As we approach the end of our first year at university, I find myself reflecting on the learning journey thus far. Initially, I believed my worldview to be expansive, attributed to my proficiency in English—somewhat of a rarity in my home town in Japan—and my experiences exploring different countries. However, delving into books like Persepolis, and Extremely Loud and Incredibly Close, uncovered gaps in my understanding. These stories, depicting individuals grappling with trauma, PTSD, or witnessing a friend’s death, brought others’ experiences vividly to life. Despite having some knowledge of terrorism from global news, these literary explorations helped me discern a separate reality from my personal encounters, emphasizing the transformative power of education in presenting different perspectives and broadening one’s worldview.
A pivotal moment prompting a reassessment of my learning and emphasizing the importance of education occurred during a Sociology discussion. Focused on contemporary societal policies like immigration and education, our conversation shifted to Canada’s Policy B-51—a measure ostensibly designed to fortify defenses against terrorism. Upon scrutiny, the policy revealed a pronounced encroachment upon individual rights. Upon our task to identify issues and brainstorm solutions, our class collectively concluded that the policy unintentionally fosters a greater terrorist culture in Canada, as it permits allegations of crimes against individuals that have not actually committed the crime. In contrast, a viable alternative surfaced: a societal commitment to education, with a specific emphasis on cultural tolerance.
In this discussion, I realized the profound importance of education disseminated through the global citizen stream and this ASTU class. The narratives of Margie and Oskar, rich with the emotional reverberations of violence, underscored the insufficiency of possessing fragmented knowledge about global wars and traumas. A deeper understanding requires deliberate contemplation of trauma and violence at a personal level, compelling an acknowledgment of their consequences as tangible realities.
From my perspective, safeguarding against terrorism presents a binary choice: retreat into isolation or, more pragmatically, engage in informed education. The latter emerges as a realistic alternative—empowering individuals with knowledge through literature that navigates the nuanced terrain of trauma and global issues.
This week turned into a bit of an aha moment for me, making me realize the weight and value of what I’ve learned. Proposing any policy addressing historical violence prompts a requisite inquiry: Do we have a comprehensive understanding of the historical context of terrorism? The encouragement to educate ourselves and draw lessons from history emphasizes that upcoming anti-terrorism policies, grounded in well-informed perspectives, are not only positioned to correct past mistakes but also to foster the creation of a more peaceful society.