J. The Modernism and Eurocentrism panelists
after careful deliberation on the theme of “Ideas, Epistemics, and Hegemony: Cultural Prospects for Peace” submit to the assembled Congress the following resolution:
To develop educational materials to teach the next generation about the contributions of many civilizations in shaping the modern world in positive ways; this would undermine the prevailing view that the West has been the sole engine of all positive things in modern
society. This would reduce the chauvinism prevalent among many Westerners who see it as the Manifest Destiny to dominate other cultures, which inevitably leads to conflicts. A pivotal shift in this new approach to education would result from repositioning the teaching of history of science and technology and modernity, by acknowledging the contributions of non-Western civilizations (most notably the Chinese, Indians, Persians and Arabs) in shaping what became falsely known as “Western science”. Such a multi-civilizational view of the origins of modern science, technology and modernity would achieve the following:
- Promote dialog, not clash, to demonstrate how the dialog of civilizations has functioned fruitfully in the past, and, therefore, such a dialog should be made to work today as an alternative to the clash of civilizations. Thus, the history of science and technology can become an antidote to the clash of civilizations,
- Decouple modernism from Westernization. Chinese, Indians, Arabs and others would no longer feel pressured to abandon their native civilizations and to adopt Westernization carte blanche in order to utilize science and technology and to modernize. Each non-Western civilization would experiment with its own integration of modern ideas into its native traditions. Western Modernity would become only one kind of modernity,
- Promote sustainable modernism. While Western modernity has proven to be largely unsustainable, these other civilizational approaches could lead to better forms of modernity.