Exploration of American Influences on Middle Eastern Education

The story of Greg Mortenson has served as an inspiration for many people. By bringing education to the children of impoverished villages of third world countries, he has given many an opportunity they may have never gotten. His contribution to society is unique. He has devoted his life to giving back to those who need it the most. Bringing education to these children has brought a tremendous change to the culture of many third world countries. Many children who would have otherwise never had an opportunity to obtain a proper education have been given a second chance. Mortenson's hard work and determination as he has worked to establish these schools serves a great example of humanitarian aid. The introduction of American educational materials and teaching methods has affected the culture of these small villages in many ways. One of Mortenson's goals has been to provide more educational opportunities for all children, but he has especially emphasized education for girls. He has given many female students a chance to advance their education beyond a basic high school education. How were these schools introduced, and how many are present now? Are we instilling American values through this educational system? What kind of cultural changes do these schools potentially present? What positive effects is American education having on these third world communities? What kind of negative effects, if any, is the educational system having on these communities? Do the positive effects outweigh the negative effects? This paper will examine many different aspects of the educational system that Greg Mortenson has introduced to these Middle Eastern countries.

In 1996, Greg Mortenson co-founded the Central Asia Institute with Jean Hoerni. The founding of the institute occurred after a series of events that changed Mortenson's life. During a harrowing excursion in the Karakoram mountain range up the mountain K2, he found himself lost. As he attempted to make his way down the mountain to safety, he took a wrong turn and consequently stumbled across a small tribal village called Korphe. Very tired and sick, he was nurtured back to health by the native people of the village. During his stay in the village, he noticed that the children there did not have a school in which to learn. Instead, they were studying outdoors on the ground, where they wrote in the dirt with sticks. Mortenson felt a need to repay the villagers for nursing him back to health, so he promised them he would return and build a school for the children. After many failed attempts, he finally raised money to build the school. He returned to Korphe and constructed the school for the children. Along the way, he realized the need he had originally planned for was far greater. There were many more villages where schools needed to be built. Upon his return to the United States, he sought to begin a foundation that would build schools where they were needed in Middle Eastern third world areas. With Jean Hoerni's financial backing, Mortenson co-founded the Central Asia Institute (CAI) in 1996. Since it's conception, this organization has constructed some 78 schools in rural Pakistan and Afghanistan. The organization is also able to build the schools for a relatively small amount of financial aid. This is due to the organization's distinctive approach to building the schools. In order for a village to have a school constructed, several obligations must be met. Firstly, the village must be willing to donate land, labor, and some materials. This significantly offsets the cost the institute must provide. They must also agree to increase the number of girls enrolled at each school by 10% each year. These requirements allow the institute to carefully select where it will build the schools. As well as building schools, the Central Asia Institute also financially supports over 600 teachers. Most teachers are native to the area, but because the governments of these countries lack the financial resources to support all of them, the institute must provide some financial support to help. The institute has also been fundamental in establishing "Women's Centers", which are facilities designed to allow women to learn trades such as sewing and other various skills. These are valuable because they provide opportunities for the women of the villages to learn various trades, increasing the productiveness and therefore the income of the village. This institute has provided many channels of learning for children in underprivileged areas and has provided many opportunities for the inhabitants of many small villages.

The Central Asia Institute has given many children an opportunity to become educated that they may have never been given. However, these villages have been surviving without outside help for hundreds, if not thousands, of years. Should we consider the moral issues at hand before we begin introducing educational opportunities to these isolated communities? There are several different issues that deserve examination. One is the education of girls. In many of these isolated Middle Eastern communities, women are regarded as significantly inferior to men. The culture that is present determines this, and the people here have lived in societies structured this way for many years. However, one of the major goals of the Central Asia Institute is the education of women. This is evident in their mission statement. So what effect does the education of a significant number of females have on these societies? More specifically, what effect does it have on the social hierarchy that has been present for so long in these cultures? Obviously, there are many positive and negative aspects to consider. Another significant issue to investigate is the type of education we are providing to these children. In

Three Cups of Tea, Mortenson tells how he collected books in the states and took them to schools in remote areas of Pakistan and Afghanistan for the children to learn from. Introducing literature from America also presents issues into this educational process. By bringing American books to these areas, are we consequently 'Americanizing' the culture? The goal of the Central Asia Institute is to provide educational opportunities to these children, but should it include introducing our own beliefs into their educational process? This is another issue that should be strongly considered.

What are some of the positive aspects of introducing education into these remote areas? Obviously, education has many positive aspects. By allowing these children to receive a real education, we give them opportunity to do many things in life. Many children have gone on to pursue collegiate degrees upon graduation from the schools that the Central Asia Institute has established. This allows the residents of these villages to pursue careers in areas such as medicine. This is beneficial because the doctors can return home to their villages to practice medicine, therefore improving the quality of life. This is true of many professions that the students can pursue. By pursuing various professions, these students bring many attributes back to their home villages. The schools have also helped children learn basic skills necessary for life. Many residents of these small villages take jobs as porters for climbers who venture to these remote areas to climb the mountains. Some schools offer instructional courses in basic mountain climbing skills that are required in order to be successful porters. This provides more job opportunities for the inhabitants of these villages. Other skills that are beneficial to the well being of the villagers are also taught, such as first aid and basic hygiene. There are also religious aspects to this educational system. Many schools incorporate the specific religious beliefs of their culture into the school curriculum, therefore strengthening the cultural background of the students. The students are also able to learn about the history of their specific villages and countries, enhancing cultural and national pride. These are just some of the many positive effects of education.

What are some of the negative effects of introducing education into third world countries? Obviously, education has numerous positive qualities. However, in certain situations, education can produce negative effects. One potentially negative effect of education on Middle Eastern cultures deals with the education of women. Historically, many Middle Eastern cultures do not allow the education of the women. Men are regarded as the dominant figures in the hierarchy of these societies, and women generally spend their lives in complete submission to the men of the culture. However, the Central Asia Institute is bringing change to this custom. Their push to educate women is a new concept for many of these cultures. Women are now being given the opportunity to gain an education equal to that of men. Many women are also pursuing education beyond the basic high school education. Is it ethically acceptable for the Central Asia Institute to promote the education of women? Another issue deals with the introduction of American cultural beliefs into these Middle Eastern cultures. By bringing American literature to these schools, we bring a part of our own beliefs and values into these cultures. Many American beliefs contradict those native to Middle Eastern cultures. Do we have a right to exert our own values on these children as they learn? This is another important issue that should be considered.

In conclusion, there are many differing views on the ethicality of introducing education to Middle Eastern cultures. In the end, the whole issue can be summed up in one question. Do the positive aspects of these educational opportunities outweigh the negative aspects? In my opinion, they do. By providing an opportunity for these children to gain an education, we are giving them something that is priceless. The rewards that can be reaped through this educational system are endless. These children have an opportunity to improve the quality of life in their culture drastically. It is very commendable of Greg Mortenson to recognize the importance of education and to strive to provide it to these children. Nothing compares to the education a child may receive. The educational opportunities that are being provided to these children will continue to increase the quality of living in many third-world cultures.