Author Archives: markdowe1

European Union, Kosovo, NATO, Serbia, United States

NATO needs to strengthen its hand in Kosovo

KOSOVO

Intro: Two decades since NATO intervened in Kosovo, and almost 15 years since the country declared independence, Serbia’s refusal to accept Kosovo’s sovereignty is increasing the possibility of renewed conflict in the region

EARLY last month, ethnic Serbs in northern Kosovo – near the Serbian border – started setting up roadblocks. They were protesting against the arrest of an ethnic Serb former police officer. The situation soon escalated into a dangerous impasse between Kosovo and Serbia, with Pristina calling on NATO-led international peacekeeping forces in Kosovo (KFOR) to intervene, and Belgrade announcing its forces was on “the highest level of combat readiness” due to tensions at the border.

Following dialogue between Serbia’s President Alexandar Vucic and Kosovo’s Western partners that no arrest would be made over the incident, the protesters eventually started dismantling the roadblocks on December 29.

With the reopening of border crossings, the crisis appeared to come to an end. But the escalation in December was not the first incident that almost pushed Serbia and Kosovo into open conflict. It is unlikely it will be the last. The fragile relationship between the two neighbouring countries has been on the verge of collapse since last summer, when Kosovo’s government started taking steps to exercise sovereignty over the country’s entire territory. This included the demand that all citizens of Kosovo (including ethnic Serbs) start carrying IDs and using licence plates issued by Kosovo. In response, ethnic Serbs in the north barricaded roads and threatened violence, leading KFOR forces to start patrolling the streets in the region. A few days later, following mediation by the EU and US, Pristina and Belgrade reached a deal on ID documents but left the issue of licence plates to be resolved at a later date. That was resolved in November, with a signing of a deal that required Serbia to stop issuing licence plates with markings indicating Kosovo cities and Kosovo to cease its demands for reregistration of vehicles carrying Serbian plates.

The latest standoff at the borders came just a few weeks after this landmark deal, demonstrating quite clearly that the tensions between Kosovo and Serbia are chronic. They will not be truly resolved until mutual recognition is achieved.

Recent escalations between Serbia and Kosovo have followed a clear pattern. Kosovo attempts to exercise sovereignty over its whole territory; Belgrade responds by stoking unrest using the ethnic Serbs in the north as its proxies. The EU steps in, brokers a deal and stops the unrest from escalating into cross-border conflict. Then the cycle is repeated.

All of this shows that the recurring tensions have little to do with the practicalities of governance (such as licence plates), and everything to do with one core issue: Kosovo’s independence.

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Mental Health, Psychology, Science

Schools of Thought: Humanistic Psychology

HUMANISTIC PSYCHOLOGY

THE move towards cognitive psychology came about through frustrations with what were seen as the limitations of psychoanalysis and behavioural psychology. In the 1950s, another movement within psychology also began to gain ground – one that rejected all the main strands of psychology: psychoanalysis, behavioural psychology, and the emerging cognitive psychology approach. This fourth approach has become known as humanistic psychology.

Rather than seeing the human psyche as a minefield of conflicting parts of the self, driven by primitive urges (as the psychoanalytic approach was characterised), or viewing the self as the result of myriad stimulus-response exchanges that make us who we are (as behaviourists do), or seeing the reasons for our beliefs and actions as residing in our perception and cognition of what’s around us (as the cognitive psychologists are doing), humanist psychologists view the individual as a whole person with their own free will, desires, responsibilities, passions, aims, and aspirations. In short, all the kinds of things that make us human. For the humanists, the concept of mental health for far too long had been obsessed with reducing negative states such as anxiety or depression. The humanists wanted mental health to be all about striving for something better, like happiness or fulfilment.

What do you really want from life?

Two key thinkers are the pioneers of the humanist psychologist movement. One is Abraham Maslow, best known for his 1954 concept of the “hierarchy of needs,” which dates from 1943, and which presents an image of what people really want from life – and the idea for striving for something for its own sake. Having established lower-order needs – such as food, shelter, belonging, self-esteem – we seek knowledge, meaning, and, ultimately, the realisation of our full potential.

The second, Carl Rogers, shared Maslow’s view that humankind seeks this higher state of self-actualisation, making the most of our talents or education or skills. And along with that, we seek positive regard, which can be love, or simply respect, from others. In his 1961 book On Becoming a Person, he discussed some of the conditions necessary to achieve this state – a discussion that was to form the basis of a client-centred therapy (later renamed “person-centred” therapy). At its heart is the concept of unconditional positive regard – the kind of parental love that children can enjoy no matter what they might do, and which gives them a freedom to take risks and discover what they like doing. In cases where children receive only conditional positive regard, parental love may only be won through good behaviour or excellent performance, with the risks of the child becoming a perfectionist or neurotic later in life. Client-centred therapy could redress this by the therapist providing the unconditional positive regard, and allowing the client to start finding their own way toward their self-actualising goals.

The “I” and the “me”

For Rogers, an important theoretical aspect was the self concept. There are two parts to it: the “I” that does stuff, and the “me” that the “I” sometimes thinks about, such as when we say “I am ashamed of myself.” The self concept develops as we grow up, and we are happiest, Rogers believed, when we have congruence between the “I” and the “me” – that is, minimal conflict between the perceived self and the kind of behaviours we actually find ourselves doing.

Rogers developed his “Q Sort” test – a kind of personality test using a deck of flash cards – to measure levels of this congruence, which allowed for some degree of quantitative testing to demonstrate correlation between congruence of the self concept, and other measures of well-being or social adjustment.

Nonetheless, humanistic psychology is often characterised as being more of a qualitative than quantitative strand of psychology. By contrast, positive psychology is a related branch that also has as its goal not simply a reduction of psychological pain, but more positively, the advancement of well-being – looking, for example, at the science of happiness, or how creativity is stimulated: in many respects, another route to the summit of Maslow’s hierarchy of needs.

. See also Positive Psychology

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Arts, Culture, Human Rights, Politics, Society

Book banning in the US is inspiring educational censorship elsewhere

CENSORSHIP

BOOK BANNING is spreading at an alarming rate in school districts across the United States. PEN America recently documented more than 2,500 books that have been banned stemming across 32 different states during the 2021-22 academic year.

These bans are not isolated incidents, but part of a coordinated assault on public education that’s taking aim at the teaching of race, gender, LGBTQ+ identities and US history.

Demands to ban books in American schools is not new. But book banning now has erupted into a national movement. Coordinated and highly organised activist groups have transformed school board meetings into political battlegrounds, threatening educators and undermining the freedom to learn.

These efforts to censor books are an affront to the core principles of free expression and open inquiry that US democracy swears by. Equally worrying, however, is the fact that these patterns of attacks on public education in the US appears to be inspiring similar efforts in other countries, even though such censorship campaigns haven’t had as much success there yet.

In the UK, officials are raising the spectre of critical race theory in schools – an issue that was not previously a topic of debate or concern – to try and stop the teaching of histories that explore systemic racism. That’s part of what authors have described as a mood ‘shift’ in the UK – a budding ‘culture war’ that is leading to the censorship and removal of books from school shelves. Books being removed are often children’s books that look at institutional racism, diversity and LGBTQ+ identities.

Echoes of US-based group tactics are also manifesting in Canada, with parental groups asking school boards to ban certain books – again with LGBTQ+ content – and seeking to change curricular topics that they see as being part of the teaching of critical race theory.

The book banning movement has also gained the attention of politicians. Australia’s Senate voted against the inclusion of critical race theory in the country’s school curriculum in 2021.

Of course, educational censorship laws and book bans, particularly aimed at silencing certain peoples, religions, or viewpoints, are tactics that have long been used by governments.

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