9. CONCLUSION:

 


Social responsibility is the mechanism of enforcing social values upon new citizens, born and migrated. The problems possibly associated with social responsibility is unacceptable values, example racism in American pre-civil war slavery and German pre-world II racism against Jews, was propagated through social responsibility. Furthermore, ensuring silence and responsiveness will put man (and woman) in threat of satisfying their thirst for 'conviction' at risk of accepting supremacist ideologies, i.e., being better than others. Combining social responsibility with diversity of reality presents the hope of overcoming ‘dogma.’ Preserving the rights of minorities and those ‘prosecuted’ strengthens the diversity of every society. In collaboration with democracy, the human rights movement plays a maintenance role in ensuring the effectiveness of the mission, i.e., ‘freedom’ from your prejudices vis-à-vis towards other cultures.

 

Knowing and making explicit diverse values, our own and that of others, enables comparative analysis, knowing and possible commitment eventually to enable awareness and freedom of choice. Science of education and research should be true to the nature of our diverse world by revealing and conveying the diversity of values embedded behind actions and institutions, without forcing an agreement among unique persons. Personal commitment by those unsuspected will probably follow socially defined values while commitment by the critical participant will probably sham their way through the process. In both cases the system has failed the ethical test. The system has to 'change'. Change as a principle, as an icon of attitude of well-being, is resisted by the education system. Education as normative dogma is behaving like religion.

 

The proposal is about being 'different', re-cognizing[1] 'differences', making differences 'explicit', letting the different 'be', is an alternative receipt for well-being. The process starts by briefing about current institutional values about education and research. Through a systematic process of awareness building by seeking and acquiring knowledge about human existence and its diversity -- not habits responding to diversity -- can we reaffirm or recommit to prejudice that benefits society without sacrificing the individual. To aggressively pacify others in fear and anticipation of future aggression is a never-ending loop. Punishment, projected as preemptive measures, of those prejudged without cause as criminals or for anticipated crime is not just.

 

In conclusion, we have demonstrated the possible justification for eroding prejudices, an educational principle pervasive today. We have also demonstrated that this principle is unsuitable for alternative cultures and have argued that an alternative world view based on the process of revealing systematically different values would benefit self and others towards peaceful coexistence. And finally, we have demonstrated the contradictions of being prejudiced against prejudice, being socially responsible to racist values, and that science, as a fact-finding mission, should be true to reality.


[1] Recognition is defined as acknowledgement of the existence, validity, or legality of something frames the concept as a process of acceptance, acknowledgment and respect. Alternatively, recognition, in an epistemological sense, is to re-cognize the familiar, a ‘déjà vu’ as oppose to experience as confronting the new. While cognition is a process of internalizing reality, recognition happens when you see a state or event of known characteristics. Recognize assumes knowing beforehand and can be described as a process where reality resonates with prior known characteristics. 

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