by our romantic partners for being humanists,” he says, adding that his Christian mother would be “heartbroken” if she ever found out, although “that’s still better than the north [of Nigeria] where your family member may poison you for being godless.”
Igwe says that while he fears that there may have been an increase in witchcraft accusations in the face of the global public health crisis caused by Covid-19, the pandemic has shown that humanism is needed more than ever to strengthen rights and promote science. “Covid-19 has once again made it clear that superstition, paranormal beliefs and faith-based narratives offer us nothing in terms of our growth or progress in the face of diseases,” Igwe tells Equal Times.
For Amina Ahmed – the wife of Mubarak Bala, who is herself a humanist – humanism “can help women to stand up for their rights” and advance the cause of gender equality in Nigeria as “most women are being [metaphorically] caged due to religious beliefs.” For Roslyn Mould, former president of the Humanist Association of Ghana and the first African woman to be elected to the board of HI, humanism could be a crucial tool for wider gender and sexual emancipation across the continent. “As an African, humanism teaches us to decolonise our minds from dogmatic cultural and religious ways of thought that create divisiveness among our genders and diverse sexualities and hinders our development as a people. It is important that we drive equality, taking equity into account, on our continent amongst men and women.”
Flourishing in Uganda, despite the challenges
In the continent’s east, humanists are watching the Bala case daily. Africa’s humanist roots are firmly planted in Uganda. It was the first country to register a humanist organisation (UHASSO) in the mid-1990s and it is one of the few African countries to have a humanist organisation in every region. Still, according to various sources, less than one per cent of the Ugandan population describes itself as ‘without religion’, in a Christian-majority country within a secular state.
In 2014 a notorious act was signed into law to make homosexuality illegal, driven by foreign and local evangelicals, before being struck down, but religion continues to have a grip on Uganda. Bodies like the Inter-Religious Council of Uganda are still involved in politics and before the pandemic it was not uncommon for flamboyant prophets to commandeer packed megachurches.
But an increasing number of atheists are asserting their presence in the public space. Mukasa can often be seen on TV, while Robert Bwambale is renowned for founding the Kasese Humanist School, in the west of the country, where educators teach LGBTI and women’s rights, climate change and democracy.
Despite facing backlash – Mukasa’s car was set on fire and his workplace was vandalised, while Bwambale was the victim of a community smear campaign – humanists in Uganda won’t stay silent.
About 31 of the country’s groups, led by the newly formed Ugandan non-profit African Humanist Celebrant Network (AHCN), which trains humanist celebrants (someone who officiates non-religious marriage, funeral or other ceremonies) across Africa, are petitioning the Ugandan parliament to change the country’s Marriage and Divorce Bill to allow for humanist ceremonies. Apart from South Africa, humanist ceremonies are banned across the continent but Uganda’s humanists claim that the nation’s constitution contains protections against discrimination for non-believers, and argue that the ceremonies “give us a platform to show the world that it is perfectly fine to live a life without God”.
Unsurprisingly, there has been some opposition, with Bishop Jacinto Kibuuka, who leads the Christian Ecumenical Council of Uganda, vowing in December to draft an opposition petition, although nothing has happened yet. “Those voices who claimed same sex relations were a culture war by the West against Africa and the Church will re-emerge and cast humanist marriages as market entry for same sex marriages – precisely because they are non-denominational, promote free choice and individuality,” says Ugandan analyst Angelo Izama.
But whatever happens, Mukasa says the country’s humanists are here to stay. “When we registered our first organisation, there were very few people saying ‘I’m an atheist’. But right now if you follow our page online you would be surprised at the number of people saying ‘to hell with religion,’” says the activist. “We are eating into [religion], we are weakening it, even when [their followers] are making inroads we are making inroads too.”
It isn’t often that HumanistFreedoms.com expects to feature a job opening for a major architectural firm. We don’t even have a classifieds section! But we’ve come across something that we couldn’t overlook. According to Archinect, Selldorf Architects is searching for an Advanced Architectural Designer and a Project Architect. Not ready for “Wow!” yet? Keep reading.
What caught our eye was the job ad’s assertion that “Selldorf Architects is a 70-person architectural design practice founded by Annabelle Selldorf in New York City in 1988. The firm creates public and private spaces that manifest a clear and modern sensibility to enduring impact. Since its inception the firm’s guiding principles have been deeply rooted in humanism. At every scale and for every condition, Selldorf Architects designs for the individual experience. As a result, its work is brought to life–and made complete–by those who use it.” Sounds like a pretty good reason for any architect who happens to be a humanist to pay attention right?
How about Annabelle Selldorf’s 2018 essay Pressing for Evolution in the Field – (NewCities.org), when Selldorf advocated for greater equality in architecture, “For us to move forward as a society and within our architectural coterie we need to tackle the structures that seek to curtail women’s progress. This is both an issue of policy and individual responsibility. Ultimately, gender equality is an issue of humanism and respect. It is only until we eliminate the notion of “the other” that we will begin to truly achieve a fully evolved and equitable society. It is both an internal and personal endeavor to overcome our own biases as well as an external one to push for change within our field and broadly.“
And then there’s the amazing projects the firm has been involved in: The Frick Collection, Luma Arles, The Museum of Contemporary Art San Diego, Steinway HAll and one our favorites (see featured image) The Mwabwindow School in Southern Zambia, a project to increase education in rural Africa.
Firms like Selldorf Architects are helping to make humanism an exciting feature of contemporary society. Definitely a company that ought to make a humanist say, “Wow!” If you know an architect who happens to be a humanist – maybe the July 6 job postings we found are something they will want to hear about!
In our search for interesting, challenging and critical perspectives on contemporary humanism, we occasionally find articles published in other venues that we think humanistfreedoms.com readers may enjoy. The following article was published on February 22, 2021 on:
Year of the Virus: Understanding the contagion effects of wokism
Dr. Lloyd Hawkeye Robertson
The novel coronavirus had not yet been recognized when Yasmin Mohammed (2019) published her memoire blaming “Western Liberalism” for failing to protect her from forcible confinement and beatings she suffered as a child. Following an intervention by child welfare authorities, a Canadian judge acknowledged her suffering but refused to intervene in her parent’s “cultural (Muslim) ways.” Early the following year journalist Margaret Wente was removed from an honorary position with a Canadian university following a social media mobbing in which she was accused of being a racist and anti-feminist (Wente, 2020). “Due process” which would have allowed her to defend herself from the allegations was not given. In March, 2020, demonstrations spread throughout North America and into other continents following the death of George Floyd while he was in police custody in Minneapolis, USA. Systemic racism was assumed to be the cause. During the same year many schools and colleges in the United States ended achievement testing as a requirement for admittance, and employers paid for employee re-education sessions.
Pluckrose and Lindsay (2020b) named the movement behind these interconnected events “Critical Social Justice,” but this paper develops an argument that these events were influenced by an underlying social contagion that can be better understood as a mind virus. In developing this argument, it is first necessary to describe the “body” that may be infected by such a virus. The self is proposed as that body in the next section along with an evolutionary account of its development. In the second section of this paper I apply a model that allows us to recognize a mind virus to the modern cultural phenomenon of “wokeness.”
The self as a mental analogue to the body
The self is core to such psychological concepts as self-esteem, self-concept and self-empowerment. In this section, I describe how this evolved cultural construct became the paradigm of practice within the profession and how cultural units may attach themselves to this self. I discuss the historic tension between collectivism that gives definition to ourselves as a social species and the individualism inherent in a self capable of volitional planning and consciousness. I conclude this section by reviewing how we might determine this self has become infected by other units of culture that serve to appropriate the self’s resources.
Most current schools of psychotherapy emphasize individual choice with respect to personal development with the implication that selved individuals are making these choices. Classical behaviourists (Skinner, 1974) presented an alternative view that consciousness and the self that has it are unnecessary distractions preventing a scientific examination of behaviour. In keeping with this deterministic view, behaviourism focused on helping patients using classical and operant conditioning as opposed to cognitive processing. Behaviourism delivered impressive results in treating such conditions as depression, anxiety, alcoholism, trauma and conduct disorder, and in so doing, providing concrete evidence that we are a species whose behaviours are determined by genetic and environmental factors. Despite these successes, behaviourism failed to become dominant in the profession. As we shall see, this failure was grounded in a species-wide consensus on the mental attributes of humanness. Its successes, however, suggest a way that mind viruses could operate to undermine those attributes.
Thomas Kuhn (1970) described psychology as a “proto-science” for failing to develop a unifying paradigm that would take it out of the domain of philosophy and into the domain of science. Hutcheon (1996) identified three “formations” that potentially could have become such a paradigm: Psychoanalysis, genetic developmentalism, and behaviourism. She identified behaviourism as the most fruitful of the three; however, she concluded it failed “because it attacks the very roots of our cultural assumptions” (p. 261). These cultural assumptions include: 1) human beings have minds, 2) minds presuppose the presence of beliefs, and 3) beliefs are only possible if there is the notion of objective evidence by which we can determine truth.
Many academics have endorsed the determinist alternative to these cultural assumptions, that consciousness, free will and the self are illusions (Blackmore, 1999; Coyne, 2012; Cronin, 2003; DiCarlo, 2010), but the practice of psychotherapy has proceeded in the opposite direction. By the twenty-first century, even those who still called themselves behaviourists were talking about personal choices and cognitive distortions, thus sounding very much like the therapists who now called themselves cognitive-behaviourists. Classical behaviourism had encountered an already-established paradigm that humans are thinking animals with minds capable of logical consistency and rational evidence-based assessment. While a profession that is united by these notions could assimilate deterministic methods, it could not capitulate to a determinist ontology because to do so would undermine the foundational assumption of that we are thinking, rational beings.
A mind capable of having beliefs necessarily posits evidence for those beliefs–evidence that, in turn, presupposes a reality that the mind can understand. Moreover, a mind with the ability to assess evidence, independently and temporally, could not exist without self-awareness. But the self, defined by these capabilities, represents a relatively recent cultural adaptation (Robertson, 2020) that embodies a tension between individualism (with its sense of volition, uniqueness, constancy and reflectivity) and collectivism (with its sense of community, social interest, attachment and productivity). The two case studies that follow illustrate the self in map form, and how that self may change.
Therapeutic change to the self of two clients
“Suzie” (Robertson, 2011) had attempted suicide five times before I saw her. When established methods of treating suicide ideation failed to bring necessary results (cognitive behavioural therapy, Adlerian psychotherapy, narrative therapy, and Eye Movement Desensitization and Reprocessing), I suggested that we map her self to find out what was blocking treatment. We began by identifying units of culture that represented who she was. Each referent word, or meme, included connotative meaning, affect and associated behaviours. Using the idea that connotative, affective or behavioural similarities between memes could be represented as links, we produced the map in figure 1.
Few memes in figure 1 suggest individual volition or social interest. A meme labeled “depressed person” is central and attempts to remove it prematurely had destabilized the entire structure. We began to move or remove memes supporting the placement of “depressed person” as central while building a new core with a focus on social interest and volition. Suzie could now visualize a better self and accept evidence that it was true. Her suicide risk receded. She found achievement and recognition when she relocated to a new community.
When I presented this case study to a doctoral class, one participant declared that I was simply doing cognitive behavioural therapy (CBT). From that point of view, the map suggested cognitive re-framing, supplemented by behavioural “homework assignments.” These challenged negative memes such as “ugly” and supported a new “human rights” core. A narrative therapist in class disagreed, suggesting that memes provided the outline of a story, and I had helped my client write a better one. Actually, I began my career as an Adlerian psychotherapist. This anecdote illustrates that the self, as pictured here, is fundamental across psychotherapeutic schools of practice.
Figure 1: Initial self-map of a youth with suicide ideation, showing memes in relation to each other
About a decade after I worked with Suzie, another client, “Olivia” came to me with symptoms of PTSD after being raped by a friend during a night of heavy drinking (Robertson, 2016). After a month of CBT-informed treatment, she was able to return to work. Nonetheless, she acknowledged a personal history that included failed relationships, alcohol abuse and the loss of child custody. She asked for further psychotherapy, focused to become a better decision-maker. We began by developing the self-map represented in figure 2.
Figure 2: A self map of a woman suffering from post-traumatic stress disorder
The bottom bar represents the biological forces that sometimes triggered various clusters of memes labeled “imperfect,” “spiritual / fitness” and “social self.” Thick arrows represent the influence of her family, spouse and work on her self-definition. To the extent that biological and environmental forces control the structure of the self, we can say that it is “determined.” During the course of treatment, we were able to add or modify several memes in Olivia’s “imperfect self” giving her a more balanced identity. She developed a sense of empowerment and volitional control, both of which she used to maintain her commitment to behavioural change. She no longer defined herself as a depressed person, although she acknowledged that everyone experiences sadness and depression on occasion. She developed new associations between clusters that gave her the ability to choose to not ruminate on her deficiencies. We added a second bar, below the menu of emotions, to recognize her “psychological characteristics” such as intelligence, introversion and self-assurance.
Significantly, Olivia now found restrictive the very relationships that she had found to be supportive during her bout with PTSD. Her spouse now accused her of wanting to be better than him, possibly when she refused to join him on his drinking binges. Her employer refused to allow her enough latitude to make decisions on the job. Her mother would unexpectedly enter her house searching for the drugs that she assumed were stashed there. Olivia came to the insight that her spouse, employer and parents had not changed—but that she had changed. If she wanted to keep her newly minted self, therefore, she would have to move to another community. With the help of distance-counselling and some new friends, she re-established herself elsewhere and even negotiated new boundaries with her family.
A determined species unchained and re-chained
As can see from the examples of these two clients, the social environment is a powerful determinant of who we are. Determinists would say that psychotherapists, directed by their programming, overpower the other determinants that keep their clients’ old selves in place. Determinists would have more difficulty, however, in explaining why both clients chose to move to other communities without the advice of their therapist. To argue that therapists unconsciously push their clients in such directions requires the assumption of unseen forces. A simpler explanation would be that most of our decisions are determined but that, with hard work and mental resources, we can make decisions at variance from our memetic and genetic programming (Robertson, 2017a).
In The Evolved Self (Robertson, 2020), I argue that volition and temporal constancy combined with a more primal self as recently as the beginning of the first century BCE. Our sense of constancy, that we are in some important sense the same person over time, allows us to think about our selves in remembered events while considering how we might have influenced alternative outcomes. Using a similar mechanism, we can imagine our selves in the future and predict outcomes on the basis of available evidence. What constitutes evidence will necessarily, at least in the first instance, be learned. If having a better grasp of reality ultimately favours better outcomes then cultures will evolve in that direction. For example, the scientific method, which originated in post-Enlightenment Europe, has brought about a revolution in new knowledge. The method itself has been appropriated by most non-European cultures where “culture” is defined as current practices, values and artifacts.
Beliefs are possible only in the mind of someone who accepts that there is some way to differentiate truth from falsehood; and that implies an objective reality. To change a belief about oneself, one must first take oneself as an object that can be examined. Unfortunately clients cannot change who they are at will. Like Suzie, they often resist changing even dysfunctional selves. They need evidence to support desired changes; otherwise it feels as though they are merely play-acting.
The rejection of classical behaviourism by psychotherapists, despite its demonstrated efficacy, flowed from deeply held cultural assumptions about what it means to be human. The combination of behaviourism with cognitivism suggests a form of compatibilism, that the concepts of free will and determinism are not mutually exclusive. The ideal of free will became part of our self-definition flowing from culturally evolved changes to the self (Robertson, 2020). While assumptions of personal volition, continuity, and reason became the benchmark of what it means to be human, we do not always attain this ideal. Psychologists are in the business of teaching clients the skills that they need to approximate this self. To Sagan (1996) that ideal involved doing science: “Every time we exercise self-criticism, every time we test our idea against the outside world, we are doing science. When we are self-indulgent and uncritical, when we confuse hopes with facts, we slide into pseudoscience and superstition” (p. 27).
Taking the objective view, as is necessary in science, does not come naturally to the human species. Jaynes (1976) said pre-Homeric Greeks relied on pre-programmed cultural responses to triggering events and when an event occurred that had not been prepared for in their cultural programming they reacted in a random, sometimes schizophrenic way. After a study of early Egyptian hieroglyphics, Johnson (2003) concluded that the early Egyptians did not have minds, as we would now define the term. A simpler explanation is that they did not have the kind of self that we take for granted today.
The individualism that forms a part of what I call “the modern self” (Robertson, 2020) was a potential threat to the stability of pre-modern societies made up primarily of people with a different kind of self. Since the self is a culturally mediated construct, by controlling available memes, collectivist societies can limit the possibilities available for self-construction. Acceptance of such constraints can be supported by appeals to authority, particularly religious authority. The Axial Age of the first century BCE (Jaspers, 1951; Mahoney, 1991) produced major world religions that were concerned with regulating the self in some ways. Early Confucian thought dealt with the moral development of the self in relation to the collectivity infusing it with a sense of duty to ancestors (Wu, 2017). Hindu thought divided society into a series of castes with a full education available only to the Brahmin caste. The Buddhist doctrine of “no-self” required initiates to place themselves under the direction of masters who represent the Buddha himself. Like Judaism, Christianity, has held that people must renounce the self, because human reasoning is faulty and true knowledge is divinely inspired. These teachings are consistent with a hypothesis that while the presence of people who could engage in individual volition and planning were valued, their abilities needed to be regulated.
Although the medieval Roman Catholic Church encouraged the practice of science that was consistent with its theology, the Protestant Reformation coupled with the re-learning of classical Greek philosophy in the scientific Renaissance of the sixteenth century led to the Enlightenment that began with Descartes, Bacon and Newton in the seventeenth. This Enlightenment did not invent individualism; it proclaimed that the individualism already inherent in the self that allowed for the determination of objective reality was good. Since a healthy self also requires relationships with others in the form of social interest, collective identity and intimacy, this development did not spell the end of collectivism, and each “individualist” society has retained or created ways of expressing communal or group identification.
In The Evolved Self, I argue that the struggle between collectivism and individualism occurs, in the first instance, within each person’s self. I argue also that, for the most part, we remain the determined beings that we have been throughout most of our history as a species; but also beings with the capacity to reflectively reprogram ourselves by acting on reasons that matter to us as individuals. If we view this conscious self that is capable of such reflective thought as analogous to the body, then we need to consider that memes and meme complexes (which are not part of the self but nonetheless exist in culture) can be deleterious to it. These meme complexes would be analogous to viruses that can enter the body.
The emancipation of the self was not welcomed by everyone. People with functional selves face responsibility, after all, for their own well-being. They must realistically assess their circumstances, selecting those that would provide meaning and purpose, but also implement plans to assure their own happiness. My private practice is beset with clients who would rather place the responsibility for their own well-being on others. In his examination of totalitarian movements following World War II, Eric Hoffer (1966/1951) noted, “The frustrated follow a leader less because of their faith that he is leading them to a promised land than because of their immediate feeling that he is leading them away from their unwanted selves” (p. 110).
Building on the religious trope that our selves are inadequate, Martin Heidegger (1962) deconstructed science and reason by claiming that only one who is “Dasein” could know ultimate truth. “Dasein,” in Heidegger’s idiosyncratic usage, includes being present simultaneously in the past, present and future which only a few can achieve. He named himself and the fuehrer as Dasein. German psychologist Eric Fromm (1969) described the relationship between the totalitarian dynamic and the self:
There is the wish to submit to an overwhelmingly strong power, to annihilate the self, besides the wish to have power over helpless beings. This masochistic side of the Nazi ideology and practices is most obvious with the respect to the masses. They are told again and again: the individual is nothing and does not count. The individual should accept this personal insignificance, dissolve himself to a higher power, and then feel proud in participating in the strength and glory of this higher power. (pp. 257, 256)
It is frightening to consider that if Suzie had lived in pre-war Germany, a Nazi sympathizer could have suggested not only that she needed to accept her sense of personal insignificance but also that she could do so most effectively by identifying her self with glory of the Aryan race. Incorporating a new ideological or religious meme into one’s self, moreover, includes incorporating whatever attaches to that meme. In this example, Suzie would have felt Nazi militarism, anti-Semitism, and fuehrer worship as essential to her self. If both the Nazi and Suzie were caught in the same contagion, then we could say that one passed a mind virus to the other. In an earlier article (Robertson, 2017b), I listed four conditions necessary for diagnosing such a virus:
A mind virus will result in an observable change or transition in self-definition, one that is neither planned nor related to self-betterment;
The change must involve a diminution or negation of the modern self or its component parts;
The change must involve an appropriation of personal resources for the purpose of spreading the meme cluster in question; and,
The change is likely marked by considerable and uncharacteristic emotional valence.
Is wokism a mind-virus contagion?
The first section of this paper examined the structure of the self. I then proposed an evolutionary understanding of that structure and concluded with four conditions that are needed to satisfy a diagnosis of a mind virus that could be said to infect this self. Before applying those conditions to wokism in this second section, I define the term and explain why it is preferred to other labels sometimes used. Each of these labels are examined in turn: (1) postmodernism; (2) identity politics; (3) neo-Marxism; and (4) social justice (as a movement).
Postmodernism, the view that all knowledge is “socially constructed” and a product of power relationships, provides a method for the woke to attack and discredit competing beliefs. Objective evidence cannot be used to counter these woke beliefs since it is assumed that even science and reason amount to nothing other than a “white, male way of knowing” (Strong, 2002) and is, therefore, a conspiracy to oppress others. Tellingly, however, since they never deconstruct wokism itself, it cannot be said that it is completely postmodern. It is more like a religious faith, something postmodernists considered to be a grand meta-narrative.
Identity politics incorporates the tenet that that people are defined by the oppression that they have endured as members of their own races or other identity groups. Advocates do not apply this analysis to all groups. They describe Jews as white oppressors despite 2,000 years of anti-Semitic oppression. They describe East Asians as “honorary whites,” moreover, because in the United States these U.S. Americans are statistically ahead of actual whites on measures of academic achievement and income. Since identity politics is selectively applied, wokism cannot contribute to a general understanding of racism or oppression.
Most woke people identify with “the Left” and are sometimes referred to as “Neo-Marxists,” but postmodernism classified Marxism as a modernist “grand narrative” (Lyotard, 1984). Wokism appropriated Marx’s theory of class conflict where the “white race” is assigned the place of the capitalist or ruling class. By replacing Marx’s idea of class conflict with cultural warfare they ascribe class solidarity to one’s racial, gender or other assigned oppressed group. Thus, a black person who identifies with non-black workers might be accused of “false consciousness” which is, of course, a reversal of actual Marxism. Instead of striving to eradicate the capitalist class the logic of woke-Marxism would be to eradicate “whiteness” or “maleness.”
The social-justice movements that began in the 1960s aimed at eliminating barriers faced by members of disadvantaged groups. The goal of equal opportunity would permit people, irrespective of sex or racial background to advance on the basis of their motivation and ability. Wokism appropriated the rhetoric of social justice. But by insisting on equal outcomes, instead of equal opportunities, they have devalued merit and work thus reversing the original goals of the social justice movements.
Wokism represents an inconsistent application of various historical, and sometimes conflicting, conceptual paradigms. I now examine this movement for the four conditions outlined in the previous section for determining the presence of a mind-virus.
Condition One: Change in Individual Self-Definition
The form of identity politics, on which wokism relies heavily, gives high status to recognized victim groups—which is to say non-whites, non-heterosexuals and non-males. Moreover, it gives even higher status to people who are simultaneously members of several victim groups under the rubric “intersectionality.” Competition between victim groups for greater recognition rewards people for identifying and fixating on perceived grievances (Noor, Shnabel, Halabi, & Nadler, 2012). One study of university students (Gabay, Hameiri, Rubel-Lifschitz, & Nadler, 2020) identified an emergent interpersonal-victimhood personality type characterized by a pathological need for recognition, difficulty empathizing with others, feelings of moral superiority, and a thirst for vengeance. The study noted that those who have this personality type “lash out” when others question their victimhood or challenge their self-image of moral superiority. Increasing numbers of these self-identified victims create a culture of victimhood in which “the aggrieved actively seek the support of third parties as well as those that focus on oppression” (Campbell & Manning, 2014 p. 692). This culture of group victimhood is gradually supplanting a culture based on individual dignity.
Woke identity politics holds that members of the “white race” are collectively and innately oppressors, which makes them analogous to the capitalist or bourgeois class in Marxism (Campbell & Manning, 2014; Dovidio, Kawakami, & Gaertner, 2002; Pluckrose & Lindsay, 2020b). Because it is assumed, in wokism, that white males have benefitted from “privilege” both racially and sexually, they are not allowed to claim victim status even though they may be victims in many ways. Yet, white males are visibly active in the woke movement. I would expect their personalities and self-definitions to vary from those of other woke people. Here is a case study of woke white male personality based on my personal “lived experience” as a moderator of two humanist discussion groups in 2020.
The first discussion group was “open” in that any member of the group was allowed to post any article or topic providing they had not been previously banned from doing so. Although membership in the group varied between 1,500 and 1,600, active participants on any given post rarely numbered more than 20 except for the most controversial ones. Wokists were active on most controversial posts, and most of these activists were, judging from their profile pictures, white males.
When I actively began to moderate this group, I found woke members swearing at people who disagreed with them, calling them racists, “alt-righters,” and “white supremacists.” The woke members frequently suggested that the moderators should ban such people for not being true humanists. I scrolled through the relevant conversations and found that no one had posted anything that advocated racism or white supremacy. I developed a set of rules to encourage civil discourse and announced that I would delete posts that expressed hatred toward any person or any group. I announced that name-calling would be considered a form of expressed hatred.
“Bill” was probably already angry with me for deleting a post in which he called someone “a racist piece of shit” for suggesting that the authorities should not remove statues of Canada’s first Prime Minister, Sir John A. Macdonald. Macdonald, who gave Amerindian people in Ontario the vote and provided food to ward off starvation, also contracted with four Christian denominations to provide education. Malnutrition, physical and sexual abuses were subsequently found in many of these Indian Residential Schools. I suggested to Bill that Macdonald should not be judged for events that occurred without his knowledge well after his death. His reply was that I was “completely without conscience” and that I favoured “raping and torturing children.”
In a second humanist discussion group, a Humanist Canada board member posted an article about a woke mobbing of a retired professor who had suggested there should be limits to abortion. The woke demanded that this professor lose his emeritus status at McGill University in Montreal, Canada, but the board member suggested that humanists need to fight for the freedom of speech of those even with whom we may disagree. “Jason” replied:
I don’t want anti-choice misogynists to have a platform. Voltaire’s quote you used is nice when you have the privilege to utter it, but it doesn’t mean much to oppressed and marginalized voices to know that their oppressors will continue to get a seat at the table because of some bizarre equivocation around free speech.
Within wokism, Bill and Jason are powerful white males who are assumed to have “voice” and a duty to speak for recognized victim groups whose “voices” are “oppressed and marginalized.” Disagreement with some aspect of a woke narrative identifies oppressors who are to be confronted by the special-status white males. At any point, however, a member of a victim group could find their voice and accuse those who have adopted a saviour role of patronizing them. I observed this in the open humanist discussion group. A board member had created a post with the theme “trans rights are human rights.” A transperson accused the board member of using trans issues to further a political agenda. The member both apologized deferentially and explained, without evidence, that humanists had been posting many transphobic statements which is why his post was needed.
Members of the woke movement who are also members of victim groups and who adopt a personality type consistent with woke narratives will assume a posture of moral superiority. Woke advocates who are white males can forestall negative intervention by these morally superior people by vigorously pursuing attacks on the non-woke coupled uncomplicated by nuance or compromise. We also need to consider the psychological benefits whites may obtain from a process Rene Girard described as “scapegoating” (Girard, 1989). Wokism has labeled whites to be an “oppressor race” with all members presumably guilty of benefiting from this oppressor status. White woke can temporarily transfer this guilt to a named scapegoat who then takes on the sins ascribed to this race. We have seen this process in the example of John A. Macdonald in Canada, attacks on Winston Churchill in Britain and on the founding fathers in the United States. As we will see in the subsequent discussion of woke mobbing, the process of scapegoating can be applied to anyone but in all cases it can only provide temporary psychological relief. While white males are more likely to be selected as a sacrificial scapegoat, as the sacrificial crisis becomes more severe categories start to break down and the actual victim selected by mimetic violence could be anyone. During the height of the sacrifice, it will seem that the victim is to blame for everything.
As can be seen from the foregoing, wokism has the effect of assigning specific personality characteristics to identity groups. While it may be that some people enter the woke movement with such personalities already expressed, the internal logic of wokism pressures individuals to conform to the personality assigned to their particular status.
Condition Two: Diminution of the Modern Self
The first section of this paper outlined how a healthy modern self includes the capacity for relationships with others in the form of social interest, collective identity and intimacy as well as more individualist aspects such as volition, uniqueness, continuity and reason. Combined, this self allows for the objective investigation of external reality. A negation of either our collectivist or individualist qualities would diminish this capacity.
In the humanist discussion groups that I monitored, woke members dismissed as racism or “transphobia” scientific research into the heritability of intelligence and rapid onset gender dysphoria. In doing so, they rely on the critical-social-justice trope that all knowledge is a function of power and is perpetrated by oppressive “discourses.” There is, of course, a contradiction in this argument in that if there is no objective reality, as has to be the case where what is taken as knowledge is a function of power, then there can be no basis to believe that critical social justice is true. In this, the woke are similar to Heidegger who also put limits on science and reason but advocated a “higher authority” to inform the masses as to ultimate truth. The woke present themselves as that higher authority.
A functioning society is impossible if everyone were to uniquely determine their own subjectively held individual realties. If objective knowledge is impossible, then an alternative reality acting in the place of a Dasien must be imposed on non-believers. Free speech is irrelevant in arriving at truth if truth is determined by that higher authority. Indeed, free speech, in such circumstances, is potentially dangerous for allowing other understandings of reality to compete for the minds of those who are to be led. Therefore, the woke have journalists fired, have books and articles withdrawn from publication, “de-platform” speakers, and have professors fired for replacing ideological orthodoxy with heresy. The woke accuse those who fail to conform to their “reality,” of racism, sexism or a host of new “phobias” that no psychologist would ever diagnose. All this is done in the name of those who allegedly lack “voices.”
The voice of former Sacramento Kings broadcaster Grant Napeer was also silenced. Asked his opinion of Black Lives Matter, he said that “All lives matter, every single one.” In an apology, he stated that he had never imagined how the phrase could be offensive to anyone. He was fired on June 2, 2020. Anyone who believes that all lives matter, of course, cannot be racist, but people to whom the woke had given this label had chanted the phrase at counter-demonstrations. As a sports broadcaster, Napeer could be forgiven for not knowing this history. Entertainers, writers and politicians have also been forced to apologize for uttering this anti-racist sentiment. On October 8, 2020 an aboriginal Inuit cabinet minister, Patterk Netser, was removed as housing minister in the territory of Nunavut after posting “all lives matter” on his Facebook page.
The woke list of proscribed phrases includes “sexual preference,” “colour blind” (when referencing racism), “not racist,” and “sex change.” New words such as “intersectionality,” “heteronormativity,” “cisgender,” “microaggression” and “LGBTQ+” are de rigueur. Old words and phrases, moreover, take on new meanings. During the 1970s, for example, “systemic racism” was used in connection with organizational policies and practices that resulted in discrimination. The Royal Canadian Mounted Police (RCMP) during that era had a policy that police officers had to wear a standard issue hat. The effect of that policy was that devout Sikhs, who wear a turban, could not become police officers. That policy was changed. A policy of racially profiling people to be stopped to be searched would also be an example of systemic racism.
In June 2020 RCMP Commissioner Brenda Lucki said she had looked at her organization’s policies and procedures and could not find any examples of systemic racism. The prime minister’s office, using a different definition, forced her to recant her views. This more recent woke definition of systemic racism is that if there are differential outcomes, for example in arrest rates, then systemic racism must be the cause.Such a simplistic analysis ignores the need to research complex socio-economic factors that could lead to a higher crime rate over which the police have no control.
The picture that emerges is wokism as a kind of filter, an overlay on actual events. Because we think primarily in words when interpreting events, the woke emphasis on language and language policing is an attempt to force the general public to accept the interpretations this filter produces. Thus, wokism is not merely about restricting freedom of speech, it is about restricting freedom of thought. In trying to control, restrict or inhibit our ability to reason, wokism diminishes these very capacities of the self returning us to a form of pre-Enlightenment collectivism. From this perspective, wokism is not revolutionary but reactionary.
Condition Three: Appropriation of Individual Resources
When a woke participant in one of my humanist discussion groups amended his comments after others had already responded, I viewed it as a personal idiosyncrasy. After three participants did the same thing, however, I took notice. These actions pointed to a psychological means by which wokism appropriates time and resources.
The term “woke” originated as a self-referent by adherents of this odd mixture of postmodernism, Hegelianism, Marxism, “social justice” and religion. Appropriated from African American slang, it represented a slur against those who were not sufficiently “awake” to accept their belief system. Like early Calvinists, who believed that they are predestined to join the “elect” and end up in heaven but still needed to continually demonstrate their piety as a way of proving their claim, the woke need to continually demonstrate their superior insight. In this example, they did not need to change the record to help the unwoke, with whom the conversation had already ended, but to demonstrate to other woke who might come across that record that they are indeed one of the elect. In “cancel culture” individual posts and records are examined dating back decades so that enemies of wokism can be eviscerated and publically shamed. This results in an impulse for woke advocates to not leave any record that might imply they are not sufficiently woke.
One can display one’s woke virtue by participating in internet and media mobbing. In November 2019, Don Cherry, a sports broadcaster who had been baiting liberals for decades on his Hockey Night in Canada program, decided to promote Canada’s Remembrance Day tradition of buying poppies to support programs for veterans. He lamented that no one from Toronto was buying poppies anymore and opined, “You people, you love our way of life, you love our milk and honey, at least you can pay a couple bucks for a poppy or something like that.” Within two days, the Canada Broadcast Standards Council received so many complaints about Cherry’s “racist” comment that their website went down. But this was not a popular public reaction. Only those using the woke mental filter can see racism in a request to buy poppies. Because the woke were not politically predisposed to watching Cherry in the first place, it is unlikely that many of those who complained actually listened to the program. But Cherry lost his job.
Another venue for virtue signalling involves participation in anti-racist demonstrations. Not all members of Black Lives Matter (BLM) are woke, but those who are, given their allegedly superior understanding, try to occupy its leadership positions. Within three days of the killing of George Floyd by police on May 25, 2020, BLM demonstrations occurred in at least 30 U.S. American cities and others around the world. Eight thousand protesters demonstrated in Portland, Oregon, on May 28. Rioting that included breaking store windows, looting, starting fires, and hurling projectiles at the police began the day after. A pattern of peaceful demonstrations by day and riots by night soon solidified. “Riots,” in this instance, were planned in advance. On Facebook and Twitter, the rioters found locations, times and instructions. They were provided food, medical attention, gas masks and shields to protect them from rubber bullets and tear gas. They were armed with modified lasers, fireworks, clubs, hockey sticks, hammers, and in one case, a chain saw.
Portland city council responded to demands to defund the police by cutting $15 million from its police budget in June. On July 2, several federal policing agencies arrived in Portland to protect federal buildings and monuments. On July 15, Mayor Ted Wheeler said that the federal “troops” were responsible for provoking the violence and demanded their withdrawal. On July 18, rioters broke into the Municipal Police Association building, setting it on fire. On July 30, the federal police were withdrawn. Except for serious offences, rioters went free without bail. According to reporter Andy Ngo, some rioters were charged and released as many as five times.
In August, Wheeler stated that President Trump had caused the riots through his policies. On September 10, in keeping with the demands of protestors, Wheeler banned the use to tear gas by police. Trump was defeated in November, but the riots continued. Following a riot on New Year’s Day, 2021, Wheeler stated that his “good faith efforts at de-escalation have been met with ongoing violence and even scorn from radical Antifa and anarchists.”
Real revolutions are led by real revolutionaries who believe there is an objective reality outside of themselves, and they use that reality to plan. Violence in their world is connected to goals. It may be difficult but not impossible to negotiate with these realists. But Wheeler could not deal with people who have rejected the realist approach. A virus does not recognize compromise, only an opportunity to grow. From a viral perspective, that is what Wheeler provided with his various appeasements. Not that they would thank him. A woke group assaulted him in a Portland restaurant on January 6, 2021.
In this section I outlined a psychological mechanism explaining the extreme attention to detail exhibited by woke in making their presentations. I also reviewed part of a massive social upheaval that is only made possible through a substantial time and financial commitment by woke. Those woke who participate in riots are also risking their physical well-being. It is clear from this account that wokism involves the appropriation of considerable personal resources.
Condition Four: Emotional Valence
Wokism is a morality play involving an epic and enduring struggle between the forces of good and evil. In this respect, it resembles a fundamentalist form of religion. As Eric Hoffer (1966/1951) noted following World War II, “A mass movement can get along without a god but not without a devil. An abstract devil won’t do, it must be tangible. This is why Christians must demonize and dehumanize opponents.
In True Believers, Hoffer (1966/1951) described a subset of people in each religion or ideology who cannot accept the idea that others, with very different beliefs, could have an equal claim to goodness. Minions of the devil in wokism are given names such as “alt-righters,” “racists” and “gender traitors.” But few people actually advocate white supremacy, support racism, or see themselves as traitors to their own genders. Wokists try to resolve the resultant cognitive dissonance by declaring statistical evidence itself to be a product of racism and by resorting to what Nathanson and Young (2006) called “linguistic inflation.” We have already discussed how calling on people to buy Remembrance Day poppies was seen as the hate crime of “racism.” The linguistically inflated hate crime of being a gender traitor was illustrated with an article by a transwoman posted on the “open” humanist discussion group previously mentioned. The article describes J.K. Rowling’s view that sharing safe spaces between women and transwomen is threatening for women as “overblown.” The author conceded, however, that some predatory men could potentially use their access (as transwomen) to gain access. She recommended that trans and feminist communities should negotiate a solution. A fellow moderator deleted the article on the grounds of “hate speech.” If suggesting even negotiation makes one a “gender traitor,” then any deviation at all from woke dogma is tantamount to complicity in evil. This cynical mentality creates a problem for woke people, because conventional wisdom necessarily changes over time. With no central organization to define or authorize such change, woke people protect themselves from internal criticism by being hyper-alert and over reactive.
Compassion and social interest are likely the initial factors by which the woke memeplex attaches itself to the selves of most woke people. But the driving force behind their activism flows from a moral panic—which relies on the assertion that evil people, who must be stopped, are bent on oppressing others. A similar moral panic emerged in 1966 as the Chinese Cultural Revolution.
China’s policies had produced economic failure and widespread famine. A cadre around Chairman Mao Zedong concluded this was the fault of “bourgeois elements” in industry, in government circles and even in the Communist Party. Believers conceded that many of these people were unconscious of their revisionism. Mao organized idealistic students, his “Red Guards,” to save the revolution. They began by revolting against their respective schools and cancelling classes. When huge demonstrations failed to produce the desired change, they began rooting out the evil, identifying members of the “bourgeoisie” by their lifestyle, use of language, family backgrounds, and how well they applied Chairman Mao’s “little red book” of quotations. The Red Guards publically humiliated offenders, who typically lost their jobs. Mob violence was common and killed many people. Academics and intellectuals ended up in remote “re-education camps.” Vandals destroyed books, statues, monasteries, museums and anything associated with “old culture.”
Moral panics in the United States and Canada show some affinity with wokism. Even though almost everyone agreed in the 1920s that drunkenness was a problem, the Prohibition movement claimed that even a little alcohol was evil. Despite good intentions, Prohibition was a windfall for criminal gangs. And with the authorities confiscating alcohol, it became logical to quickly drink all one had resulting in an upsurge in binge drinking.
Fear of communism drove the McCarthyism of the 1950s. Associates, friends and relatives reported on each other to the House Un-American Activities Committee, which made sure that suspected communists were publicly humiliated and lost their jobs and that those who refused to cooperate spent time in jail. The Satanic abuse and sexual abuse scares of the 1990s, aided by the dubious science of Repressed Memory Syndrome, resulted in lost jobs, broken families and many innocents in prison. These North American moral panics intended to change culture in some ways, but they did not require a diminution of selves and thus would not satisfy the definition of a mind-virus used here.
Wokism meets the four criteria used for identifying a mind virus. Because those criteria include the diminution of the self, it should not be surprising that wokism is heavily deterministic. By controlling the outer world of the cultural environment, it seeks to control the inner world of thought. As classical behaviourists in psychotherapy discovered, behaviourism works. Psychologist Susan Blackmore (1999) described humans as “meme machines” with illusions of free will. But she is only partially correct. Ordinarily, we modern humans follow patterns that our parents, teachers, religious leaders or other significant others mandated. Or we perform some behaviours habitually. Nonetheless, we have the capacity to re-program ourselves by focusing our attention, examining evidence, selecting alternatives, predicting results, and changing our behaviours (Robertson, 2017a). This is hard work and time consuming. Wokism seeks to become our significant other, replacing the role of such people as parents, teachers and religious leaders in generating our behavioural programming, while limiting our capacity for self-programming. That a mishmash involving the partial application of often competing philosophies could accomplish this in a largely educated population invites discussion as to its origin.
We can speculate about how a group of old Stalinist academics, sufficiently traumatized by the collapse of the Soviet Union to ignore the postmodernist attack on Marxism as a grand meta-narrative, began experimenting with pieces of various philosophies. Shaped by the reactions of their students, these professors hit on a combination that, though not philosophically consistent, was highly emotive: implanting a feeling of superior knowledge and urgency in their charges along with built-in “attack memes” that prevented them from easily assimilating non-sanctioned points of view. From the perspective of a mind-virus, people become vectors for the purpose of infecting new hosts (Bjarneskans, Gronnevik, & Sandberg, 1997). I doubt that many of the woke have actually read Jacques Derrida let alone Marx, Heidegger, Hegel or the other white males that grandfathered their worldview. Irrespective of its actual origins, this mind-virus has demonstrated a capacity to mutate that defies placement on the political spectrum.
A virus has no ideological loyalty. New mutations can rapidly overtake older ones. While initial varieties of wokism were anti-capitalist, the corporate media and transnational high tech companies (including some of the world’s richest people) have adopted a new strain. Whereas the Left has traditionally challenged the concentration of corporate power, particularly with respect to corporations controlling news, the woke have embraced the rights of private companies to censor viewpoints. We have to consider, therefore, how wokism serves monopoly capitalism. Globalization has lowered the real wages of working class people and reduced the job prospects of anyone with a high school education or less in the United States and Canada. The jobs that these people once held have been largely outsourced to low-wage economies. If the working class is racially divided, which is guaranteed by identity politics, then it cannot be effectively organized by unions or political parties as a class. Wokism provides the capitalists who benefit most from globalization with opportunities to signal their own virtue while cementing in place the very system that created their huge profits in the first place.
Inoculation against a mind-virus is possible through self-education. We need to recognize the code words that woke people use and the contradictions that are inherent in their assertions. This virus normally begins by appealing to our social conscience. If we happen to be members of an identified minority, it appeals to our group loyalty. If that does not work, then the woke typically lash out, as I have shown. We need to recognize the pattern. I recommend a sense of humour to maintain perspective. I do not recommend apologies, because wokists see these as admissions of moral deficiency, and these “admissions” can be used to manipulate others. Instead, we should focus on the deficiencies in wokism and on objectively verifiable facts. Remember that the world has become a much better place in the last 50 years. Poverty, disease, infant mortality, racism, sexism and the murder rate have all declined worldwide. We need to celebrate these advances and protect science and reason that have made them possible. Pluckrose and Lindsay (2020a) said:
We do not believe that bad ideas can be defeated by being repressed, especially when they are as socially powerful as postmodern ideas are right now. Instead, they need to be engaged and defeated within the marketplace of ideas, so that they may die a natural death and be rightly recognized as defunct. (p. 264)
To defeat a mind-virus we must first re-assert the Enlightenment ideal that human beings, through the use of evidence-based processes, can indeed begin to discern objective reality and truth. I hope that I have contributed to this process with this paper.
Paul Nathanson contributed to the sections on linguistic inflation and moral panics in previous discussions with the author. He contributed his extensive editing skills to this project.
Trevor Robertson of Woosong University, South Korea, suggested the use of Rene Girard’s concept of scapegoating. He also assisted in editing this manuscript.
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Appendix I: Footnotes
 Dr. Robertson is Lead Psychologist, Collaborative Centre for Justice and Safety at the University of Regina, Canada. He has published on the structure of the self, the use of prior learning assessment in self-construction, self-mapping in therapy, memetic mutations in religious transmission, and “residential school syndrome” as a form of post-traumatic stress disorder. His recent book The Evolved Self: Mapping an Understanding of Who We Are was published by the University of Ottawa Press.
 As used here, reflective thought is a kind of thinking involving situating one’s self in past events.
 In 2017, a founder of Black Lives Matter, Toronto was reported as posting on her Facebook page “Whiteness is not humxness, in fact, white skin is sub-humxn. All phenotypes exist within the black family and white ppl are a genetic defect of blackness” (Curl, 2017).
 This second group is Humanist Canada’s official Facebook page. Only Humanist Canada board members and designated employees could post to this page although all members can respond.
Appendix II: Citation Style Listing
American Medical Association (AMA): Robertson L. Year of the Virus: Understanding the contagion effects of wokism [Online]. February 2021; 26(B). Available from: http://www.in-sightjournal.com/wokism.
American Psychological Association (APA, 6th Edition, 2010): Robertson, L.H. (2021, February 22). Year of the Virus: Understanding the contagion effects of wokism. Retrieved from http://www.in-sightjournal.com/wokism.
Brazilian National Standards (ABNT): ROBERTSON, L. Year of the Virus: Understanding the contagion effects of wokism.In-Sight: Independent Interview-Based Journal. 26.B, February. 2021. <http://www.in-sightjournal.com/wokism>.
Chicago/Turabian, Author-Date (16th Edition): Robertson, Lloyd. 2021. Year of the Virus: Understanding the contagion effects of wokism.” In-Sight: Independent Interview-Based Journal. 26.B. http://www.in-sightjournal.com/wokism.
Chicago/Turabian, Humanities (16th Edition): Robertson, Lloyd “Year of the Virus: Understanding the contagion effects of wokism.” In-Sight: Independent Interview-Based Journal. 26.B (February 2021). http://www.in-sightjournal.com/wokism.
Harvard: Robertson, L. 2021, ‘Year of the Virus: Understanding the contagion effects of wokism’, In-Sight: Independent Interview-Based Journal, vol. 26.B. Available from: <http://www.in-sightjournal.com/wokism>.
Harvard, Australian: Robertson, L. 2021, ‘Year of the Virus: Understanding the contagion effects of wokism’, In-Sight: Independent Interview-Based Journal, vol. 26.B., http://www.in-sightjournal.com/wokism.
Modern Language Association (MLA, 7th Edition, 2009): Lloyd H. Robertson. “Year of the Virus: Understanding the contagion effects of wokism.” In-Sight: Independent Interview-Based Journal 26.B (2021): February. 2021. Web. <http://www.in-sightjournal.com/wokism>.
Humanists UK has called upon all states to make sure the school curriculum is critical, objective, and pluralistic, particularly in its approach to religions and humanism. This is necessary to safeguard the right to freedom of thought. Humanists UK made this call in response to a consultation issued by Dr Ahmed Shaheed, the UN Special Rapporteur on Freedom of Religion or Belief.
International human rights law includes the right to ‘freedom of thought, conscience, religion, or belief’. But, freedom of thought has been little considered in its own right.
Humanists UK said freedom of thought encompasses much more than our private internal experiences. It is a skill set. The skill of being able to seek out, receive, comprehend, and evaluate information. Like any skill, it needs to be taught and developed.
States have a duty to create a culture in which freedom of thought and free enquiry can flourish. In practice, this means having laws that protect people from propaganda and misinformation. It also means schools must teach critical thinking skills. These skills include an understanding of the scientific method. It also means teaching in detail about different religions and humanism, but in a critical, objective, and pluralistic way. All citizens must have access to a wide variety of educational resources, whether that means through books, online, or by other means. And the media also has a strong role to play in informing and educating citizens – particularly public sector media. It must also make sure its content is pluralistic.
Humanists UK also called for the global repeal of blasphemy and apostasy laws. As freedom of thought is an absolute right, no one should be punished because they hold certain thoughts. Laws that criminalise apostatic or blasphemous thoughts are thus incompatible with this right.
Humanists UK’s Director of Public Affairs and Policy Richy Thompson commented,
‘Thought is not only a private experience. It is also a skill. Like any crucial skill, it needs to be taught and given the opportunity to develop. Thus, the state must ensure schools teach in a critical, objective, and pluralistic way. We are concerned that in the UK this is not being achieved. Religious education syllabuses still frequently exclude humanism. All state schools must conduct a daily act of compulsory worship – usually Christian in nature. And we are also aware of an increasing number of illegal religious schools. In these schools, the curriculum is extremely narrow, putting the children at risk of indoctrination. We need a society where all schools, the media, and public access to information is diverse and pluralistic.’
For further comment or information, please contact Humanists UK Director of Public Affairs and Policy Richy Thompson at firstname.lastname@example.org or phone 020 7324 3072 or 07534 248 596.
Humanists UK is the national charity working on behalf of non-religious people. Powered by 100,000 members and supporters, we advance free thinking and promote humanism to create a tolerant society where rational thinking and kindness prevail. We provide ceremonies, pastoral care, education, and support services benefitting over a million people every year and our campaigns advance humanist thinking on ethical issues, human rights, and equal treatment for all.
In 2021, Humanists UK is celebrating its 125th anniversary with a renewed focus on its history. The new website Humanist Heritage is a rich new web resource that uncovers the untold story of humanism in the UK – a story of people, groups, objects, places, movements, publications, and ideas.
Pennsylvania, USA, May 20, 2021 – Dr. Jane Goodall, DBE, founder of the Jane Goodall Institute, UN Messenger of Peace and world-renowned ethologist and conservationist, whose groundbreaking discoveries changed humanity’s understanding of its role in the natural world, was announced today as the winner of the 2021 Templeton Prize. The Templeton Prize, valued at over $1.5 million, is one of the world’s largest annual individual awards. Established by the late global investor and philanthropist Sir John Templeton, it is given to honor those who harness the power of the sciences to explore the deepest questions of the universe and humankind’s place and purpose within it. Unlike Goodall’s past accolades, the Templeton Prize specifically celebrates her scientific and spiritual curiosity. The Prize rewards her unrelenting effort to connect humanity to a greater purpose and is the largest single award that Dr. Goodall has ever received.
“We are delighted and honored to award Dr. Jane Goodall this year, as her achievements go beyond the traditional parameters of scientific research to define our perception of what it means to be human,” said Heather Templeton Dill, president of the John Templeton Foundation. “Her discoveries have profoundly altered the world’s view of animal intelligence and enriched our understanding of humanity in a way that is both humbling and exalting. Ultimately, her work exemplifies the kind of humility, spiritual curiosity, and discovery that my grandfather, John Templeton, wrote and spoke about during his life.”
Dr. Goodall has caused a revolution in how scientists and the public perceive the mental, emotional, and social complexity of animals, regarding them as extensions of ourselves. She was the first to observe that chimpanzees engaged in activities, such as creating tools, which were previously believed to be exclusive to humans. She also proved that they have individual personality, forethought, and complex societies, much like human beings. Through her observations, Dr. Goodall showed that under certain circumstances they wage war and also, like us, show compassion. Most importantly, throughout her career, Dr. Goodall has championed the value of all life forms on Earth, changing both scientific practice and the culture at large.
“I have learned more about the two sides of human nature, and I am convinced that there are more good than bad people,” said Dr. Jane Goodall, in her acceptance statement for the Templeton Prize. “There are so many tackling seemingly impossible tasks and succeeding. Only when head and heart work in harmony can we attain our true human potential.”
“I can identify closely with the motto that Sir John Templeton chose for his foundation, How little we know, how eager to learn, and I am eternally thankful that my curiosity and desire to learn is as strong as it was when I was a child,” she added. “I understand that the deep mysteries of life are forever beyond scientific knowledge and ‘now we see through a glass darkly; then face to face.’”
As the 2021 Templeton Prize laureate, Dr. Goodall filmed a reflection on her spiritual perspectives and aspirations for the world and an interview with Heather Templeton Dill to announce her award. She will participate in the 2021 Templeton Prize Lectures in the fall.
Dr. Jane Goodall’s legacy extends beyond her research. As a conservationist, humanitarian and advocate for the ethical treatment of animals, she is a global force for compassion, a United Nations Messenger of Peace, and an icon to millions around the world. She founded the Jane Goodall Institute (JGI) in 1977 to continue her work to study and protect chimpanzees while also improving the lives of local communities through education and training. Since then, JGI has conserved 1.5 million acres of forests, supported 13 communities, and provided safe habitats to more than 5,000 chimpanzees and gorillas. Roots & Shoots, her environmental and humanitarian program, has inspired and empowered young people of all ages to become involved in hands-on projects to benefit the community, animals and the environment in over 65countries. Goodall has devoted her life to educating audiences of all ages about the natural world, traveling an average of 300 days per year over the last three decades.
Despite being grounded by the pandemic, her influence and popularity have grown with her virtual participation in events and lectures around the world. Since March 2020, Dr. Goodall has spoken to thousands of people in more than 150 countries, communicating on the global crisis and the connections between the rise of zoonotic diseases, biodiversity, sustainability, poverty, and humanity’s relationship with nature. At the same time, she launched a podcast, The Hopecast, from her attic studio at her childhood home in Bournemouth, England, and at the age of 87 is reaching millions of people through social media.
Dr. Goodall receives the 2021 Templeton Prize in celebration of her remarkable career, which arose from and was sustained by a keen scientific and spiritual curiosity. Raised Christian, she developed her own sense of spirituality in the forests of Tanzania, and has described her interactions with chimpanzees as reflecting the divine intelligence she believes lies at the heart of nature. In her bestselling memoir, A Reason for Hope, these observations reinforced her personal belief system—that all living things and the natural world they inhabit are connected and that the connective energy is a divine force transcending good and evil.
Goodall is the first ethologist and the fourth woman to receive the Templeton Prize since its inception in 1972. The Templeton Prize winner is selected following an extensive selection process that mobilizes an anonymous group of expert nominators from a diverse cross-section of fields, followed by a rigorous ranking process through a panel of judges, who have included royals, former presidents, scientists, and religious leaders. Judges rank nominees according to a range of criteria before scores are calculated for a winner. This year’s nine judges include Cecilia Z. Conrad, Ph.D., CEO of Lever for Change and Managing Director of the John D. and Catherine T. MacArthur Foundation; Indra Nooyi, Former Chair and CEO of PepsiCo.; Rev. Dr. Serene Jones of Union Theological Seminary; and Anousheh Ansari, CEO of the XPrize Foundation.
Under the leadership of Heather Templeton Dill, president of the John Templeton Foundation, in 2020 the Templeton Prize updated its nomination process to produce a more diverse candidate pool for its award. Such steps included encouraging the nominations of women, increasing the number of female nominators and judges to more than half, and making a priority of recruiting diverse backgrounds and experiences in the nomination and selection process.
Goodall joins a list of 50 Prize recipients including St. Teresa of Kolkata (the inaugural award in 1973), the Dalai Lama (2012), and Archbishop Desmond Tutu (2013). Last year’s Templeton Prize went to geneticist and physician Francis Collins, Director of the National Institutes of Health and leader of the Human Genome Project, for his demonstration of how religious faith can motivate and inspire rigorous scientific research. Other scientists who have won the Prize include Martin Rees (2011), John Barrow (2006), George Ellis (2004), Freeman Dyson (2000), and Paul Davies (1995).
About the Templeton Prize Established in 1972, the Templeton Prize is one of the world’s largest annual individual awards. It is given to honor individuals whose exemplary achievements advance Sir John Templeton’s philanthropic vision: harnessing the power of the sciences to explore the deepest questions of the universe and humankind’s place and purpose within it. Currently valued at 1.1 million British pounds, the award is adjusted periodically so it always exceeds the value of the Nobel Prize. Winners have come from all faiths and geographies, and have included Nobel Prize winners, philosophers, theoretical physicists, and one canonized saint. The Templeton Prize is awarded by the three Templeton philanthropies: the John Templeton Foundation, based in West Conshohocken, Pennsylvania, and by the Templeton World Charity Foundation and Templeton Religion Trust, based in Nassau, The Bahamas. To learn more, visit TempletonPrize.org
About the Jane Goodall Institute The Jane Goodall Institute is a global community-centered conservation organization that advances the vision and work of Dr. Jane Goodall. By protecting chimpanzees and other great apes through collaboration with local communities, best in class animal welfare standards and the innovative use of science and technology, we improve the lives of people, other animals and the natural world we all share. Founded in 1977 by Dr. Goodall, JGI inspires hope through collective action, and is growing the next generation of compassionate changemakers through our Roots & Shoots youth program, now active in over 50 countries around the world. To learn more, visit JaneGoodall.org
In our search for interesting, challenging and critical perspectives on contemporary humanism, we occasionally find articles published in other venues that we think humanistfreedoms.com readers may enjoy. The following article was published on Manuel Garcia, Jr.’s personal website on April 11, 2021.
“As far as we can discern, the sole purpose of human existence is to kindle a light in the darkness of mere being.” Carl Gustav Jung 
Life is the actualization of potentialities embedded within the biochemical processes that form the mechanisms of genetics and evolution. Does life have a purpose, or is it entirely a statistically random fluke made possible by the astronomical number of possibilities available for the expression of molecular chemistry in the wide array of physical conditions interspersed throughout the vastness of space? To believe that life has a consciously intended purpose is to believe that life is an intentional creation by a conscious supernatural entity or entities. If so, what is that purpose?
We know that the most elementary organisms of proto-life, like the SARS-CoV-2 virus that infects people with the deadly COVID-19 disease, have no purpose beyond the mindless mechanical continuation of their genetic formats, by feeding their metabolisms through parasitism. But, what of more conscious organisms, like: plants, animals, us?
We humans pride ourselves as presumably having the most highly developed conscious minds of all life-forms on Planet Earth (though very deep ecologists and naturalists disagree with this presumptuousness). From this human-centric point of view, the various levels of consciousness of living organisms are all evolutionary adaptations enhancing the survivability of individuals, to thus enhance the likelihood of the propagation and continuation of their species as environmental conditions change.
For believers in the supernatural there is an imposed obligation, or supra-natural goal, or “higher purpose” to human consciousness, which can be most generally characterized as finding union with God. For non-believers, the fully conscious experience of being alive is the totality of that higher purpose. In either case, the realization of that purpose is to be had by the combination of human solidarity and nature conservation.
Homo sapiens are social animals, and their full development as individuals — their realization of purpose — requires social connection and connection with Nature.
TALES BY LIGHT
“Tales by Light”  is an Australian television series (in 3 seasons) about the use of photography and videography to tell stories visually so as to change society for the better: activism. Here, I am only writing about episodes from Season 3. By its very nature this series is visually “beautiful” — in terms of the technical perfection of the image composition, capture and presentation — even when abysmally grim and ugly situations are being shown in order to advance the complete story. This is about emotional punch delivered visually. And of course, incredibly happy bursts of emotion are delivered in the same way by the presentation of images of lushly colorful nature, and joyful and inspiring scenes of human warmth, kindness and sheer exuberance. The three stories (each given in two parts) that affected me were:
1, CHILDREN IN NEED: This story, by Simon Lister, is about the children of Dhaka, Bangladesh, who scrounge through the most disgusting, unsafe and unsanitary heaps of rubbish to find scraps of material that can be recycled locally — like plastic forks and containers — in the abysmal poverty of their society; or who do difficult work in unsafe and toxic conditions to support their families. There are millions of these kids in Bangladesh.
Many Bangladeshi kids work in primitive workshops with zero health and safety codes, procedures and equipment, for example to produce pans and bowls by hands pressing sheet metal against spinning mandrels, again with no protective shields from whirling machinery gears and belts right at hand; nor any proper ventilation and filtration to protect them from toxic metal dust, or fumes in workshops using solvents and chemicals.
The story of such child laborers in the poorest societies on Earth is being documented as part of a UNICEF program to bring world (rich world) attention to the problem of child labor, and to generate financial resources to then provide safe and sanitary spaces for such children to be able to get food, education, rest, shelter for the night off the streets, and the joyful companionship of other children. But, since the money these children gain from their difficult and hazardous work is always the lifeline for the support of their families, often of single mothers, such a labor force is considered “normal” in their societies, and lamentably economically essential for these individuals.
The ultimate “solution” for eliminating this heartbreaking situation would be a worldwide awakening to an actual commitment to species-wide human solidarity. That that idea becomes self-evident through the medium of photography testifies to its power as an art-form.
2, PARADISE IN PERIL: This story, by Shawn Heinrichs, is of the conservation of the ocean biodiversity and habitat of the Raja Ampat Islands. Here, the art of photography is being used to present the story of the value of an amazing tropical coral reef and mangrove forest environment in New Guinea (Indonesia).
That story is told in two directions, first “upscale” to the societies of the wealthy industrialized and developed economies, to generate financial resources needed to establish locally manned, maintained, patrolled, owned — and in selected zones sustainably fished — marine reserves, and to ensure their continued operation and ongoing scientific study.
That story is also told “downscale,” in video presentations in their own language to the actual people living in the environments that are being protected, so that new generations of conservationists grow out of the youth of that indigenous population, now fired up with a greater understanding of the positive impact their healthy local environment has on their own lives as well as on the global environment.
The emotional impetus to these conservation efforts, both locally and remotely, is sparked by the visual impact of the photos and videos of the stunning and vibrant beauty of life moving in that magical submerged translucent habitat. The Raja Ampat Islands is one of the few places on Earth where all measures of biodiversity and ecological health are improving right now, even despite advancing global climate change; and this is entirely because of cooperative human intentionality.
3, PRESERVING INDIGENOUS CULTURE: This story by Dylan River, an Australian filmmaker with an Aboriginal grandmother, is of the recording for posterity of Aboriginal ways and languages slowly being lost with the passing away of elders, of the stories behind some of their ancient rock art, of ways of living off the land and sea while being intimately connected to the natural environment, and of community as the essence of being.
On a visit to Arnhem Land, Dylan is immersed into a welcoming ritual by the Yoingu people, whose spokesman at the event states that though Dylan is from far away he is “part of the family” as is everybody in spirit. The entirety of this brief and simple greeting conveys a fundamental truth that is more clearly and wisely stated, and lived by the Yoingu, than with any of the fatuous self-satisfied pronouncements by our many supposedly powerful and always hypocritical political leaders, who collectively oversee and exacerbate the poisonous fractiousness and sociological cannibalism of our national and world societies.
The basic truth here is that every human being “is something Nature is doing” — as Alan Watts put it — and that Nature is integral, it is a harmoniously self-entangling network of life. And that is what healthy human community should be.
I recommend this series to you because of its many simultaneous dimensions of beauty.
To my mind, the financial investments made by the executives of Canon Incorporated, National Geographic (a subscription television network in Australia and New Zealand that features documentaries, and is owned by The Walt Disney Company), and Netflix, to produce and broadcast this series were very worthy, even as I know there would necessarily also have been a component of profit motive in those investment decisions.
What is needed in our world is ever the same: more human solidarity and nature conservation. The wider broadcast of these three stories from the series Tales By Light could help awaken more people to that realization, or at a minimum give some comfort to those who already know.
Acknowledgment: Gretchen Hennig perceptively brought Tales by Light to my attention.
 “Our age has shifted all emphasis to the here and now, and thus brought about a daemonization of man and his world. The phenomenon of dictators and all the misery they have wrought springs from the fact that man has been robbed of transcendence by the shortsightedness of the super-intellectuals. Like them, he has fallen a victim to unconsciousness. But man’s task is the exact opposite: to become conscious of the contents that press upward from the unconscious. Neither should he persist in his unconsciousness, nor remain identical with the unconscious elements of his being, thus evading his destiny, which is to create more and more consciousness. As far as we can discern, the sole purpose of human existence is to kindle a light in the darkness of mere being. It may even be assumed that just as the unconscious affects us, so the increase in our consciousness affects the unconscious.”
Manuel Garcia, Jr. is a retired physicist who blogs at https://manuelgarciajr.com on “energy, nature, society,” like on global warming; plus idiosyncratic poetry. During his working career he designed many experiments in high power, high energy and explosive energy physics. His orientation is rationalist, leftist, Zen and humanist.