El Che was a man whose spirit lives and touches the souls of many around the world; and in Cuba, he lives as a symbol of freedom and strength. El Che was a man who said what he thought and did what he said. If you ask me, that is remarkable and very rare in a world where words hardly ever meet with actions. He defied power and money and risked his life in many occasions pursuing his ideals; reason why many consider him to be reckless and also the reason that led him to his death. Most of the time his work and thoughts are reduced to his military experiences when in reality there is more, much more to him than just a guerrilla leader. Che is a man who asked of people to love more and to grow stronger without losing tenderness.
Friday, January 20, 2012
Comandante Compañero Ernesto Guevara
El Che was a man whose spirit lives and touches the souls of many around the world; and in Cuba, he lives as a symbol of freedom and strength. El Che was a man who said what he thought and did what he said. If you ask me, that is remarkable and very rare in a world where words hardly ever meet with actions. He defied power and money and risked his life in many occasions pursuing his ideals; reason why many consider him to be reckless and also the reason that led him to his death. Most of the time his work and thoughts are reduced to his military experiences when in reality there is more, much more to him than just a guerrilla leader. Che is a man who asked of people to love more and to grow stronger without losing tenderness.
Cabildo Quiscuaba and Religion in Cuba
Thursday, January 19, 2012
Pizza for Breakfast
Wednesday, January 18, 2012
Environment
Tuesday, January 17, 2012
the Cuban Literacy Campaign: "If you know, teach. If you don't know, learn!"
Education and the development of human capital is a major priority for the Cuban government. After the Cuban Revolution in 1959, the country suffered from a mass exodus of professors and intellectuals. A nation-wide program, known as the Literacy Campaign of 1961, was thus instituted in response to this brain drain. More than 250,000 literate adults and children, some as young as 11 years old, formed brigades of people, or brigadistas and traveled throughout the countryside to teacher their fellow Cubans. They were specifically trained in teaching skills and techniques. The motto of the campaign was, "If you know, teach, if you don't known, learn." These teachers offered their services as volunteers, receiving room and board in return for the classes they taught. They would worked alongside their students on farms and in the sugar cane fields during the day and teach classes at night. Eleven months after the start of this campaign, illiteracy was reduced to 3.9%. The end of the campaign was celebrated on December 22, 1961, becoming one of the most impressive accomplishments of the Cuban Revolution. Though the Literacy Campaign has ended, the promotion of education as a central component of development and the teaching skills used during this campaign continued throughout the following decades. Today, Cuba boasts an illiteracy rate of less than one percent.
While in Cuba, we had the opportunity to visit the Museum for the Study of the Literacy Brigade. Our tour guide explained to us the history of the movement. We were guided through exhibits of pictures, old school supplies used, and various academic documents. One of my favorite things to read were the letters that students had to write to Fidel Castro as a final assessment of their literacy. Our guide proudly discussed the great national and international support that the campaign received, with volunteers coming from countries throughout the world in order to participate. She also made a point to emphasize the negative impact that the US had on these efforts, namely the Bay of Pigs invasion, and their supposed funding of antirevolutionaries, who were later responsible for the murder of innocent brigadistas. She also told us about the export of similar literacy programs to poor countries throughout the world, from Latin America to Africa, which have had astounding success. We ended the tour with a quick documentary that showed testaments from the volunteer brigadistas, proclaiming the satisfaction and life changing experience that they had from participating in the campaign.
Today in Cuba, the curriculum for students is standardized at a national level with obligatory attendance from ages 6 to 11. All Cuban children complete the same readings and activities on the same day. Also, through progressive programs such as UNICEF funded community-based services and child care centers, 98% of children under the age of six receive educational instruction. For children, play and the arts are considered key components of education requirements, a stipulation that they happily accept. Specials schools exist for those especially talented in athletics and the arts. There are also specialized programs for mentally and physically challenged. Teachers in Cuba are well trained and receive a modest pay. Despite the importance placed on education and the great progress these programs have achieved, a great lack of supplies and resources is a major challenge to the Cuban education system.
A few group photos from Cuba
Aula Magna at the Universidad de la Habana (with U Habana folks Carmita and Laneydi)
US-Cuba Relations
students, professors, and distinguished hosts, we've also been
fortunate enough to have lectures on the topic we all wonder about:
US-Cuba relations. Yesterday we heard from a member of the Cuban
Foreign Service, followed by a visit to the Foreign Service Institute.
Meeting with the students, most of whom are our age, we got an
unfiltered vision into their reality.
These students have been born under the embargo (they call it a
blockade) and represent the next generation of diplomats who will work
to restore relations with the United States. Yet in talking with them
some of our own doubts and concerns were brought up as we headed down
to the waterfront to talk. I though that as students of the same
general age, we would talk about music, movies, or something else that
we could bond on. Yet I was surprised to find that in my small circle,
it felt almost as if we were continuing the lecture. This is why Cuba
is so great, etc. This is why the United States is bad, etc.
What my classmates and I are finding out is that it's not simply
enough to say we are the same age and want to improve relations
between our countries. There are ideological differences that still
remain, and because both of our parties have been raised to believe
something different, it's going to take a leap of faith for us to move
forward. Maybe it will only occur when both countries can admit to
mistakes that a reconciliation can take place. We've heard the issues
and have listened to both sides, and now we are left to think about
what we'll need to do in order to move forward amicably.
from Jon Brandt