A CROSS-CULTURAL HARMONISATION OF YOUTH DEVELOPMENT IS THE PANACEA FOR ENDING RACISM, XENOPHOBIA AND RELIGIOUS FANATICISM THEREBY ENTHRONING A LASING GLOBAL PEACE IN OUR GLOBAL VILLAGE

A CROSS-CULTURAL HARMONISATION OF YOUTH DEVELOPMENT

*THE PANACEA FOR RACISM*

By

Dr. J. K. Danmbaezue, D. Psych., FACRS,

Consultant Clinical Psychologist / Existential Family Therapist.

MEDICAL DIRECTOR of Kenez Health Klinik, &

ANIMATOR of Happy Family Network International

Block: C, House: 82, Federal Housing Estate, Trans-Ekulu, Enugu.

P. O. Box 1995.  Phone 042-551199 or 550344, ENUGU, NIGERIA

Being the Paper presented at

THE UNITED NATIONS CONFERENCE ON RACISM

 Holding at Durban, South Africa between 23^rd August – 2^nd September 2001.

Abstract

         This guest paper emphasizes the origins and development of prejudice, discrimination, ethnocentrism, stereotypy and religious bigotry as the seeds that germinate into racism or political radicalism, dominant and minority ethnic groups that culminate in stressful relations, violence and wars.

       A cross-cultural harmonization of child-rearing practices is the author’s therapeutic prescription if youths must be re-oriented towards the universal brotherhood of mankind.  We have the same basic anatomy and physiology; we share the same air, water, food and rest periods.  Blood groupings, emotions, motivations, and libido allow for similar sex attractions, pregnancies and births.  So, where do these ethnic superiority and inferiority complexes come from?

        The “Kenezian Creed” and “The Letter to Educationists all over the world”, epitomise the ideals that this Existential Therapeutic Programme enunciates.  The panacea for racism is a systematic re-education, religious liberalism and socio-political equality, which should form the foundations of cross-cultural harmonisation of youth counselling and personality development initiatives.

 

Concise C. V.

Dr. J. K. Danmbaezue is a fifty-three year old privately employed psychotherapist/psychometrician with an outfit named KENEZ HEALTH KLINIK, where he counsels young adults about to wed, administering psychological tests and utilizing them objectively to re-direct incompatible couples.  He also has an NGO-christened HAPPY FAMILY NETWORK INTERNATIONAL, which aims at the globalization of those principles neatly encapsulated in ‘The Kenezian Creed’ and ‘Dr. Kenez Letter to All Educationists’.  He is happily married and has three kids.  He holds a Doctor of Science degree in Psychometrics, and the prestigious Fellowship of the African College of Research Scientists. He is an Existentialist to the core!

INTRODUCTION:

         Philosophy demands the delimitation of concepts, terms or nomenclatures for clarity of discussions, analyses, conclusions and recommendations.  The following are relevant in our case:

Prejudice is “a system of negative conceptions, feelings and action-orientations regarding the members of a particular group”; whereas “Discrimination” refers to “overt action in which members of a group are accorded unfavourable treatment on the basis of their religious, ethnic or racial membership” Zanden, (1972).

Ethnocentrism is “an exaggerated tendency to think the characteristics of one’s own group or race superior to those of other groups or races” whereas “stereotypy” means “a pathological symptom of mental or nervous disorder showing itself in continuous repetition of seemingly senseless words and syllables, or of certain posture’s and actions”.  Drever  (1972).

Religious bigotry refers to “an obsessive belief and practice system whereby a person or group of people has strong and unreasonable opinion and will not listen to or accept any contrary views or religious opinions of anyone who disagrees”.  Hornby  (1976).

Racism or Racialism refers to “any set of beliefs that organic genetically transmitted differences (whether real or imagined) between human groups are intrinsically associated with the presence or absence of certain socially relevant abilities or characteristics, hence that such differences are a legitimate basis of invidious distinctions between groups socially defined as races” Berghe (1967).

Ethnic Group is a parallel term for race “which is often socially defined on the basis of cultural characteristics superimposed on perceived physical traits defined by the group and/or is defined by other groups as different.... by virtue of innate... inherited on genetically induced behavioural patterns”.  A. H. Coleman-cited in – Krauss (1976) and this naturally leads us to Dominant and Minority groups – which are the remote and immediate causes of violence, terrorism and wars.

A Dominant Group is “one within a national state whose distinctive culture and/or physiognomy is established as superior in the society and which treats differentially/unequally other groups in the society with other cultures or physiognomy “Marden and Meyer (1968), and correspondingly;

A Minority Group is a “culturally or physically distinctive and self–conscious social aggregate, with hereditary membership and a high degree of endogamy, which is subject to political, economic or social discrimination by a dominant segment of an environing political society” Williams (1964).

         Analytically therefore, the recurrent decimal in all these definitions is that racists are misguided, self-opinionated and neurotic people who need ego trips or massage to suppress their feelings of inadequacy, otherwise termed INFERIORITY COMPLEX. 

Ethnology and Ethnography do not support apartheid, religious bigotry or racism.  For want of space and time, there are two traditions in ethnic relations and socio-anthropological studies, which this existential author subscribes to (i) the psychosocial orientation, which is phenomenological, and (ii) the socio-cultural orientation, which is existential.  Both form the contrasting research perspectives that most scholars patronize.  However they should complement each other. Individuals are born “tabula raza” - a clean slate! It is parents and relevant others that write on and crowd this slate with parochial traditions!  No child hates another child!  Hatred is a learned behaviour!  So many films and dramas portray this.  Individual prejudice comes mainly from the internalization of the prejudicial norms of one’s society.  A case in point is the historical origin of Hitler’s hatred for the Jews.  A mistaken identity and maltreatment in his primary school days when he freely associated with Jewish children -–was the remote cause of anti-Semitism which he internationalized, followed by ‘German blood superiority’ he championed which eventually led to the two world wars he engineered! 

The adult populations manufactured Black-white relations in U.S.A., Indians, Mexicans and Puerto Ricans segregationist policies, not teenagers nor adolescents! South Africa’s multiracial society and apartheid system have been studied as the ultimate in structured inequality while Hawaii and Brazil as multiracial societies with a low degree of racism.  Why can’t we replicate the latter form of ethnic relations in all countries of the world?  The choice is ours!

YOUTH DEVELOPMENT: 

It is interesting to note what anthropologists, psychiatrists, sociologists and psychologists have concluded after varying researches into various aspects of child-rearing practices all over the world. Collumb and Valatin (1970), French psychiatrists, concluded thus:

“The social changes attendant on modernization cause far reaching disturbances in traditional family organization and bring about alterations in the relationship of the child to the family group.  Love and authority are no longer provided for the child by the communal group of the whole family but (only) by the biological parents.... Are the parents able to take on these loving and disciplinary roles alone?  Cut off from their extended family group on all sides, can they overcome their own problems and fears and make themselves ready to fulfill their new functions?  How does the child experience these changes?  Is it already possible to set out their pathological consequences?  It is difficult to say; however, one may state that the number of maladjusted children, the number of adolescents with problems is growing considerably, especially in towns.  The present generation will be followed by another which will have the same incidence of schizophrenia as in West” p. 127

This international Conference in South Africa in 2001 should address those fundamental questions.  What this author offers is only a palliative/prophylactic recommendation.  Before that however – we need to recall what Erikson (1972) and Kohlberg (1969) posited as the critical stages of moral development in teenagers and adolescents.  These will help us formulate the cross-cultural harmonization this paper proposes.  In his “EIGHT AGES OF MAN,” Chap. 7 pp. 239-266; Erikson established eight sensitive developmental patterns that parents, teachers and relevant others must take advantage of, if children must grow up into mature, respectful and responsible citizens of the world.  Correspondingly, in his “DEVELOPMENT OF MORAL CHARACTER AND MORAL IDEOLOGY” – a cognitive developmental approach – Lawrence Kohlberg of Harvard University posted six moral stages that teenagers pass through – namely:  pre-moral, instrumental-hedonistic, role taking, law-and-order, autonomous-principle, and finally the universal-ethical-principle.

 Time and space may not allow a detailed discussion of these stages.  However, let it be known also that: Bandura & Walters, (1963) have their SOCIAL LEARNING AND PERSONALITY DEVELOPMENTAL APPROACH, while Goshin, (1969) has relevant topics in their HANDBOOK OF SOCIALIZATION THEORY AND RESEARCH; while Hoffman Martin, has his “Moral Development Theory” cited in Paul. H. Mussen (Ed.) CARMICHAEL’S MANUAL OF CHILD PSYCHOLOGY (3^rd ed.)

All point to this one fact: That what we give or fail to give growing children, teenagers or adolescents form the base of all racial discriminations, hatred, fear and apartheid tendencies.  There are no known genetic traits, or inherited behavioural patterns that warrant racial discrimination.  The adult population manufactured, patented and marketed RACISM.  Therefore, it remains their duty and urgent responsibility to dismantle and obliterate the consequences of their mischievous and xenophobic creations; apartheid, religious bigotry, anti-Semitism, Zionism and all other forms of racial inequalities that they breed!

The creator of the Universe did not input any racial inequalities in his created universe and beings.  Nor did Charles Darwin’s theory of evolution, even mention any scientific basis for racism.  Politicians, warmongers, and demonic rulers who traded in human beings and monetary values invented racism based on their inferiority complexes, xenophobic reactions and vainglorious exploits.  For how long must we all suffer for their mischief?  The onerous duty of liberated minds, as exemplified by the participants at this United Nation’s Conference will come into sharper focus as we deliberate on the therapeutic measures proposed by this paper.

CROSS-CULTURAL HARMONISATION

         In the light of the foregone scientific references, this psychotherapist has developed two basic inter-ethnic and inter-racial compositions – spanning a period of thirty years and has labelled them “THE KENEZIAN CREED” and “THE LETTER TO TEACHERS OF HIS CHILDREN”.  The pair is crucial re-orientation ploys to revolutionize the religious and educational climates of the world and subsequently ameliorate or slow down the incidence of/or the increase in racial tensions, religious fanaticism and ethnic cleansing.

         “CROSS-CULTURAL” here is used as an adjective meaning “involving, or containing ideas or elements from two or more different cultures, while “HARMONIZE” to make something harmonious e.g. colours that harmonize well (i.e. together produce a pleasing effect) or the cottages harmonize well with the landscape.  In music “harmonization” means to play or sing notes that accompany the main tune and produce harmony with the lead singer”. Hornby (1995) pp 279 & 544

From the above the therapeutic regimen for racialism and other ethnic stressful relationships lies in the Homo sapiens sapiens accepting that each culture must harmonize with the lead race; that is, the HUMAN RACE.  If musicians can harmonize with the lead singer why are whites, blacks and yellows unable to harmonize?  Its is due to ignorance, petty jealousy, morbid fear of strangers and unbridled self-pride.  An attempt must be made to de-emphasize religion which is the greatest harbinger of fanatical zeal to discriminate against and dominate others. MISINFORMATION or DISINFORMATION – also known as propaganda that completes the racial tones dictated by maniacal leaders, politicians and governments must be halted and reversed systematically.

         The Kenezian Creed sifts the L.C.M and H.C.F. of the human race.  Then it dresses them in philosophic, ethical and scientific language which harmonises with the main language of nature – WE ARE HUMAN BEINGS, WITH SAME CREATOR, SAME BLOOD AND PLASMA, SIMILAR ANATOMY AND PHYSIOLOGY and WE INTER-MARRY AND PRODUCE SAME SPECIES.  Of what value are our World Cups, Olympics and Arts Festivals, if at the end of the day we still discriminate and derogate others based simply on the colour of their skin, or eyes and or the texture of their hairs?  Does emotion and motivation vary among the races of mankind?  No, is the answer!  Any man or woman can learn the language of the ethnic groups they are born into and mingle with, hence, English, French, Swahili, German and some other languages have gained international appeal and usage.  In the like manner, lets amplify those areas of cognition, memory and recall that unify the races rather than propagate those minor differences that separate and antagonise us.

In education, any child irrespective of skin colour, genetic endowment and child rearing practices can become a genius in nuclear physics, computer science, acrobatics and, music. There has never been, nor will there ever be a scientific proof of the superiority of one race to another.  These xenophobic rationalizations are ego defense mechanisms that emanate from depraved and demented minds and must not be allowed to drag us to another world war.  A word is enough for the wise.  The systematic incorporation of the tenets of the following compositions into primary school/educational curricula will eradicate racism worldwide:

THE KENEZIAN CREED

Nuggets of Wisdom for the Unification of all Belief Systems.

1.     I am of age; therefore, I affirm that I exist!  I am “ME”, you are “YOU” and we are “US”. I affirm that I am a Created Being living in the present, hoping to come to an end as other creatures I have observed, do come to a definitive end.

2.     I therefore know that all finite creatures obey some natural laws that govern existence.  I affirm that these laws are also eternal and like every other law, must have a Giver.  I deduce therefore that there are commensurate sanctions for any deliberate violation of these laws.

3.     When I observe the heavens and landscapes, hills and valleys, rivers and oceans, sunrise and sunset, equinoxes and eclipses, I am certain that this Eternal Law-giver is Great and Powerful in all respects and possesses Superhuman Intelligence, Power and Control over all of us?

4.     When I inspect living and non-living beings, their beauty and variety, their numbers and their sizes, especially their modes of survival in varying environments, and particularly their ability to reproduce their kinds, I confess that this Eternal Law-giver must be Beautiful, Loving and All-Creative.

5.     I respect “IT” in all “ITS” creations while admiring in particular those that move about.  For I do realise that I share the traits they have; we all have the same basic structures, we survive by performing similar functions, have similar feelings and produce comparable results. I cannot but bow in reverence and worship this Almighty Being, the Eternal Law-Giver who sustains everything on this planet.

6.     This Almighty Being set all things in motion. “IT” directs their courses and life spans, keeps them in space and time, now and always.  And because there are no accidents in nature when “IT’S” laws are strictly adhered to, I attest to the fact that “IT” is the greatest GOOD; All-knowing, All-caring and Ever Present Being.

7.     To “IT” be all my respect, obedience and loyalty, as I extend my hands of love and brotherhood to all Human Beings, co-heirs and offspring of this Almighty Creator and Father of all. Therefore, my creed concisely is this:  (a) THE UNIVERSE IS MY COUNTRY AND INHERITANCE, (b) ALL MANKIND, MY BLOOD RELATIVES AND EQUALS, (c) SEEKING THE TRUTH, LIVING THE TRUTH AND DOING GOOD AT LL TIMES – MY RELIGION.

My 50^th Birthday gift to Mankind. Composed, Revised and Ratified between 1970-1998

DR KENEZ DANMBAEZUE’S PLEAS TO TEACHERS OF HIS CHILDREN

*(Each paragraph/plea can be used as the theme of Morning Assembly Talks)

Dear Teacher,

Your job is an onerous one, commendable by both God and man,

My child will look up to you as a role model, a mirror to view the world;

You will have to father him for 5 hours a day, 5 days a week and 35 weeks per year,

That’s long enough to make or mar his future, his classmates and that of this country.

1.Teach him to look around and admire the beauty in nature, himself inclusive,

Let him know that for every child he sees, there are two parents – a father and a mother;

So for the birds he sees, trees, animals, hills, rivers, sun, daylight, night and moonlight,

There is but One Almighty Father, who created and takes care of us all on a daily basis.

2.Teach him to trust and obey The Almighty Creator with worship in humility,

And to love every other being, as we all are sons and daughters of the same Creator;

Let him realise that when it rains, it’s for every one: plants, animals and man,

The Creator’s kindness and benevolence does not choose those to hate or love.

3.Teach him that for every lie he tells, he will tell ten more lies to cover it up,

And for ten lies, he needs one hundred more lies – that is foolishness;

So let him learn that truth is golden, more precious than wealth and riches,

Knowledge, wisdom and fame are the rewards earned by truthful people.

4.In school, let him love and respect his classmates and fight to protect the weaker ones,

Allow him to taste bitter and sweet things; and to combine laughter and suffering;

That way you will have prepared him to deal with wicked and honest human beings,

Thereby teaching him to differentiate good from evil and to do good all his life.

5.Teach him that lying, cheating and stealing produce criminals and rogues,

Teach him that a kobo earned is better than a hundred won by lottery;

It’s better to go hungry than enjoy a meal prepared with stolen money,

Or eat crumbs of bread among finest friends than a whole loaf among dishonest men.

6.Teach him that a passage studied, understood and memorised,

Is far better than one simply crammed and repeated like a parrot;

The former leads to ingenuity, resourcefulness and creativity,

The latter to imitative behaviour, and lack of self-confidence;

Teach him that it’s more honourable to fail an examination,

Than to copy, cheat or use “expo” methods to pass any examination.

7.Finally teach him that it is better to be neither too poor nor too rich,

Than to become wealthy by stealing, deceit and cutting corners;

The former leads to contentment, peace of mind and long life,

The latter to arrogance, greed, restlessness and sudden death;

Explain to him what “Honesty is the best policy” really means,

And the practical implications of the saying: “More haste, less speed”.

Postscript: You’ll have to believe and practise these yourself,

Before you can teach them to my son and his mates;

But be assured that if you succeed in this assignment,

You will be a hero and the father of heroes and heroines;

And that’s what our dear country needs most.

May God guide your endeavours!

*My 53^rd Birthday Gift to all Educationists, Inspired by Abraham Lincoln’s letter, Gestation Period: 1997-2001*

RESUME, CONCLUSIONS AND RECOMMENDATIONS

         The etiological origin of racism is ethnocentric megalomania best exemplified by Adolf Hitler’s xenophobic ideas.  “Xenophobia” as defined by Drever (1972) is  “a morbid fear of strangers”, and Hornby (1995) concerns by defining it as “an intense dislike or fear of strangers or people from other countries”... “excessive patriotism can lead to xenophobia” – he concluded p. 1385.

         “Racism or racialism” van den Berghe (1967) affirms, “are beliefs (not facts) that organic genetically transmitted differences (real or imagined) exist between social groups” which he concluded were false.  There has never been any existential or scientific proof that a Caucasian is superior to Negroid or Mongoloid specie of the human race.  Racism is puerile and futile!

         Professor M. Nesturkh, a Russian anthropologist has a 133-page hardbound book, with over 100 black and white and coloured pictures - entitled THE RACES OF MANKIND.  In the preface, Professor N. N. Cheboksarov, a Doctor of History, and a Miklukho-Maklai Prize Winner, opens up thus:

“The problem of the races of mankind is one of the most important in anthropology, the science that studies the natural history of man with all the variations due to age, sex, and geographical factors.  The races of mankind are, in actual fact, geographical (or territorial) variations, historically conditioned, of a single physical type-MAN.

       “The writings of the founders of Marxism-Leninism contain many valuable statements on such problems as the connection between the origin of races and the natural geographical conditions of life of primitive man; the distant ancestors of the present–day peoples, the gradual obliteration of racial differences in the course of historical development, the racial mixtures that make up modern nations and the absolute invalidity of racism.

       “A correct conception of the races of mankind is of particularly great political and scientific importance today, in the period of the collapse of the colonial system and the unparalleled development of the struggle for national liberation by the dependent and colonial peoples.  The ideologists of imperialism, in their effort to provide a basis for class, national and colonial oppression, have advanced the false “theory” of the physical and mental inequality of races, or the existence of “higher” and “lower” races, of races that are capable and those that are incapable of independent, social, economic and cultural development.

       “Racism is closely bound up with reactionary nationalism and chauvinism.  The Programme of the Communist Party of the Soviet Union, adopted by the Twenty-Second Party Congress, lays special stress on the fact that nationalistic prejudice and the survivals of former national discord constitute the sphere in which resistance to social progress may be the longest, fiercest, most   stubborn and most implacable.    The misanthropic inventions of the racists stand in direct contradiction to the data provided by anthropology”. Pp 5 & 6

      

All scientists agree with the learned Russian Professor and PrizeWinner!  Moreover, Professor M. Nesturukh, himself concludes his introduction to the book thus:

“The author realises the difficulties attaching to the task he has undertaken and will be satisfied if his readers obtain from his book a general idea of the concept of races and their origin and a conviction of the unscientific nature of racism”.   P. 10.

         It is the conclusions of this paper that only intellectual pygmies and anthropological misfits can, and do propagate racism in ethnic or religious relations.  But for the fact that this is a scientific paper, passages in the Torah, Bible, Koran and the Bhagavad-Gita would have been used to substantiate the stupidity of racialism and the demonic possession of all racists.  They are all adenescents!

         Suffice it to recommend the following:

i.                   That all racists be subjected to a psychiatric evaluation.  It is possible that they have congenital deficiencies that warrant their schizophrenia fantasies.

ii.                 That participants at this conference devise means and modalities for appealing to religious leaders of all shades, colours and faith to repudiate discriminatory sermons, doctrines or catechesis in their religious worship.

iii.              That all film makers and drama writers expunge sentences or scenes depicting superiority or inferiority in all their products.  On the other hand they must encourage scriptwriters to douse the embers of hatred, violence and ethnic jealousies in their productions e.g. GUESS, WHO’S COMING TO DINNER.

iv.              That musicians review their lyrics and emulate the consortium of international stars that gave us the famous song: WE ARE THE WORLD.  In like manner, let all intelligent people all over the world stand up to be counted among music lovers who appreciate that orchestras and choirs need soprano, alto, tenor and bass to harmonise the lead instrument or singer.  So also should white, black and yellow races blend or harmonize the leading HUMAN RACE.

v.                 All newly established families must make conscious efforts to give their offspring a better deal or lease of life rather than feed them the same nepotic ideas or prejudices their own parents condemned to feed on during their growing years

vi.              Re-education in all nursery, kindergarten and primary schools, must eliminate segregation based on skin colour, class or creed.  Each stanza or paragraph of the Kenezian Letter to all Liberated Educationist can be used to conduct morning assemblies.

vii.            National constitutions should incorporate sections that make it a crime to discriminate against any citizen, guest or stranger in one’s native land. Moreover, national prizes may be awarded to those adjudged to have demonstrated the tenets of the Kenezian Creed practically in their daily living.

REFERENCES

Bandura A. & Walters, R. H. (1963)

         Social Learning and Personality Development, New York. Holt, Rinehart and Winston

Coleman A. K. (1976)

Race and Ethnic Relations. p. 451. Cited in Krauss S. (ed.) Encyclopedic Handbook of Medical Psychology, Butterworths. London Boston.

Collomb H & Valantin S (1970)

Ethopsychiatrie et evolution de la schizophrenia” in Famille Africaine “de” L’enfant dans la Famille”, ed. by E.J. Anthony and C. Koupermik, Paris; Masson et Cie.

Danmbaezue J. K. (1998)

The Kenezian Creed – Interethnic Ethical Principles for the Universal Brotherhood of Mankind.  Hafani Publications, Kihol Products Ltd. Ihiala, Anambra State of Nigeria.

Danmbaezue, J. K. (2001)

Letter to Teachers of Children World-wide”. International Education Project, Kenez Health Klinik C 82, Federal Housing Estate, Enugu.

Drever James (1972)

A Dictionary of Psychology – Penguin Reference Books-Revised by Harvey Wallersten – Hazell Watson & Viney Ltd. Great Britain.

Erikson E. H. (1972)

Childhood and Society – a Pelican Book, Penguin Books Ltd, Harmondsworth, Middlesex, England.

Goslin., D.A. Ed. (1969)

         Hand Book of Socialisation Theory and Research, Chicago, Rand Mc Nally and Co.

Holffman, Martin (1970)

Moral Development in Paul H. Mussen (Ed.) Carmichael’s Manual of Child Psychology, 3^rd. Ed. Vol. II, New York, Wiley 1970.

Hornby A. S. (1995)

Oxford Advanced Learner’s Dictionary, 5^th Ed. by Jonathan Crowder Oxford University Press.  Walton Street, Oxford  0X2 6DP.

Kohlberg L. (1964)

Development of Moral Character and Moral Ideology in M.L. Hoffman and L. W. Hoffman (eds.) Review of Child Development Research, New York; Russel Sage Foundation.

Marden C. F. And Meyer G. (1967)

         Minorities in American Society. 3^rd Ed. New York and London. John Wiley.

Nesturkh M. (undated)

The Races of Mankind: Foreign Languages Publishing House, Moscow;  Translated from the Russian by George Hanna.  Designed by Vladimir A.N.

van den Borghe, P. L. (1967)

         Race and Racism pp 9,11, New York and London.  John Wiley.

Zanden Vander J. W. (1972)

         American Minority Relations. 3^rd Ed. P. 21, 26, New York, Ronald Press.

DR. JIDEOFO KENECHUKWU DANMBAEZUE, D. Sc., FACRS.

Please note that all the addresses and phone numbers in the paper are obsolete and are to be replaced with the following:

Phones: 0812-7546470, 0803-9097614 or 0805-1764999

E-mails: saintkenez@yahoo.co.uk or agunabu1948@gmail.com

Website:  www.happyfamilynetwork.hpage.com