Betty Ann Blaine, Contributor
I AM in full support of The Gleaner's editorial of April 21 which revisited the Values and Attitudes programme recently introduced by the Government. Actually, I am a little surprised that the programme has not engendered more dialogue and debate, since it is in my view, one of the most important developments in our country.
I am of the view that the future of Jamaica is not so much about balance of payments, debt servicing or globalisation. It is more pressingly about the promotion of the 'common good'; about the forging of common bonds and common goals; about our ability to live harmoniously with each other, and about the quality of lives of all our citizens. In other words, it is about values and attitudes. I therefore support the Government's initiative in undertaking this programme.
There are, however, many gaping questions and issues about this programme, and I invite churches, schools, civil society groups and others to 'jump into' the discussions and offer constructive ideas on how to define, shape and promote this very important initiative.
The most blatant questions to my mind are, whose values? What is the source of values education? How do we teach values? And what are the objectives of the Values and Attitudes programme?
VALUES AND ATTITUDES
There is one thing that is clear to me, and that is that values cannot be prescribed or legislated. The only effective way to impart values is by example, which means that any Government that seeks to introduce a Values and Attitudes programme must first look at the issues of leadership and governance.
The very foundation of good governance is a recognition and understanding of its moral and spiritual dimensions. Public servants must know that governance is a social service that is predicated on the belief that to serve others is the highest calling, and that the rewards are not primarily financial. This belief holds that Government is a public trust and that public service is a vocation for persons who should know how to behave morally. The requisite moral qualities include not only the willingness to serve the public, but also the willingness to behave competently, efficiently, honestly, responsibly, objectively, fairly and accountably.
Mental attitudes include the awareness of moral dilemmas inherent in policies and conflicting claims on the substantive and procedural aspects of policy, as well as empathy and respect for divergent views held by others, especially those on the opposing side. Instead of seeing politics as the clever acquisition, distribution and maintenance of power, it should be considered, as one political scientist puts it, as "the sovereign rule by a constitution drafted to include secular powers and authority, enshrined with a spiritual code of ethics, that encourages natural unity, symbiotic on the richness inherent in diversity, where all have the opportunity to find an equal place through development of their innate skills and specialities, free and fair, and free from fear".
Chief among these is the quality of humility. Leaders and public servants who practise the virtue of humility, have the capability of removing all obstacles and difficulties that arise, and become the embodiment of success.
MORAL DIMENSION
Recognition of the moral dimension of governance and leadership, points to a concern for improvement of the quality of public service and governmental conduct. Central to this is a set of ideals that hold that recruitment and promotion in the government service should be based on merit alone (however defined), and that public servants should observe political neutrality in order to render objective service under any political party in power. This means that public servants are expected to exhibit a high standard of conduct, self-sacrifice, public duty, and general concern for the common good. These ideals, including issues of accountability and transparency should be embodied in the type of administrative culture that conveys and promotes positive values and attitudes.
But for me the most compelling question about the current Values and Attitudes programme is, can you promote and teach values without acknowledging the source of these values? What was the source of values taught and passed down to us by our forefathers? The answer is the Bible. This incredible book instructs us that "the fear of the Lord is the beginning of knowledge" (Proverbs 1:7). In a Christian country like ours, we are called upon to tell our children what God has done for us, and that we and the world are God's good creation. It is our duty to tell them how faith in Jesus Christ answers the deepest human questions who we are, whose we are, what is finally true and real, how we ought to live, and what is worthy of our ultimate loyalty.
RELIGIOUS DISCRIMINATION
We have a responsibility to encourage our children to appreciate human reason and knowledge as God's gifts to be enjoyed and used to benefit all people. And none of this is about religious 'pontification' or religious discrimination. The most wonderful thing about the inclusive and all-embracing man named Jesus Christ, was the values he taught about kindness, tolerance, respect, humility, compassion, but above all, love for all mankind, and for each other.
If our Government's Values and Attitudes programme is going to succeed, and it ought to, it must be grounded in the knowledge of who made us and for what purpose were we created. Instead of occupying the "official" section of the church pew, or reading the prescribed Bible verse, our leaders should, without notice, step up to the pulpit and deliver the prayers. That's how we will begin to teach the nation values and attitudes. For the moment, the Values and Attitudes programme is an empty concept.
Betty Ann Blaine is an historian, a member of the Victorious Movement of Jesus in Jamaica, and founder of Youth Opportunities Unlimited. E-mail: bab2609@hotmail.com.
