Definition of concepts

Religion: It seems proper to begin this section with a brief overview of what religion is and what it stands for. There are many definitions of religion classified broadly into two main domains, i.e. (1) Subjective and (2) Functional perspectives. The subjective definitions of religion relate to beliefs and belief systems in supra-natural beings, whereas the functional definitions of religion relate to the binding and unifying forces of religions. Nevertheless, just a few of such definitions would be highlighted here. To begin with a dictionary definition on the subjective perspective, the Webster’s New Twentieth Century Dictionary (1983) defines religion as “The personal commitment to and serving of God or a god with worshipful devotion.”

Edward Taylor (1903) made an early attempt to define religion—a definition he considered as a “minimum definition.” This minimum definition has been given as the “belief in spiritual beings.” In this definition, Taylor stressed that “all things, organic and inorganic, contain a soul or spirit which gives them their particular nature and characteristics.” According to Furseth and Repstad (2006), the definition of religion offered by Taylor seems to underscore the belief that all human beings have souls; a stand-point which transforms to the belief in spirits, gods, devils and other spiritual beings. Though an early attempt, the definition of religion given by Taylor has attracted a number of criticisms. One critic has seen Taylor’s definition of religion as being “naively evolutionary and ethnocentric.”

Another sociologist of religion, Roland Robertson (1982:1912) considers religion as being above the empirical. Religion to Robertson is “supra-empirical.” Robertson (1982) argues that there is a difference between “an empirical and a supra-empirical, transcendental reality,” and religious culture and activities came out of this distinction. Giving a full definition of religion, partly given by Robertson, Michael Hill (1973:42-3) has defined religion in his “Introduction to Religion” as:

The set of beliefs which postulate and seek to regulate the distinction between an empirical reality and a related and significant supra-empirical segment of reality; the language and symbols which are used in relation to this distinction; and the activities and institutions which are concerned with its regulation.

Finally on the subjective perspective, Emile Durkheim (1982/1921:47) has referred to religion as systems of beliefs, practices, and sacred things set aside and are forbidden, and a church.

On the functional perspective, a definition of religion has been given by Durkheim (1982/1921:47) in which he notes that religion is a powerful force that produces integration in a moral community. And according to Thomas Luckman-a German sociologist-religious process is the formation of self, where “human beings develop their understanding of self by placing themselves in a meaningful totality where they are creating a frame of reference for interpreting reality.”

Social capital: Social capital refers to networks, contacts, connections, socialisation, opportunities, etc. The social capital theoretical perspective-the proponents being the French sociologist Pierre Bourdier and the American Sociologist Robert Putnam-has gained wider acceptance in the literature. This is perhaps due to the ability of this perspective to undertake and predict the norms and social relationships that enable people to coordinate action to achieve desired goals (Putnam, 1993; Narayan and Cassidy, 2001, p. 59).

The proponents of social capital perspective have argued that while economic capital is in people’s bank accounts and human capital in their heads (or brains), social capital inheres in social interaction. In other words, social capital is relational. It is obvious here why efforts to identify and overcome the likely factors that inhibit interaction, most especially inter-group interaction, are worth mustering. And religious values are formidable in that direction.

Social capital and development

Social capital, as earlier noted, is built upon social contacts and networks. Therefore, social interactions and relations are paramount to building social capital; as interactions and relations could serve as a pool of development opportunities and chances. A number of studies (Narayan and Cassidy, 2001; Woolley, 1998) support the hypothesis that frequent social contacts through interactions are more likely to yield high resultant outcomes-be it solidarity, integration, cohesion or goal-attainment. The mobilisation of resources for development of the society can be made more feasible through establishing frequent social contacts and networks in a number of ways. The ways which are crucial to building social capital essential for societal development have been outlined, though not exhaustive, below:

Group characteristics: This concerns the active and frequent participation of people in activities that concern their collective, developmental interests and goals. Group characteristics constitute a crucial element of building social capital for societal development both at the micro and macro levels. Religion appears so relevant in this direction, as religious activities and practices entail frequent group participation.

Generalised norms: Trustworthiness and fairness of the people in their dealings, interactions with others are essential elements not only in building social capital, but also in charting the path for societal development. Again, religious values, virtues and belief systems embody these generalised norms.

Everyday sociability: This refers to friendly connections, relationships and the approachability of the people one lives with. Everyday sociability creates the friendly atmosphere in which people are keepers of one another-an ingredient that can serve the cause of societal development. Religious values and virtues encompass everyday sociability.

Togetherness: This dimension requires that people are happy in their interactions and relationships with others. The feeling of togetherness easily binds people towards collective goal-attainments. Similarly, religious belief systems do not coerce allegiance from their adherents. This suggests that religious followers are happy with their religious belief systems, as they could easily abandon their faiths if unhappy. Constantly attached to the religious belief system may constitute a potential source of manpower for societal development.

Rewards and costs: This refers to the consequences as perceived by the interacting people. Thibaut and Kelly describe the consequences of interaction as “rewards and costs.” In every interaction or relationship, while some aspects may appear enjoyable, pleasing and gratifying, other aspects may be unpleasant, less enjoyable and unrewarding. Rewards and costs, therefore, refer to the former and latter respectively. This seems to suggest that any meaningful societal development process should engender more rewards (benefits) than costs (disappointment). However, religion teaches people to see disappointments as a wake-up call, and must live up to the challenges posed to them-a value which is essential in overcoming development obstacles.

Social capital and religion: theoretical and empirical perspectives

Theoretical perspective: The assumptions underlying social capital theoretical perspective are that social contacts, connections and networks both at the micro and macro levels can lead to social solidarity, integration essential for goal-attainment. The prowess of religion in binding people together through promoting interactions and relationships at local, national and international levels makes it indispensable in building social capital. Religious belief systems have been identified largely as the prime source of social cohesion, integration and solidarity. According to Emile Durkheim (1858-1917), human society has long been viewed as an integrated unity, which in some cases is compared to living organisms in the functional perspective. For this reason, all efforts must be made to keep society in its integrated unity. Of course, there may be many forces that work to destabilize the social unity, cohesion and integration. Equally, there are other forces that work to keep societies integrated and unified, and religious beliefs and values have been identified by Durkheim as a powerful force that binds people and societies into a unified, moral community.

Furthermore, the collective consciousness that connects the individual to the total society and also gives the society a strong moral strength, according to Durkheim, is reinforced by religious beliefs. However, the unifying force of religions may vary from one religion to another. This has been proved by Durkheim in his study on Suicide. He found in this study that suicide rates were higher among the Protestants than among the Catholics, the reason of which has been traced to the level of religious integration. Durkheim argued in this study that the Protestants were largely left alone before God by their belief system, while the Catholics had been integrated into a set of social practices such as confession, mass, communion, etc. which integrated them more than the Protestants.

For this reason, according to Durkheim “religion is in every essence social.” Religious rites, collective behavior, relating the individual to the larger social group, and all religious beliefs are collective representations (Durkheim, 1915/1956, p. 22; McGuire, 2002, p. 197). Although Durkheim has been criticized for his analysis on suicide and religious integration, the fact remains that religion really helps the course of social cohesion, unity and integration through the common belief systems and values holding the people, societies, and civilizations together, as these categories interact over time.

From the functionalist perspective, religion integrates members of the society to ensure social progress or maintenance (Chalfant, Beckley and Palmer, 1994, p. 40). Even the conflict theorists-its proponent being Karl Marx-acknowledge the soothing impact of religion on the majority of the people. Marx attributed the inability of the Proletariat to revolt against the bourgeoisie to religious belief system, which he believed, had hypnotized the poor working class to seek their rewards in the Hereafter. Marx then labeled religion as the “opium of the people” (Johnstone, 1992).

Empirical perspective: The socio-economic and political significance of religion is tremendous. Historically, it has been acknowledged that religious belief systems have played a significant role in the development of national life in North America. According to Chalfant, Beckley and Palmer (1994), the first immigrants to the New World did so for religious reasons. With particular reference to the Calvinist Faith, more than one-third of the states that constitute the present-day USA were formed around particular interpretations of religion-the Christian faith.

Socially, religious belief systems “provide us with both self-identification and self- placement in a heterogeneous society” (Herbert, 1955; Chalfant, Beckley and Palmer, 1994). Religion is a way of belonging. It serves as a point of reference for man to acquire a religious self or the “generalized other.” Also, as religions set aside things forbidden and emphasize the sacred, religion serves as the watchdog. And any forces that seem to threaten the status quo are strongly challenged by religious groups or bodies.

Many examples have been given about the unity that religion brings to human societies. Particularly in the West, many solidarity and human rights movements have all been influenced by religious beliefs that seek to correct some anomalies in order to strengthen social solidarity, integration and unity. Because religious groups transcend national boundaries to bring people, societies and civilizations into close proximity, the tendency of religion to enforce is very high.

Economically, the religious belief system, although arguably, has been associated with the formation of capitalism-an economic paradigm. In the The Protestant Ethic and the Spirit of Capitalism, Max Weber advanced how the kind of religious belief system can instill in people the zeal to strive for economic success.

Conclusion

In a nutshell, these are some of the various ways in which religious values and virtues (the belief system) can promote unity, integration, and solidarity that are essential in building social capital for the development of the human societies. However, religion can also be abused as a source of discord and conflict in society. Such conflicts can be avoided if people avoid “religio-centrism”-a construct out of “ethno-centrism.” Religio-centrism refers to the “feelings of rightness and superiority resulting from religious affiliation.” Such religious tendencies “inhibit the ability of a society to achieve adaptation, integration and goal-attainment” (Chalfant, Beckley and Palmer, 1994, p.51).

Abdul-Mumin Abdulai is an Assistant Professor in the Department of Sociology and Anthropology, International Islamic University Malaysia (IIUM).

The United States and many other developed countries are becoming more multi cultural, multi ethnic, and multi racial than ever before. This may to a certain extent cause less communication, interconnectedness or dialogue between diverse individuals. This lack of communication and dialogue, especially in education, manifests itself as less participation and involvement, which negatively affects educational success. Since educational success is highly associated with parental and community involvement, social capital plays a critical role in improving overall successes in education. Educators and policy makers should seek new ways and strategies to improve social capital with greater efficacy. This also includes reexamining leadership styles, practices and setting exemplary leadership frameworks.

1. Social capital

Due to the abstract nature of the concept, social capital is mostly defined by its functions or manifestations. In other words, definitions mostly answer the question of what social capital does rather than what it is. Don Cohen and Laurence Prusak (2001) refer to social capital as a dynamic and even organic phenomenon. Their approach also emphasizes social capital’s role and function, rather than social capital itself. They underline (1) how social capital works in organizations, (2) how investments are made in social capital, and (3) the return that these organizations and individuals experience from these investments (p. 3). In this framework, Cohen and Prusak (2001) offer the working definition of social capital as “the stock of active connections among people.” Yet, there seems to be a more concrete definition offered by The World Bank Social Capital Initiative (1998). According to The World Bank Social Capital Initiative, social capital is the “internal, social and cultural coherence of society, the norms and values that govern interactions among people and the institutions in which they are embedded” (p. iii). Thus, social capital is seen as the glue that holds societies together. Consequently. without social capital, society at large will collapse. Due to its importance, researchers from different fields, such including political science, economics and education, investigate social capital, as many people see social capital as a solution to persistent social problems.

2. Social capital and education

In the world of education, social capital is formed by social networks connecting families, schools and communities. In other words, parental and community involvement are the forms of social capital which are most associated with academic success. The World Bank (1998) argues that there is evidence that schools are more successful when parents and community members are actively involved. Discussions about school issues, parental monitoring, active tutoring, providing encouragement, attending school events, responding to school obligations, etc are all examples of parental involvement. Less effective community involvement examples include (1) supporting schools financially, (2) participating in school events, and (3) involving schools in community meetings. Community involvements render teachers more committed. Furthermore, it effects students’ general achievement, including achievement in reading, math, or other specific curricular areas, as well as IQ scores and an array of attitudinal and behavioral outcomes.

3. Education and leadership

Even a cursory review of the leadership literature reveals that there are multiple definitions of leadership, and these all arise from mainly different perceptions and specific disciplinary conceptualizations. For example, some authors choose to treat leadership as a psychological fact while others see it as sociological (Pierce & Newstrom, 2008). In different disciplines, such as education or health, the definitions are based upon the references of that particular discipline. Therefore, a wide range of definitions of leadership are offered, but not a single model or term given. Accordingly, while some leadership approaches focus on the different characteristics between the followers and the leaders, others look at internal or external variables such as representation and effectiveness.

In education, leadership is mostly represented in schools by school administrations. Specifically, principals and teachers are expected to possess the leadership skills necessary to run their schools. Leadership practices are not only expectations but also obligations and requirements as part of the profession. This is especially true for principals. Since they form school policies, they’re considered critical for academic and disciplinary success.

Kouzes and Posner (2007) see the concept of leadership as a practice rather than as a personality type. After several case analyses, surveys and questionnaires, they uncovered five leadership practices common to personal-best leadership experiences as guidance for all leaders. These five practices of exemplary leadership are essentials and applicable for all leaders who want ot get extraordinary things done in organizations, including educational institutions. The five practices are: (1) modeling the way, (2) inspiring a shared vision, (3) challenging the process, (4) enabling others to act, and (5) encouraging the heart.

4. Exemplary leadership, K-12 education, and social capital

To improve and benefit from the existing social capital in a family, school and community, the five practices of leadership proposed by Kouzes and Posner may be implemented in K-12 institutions. Accordingly, this model may improve academic and disciplinary success in K-12 education. The following titles will focus on possible actions, attitudes or procedures to improve social capital as conducted by school principals and teachers.

a. Model the way

Behaviors are more important than the title that people carry in organizations. It is through behavior that people win the respect of other members of an organization. If leaders want to gain commitment and better standards, they must be models of the behavior they expect from others. Overall, leaders model the way (Kouzes & Posner, 2007). School principals and teachers should act and behave in the best way possible, as exemplary models, towards colleagues, parents and community members if they wish to utilize and improve social capital. Modeling the way can be done by more involvement and participation in the activities organized in and out school. However, principals and teachers should prioritize their needs when they are choosing activities and events. For instance, different ethnic and cultural groups in a community can isolate themselves, since other members of the community may not want to communicate. Although these different groups may open their activities to all community members, lack of communication and dialogue creates isolation and, as explained before, cause lack of trust, reciprocal respect, interaction and safety, all of which are essential to building social capital. Thus, principals and teachers should prioritize communication and dialogue rather than basic social needs such as entertainment. Modeling the way can also include mutual family visits, joining social organizations and participating in community workshops, conferences and diversity meetings. In short, principals and teachers should represent – model the way – rather than present what social capital requires as a discourse.

b. Inspire a shared vision

Keenness, interest, diligence, inspiration, enthusiasm, dreams and imagination are essential factors for leaders in an organization (Kouzes & Posner, 2007). When leaders are visionary, and if their visions are realistic and if they have confidence in their capacity and skill, remarkable achievement can be realized. According to Kouzes and Posner (2007), every organization and social movement begins with a dream. Dream is a force which helps shape the future. However, dreams cannot work alone and must be shared. Leaders with dreams, or even leaders with more tangible projects, may not initiate an organized movement or substantive change. People will not follow leaders unless they accept the vision or dream as their own. To do so, leaders need to inspire people to share their vision.

A shared vision is as important as modeling the way in the process to utilize and improve social capital. People need to be convinced about the benefits of social capital in academic and disciplinary success in schools. Since many studies (Dika & Singh, 2002) show positive links between high social capital and overall success in K-12 education, making people believe in its benefits may not prove a difficult task for principals and teachers. However, a simple belief does not help much with improving social capital. Kouzes and Posner’s (2007) second practice of exemplary leadership, which is inspire a shared vision, might help leaders, principals and teachers achieve sufficient utilization and improvement in education. The visions and dreams may include (1) high involvement in activities and events, (2) strong connections with parents and community members, and (3) moral and financial support. The first step towards realizing such visions is telling them to the targeted individuals. The second is paralleling the visions with people’s expectations, hopes, and dreams. To do so, principals and teachers should engage in dialogue, not only with their colleagues, but also with parents and community members. The third involves further interaction and dialogue with people to amend or modify the vision for more effective utilization, if needed. Thus, plans and preparations for the planned goal or for the better utilization and improvement of social capital can be improved, and thus become more appealing.

c. Challenge the process

Leadership cases mostly involve a case of change or are perceived to be a challenge to the status quo. Studies done by Kouzes and Posner (2007) confirm this. For example, leaders may challenge a system, its processes or procedures so that they obtain new or better products, processes, services, systems, or outcomes. Challenge might involve an innovative product, a cutting-edge service, a revolutionary piece of legislation, or a reformed cadre of different personnel.

In a school environments, change and challenge occurs in and through the existing policies, internal culture and the status quo. To achieve a significant or better organized transformation, school leaders, primarily principals, happen to take risks. Change might be perceived as a challenge in different forms to the existing attitudes, means, methods and personnel. It might not be seen within the framework or practice of the existing action-plans that allege to benefit social capital within a community. By and large, attempts to improve or further utilize social capital can be perceived as a challenge if there is already some resistance to and confrontation with the rank-and-file towards the process of change and development in any community. As for schools, school leaders can challenge the attitudes and processes that are not effective and valuable for better social capital. Their action plans need to include overall participation, steady attendance, constant involvement, frequent visits and positive relations which would invoke further responses, participation, and contribution from individual families or lager communities. Challenging stagnant, unpromising, unproductive methods, means, or processes with a positive attitude is usually acknowledged as a needed form of action and practice towards achieving objectives.

d. Enable others to act

Leadership is about team work, and cannot be restricted to a small group of loyalists. It must include peers, managers, customers, clients, and citizens – all those who have a stake in the vision. The command-and-control techniques of the Industrial Revolution are no longer applicable. Leaders must work to make people feel strong, capable, and committed. They need to enable others to act and to participate in team efforts in order to accomplish either an organized movement or significant change (Kouzes & Posner, 2007).

Kouzes and Posner’s fourth practice of exemplary leadership is an essential instrument, especially when a single person leads an activity or a project in an organization. This is true for schools principals. At schools, principals give direct orders to realize internal and external procedures. In many cases, teachers, parents, and community members fulfill or complete these orders without becoming a part of them. Teachers, parents, and community members need to be inspired and encouraged to feel like team members who can actively participate in utilizing and improving social capital for their schools. For instance, teachers should be able to contribute to an event organization not only as guests but also as team members who arrange the event. Parents and community members should also be enabled to work as team members working towards improvements or success. Rather than simply participate, they can get involved in the events and organizations, at least to a certain extent, as controllers, coordinators, sponsors, or organizers. This simple involvement naturally attracts and increases the level of interest in school and overall education by society at large, and of course results in the improvement and utilization of social capital accordingly.

e. Encourage the heart

Encouraging the heart is another practice of exemplary leadership offered by Kouzes and Posner (2007). It is essential for leaders, because people get exhausted, frustrated, disenchanted, and often temped to give up. Leaders encourage the hearts of their constituents to carry on. Encouragement may come in many forms, ranging from dramatic gestures to simple actions. For instance, in recognition of performance of the constituents, a simply participating in their celebrations encourages people’s hearts. Such simple actions show that their performance is recognized and appreciated by the leader (Kouzes & Posner, 2007). .

Similar to principals, teachers, as leaders, also should encourage the hearts of their students and students’ parents. Teacher-parent contacts, interactions and dialogues should be accommodated between individuals for academic success and educational progress.

Conclusion

As argued, there are several factors that promote academic and disciplinary success in K-12 education. Educators, in most cases, have the initiative and inherent power to utilize and modify these factors. Social capital is one of these factors and has a critical role for the overall success in schools, especially in K-12 education. Statistics and research show positive links between improved social capital and educational success in the US and elsewhere.

Environments with improved social capital have better educational success, whereas low social capital environments have lower educational success, with high dropout rates and lower tests scores. Although studies clearly support the importance of developing social capital, further proposals, action plans, or practices are still needed to improve and utilize the social capital in K12 education. These proposals can be set by specific disciplines and also by interdisciplinary approaches, such as sociology, psychology, and education.

Erkan Acar is a PhD candidate in education at Marywood University, Pennsylvania.

References

• Cohen, D. & Prusak, L. (2001). In good company. How social capital makes organizations work. Boston, MA: Harvard Business School Press.
• Coleman, S., J., (1988). Social capital in the creation of human capital. The American Journal of Sociology, 94, (supplement) 95-120.
• Dika, S.L. & Singh, K., (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31-60.
• Fukuyama, F., (1999). Social capital and civil society. Retrieved September, 1, 2008, from http://www.imf.org/external/pubs/ft/seminar/1999/reforms/fukuyama.html
• Kao, G., (2004). Social capital and its relevance to minority and immigrant populations.
• Sociology of Education, 77(2), 172-175.
• Kouzes, J. M. & Posner, B. Z., (2007). Leadership the challenge (5rd Ed.). San Francisco: John Wiley and Sons, Inc.
• Pierce, J., L. & Newstrom, J.,W., (2008). Leadership & the leadership process: Readings, self-assessments & applications (International Ed.). New York: McGraw-Hill.
• The World Bank Social Capital Initiative, (1998). The initiative on defining, monitoring and measuring social capital. Social Capital Working Paper, 1.

M&B: Would you please tell us a little bit about the current status of poverty and lack of development in the world?

The world today is very divided. There are more people than at any time in human history who have a decent life, who have wealth and prosperity. There’s also a large group of people in the middle, but there are about a billion people, a sixth of the world’s population that lives in great misery and maybe half the world’s population that lives at levels that are far less than they could be. When you look you can see good news and bad news. The good news is that there are fewer people who are poor than ever. It’s worth remembering that through most of the world’s history, most people have lived short lives, a quarter of children have died before they were five, very few people had education, very few people even were able to travel more than ten kilometers from where they were born. So today’s world is a very different world. It’s a world where vastly more people have opportunities and even in the last 50 years more people have a chance for a decent life than at any time in the past, and we have to remember that there has been extraordinary progress. Second, I think that there is an awakening of the moral conscience of the world that we see in the millennium development goals, in speeches of leaders all over the world that the situation, the historic reality that most of the world’s people were poor is no longer acceptable and is no longer necessary. The bad news is, today we know that this poverty is unacceptable. We know the kinds of lives that people live. We have images, we have data, we have knowledge, and we know that it doesn’t need to be. We know that we have the resources to change it.

M&B: How are the millennium development goals related to moral awakening?

Around the turn of the millennium, there was a great deal of reflection about what had come before and what should come in the future. One of the frustrations that many people had is that there had been meeting after meeting about the environment, about women, about health, about transportation, about every subject that you could imagine, and at each meeting there were promises made. Wonderful speeches given, wonderful texts written, declarations … but when you looked back the promises had very rarely been kept. So that when the United Nations organized a meeting of world leaders in September 2000 to mark the transformation to the new millennium there was an agreement that things should look different in the future. And so there was a historic moment, a historic declaration when all the leaders of the world, every one of them agreed to sign on to a millennium declaration to end poverty. But they also decided to use some of the tools that came from business. So they decided to set deadlines, they decided that if you can’t measure it nobody cares, nobody will look back, and so the millennium development goals that emerged were first of all just a few, just eight millennium development goals, so that people would not forget them. They all have numbers associated with them and there’s a date (the year 2015), and there’s an accountability structure – who’s responsible, who’s going to be held to account for the achievement of these goals. So these goals are a very exciting departure. In some ways they’re a very minimal. For example, they want to reduce poverty by half by the year 2015. How can you tell that to a group of poor people that only half of you will be out of poverty? It only says that all children will receive primary education. It barely looks at equality between men and women. It’s a very simple set of goals, but what it represents is a historic change and first a very clear determination to end poverty in our lifetime.

M&B: How can or should technology facilitate the transition from poverty to wealth? What role do you think technology should play in this process?

Technology plays roles in many ways. Perhaps the most dramatic is health. Many of the diseases that killed billions of people throughout human history now can be cured or prevented. Remember how many children through most of history have died of respiratory diseases, have died of diarrhea, those are important.

The changes in educational technology are also a huge advance, as are the changes in the understanding of how economies work, in the production of food, transportation, the ability to communicate. For example, when there is a disaster, the knowledge of it is transmitted within hours. Through most of the eighteenth and nineteenth centuries, there were famines in Cape Verde where literally hundreds of millions of people died, and no one knew until long after the fact. Today that doesn’t happen anymore. So many different threads of the progress of science and technology, engineering, and communications really have transformed the outlook of what we know and therefore what we can do.

M&B: Technology has an important role and surely change requires the investment of capital. But today economists are considering non-traditional capitals such as human capital, social capital, and spiritual capital in order to achieve social change. What do they mean? Are they interchangeable or related in some way?

One of the most important realizations of the development in the world over the past twenty years is that there is nothing more important than investing in human beings. The term that’s used is human development, human capital. It can be used in a narrow sense such as investing in education, investing in healthcare, making sure that when a young person finishes school, the whole investment is not lost when they cannot find a job. But human capital has a new meaning today. It means developing the potential of human beings to the fullest.

There’s a new dimension that’s been added more recently, and it goes perhaps in some circles under the name of spiritual capital, and it grows I think from a realization that living life without meaning, just living life to earn a living, eat, work, and sleep is a futile exercise. There has to be an appreciation of what the purpose of life is, and that’s what spirituality means for most people. That means looking for this meaning both individually for their own spiritual paths, but also for the spiritual life of the community. It is the virtues of compassion, caring, helping your neighbors. It is perhaps the most common theme through all the world religions-do unto others as you would have them do unto you. So people are starting to study what kind of investment goes into spiritual development.

M&B: There are also some important spiritual elements that have direct impact on the economy, such as trust and compassion.

The ideal of how traditional communities operate is this: people take care of each other, they know each other, and they’re compassionate. If someone is ill, the neighbors come and take care of them. The villagers or the community trust each other, they trust their religious leader. They trust their political leader. Sadly the realities in the past, but also in the present, are often very different. There are people in almost any community who are left aside. So the ideal of a community is not the reality. But the ideals, the ideals of compassion and the ideals of trust of believing in human nature are a very important spiritual heritage of human kind today.

Now faced with modernization, the ideals of traditional societies are much harder to practice. Today more than half the world’s people live in cities, and the projections are that this number will rise. In cities of tens of millions of people, trust takes on a very different meaning. People are often anonymous, and communities and individuals can be completely lost in the sea of humanity. No one knows your name, no one knows who you are. So in today’s world we need to build new kinds of trust, and new kinds of trust come in strange ways. I think it’s fascinating that young people today find trust in Facebook, in MySpace, and social networking, but they also find trust in a new found belief in a spirituality that they choose, that they have discovered in their adult life.

M&B: Today you lead Berkley Center’s program on Religion and Global Development at Georgetown University. But you also led the World Bank’s faith and ethics work 2000-06. How did you get involved with that?

In the 1980s there was a period when the World Bank and the British Development Aid were at odds with many leaders and organizations from the world of religion. Religious people were demonstrating in the streets, and the development organizations closed their doors and ignored what was happening. But gradually there was in awareness that this made no sense because these were natural allies who should be working together, who were both inspired by a vision to poverty. So some leaders got together and started to have a dialogue, and their first conclusion was that they knew very little about each other and that there were tremendous misunderstandings. Second, they found out that there was a great common interest, a passion, and a commitment to dealing with the issues of poverty. And third, there were some very difficult issues. Different ways of looking at economic growth, different ways of looking at the meaning of wealth, different ways of looking at models. Therefore a dialogue about these complex issues was needed.

I worked for many decades on development, mostly on Africa but also on East Asia, on Latin America, and many different parts of the world, and one day the President of the World Bank, Jim Wolfenson asked me to help him with a project to bridge the worlds of religion and development, and so I was reluctantly drafted. This was in about 1999. I knew very little about the world of religion, but I knew quite a lot about issues of poverty and was very interested in the social dimensions and in the anthropological, social, historical approach, which I believed in very strongly. So I saw it as an opportunity to learn and to move into a whole new world.

M&B: Based on your experience, what can you say about the role of religions in progress and development?

I started to work the links and the overlap and the disjunctions between religion and development in about 1999. At first it seemed like a logical, relatively straightforward challenge because religious organizations, the Catholic Church, Muslim organizations, Buddhists, and Hindus play such active roles in providing social services, and they are so obviously important for poor people as well as for rich people in most parts of the world. We were surprised by how controversial this proposition has been to try to link religion and development. What it showed is that for many people there are many levels of hesitation about the role that religion plays in today’s world. For some people, there has been an assumption that with modernization and scientific progress, religion would simply die out or become an option for perhaps an occasional Sunday or Friday and that it would no longer play a significant role in people’s lives because they were at a different stage of development. Now that assumption has been very clearly proved to be quite false because today, if anything, religion is becoming more important in societies, rich and poor, than it ever was before, in a much more varied plural form, but it still is very clear that this hypothesis has been proved to be wrong. But people also have other concerns about the role that religion plays. For many, religion is seen as very political and divisive, particularly in societies where there are different religious traditions and some history of tension. Some people are still very nervous about the role that religion plays, and they sometimes forget the role that religion plays in social peace as well as in giving meaning to life.

Also in religious traditions as well as in politics, it is completely untenable that the poor people in the world would be expected to sacrifice so that the rich world can continue their consumption and that they would need to continue to live at a much lower resource level. For most people, the answer is first trying to curtail unnecessary use of resources, so much more conservation. And the second is there needs to be a much more energy put into the new technological developments so that people can benefit from the good of modernization without destruction of the earth. But I think there is a subject that needs much more attention which is the meaning of equity. The meaning of a kind of society where there is much more balance and where there is much more fairness. For me, it is impossible to imagine a future where we do not have a much more balanced world, much less divides between rich and poor, where we benefit from creativity, where we benefit from human development, but where these ideas are shared across all societies in the world.

M&B: What is the most efficient way to achieve the results?

In social change, people working together at the community level, those who know the situation, who know their realities, and who know their world are absolutely necessary to make change. That’s true in Africa, Latin America, Asia, the Middle East, and the United States as well as in Europe. Communities really make the difference. On the other hand, there are also a million wasted efforts where communities start something, and then it fails because they’re frustrated by some kind of an obstacle that’s outside of their control. So we need also to recognize that leadership is an essential ingredient in change. Political leadership, having a vision of what’s happening in other places, and having ideas that cross boundaries are absolutely essential to change as well. So my formula, the formula that I believe in very strongly, is that to see the kind of changes that we’re looking for in the world you need the fire from above. You need the leadership, you need the inspiration, you need the policy framework, as boring as policy may seem. You must have the economic and social policy that’s from above. But you also have to have the drive that comes from the community, the fire from below, the organization, the ideas, and the knowledge. And the key, the place where you see transformation is when you have the two working and coming together.

M&B: Would you please give us an example where a problem is brought to the table and a community helps in planning? Can you give us some examples?

The easiest example where you see that is when a community has a wonderful set of ideas for marketing crops or for bringing new land under cultivation or for building a set of schools, but they don’t have the resources locally and someone from outside – whether it’s a foundation or a government or an organization like the World Bank – brings the resources and magically it’s transformed into some kind of change. Reality is usually more complex, and it’s a process of give-and-take because one thing we know is that money alone does not solve all problems. So that what you will see is an idea that comes from a community. Let’s take an idea for building a new school and from outside someone will raise the question: why are the girls in the community not going to school? The first answer that may come is that there are practical obstacles. The girls are needed at home or the girls are not safe when they go to school, and so an idea might be offered from another community in another place or from another country to solve those problems, and then perhaps the girls do go to school but they don’t succeed because the expectations in the community are that girls really are going to be married and so they shouldn’t go to school anyway. And then a political leader or a religious leader will give an inspiring speech or a woman leader will come to visit the village and will show the girls what is possible, that it’s possible to be a doctor or a political leader or an engineer and slowly through the alchemy of different ideas coming from different places, the understanding of what success is will change, and the resources will multiply, and we’ll transform the visions of what a good life is from a rather narrow traditional view to one that takes the genius of the community and builds it with other ideas that come from outside.

So the coming together of the practical technical side of benefitting from the advantages of modern technology with a revival of some of the best traditions of spirituality I think is part of the magic that we might look to in today’s world.

Interview conducted by Mustafa Tabanli for Ebru TV for the Emmy Award winning television series Matter and Beyond.

And this world’s life is naught but a play and an idle sport and certainly the abode of the hereafter is better.
An‘am 6:32

Mr. B was an old medallion maker who took great pride in his art and craftsmanship. He had been making medals since his youth and he never missed any opportunity to boast about his fine engravings and embellished handiwork. As he had indisputably proved his worth in the small city in which he lived, in these last years of his life he was enjoying the pleasure of choosing his own assignments. He would create medals only for the more glorious events in which many people had worked and struggled, in which more time and money had been spent: he would only make medals for occasions that influenced more lives.

The reason for his inclination to the more important jobs was not financial. While trying to find original designs for these medals, Mr. B often found himself imagining how the winner of the event wanted to have the medal, how this person had endlessly practiced, sacrificing emotional and carnal desires; and here, the medal maker was sitting above the entire crowd, designing and polishing that object which was the goal of all this effort. He almost saw himself as a mythical figure, a ring-giver, who with great ease was able to give all the contenders a motive to live, and one who would give immense happiness to a few.

In this way, Mr. B too gave a special meaning to his own life and he would perhaps have gone on living this way if it weren’t for that pesky invitation he had one day received. He read the whole letter in a single breath; at first he could not decide if he should be happy or worried. This was a summon to a competition between all the medal crafters throughout the country; once and for all it would establish the person who made the most handsome, most elaborate, most original medal designs. Mr. B didn’t even read the awards; he only glanced at the deadline and rules. At that very moment he instantly knew that he would join the contest, even though this could jeopardize his position in his small city. If he didn’t join, everybody would think that he had already accepted defeat. On the other hand, deep inside, he knew that winning this contest was extremely difficult. He had had the chance to see the medals prepared by other artists in other cities during his visits and he often found their work to be superior to his own in a way that is only evident to the eye of a professional. He found himself profoundly hating whoever had come up with the idea of this contest. For a few days he silently walked the streets of his small city. Then he closed himself in his workshop and didn’t come out for a whole week; this left him only enough time to pack up and travel to the capital city with the new medal he had made.

On the day of the contest all the best medal makers in the country filled the finest room of the palace in the capital city. The artists, one by one, came forward and presented the best work of their lives to the head of the committee. All of the medals were spectacular pieces of skill and artistry. However, Mr. B didn’t even peek at any of them: he had developed a series of superstitions while he was preparing for this competition. He had started to believe that seeing any other medal in this period might harm his belief in himself, and this would inevitably affect his chances of winning. Moreover, he never once looked at his own medal after he had put it in its container in his workshop. He somehow thought that the initial place it was made had a spirit and the medal should see the daylight again only here at the competition. Mr. B slowly walked through the crowd to the committee to present the greatest achievement of his life; his heart was pounding and his movements were almost rehearsed and automated. He briefly introduced himself and left the medal for the detailed examination of the shrewd and astute group of experts.

The results were to be announced the following day and until that time Mr. B couldn’t bring himself to think of anything but the contest, even though he genuinely tried to enjoy the many delights the capital city offered. The award ceremony was dazzling; at the end the three best medal makers of the country were to be declared. Just before the names were read, Mr. B finally made peace with himself and decided that even if he were awarded third place, he would still be content. However, his name wasn’t read for third best. All of this was happening too fast. He felt an instant joy that he wasn’t third and calmly realized if his name was going to be called now, it would mean that he is even better than what he had decided to settle for. At the same time, he intuitively knew that there were only two awards left and his chances were much less each time a name was read. While contemplating this fact, the second best medal maker was called: it wasn’t him. Mr. B wasn’t thinking anymore. He could only feel a certain pity for himself and a slight envy for the second best medal maker. He glanced at the entire room filled with best medal makers of the whole country. He should have worked harder, or he should have known his place; he shouldn’t have deluded himself with such pretense! He had a feeling that everybody was looking at him now; then his name was called, he stood up and among the tumultuous applause and cheers he walked up to the stage. There, Mr. B was given a golden medal for his achievement in medal making. The moment he saw the medal around his neck, he felt a funny understanding in his heart.

Years passed. As an ironical finale, the players, the medal makers, and the medal maker who made the medals for the medal makers ended up with the same fate; they were buried in the same row in the same cemetery. Their eyes opened to larger truths and their hearts constantly going over the lives they led, occasionally when they remembered the vainness of the games they had played, they couldn’t help bitterly smiling.

Service-learning is a program that seeks to promote student learning through experience associated with service in the community. Service-learn-ing gives students the opportunity to help others and reflect on how they have benefited from so doing (Bringle and Hatcher 1996). A well-known Chinese proverb explains this idea as follows: “I hear and I forget; I see and I remember; I act and I understand.” Service-learning, like an internship, provides students with a concrete, specific task that permits them to apply what is learned in class, to learn what competencies the student has yet to acquire, to explore career interests, and to develop competencies by applying and testing them. Service-learning differs from an ordinary internship, however, because the context and task of the experience is service to a person or group in need, e.g. tutoring inner-city or immigrant students, visiting the incarcerated or hospitalized. As defined by the Commission on National and Community Service, service learning is “a method under which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs and that are coordinated in collaboration with the school and the community.”

Service-Learning

Service-learning is a method of teaching by which people learn and develop through active participation in thoughtfully organized service experiences that: meet community needs, are coordinated in collaboration with college and community, are integrated into each person’s academic curriculum, provide structured time for a person to think, talk, and write about what they did and saw during the actual service activity, provide people with opportunities to use newly acquired academic skills and knowledge in real life situations in their own communities, enhance what is taught in the classroom by extending student learning beyond the classroom, and help to foster the development of a sense of caring about others (adapted from the Alliance for Service-Learning in Education Reform 1993).

Service-learning is an experiential teaching approach that uses community service as a vehicle for teaching specific course-based skills and strategies. Service-learning combines community service and academic learning with “real-world” action that has been subjected to critical reflection. Service-learning can take place in a number of settings: nonprofit agencies, public schools, government agencies, campus organizations, businesses with philanthropic commitments, and many more.

Service-learning emphasizes problem-solving and critical thinking. Service-learning places “curricular concepts in the context of real-life situations” and “empowers students to analyze, evaluate, and synthesize these concepts through practical problem-solving” (Alliance 1993, p. 71). Students inevitably encounter issues that must be addressed or obstacles that must be surmounted in order to complete their service-learn-ing projects which generally occur over a single semester, but multi-semester projects can occur as well.

Teachers who incorporate service-learning into their class curriculum act as facilitators in an alternative learning process. How can one know if the students are learning and if the project is successful? Basing final grades on student reflections can be a measure for student learn-ing. Learning may be also assessed through thoughtful class participation, professionalism at the service agency, insightful presentations, or final papers that integrate the service-learn-ing project with the discipline.

What Are the Benefits of Service-Learning?

Service-learning has a profound effect on both teachers and students. Teachers view it as a new or alternative pedagogical approach because it deviates from traditional teaching methods and encourages learning through experience with community agencies. By incorporating service-learn-ing into their curriculum, teachers are able to offer students the opportunity to apply classroom theory to real-life situations. Students view service-learning as a way to integrate what they have learned in the classroom with a real-world environment. By assisting in community organizations, students are giving back to their surround-ing community, while also learning several attributes which will be beneficial in the future. Service-learning provides students a real-world experience and opportunity to field-test knowledge in a supervised context. It also provides community connections for students and encourages civic commitments. Service-learning creates a positive image for the teaching institution (high school, college, or university) and the community.

Service-learning enhances active learning. Service-learning promotes engagement with the community, class colleagues, and the instructor as well as the course content, connects theory to practice through their experiences; students are able to see theory through reality and to test firsthand what they have read in their textbooks and have heard in lectures. Service-learning improves student satisfaction with the school and builds stronger relationships with the teachers, helps the students to explore majors and careers, and fosters civic responsibility as well as a sense of making a difference through service-learning experiences. In this way, students begin to prepare for their role as responsible citizens, who are empowered to bring about positive changes in society, and are encouraged toward a life-long commitment to service. Service-learning brings together academic and community service goals and enables schools to move to a new and more powerful level of fulfillment of their institutional missions; it creates true partnerships, producing higher quality graduates, increasing community support, fostering public relations/publicity and improving student learning. Service-learning provides an infusion of people power to the community, helps fulfill the client/agency needs, accesses school resources, produces a more informed/involved citizenry, and explores new ideas and generates energy (Jacoby 2003, Eyler and Giles 1999, Driscoll and Holland 1996, Markus et al. 1993).

Conclusion

Service-learning requires the cooperation of both the school and the community. Hanifan (1916) stated that the entire community benefits from the cooperation of all its parts. The student benefits from the advantages of the social support of others in the community. Service-learning also has a positive impact on the entire community as a result of these newly formed relationships. Civic agencies are an integral part of any service-learning program and the education of the students. Without the involvement and support of community partners, service-learning programs would not exist. Indeed, community service sites provide many resources to enrich both the school and the students’ education. The agency’s commitment of time and effort to supervise and provide students with meaningful service opportunities is deeply appreciated.

References

• Alliance for Service-Learning in Education Reform (1993). “Standards of quality for School-Based Service-Learning.” Equity & Excellence in Education. 26(2), pp. 71-73.
• Bringle, R. G., Hatcher, J. A., “Implementing service learning in higher education,” Journal of Higher Education, March-April 1996, 67:2, pp. 221-240.
• Coleman, J. (1990). Foundations of Social Theory, Harvard University Press, Cambridge: 1990.
• Driscoll, A., Holland, B., “An Assessment Model for Service-Learning: Comprehensive case studies of Impact on Faculty, Students, Community, and Institutions.” Michigan Journal of Community Service-learning, 1996, 3, 66-71.
• Eyler, J., Giles, D. E. Jr., Where’s the Learning in Service-Learning? Jossey-Bass, San Francisco: 1999.
• Hanifan, L.J., “The rural school community,” Annals of the American Academy of Political and Social Science, 1916, 67, 130-138.
• Jacoby, B., Building partnerships for service-learning, Jossey-Bass, San Francisco: 2003.
• Markus, G. B., Howard, J. P. F., King, D. C., “Integrating Community Service and Classroom Instruction Enhances Learning: Results from an Experiment.” Educational Evaluation and Policy Analysis, 1993, 15, 410-419.
• The National Commission on Service-Learning (2004). Retrieved online from http://servicelearningcommission.org/slcommission/
• Putnam, R.D., Bowling Alone: The Collapse and Revival of American Community, Simon & Schuster, New York: 2000. 

In order to maintain the effective use of power resources to reach a target, researchers divide them into various subgroups according to different criteria. For instance, capital is categorized into such groups as material, emotional, morality and virtue, intellectual, knowledge (know-how), and consciousness of opportunity and favor. Each one is highlighted by being given a separate name. In addition, various scientific concepts are used as metaphors to imprint on people’s minds the importance of those factors that help a community or nation develop. This is done because the human brain can think more easily through metaphors and understand a fresh and novel point of view.

The definition of social capital draws attention to an important – but often ignored or underemphasized – source of wealth for national development. This concept expounds why developing countries cannot achieve Western standards of development. While financial power and knowledge (intellectual capital) constitute the fuel and mechanical parts of the car of progress, social capital functions as its lubricant and oil. An old car that lacks lubrication cannot take you very far, just as a nation whose social capital has been exhausted or broken cannot progress.

So just what is social capital? Which national riches can be seen more clearly through the lens of social capital?

Defining social capital

Social capital is defined as the individual’s capacity and ability to benefit from and take advantage of public and private institutions through membership. Social capital forms bonds between neighbors, families, individuals, and communities. The society’s civil organizations need social capital to coordinate their existing resources more effectively. The sense of belonging to a society and a nation, and the people’s ability to make use of their various capacities, are involved in social capital. At each society’s base of interpersonal relationships and institutions, all of a person’s opportunities and duties comprise social capital.

Being a member of a social group brings both responsibilities and advantages. Social capital is formed by social structures and institutional characteristics (e.g., reliability, norms, networks of relationships, and systems of facilitating coordinated actions). It facilitates some actions within the structure and makes some benefits available, such as the material gains that accrue with group membership opportunities and chances, as well as the support brought about by relationships within the organization.

If the essence of a relationship is mutual trust and reliance, a system containing expectations and responsibilities arises. This mutual trust and reliance between the members of a civil organization oils the wheels of socioeconomic interactions, reduces costs, maintains the circulation of confidential information among group members, and enhances the availability of chances offered by the group. All of the values and norms needed to erect and maintain a healthy society can be defined as social capital.

Social capital also can be defined as the existence of institutional and inter-institutional participation and cooperation that keeps the individuals grouped around a common purpose and which acts as an adhesive that makes it possible to construct a society or a team. Given that religion and moral education form such values as charity, self-sacrifice, trust, and reliability, it follows that religious and moral teachings play primary roles in constructing social capital. Social capital has yet another meaning: those norms that influence a society’s productivity and health and social networks, as well as interpersonal relationships, respect, trust and credibility. Social bonds can boost efficiency by reducing the cost of work and production and facilitating the coordination and cooperation needed for production and marketing.

Social capital, an indispensable component of society and progress on both the micro- and macrolevels, includes all of the norms that shape the quality and intensity of a society’s social interactions. In this respect, a large amount of social capital allows more resources and opportunities to be mobilized in the pursuit of common goals. Social capital, however, has both positive and negative sides. For example, social clubs exclude non-members from their services by forming an internal social capital. Thus, poor and rich social sectors have different social capitals. The social capital of poor people is built around trust and the exchange of goods or property. The critical point of social progress is making public opportunities and chances available to the poor by reducing the exclusivity of the social capital available to the rich. The Islamic institutions of zakat (the prescribed alms) and interest-free credit practices are quite significant here.

The social capital of socially harmful groups (e.g., drug cartels and corrupt people) prevent socioeconomic progress. In this respect, the social capital value of a society’s subgroups and civil organizations determines whether the net value of its social capital is positive or negative. The value of an institution’s social capital is determined by the levels and degrees of the following: the development of an institutional identity among staff members; the sense of belonging; the extent of common thoughts, visions, and goals; being informed of the chances and opportunities inside or outside the institution; staff members’ respectability in the institution and the institution’s respectability in society; its ability to offer equal opportunities without getting entangled in religious, ethnic, and socioeconomic differences. In addition, participation in managing a society’s institutions and establishments also strengthens social capital. Thus, we can say that social capital can be defined in many ways and represents the group of differences called capital.

We should distinguish the resources of social capital from its outcome. We can list the following among its outcomes: social control, preservation of family and kinship ties, preservation of the society’s unity and solidarity (both material and spiritual), and the capacity to put forward common ideas and targets due to the unity and harmony of society. All of these are vitally important for economic progress and sustained growth and development.

Social capital also makes an important contribution to forming a sociopolitical environment that allows certain norms and standards that shape society in order to improve it. Unlike economic capital, social capital cannot be bought from another community or nation; every society has to build it up with its own faith, tradition, and education system. Civil organizations play a major role in the rapid construction of positive social capital. The value of social capital directly affects the government’s functioning, as well as that of the justice system and the use of rights and freedoms. And, socioeconomic development is directly related to the common goals and principles determined by the social capital accumulations of subgroups

and institutions. As networks of relationships that are limited to a person’s family and neighbors have a small amount of social capital, they are deprived of chances and opportunities to improve themselves. Those with a larger network of relationships, due to their membership in civil organizations, as well as professional and social clubs, have more social capital and a better chance of enriching and making individual progress.

Social and other types of capital

Social capital is a means of investing in your future. People with a high social capital value are honest, trustworthy, possess professional honor, function as a member of a team, and are sought after in all sections of life. Individuals and institutions that maintain their social capital above a certain value can acquire knowledge, power, and opportunities of critical importance. A collective group identity that increases the capacity of collective action can be enhanced only by building up social capital. As material capital can be used for reaching various objectives, social capital can be used to access critical information or to receive sound advice. Certainly, the advantages of a person’s position within society or a group can be transformed into economic gain. Material capital, the most fluid and that with the highest value of convertibility among all types of capital, can be used to improve men and women, culture, and social capital. However, the convertibility of social capital to economic capital is lower, for social capital, which keeps the common values that make up the society together, is less transferable.

When necessary, social capital can function as other types of capital or can compensate for their absence. For instance, the lack of financial or human capital can be eliminated by introducing strong social relationships and connections. Furthermore, the efficiency of social capital can be raised by reducing operation costs. Research reveals that people with a lower social capital value are less reliable and less receptive to institutionalizing and organizing.

Social capital needs protection and continuity, just like physical (e.g., clean air, water, and environment) and human capital do. In other words, existing social ties among people need to be refreshed and confirmed periodically to maintain their efficiency. The value of social capital increases, instead of decreases, as we use it. For example, the social capital of people who rely on each other and inspire mutual trust increases daily. Thus, dialogues and interactions between different civil organizations and cultures, as well as interfaith dialogues, are important infrastructural activities that enable the construction of social capital.

Social capital, like physical capital, is advantageous for the public and requires that all people work to save and improve it. Such an understanding allows us to comprehend the wisdom of the Divine Order, which wills that every society contains a group that calls for good and prohibits evil. Fresh air and water decrease in proportion with their usage; social capital increases in proportion to its usage. Individuals equally run the risk of not making use of social capital’s potential in an equal manner. Social capital is usually constructed by its relationship to a club or a community. Thus, people who are not members cannot benefit from the opportunities.

Social capital is not held by a person or an institution, but emerges within the network of interpersonal or inter-institutional relationships, and continues to grow as long as the relationship lasts. In other words, the construction of social capital depends upon mutual trust, dialogue, and cooperation. Since social capital emerges within the network of social relationships, it cannot be transferred. Each society has its own methods of operating and achieving success.

All of the cultural elements that motivate a person, generate opportunities, or facilitate the utility of talents and capacities play a role in the construction of social capital.

Measuring social capital

Several criteria are used to measure the value of social capital: the degree of trust and respect for the state and its institutions, the level of people’s participation in making those decisions in which they have a role to play, the extent of their presence in civil organizations, and the average of monthly voluntary service hours, as well as the level of help, support, and self-sacrifice between individuals and neighbors. For example, social capital strengthened by the active support of local citizens and families enhances the quality of education, for students are more successful when teachers improve themselves, take their jobs seriously, and establish a good relationship with the students. Doctors and nurses who work in citizen-monitored and supported health institutions are sure to be more attentive in their jobs. Building a healthy society depends on social capital being rooted in interpersonal trust and assistance.

Social capital and social progress

Researchers have discovered that a nation’s ability to achieve healthy progress does not depend only on financial, structural and legal regulations. For example, the failure of the financial aid offered by the World Bank, as well as its advised structural reforms, to the developing countries raises the following question: What did we miss or undervalue? The resulting analyses and research so far have revealed that the interaction between labor and capital for progress is far more complicated than originally expected. Various types of capital were acknowledged (e.g., physical, geographical, human, cultural, moral, emotional, and social) and held to be significant for progress. Social capital was recognized as the primary prompter and sustainer of development and progress.

Recently, researchers have begun to focus on the need for developing countries to have social, rather than financial and labor, capital. They underline that existing corruption, bribery, and monopolies can be dealt with only by enhancing social capital. We hope that this article helps administrators, who are at the steering wheel of national ships, realize the contribution of our religious, moral, and cultural inheritance to establishing a high-quality social capital, and encourages them to consider social capital in their projects.

References

– Hwe P., and A. Shiell. “Social Capital and Health Promotion: Review.” Social Science and Medicine, no. 51 (2000): 855-871.

– www.worldbank.org./poverty/scapital/whatsc.htm.

Social capital has a long intellectual history in the social sciences. In this paper, social capital refers to the institutions, relationships, and norms that shape the quality and quantity of a society’s social interactions. Social capital is not just the sum of the institutions underpinning a society; rather, it is the glue that holds them together.

Lyda Hanifan, a West Virginia school reformer (1916), was the first to use the term social capital. Jane Jacobs reinvented it during the late 1960s, Glenn Loury elaborated upon it during the late 1970s, and James Coleman used it to examine Chicago schools in the 1980s. Coleman and Loury prefer to view social capital as a bottom-up phenomenon that is not directly amenable to public policy intervention. French sociologist Pierre Bourdieu developed a contemporary approach, though Anglo-American scholars remained unaware of it until the late 1980s.

The major momentum for scholarship on social capital, however, came with Robert Putnam’s seminal work on democratic governance in contemporary Italy (1993) and his subsequent challenging thesis that late twentieth-century Americans were bowling alone, by which he meant that they were becoming increasingly disengaged from active participation in public life, a trend with disconcerting implications for active democratic participation. He developed his thesis with his bowling alone article (1995), which led to scores of active research projects around the world on social capital.

Organizational-level social capital cannot be measured merely as an aggregation of individual networks, for attention has to be given to inter-organizational networks as well as to the study of this network’s nature. Community-level social capital resides in groups and in the networks among these organizations/groups. Strong society-/community-level social capital creates a civic infrastructure that supports formal and informal processes of decision-making and public involvement. The idea of social capital has coalesced around several fields: families and youth behavior problems, schooling and education, community life, work and organizations, democratic governance, collective action problems, and economic development. Building and maintaining networks is not a natural given; rather, it requires investments that yield a return.

Since Putnam’s identification of the social capital in regional governance and economic development in Italy (1993) and his latest suggestion in the U.S. (1995, 2000), a virtual industry of interest and action has been created around the implications of his findings for the development of low-income communities. Putnam attributes a significant portion of differences in government effectiveness, economic health, and community well-being to the presence (versus absence) of social capital. Stated simply, he considers the main elements of social capital to be trust and cooperation. Social capital consists of networks and norms that enable participants to act together effectively to pursue shared objectives. There is a strong collective aspect of social capital, as the social and economic system as a whole functions better because of the ties among the actors that make it up.

State-Nonprofit Partnerships

Government partnership includes partnering with for-profit corporations and nonprofit organizations, such as social service agencies, cultural groups, neighborhood organizations, hospitals, and health organizations. Alexis de Tocqueville, while touring America in 1831-32, noticed how different Americans were from Europeans in their enthusiasm for banding together to support a good cause. We see the result of this cultural characteristic today, for America did not follow the model of a European welfare state. American policymakers used taxes and direct subsidies to deliver services. America has created a welfare state through nonprofit organizations, the vast majority created since 1959.

State-nonprofit collaborations involve nonprofit organizations addressing local, state, and national problems through negotiated efforts or partnerships with business, government, colleges and universities, or other public or social institutions. Public organizations should look for opportunities to work with other nonprofit organizations-even with their competitors-in solving growing public problems in a timely and efficient manner. These efforts encompass several categories: governments often seek to execute their efforts via structures of interagency collaboration; the role of not-for-profit organizations is large and growing; and the frequency and variety of links with for-profit firms is impressive and government contracting remains a growth industry.

Generating social capital

Putnam (2000) states that civic engagement and social connectedness are practical preconditions for better schools, safer streets, faster economic growth, more effective government, and even healthier and longer lives. Without an adequate supply of social capital, meaning civic engagement, healthy community institutions, norms of mutual reciprocity, and trust, social institutions falter.

The value creation process of public and nonprofit partnerships generates incremental social capital to the partners, members, and to society as a whole. Benefits generated by an effective partnership often exceed the partnership’s purpose and enable the social mission to be accomplished more effectively. Public-nonprofit partnerships focused on social problems can also serve as motivating informative models for others to follow. As a partnership evolves, the value of the benefits can erode. Skills acquired by one partner from another, for example, may no longer be a transferable benefit. Relationships are dynamic and subject to alteration due to changes in the external environment. Also, partners’ need and priorities can change.

Public-nonprofit partnerships can be seen as vehicles for generating social capital by creating and strengthen organizations and collaborations within the community. For example, they enable community members to participate in those aspects of community life that concern them by setting priorities, developing programs, and participating in them. Creative action by public organizations can foster social capital, and linking mobilized nonprofit organizations and citizens can enhance governmental efficacy.

The role of nonprofits

According to Putnam: By almost every measure, Americans’ direct engagement in politics and government has fallen steadily and sharply over the last generation, despite the fact that average levels of education-the best individual-level predictor of political participation-have risen sharply throughout this period. At the same time, membership in and the number of nonprofits has increased (although there has been increased competition among nonprofits for this membership). This would seem to contradict de Tocqueville’s thesis. But, as Putnam points out, contributing to a nonprofit organization or joining an association and reading its newsletter does not necessarily translate into greater civic participation.

Nonprofit organizations play a vital role in creating and sustaining social capital, namely, those bonds of trust and reciprocity that seem to be pivotal for a democratic society and market economy to function effectively. But one would expect American individualism to make it difficult to sustain such organizations. De Tocqueville understood this point well when he wrote in Democracy in America in 1835: Feelings and opinions are recruited, the heart is enlarged, and the human mind is developed, only by the reciprocal influence of men upon one another these influences are almost null in democratic countries; they must therefore be artificially created and this can only be accomplished by associations.

Thus the perpetuation of a vital nonprofit sector is essential to developing and sustaining a sense of community, which is required to uphold contracts and enable both a market system and a democratic policy to operate.

Investing in social capital by attempting to increase civic participation therefore will strengthen democracy. Since nonprofits reach so many people, and because some nonprofits are powerful secondary associations, we are targeting nonprofits. They are an important source, if not the main source, for discussing critical public policy issues. Thus, nonprofits may play a unique intermediary role in helping to stimulate civic participation through a series of actions aimed at public education, research, advocacy, mobilizing, and so on. Public-nonprofit partnerships have emerged as an important institutional arrangement for addressing important societal concerns through the collaborative efforts and, as a result, the combined strengths of organizations from the public, private, and non-profit sectors.

Education is a very important field in which states can have a direct influence upon the generation of social capital. Educational institutions do not simply contribute human capital; they also contribute to social capital in the form of social rules and norms. States can foster the formation and creation of social capital directly or indirectly by providing public goods and public safety. They also can hinder its formation and creation by undertaking activities that are better left to nonprofits. If the state organizes everything, people will become dependent and lose their interest in and ability to work together. If states cannot contribute directly to the creation of social capital, they should create an environment in which nonprofits can do so.

References

• Briggs, S. Brown Kids in White Suburbs: Housing Mobility and the Many Faces of Social Capital. Housing Policy Debate. volume 9, no. 1 (1998): 177-221.
• Coleman, James. Foundations of Social Theory. Cambridge, MA: Harvard University Press, 1990.
• De Tocqueville, A. Democracy in America. Edited by J. P. Mater. Garden City, NY: Anchor Books, 1994.
• Evans, P. Government Action, Social Capital and Development: Reviewing the Evidence on Synergy. World Development 24, no. 6 (1996): 1119-32.
• Hall, P. Historical Perspective on Nonprofit Organizations. In The Jossey-Bass Handbook of Nonprofit Leadership and Management, edited by Robert D. Herman. San Francisco: Jossey-Bass Publishers, 1994.
• Huntoon, L. Government Use of Nonprofit Organizations To Build Social Capital. Journal of Socio-Economics 30 (2001).
• Kanter, R. Collaborative Advantage: The Art of Alliances. Harvard Business Review (Jul.-Aug. 1994): 96-108.
• Light, P. Making Nonprofits Work: A Report on the Tides of Nonprofit Management Reform. Washington, DC: The Aspen Institute, Brookings Institution Press, 2000.
• Putnam, R. Bowling Alone: The Collapse and Revival of American Community. New York: Simon & Schuster, 2000.
• Salamon, L. America’s Nonprofit Sector: A Primer. New York: The Foundation Center, 1999.
• Young, D. Complementary, Supplementary, or Adversarial? A Theoretical and Historical Examination of Nonprofit-Government Relations in the United States. In Nonprofits and Government: Collaboration and Conflict, edited by Elisabeth T Boris and C. Eugene Steuerle. Washington, DC: The Urban Institute Press, 1999.

Life in Utopia

In More’s classless society, everyone does the same work, is equal, has the same rights, and must work at least 6 hours every day at whatever they do best. As Utopia is an agricultural society, all people work the land. This creates the same conditions for everyone and ensures ample supplies to suppress the animal fear of want.

All clothing is plain, simple, and designed for utility and practicality. Finer material would give no better protection from the cold or make people appear better dressed. To prevent ostentation, Utopians exchange homes every 10 years and eat in mess halls. Hereditary distinctions are unknown, for children move from household to household, depending on which skill they want to learn. Since there is little distinction in occupation, dress, lodging, riches, or use of free time, pride is almost non-existent.

Utopia’s collective agriculture displays the division of labor. Everyone learns the rudiments of agriculture to better serve the common good. “No one will have to do this hard work against his will for more than two years, but many of them ask to stay longer because they take a natural delight in farm life.”(1) This ensures Utopia’s food supply and gives everyone access to civilized life. If an excessive surplus is produced, a holiday is declared so that no one works without purpose.

Utopia’s separate groups (e.g., magistrates and the prince, priests and intellectuals) are not a social or economic class. The syphogrants and the prince are elected autocrats. Their power derives from-and can be removed by-the people. Specialists are not isolated, but rather leaders in an institution in which all can participate. Learning is valued and respected as a means of fully developing one’s specific capacities, not as an indication of social standing.

Why Is Utopia Desirable?

One of More’s reasons for suggesting a Utopia was to end exploitation. More was most likely revolted by the luxury of sixteenth-century Europe’s ruling class, which he saw as a result of the peasantry’s impoverishment. If poverty were to be excluded from Utopia, luxury must suffer the same fate. More saw no benefit to the common good if peasant labor benefited only a very small minority.

As a classless society cannot have pride, Utopians consider it a social vice and pass this view on to their children at an early age. As Hythloday says: “Men and animals alike are greedy and rapacious from fear of want. Only human pride glories in surpassing others in conspicuous consumption. For this kind of vice there is no room whatsoever in the Utopian way of life.”(2) Lack of pride rids Utopia of class and potential social discord, for a commonwealth without pride is like a single united family.

An even division of labor and a lack of pride clears the way for life’s pleasures. There can be no better good than striving for the maximum happiness of all, at the least cost or disadvantage to oneself and society. More believes that money, a symbolic capital that people desire, is the problem, and so Utopia has no money or capital. Thus freed from worrying about food, bills, and other necessities, they enjoy such physical pleasures as fine dining, eating, drinking, and merrymaking (though without alcohol). There is music, a pleasure to the mind and body. For similar reasons, each house has a large garden into which much love and leisure time goes. Their desire to have the best garden, the most pleasing sanctuary, is perhaps the only competition among families.

Pride is replaced by spiritual fulfillment. They pursue philosophy and religion in their quest for virtue and contemplation of the truth, respectively. Their society’s primary virtue is natural reason: the reasons for humanity’s creation. For them, living according to nature is to be humanitarian. More mentions this: “As nature bids us mutually to make our lives merry and delightful, so she also bids again and again not to destroy or diminish other people’s pleasure in seeking our own.”(3)

Religion gives great satisfaction to most Utopians. This is unique to More, for neither Plato nor Marx accept religion. Utopia’s king decreed that all citizens should believe in at least two things: the soul’s immortality and the existence of rewards and punishments in the next life. In religion, Utopians find peace and contemplation of the truth. As education is the most efficient way to overcome corruption and crime, it is entrusted to priests. As a result, few laws are needed and existing ones require only the most obvious and easiest interpretation.

Utopia’s government consists of magistrates and a prince who handle the country’s affairs. This does not contradict communism, as government’s sole purpose is to maintain the status quo and prevent idleness. The government is designed in the most responsible way. All matters must be considered for a day and cannot be passed without 3 days of contemplation. It is a capital offense to consult together on public affairs outside the senate or the people’s assembly. Raphael says: “They take care to deliberate wisely rather than speedily … considering the public good.”(4)

Conclusion

More’s Utopia has a major failing: it is static and unchanging, instead of evolving, and allows no place for growth and development. Thus only a miracle or a prince gifted with a measure of divine power could bring it into existence. More understood that his Utopia was not a possible solution, but had no idea of the historical process that might lead to a future socialism.

Utopia is only put forward so that readers will understand that Utopian values are really the fundamental values of human nature, and that the world is imperfect. As Hythloday says at the end: “I must confess that there are many things in the Utopian Commonwealth that I wish rather than expect to see among our citizens.”(5)

More does not call for a revolution, nor is he a leader of the proletariat who wants to overthrow the bourgeoisie. Instead, More is like his Utopians, simply contemplating what would be nice, a daydream maybe. While More’s Utopia anticipates the characteristics of a modern classless society, he proposes no means by which to obtain this blissful paradise.

Footnotes

1. Thomas More, Utopia, ed./trans. H.V.S. Ogden (Illinois: ARM, 1949), 29.
2. Ibid., 38.
3. Ibid., 48.
4. Ibid., 33.
5. Ibid., 83.