If I advised the AIMPLB

If I advised the AIMPLB

Okay! So, you are laughing. Good! I love to make people happy and after all we all have our right to fantasize. The question I asked myself was, ‘If I were to be invited to advise the AIMPLB at this rather heated moment, what would I say?’ Key word? IF. Please don’t get too worked up and excited.

Before I talk about the advice, let me draw the picture that I am seeing as I look at the political landscape in my country.

I see a ruling party that is afraid to rule. So, it takes every opportunity to draw the attention of the public away from the non-delivery of promises it made when it was elected. Muslims are a dream come true; a prayer answered for the ruling party. They are their greatest helpers as they provide readymade issues and then react with blind emotion – josh without hosh – when the ruling party makes use of these issues. If Muslims demanded payment to do what they seem to be doing for love, I am sure purse strings would not only be loosened but the entire purse would be handed over. I can well imagine the ruling party chiefs praying for the continued presence of Muslims in their midst but in their current state of ignorance and singing, ‘Na hota gar yeh AIMPLB ka sahara, hum kahan jatay?’ It would be very tough otherwise to tell those who have intelligence the real reasons why Achchay din abhi kyon nahin aye.

The biggest challenge that the ruling party has at present is the UP election. Any central government which is not in control of UP is DOWN. So UP must be won at any cost. And if it is at the cost of Muslims, then it is Sonay pey Suhaga – two birds with one stone and so forth. That the UP rulers; the Yadav clan looks hellbent on helping the ruling party to win the election by voluntarily self-destructing is a boon. The Nehru-Gandhi family remains comatose. But what will help even more is if the Muslims continue to react instead of responding intelligently and acting proactively. I can see the grin on your face and your eyebrows raised like world-famous McDonalds arches. But give me a break. I told you this is my fantasy. Which brings me back to the title of my article; ‘If I advised the AIMPLB’, what would I tell them to enable Indian Muslims to take our puppet strings away from the puppeteers and stop being puppets in the hands of those making us enact a tragedy.

The AIMPLB whether it likes it or not has suddenly been ‘kicked upstairs’ into the role of LEADER OF INDIAN MUSLIMS. I say ‘Kicked upstairs’, as it is the term used in the corporate world for someone who has been promoted first time as manager and is clearly at sea, clueless about what to do and how to act. So, he does what he knows, which is to work at the level he has been at all his life. This is such a common phenomenon that one of the most successful courses that I teach is, ‘NMDP (New Managers Development Program)’. This is a course that I teach at GE, Crotonville, the greatest leadership university in the world. It is a five-day residential program which every first-time manager in GE is mandated to attend. That GE is happy to take managers out for five days and pay them to attend this course is testimony to one simple fact; that to succeed in a new role, you need new competencies.  

People don’t get promoted because they are bad. They get promoted because they are good. But what happens in most organizations is that the powers-that-be don’t factor in one simple but fundamental fact. That in the new role, your strengths, most often, become your biggest weaknesses and that without the new competencies that the new role requires you are destined to fail. The Titanic didn’t sink so fast because it struck the iceberg and its engine failed. It sank fast because its engine didn’t fail and its propeller didn’t stop turning. Its engine kept running and so the propeller which was designed to drive the ship forward continued to drive it forward even when the ship was pointing south – to the bottom of the ocean. The very thing which was the source of power for the ship, became the means of its demise.

In my view, that is the dilemma of the AIMPLB. The AIMPLB was founded by one of the greatest of our scholars, Hazrat Maulana Abul Hasan Ali Nadwi in 1973 as an NGO to be a single point of reference for the interpretation of Muslim Personal Law. It is not an elected body, has no legal authority, can’t enforce anything and is not the representative of Indian Muslims in any formal sense of the term. The name of the organization is testimony to what it was supposed to do. In other words, it was a collective Darul Ifta, which would consult internally with Ulama of the many different sects of Muslims and then speak with one voice on any issue dealing with Muslim Personal Law. This was a need. It still is. The AIMPLB has admirably fulfilled it over the years. This ‘brief’ (albeit unwritten) is also reflected in its membership which consists almost entirely of Ulama. This was appropriate given it frame of reference. However, over the years, the AIMPLB has been promoted to become the ‘representative of Indian Muslims’. Now that is a very different ballgame from speaking about the Personal Law alone. Telling Muslims what to do is very different from speaking to the Supreme Court of India on issues of Muslim Personal Law that the Court raises; but which are in reality, issues of power and authority about who will be the final arbiter on Islamic issues in this country. The complexity is that for the people on either side of this debate, the answer is obvious. But if life were that simple, we wouldn’t have the heat and light show that we are witnessing where the heat far outweighs the light. I believe therefore that the time has come for all concerned to dunk our heads in a bucket of cold water (not the same bucket) and think with cool heads and with our emotions locked up in a safe place. Emotions and intellect are companions but don’t work well together.

Using my ‘consultant’ hat and invoking my knowledge acquired from being 35 years in the field of leadership development with a consulting practice on three continents and on the faculty staff of some of the greatest leadership development corporate universities of the world, here is my diagnosis and cure for what ails the AIMPLB.

Organizational Diagnosis:

1.     The AIMPLB finds that it has been catapulted into a place that it was neither designed for nor wanted to be in and therefore has no idea what to do.

2.   Its Core Strengths have become weaknesses and acquiring new strengths is not an easy task especially when that journey starts from accepting that one is in need and so needs a teacher.

3.     The public demand to be led. They are willing to follow without thought. They are willing to trust, even blindly. But what will happen when that trust is not fulfilled and the scales drop from the eyes of the people? I fear that day more than anything else.

4.   At the same time the AIMPLB has the unique opportunity to become a single point of reference for all matters relating to Indian Muslims with a mandate given by the people and represent all their needs and not the Personal Law alone; as well as an opportunity to take advantage of the high interest in Muslim matters to highlight Islam for the entire nation.

5.  Balanced with this opportunity is the very real threat that if the opportunity is not handled well and the AIMPLB doesn’t upscale its game, it will become redundant and Indian Muslims will get even more divided and lost. There will be (isn’t that happening already?) huge damage to the image of Islam and Muslims if current high visibility is not handled competently.

6.   The structure of the Board is another symbol of its role as being more scholarly than action oriented. It has a Working Committee (Majlis Amla) of fifty-one members. If there is one formula to guarantee inaction, it is to have a Working Committee of more than five people. The AIMPLB’s committee is ten times that size.

7.     The membership of the Board is not open. Membership is lifelong. So, you must die to get out. No terms of office for members and no expiry dates for membership except what our Creator wrote for us all. I don’t know who is more delusional; those who expect octogenarians (even nonagenarians) to work full time or O’s and N’s who think they can do so? But this is the fate of all our Muslim organizations; no term of office and no retirement date. The result is that youth leadership is throttled at birth and succession planning doesn’t exist. So, every time a leader falls, we have a crisis. Yet after over fourteen centuries of history we still haven’t learned this lesson. As the saying goes, ‘Nations that don’t learn from their history are condemned to repeat it.’ I bear witness that this applies to the Muslim nation globally. It is almost as if being blind to our faults is a pillar of Islam.

8.     ‘The Competition’, is ramping up its efforts at influencing and thought steering, big time. RSS Think Tanks are a case study in collecting competent people and inspiring them to work for their cause. They AIMPLB has not even attempted to do anything in this line and I am not sure if they even feel the need.

9.   I did a comparative study of other organizations which represent other minorities globally and was astounded with the differences I saw. I am not mentioning them here but am happy to share that information with the AIMPLB, if ‘I advised the AIMPLB’.

10.  Structures define behavior and behavior drives results. The structure of the AIMPLB doesn’t need modification. It needs to be dismantled and rebuilt.

So, what would I advise the AIMPLB?

The Cure

Elisabeth Kübler-Ross (1926-2004) was a Swiss-American psychiatrist, a pioneer in near-death studies and the author of the groundbreaking book, ‘On Death and Dying’, where she first discussed her theory of the five stages of grief. The five stages are, Shock (denial), Anger, Resistance, Acceptance, Help. It is only after acceptance that we can talk about the cure. Note the stages before acceptance. Shock (denial), Anger and Resistance. Only then will people even consider alternatives. That is why we say, ‘If you want to change, you have to make friends with ‘SARAH’. I can tell you clearly which stage I believe the AIMPLB is at, but it is for them to recognize and accept it. Only then can they go forward to the next stage. The one single lesson I learned in thirty-five years of leadership development consulting is that this process can’t be hurried. Like pregnancy it is painful and the pain must be endured.

Here’s the cure, conditional upon the AIMPLB coming to the stage of acceptance.

1.    Redefine AIMPLB and accept the bigger mantle of leadership consciously and knowing that the mantle has been placed on their shoulders but the shoulders need to be strengthened to carry the load. The AIMPLB must change its name to Indian Muslim Council (IMC). That would be more in keeping with the much larger and powerful role than of being a glorified Darul Ifta. This role is critically needed and the AIMPLB is the best organization to take it on. But to do that it must metamorphize. To change its very being from caterpillar to butterfly. Only then will it be able to visit every flower in the garden and attend to its need.

2.   The IMC must strive to create a genuine partnership between all Indian Muslims to address all critical to survival issues, not only Personal Laws. The IMC must enable active participation of all sectors of Indian Muslims in matters that concern them to enable Indian Muslims to positively impact their own future and the future of our nation, its security and development. The IMC will be Constituted under the appropriate legal framework, will not be affiliated to any political party or Maslak. It will support and work with all existing organizations. It will have Ulama as members along with others and will have effective participation of women, not merely token representation.

3.     The AIMPLB after restructuring, must build in competence development into its schedule and budget for it and do it on a structured plan. Without regular competence development, you can’t expect anyone to remain current and relevant.

4.     The AIMPLB must have a structured mentoring plan to develop successors and ensure that there are ample opportunities for youth to grow and take leadership positions in due course. For this having a retirement age is absolutely essential.

The overall Organizational Structure of the IMC will be as under:


The Local Council is the fundamental building block of the IMC. This will be at the city, or smaller level. Membership is open to all members of civil society. Members of the Admin & Finance Task Force will be fulltime professionals but will not have voting rights. 

Each Council at every level will be organized as under:


Matrix Structure
All Councils will be organized in Task Forces of specialists who will elect one member to the Governing Council. The Governing Council will take policy decisions which the individual Task Force will implement. This ensures that everyone has a say in the decision-making process. The Governing Council will elect an Ameer who will be the spokesperson for the council. This structure will apply to all councils at all levels.

Each Task Force will decide on the issues it needs to deal with and prepare a budget. This will be presented to the Governing Council. There will be a half-yearly Internal Assessment and an Annual External Assessment of achievement of goals.

IMC Election & Term

All members of the Local Council will be elected by their community for a period of 5 years. Members will be eligible for re-election for another term. Members under 50 who have served 2 terms may be re-elected after a cooling off period of 5 years. All Members will compulsorily retire at the age of 65 years on their date of birth.

Board of Emeritus Advisors

Retired leaders will automatically become members of the Board of Emeritus Advisors which will be an advisory body to provide guidance, counsel and dua for the organization. The Board of Emeritus Advisors will have no executive powers.

Election Rules

Elections will be conducted by an Election Commission which will be constituted every 4 years for the elections in the 5thyear. The EC will be made up of prominent members of society represented as per the constituents of the IMC. Members of the Election Commission will not be eligible to stand for election in that year.

It is not in the scope of this article to write about this structure and working in detail but I will be happy to explain it to the AIMPLB – ‘If I advised the AIMPLB’. This is only as a teaser for those who share my anguish and frustration at what is happening today.

Information about me and my work, clients and consulting practice is here www.yawarbaig.comIf the AIMPLB is interested and wants to actually do something about understanding what I have proposed in detail, then I am available.

If not, I have completed my task and stand absolved before my Rabb.
Uniform Civil Code and the Law Commission Questionnaire

Uniform Civil Code and the Law Commission Questionnaire



An alternate perspective
The ongoing debate on the questionnaire circulated by the Law Commission on the proposed implementation of a Uniform Civil Code and the predictable knee-jerk reaction of the All India Muslim Personal Law Board (AIMPLB), is a very good opportunity to learn the basics of conflict resolution. With over thirty years’ experience in negotiation, conflict resolution and arbitration on three continents working with people of different genders, races, politics, religions and nationalities, I want to share my observations and an alternative perspective of what the course of action could be, instead of the boycott of the questionnaire that the AIMPLB has announced. 
While negotiating and resolving conflicts, one of the most essential skills is to be able to separate the facts from inferences. To separate facts from the emotions that those facts or actions may excite. That is not because inference, conjecture and hypothesis are not important. They are. But unless you begin with the basic facts, you will not be able to take objective decisions about them. Only then will the course of action become clear and not one but often more than one alternatives appear. If not, then one is only reacting which means that one is thinking only in a yes-no way and that is the most difficult and limiting way to think.
It appears to me that the call to boycott the questionnaire is an emotional reaction to the fact that the questionnaire comes from the Law Commission which is an arm of the government. Given that this government in particular has been responsible for vitiating the peaceful climate of the country by remaining silent despite all kinds of violence against Muslims and Dalits in the name of so-called ‘Cow Vigilantism’, it is only natural that it is not viewed as being Muslim/Dalit friendly. Its agenda to get the UCC implemented and the Muslim Personal Law removed, is well known. But strangely what few have stopped to ask is, ‘Why has the government not tabled the Uniform Civil Code for discussion by all concerned?’ The reality is that only that which exists can be implemented. After all the government is not saying, ‘We need to create a Uniform Civil Code and then implement it.’ It is saying that it wants to implement the UCC. So table it. Let the country see what it is that the government wants to implement.
 
Laws are not made in the Supreme Court. They are made in the Legislature. So let the UCC be brought before the entire nation. Let the people of India debate it and then let it pass into law in the Legislature. That is the democratic process and let us follow it. What is the need to attempt apparently clandestine moves using the Law Commission? The Law Commission is not the Legislature. Let responsibility be shouldered by those to whom it belongs; the people of India and their elected representatives in Parliament. I am sure nobody can object to following the process.
Having said that, in the famous case of ‘Shamim Ara versus state of UP (2002)’, the Supreme Court declared triple Talaq invalid and banned. So how can you ban a banned thing? And so therefore why is one of the questions in the Law Commission’s questionnaire about triple Talaq? Does the Law Commission seek to do what the AIMPLB didn’t do for fourteen years (as of this writing in 2016), i.e. raise the matter of the ban on triple Talaq again? In view of the strident calls to boycott the questionnaire and the claims that the AIMPLB (which interestingly uses the term, ‘Muslims of India’ unilaterally and without any endorsement from the alleged ‘Muslims of India’) will not tolerate any ‘interference’ in the Muslim Personal Law, it is pertinent to ask why this call was not given in 2002? After all the responsibility to fight for our laws didn’t suddenly become reality today. So what was the AIMPLB doing for 14 years? Why no protests screaming interference in Personal Law and Shariah?
The questionnaire of the Law Commission is couched in very persuasive language.
I quote from the covering letter of the questionnaire which is titled, ‘APPEAL’ and which you can read on the link above, “The Law Commission of India welcomes all concerned to engage with us on the comprehensive exercise of the revision and reform of family laws as the Article 44 of the Indian Constitution provides that ‘the state shall endeavour to provide for its citizens a uniform civil code throughout the territory of India.’ (Italics are mine)
It is clear from this august beginning that while the Indian Constitution’s Article 44 provides that the ‘State shall endeavour to provide for its citizens a uniform civil code’, it didn’t specify how this is to be done. There could be several ways to arrive at a uniform civil code ranging from creating a civil code from scratch to borrowing all or parts of it from elsewhere, to using parts of the existing Personal Laws of different religions to arrive at one which is acceptable to everyone. Imagine a Civil Code that takes from everyone to give us all the equivalent of the HUF/Karta/IT concessions, freedom to bear arms, marry four times, and wear turbans and beards (men only please). The grass always looks greener on the other side of the fence. But jokes apart, the questionnaire definitely looks like it is covering some other, not-so-noble intentions.

I began with the plea that we need to look at facts. So here are some for us to consider.

Laws can’t change social behavior. Let us ask how existing laws have changed the reality for women. If they haven’t, and they haven’t, then how will news laws do otherwise?

1.  Protection of Women from Domestic        Violence Act (2005)

2. Indecent Representation of Women     (Prohibition) Act (1986)

3.     Dowry Prohibition Act (1961)

4.     Nirbhaya Act (2013)
The problem is not Talaq but of men honoring the rights of women. For the record let me say what I have said many times before that triple Talaq is not in keeping with the Qur’an and Sunnah. It is not the prescribed way to give Talaq in the Shariah. Triple Talaq is itself a violation of the Shariah and so it is declared Haraam and Bidat by all the jurists and schools of jurisprudence in Islam. How someone can declare something Haraam and Bidat and in the same breath call it valid is something only the brain of a Mufti can understand. Mercifully I am not blessed with a brain that can think around corners and so I go by what the Book of Allahsays and what His Messenger did. Neither allowed triple Talaq.
It is strange and indeed laughable that all these emotional declarations by both parties, ‘Triple Talaq should be banned’ and ‘We will not stand for interference in the Shariah’, are both apparently ignorant of two cardinal facts:
1. That triple Talaq has already been banned in 2002 (wake up)

2. That banning it will not change the reality of Muslim women at all
However, the difficulties that Muslim women are facing are not a result of Talaq (triple or not) but of the unislamic customs and practices that we have not only allowed into our marriages but have made them mandatory. Islam prohibits dowry. We demand it and it is paid. Islam puts the entire responsibility of incurring all expenses for the marriage on the man but we insist on dumping them on the woman and she and her family accept this. Islam mandates that marriages must be simple and inexpensive but we insist on expensive, ostentatious weddings. Islam prohibits any kind of harassment at the time of divorce if that becomes necessary but our men do the opposite. All these and more are the real reasons why Muslim women are left high and dry and are the victims of the oppression of their men. How is banning triple Talaq going to solve these problems?
The fact that triple Talaq was banned in 2002 but the problems continue, including the fact that people are still giving triple Talaq, should give the Law Commission (and us) cause enough to pause and reflect if laws alone are enough to bring about social change or whether we have to work together, supporting and helping each other to bring about gender justice. We need to work with sincerity and genuineness and reject all guile, hidden agendas, deception and political jugglery. It is only the truth which will prevail.
So what should the AIMPLB do?
1.  Accept that juristic law doesn’t have precedence over Divine Writ. Talaq as mentioned in the Qur’an is Divine Writ. Triple Talaq, at best, is juristic law. So declare triple Talaq to be invalid and that it will be counted as one.

2.     Declare Halala to be Haraam, which it clearly is. The juristic arguments in its favor are such that I choose not to mention them here for making those jurists and by inference, Islamic Law, the laughing stock of the world. The AIMPLB knows what those arguments are. They know they are wrong. And so they should declare that Halala is Haraama.

3.      Give women a meaningful role in the functioning of the AIMPLB with the power to play a decisive role, especially in matters that concern women. Why should men rule on such matters when we have many highly qualified women scholars and theologians? AIMPLB needs to invite them on them on the Board and give them positions of authority and real power.

4.     Invite prominent Muslim members of civil society (male and female); politicians, academicians, lawyers, businesspeople, journalists, educators, youth leaders, social activists and administrators to become members of the Board. I am happy to provide the Board with an organization structure for this, if they are interested.

5.       Move to English as its language of communication because its current language, Urdu, is not the language even of all Indian Muslims, let alone others and is a serious impediment in thought share as well as in communicating with the rest of the nation.

 

6.       Set a specific term of office and a retirement age for all Members irrespective of who they may be. Lifetime employment is detrimental to organizational health.
It is essential that in the world of today and tomorrow the Board evolves to become more representative of all Indian Muslims, if it intends to retain its position as the self-proclaimed leader of Muslims. It must move from being self-proclaimed to acclaimed representative to be truly effective and powerful. To represent, you must be representative. That means more participation, more transparency, more empowerment and more equality. That means that the nature of the Board must change from being an exclusive boys club of elites to becoming a truly democratic, body of equals, all working for the benefit of the nation and the pleasure of our Creator.

For the time will surely come when we will meet Him. And at that time we will not be asked, ‘What happened?’ We will be asked, ‘What did you do?’
When the voiceless get a voice

When the voiceless get a voice

If there’s one overwhelming sign that numbers mean nothing and organization means everything, it is the plight of Dalits and Muslims in India. Dalits and Muslims are officially 17% and 13% of the population. That means that together one in three Indians is a ‘Dalim’ – Dalit Indian Muslim (my coinage today – in case it ever makes it to the Oxford Dictionary like Ayya and Ayyo have done). Yet these two are the most powerless and oppressed communities in the largest democracy in the world. That sounds like an oxymoron because in a democracy where one man may not have food, clothing or shelter, but he has one vote (and so does every woman); how can it be that the most populous segments of citizenry are the weakest? But so it is. Like snake charming and the Indian Rope Trick, this is also the essence of being Indian.

To know what the meaning (linguistic) of Dalit is, please see the website of the NCDHR http://bit.ly/2e5Kcso
Do notice the ticker tape at the top which gives you an idea of what being Dalit means in real life terms, not merely linguistic. But to understand what it means, there is only one way; be reborn as one. I believe that it is literally impossible to understand what it means to be Dalit (untouchable) unless you are born as one. I have had the privilege of living off and on with my Gond friend, Shivaiyya (his photo graces this article and I have written about that in my book, ‘It’s my Life’ (it’s on Amazon and Kindle). I would spend every waking hour with him all my summer and winter holidays which I spent with my dear mentor and friend Venkat Rama Reddy. Shivaiyya belongs to the Gond tribe (forest tribals are also Dalits) and was my hunting partner. He and I would walk about the forests of the Aravalli hills in search of game. In that process we would share food, time and stories. Especially on cold nights sitting by a small fire trying to keep warm and alive. When you are in that situation what you have a lot of, is time.

Once we became friends, Shivaiyya talked freely about his life and circumstances to the 17-year-old boy from another planet who was his friend. This story doesn’t have a happy ending; quite common in Dalit stories. The last I saw of Shiviyya was in the 70’s when I went off to Guyana. Then in 2012 more than 40 years later I visited Sethpally village in Adilabad District where Shivaiyya lives and went looking for him. I found two things; one changed and one the same. Shivaiyya now had cataract in both eyes and no money to have it operated. And Shivaiyya still had the smile that I remembered so well.

All the rest was the same. Same mud and grass huts, emaciated cattle walking into the forest to graze every morning and little Gond children (3rd generation from the ones I walked with) still following them collecting dung because that was the main produce of those cattle, not milk. Too many more details to go into here. Read my book. That’s my tribute to Shivaiyya and his people and all those who walked into my life. The purpose of this story is to tell you that despite having lived so closely with Shivaiyya (and with many more over the years) can I say that I ‘understand’ what it means to be Dalit? The answer is, ‘NO!’ It is not possible to understand that unless you are born one. And that it is because until then you don’t understand what it means to be born into a cage. There is a difference between visiting prisoners and being a life convict where only death can set you free. That is what it means to be a Dalit in India.

I am a Muslim from one of the so-called Ashraf castes of Indian Muslims. Then there are the Ajlaf and the Ardhal (which consists basically of Hindus of lower castes who converted to Islam thinking that they would now be treated as human). How sadly they were disappointed to find out that what the Prophet of Islam declared (absolute equality of all people irrespective of race or origin) and what Indian Muslims practice are two opposite things. Please see these two articles which explain the situation very well. Same situation in Christianity with even graveyards segregated.

Masood Alam Falahi’s excellent book, Zaat-Paat aur Musalman deals with the caste system among Indian Muslims in detail but to the best of my knowledge it has had as much effect on the Indian Muslim caste system as the many anti-untouchability laws have had on the situation of the Dalits in Hindu society. The caste system among Muslims in India goes back to the time of Qutubuddin Aibak, the founder of the Delhi Sultanate in the 13th century and the politics of convenience. Like all kings he was interested in ease of administration and so did nothing to change the social order amongst his subjects. He realized that if he tried to abolish caste, it would raise all kinds of conflicts with the powerful Brahmins and Kshatriyas which he could neither afford nor was he interested in. Islam came a far second as it does to this day with all manner of politicians and political groups all over the world. Sultanate scholars (Ulama) declared that the invaders were superior to the locals (not surprisingly) but they went on to declare that they were also superior to local Muslims (Hindus who converted to Islam). It didn’t end there. They also declared that among local Hindu converts, those upper caste Hindus who converted to Islam would retain their class superiority over lower caste Hindus who also converted to Islam. The Prophet of Islam declared that all human beings are equal. Indian Ulama starting with Qutubuddin Aibak’s Court Muftis declared that some human beings are more equal than others. 

Please see Falahi’s interview below.  http://bit.ly/2ebngLY 

Muslim kings, and the Muslim ruling elites more generally, in collaboration with so-called upper caste Hindus, supported the caste system and the oppression of the so-called ‘low’ castes, both Hindus and Muslims. As Mullah Abdul Qadir Badayuni’s “Muntakhab Al- Tawarikh”, Maulvi Sayyed Ziauddin Barni’s “Tarikh-e-Firoz Shahi” and Kunwar Mohammad Ashraf’s “Hindustani Maashra Ahd-e-Usta Main” make amply clear, they refused to allow so-called low or razil castes, both Hindus and Muslims, to be educated or even to enter their courts, which was preserved as a monopoly of the ‘high’ caste Hindus and Muslims. 

In fact, Muslims’ caste-consciousness runs so deep Allama Iqbal reprimanded them in a couplet: “Yun to Syed bhi ho, Mirza bhi ho Afghan bhi ho/Tum sabhi kuchch ho batao ke Musalman bhi ho? (You are Syed, Mirza and Afghan/You are everything but tell me are you Muslim?)”.

What is tragic is that this caste system didn’t end with the Delhi Sultanate but continued to be supported by the Ulama of India all through the history of Muslim rule in India, into the period of British rule and to this day into post-independence free India. Free from the British, but still chained by caste. Falahi has quoted from the published works of Indian Ulama and I was shocked to see some of the names. May Allah have mercy on those who tried to change the religion that He sent and who denied to the people what Allah had promised and who contradicted His Messenger Muhammad. Truly these people have some serious answering to do before Allah who many have met and all the rest will meet. The greatest disservice to Islam and Indian Muslims was that it took away from Islam one of its cardinal benefits, equality and non-discrimination; all for the benefit of ruling elites. Everyone else be damned.

This is my own history of how I came to be interested in Dalit affairs. The result was that when I returned home from America in 2000 and was invited by Chindu, a newly formed organization to promote Dalit art and Dalit human rights to help them in leadership development, I gladly agreed. It is a matter of honor for me to be listed among their teachers http://www.chindu.org/teachers.html I was also honored to be invited to be on their Board of Directors, on which I served for five years before I left due to other engagements.

So what is this article about? Rather late in the day to ask this but it is neither about Dalit history nor my own. It is about what I believe needs to be done today and done at the level of a national emergency to bring about measurable change in the situation of Dalits (and Muslims for that matter) so that 33% of the population comes into the mainstream of productive employment. It is suicidal for any nation to have one third of its population living in and subject to conditions which won’t stand the light of day. They can only be a drain on the economy and add little value while breeding all kinds of extremism as anger grows at the situation they find themselves in for no fault of theirs. So what is necessary to bring this about?

There are two things which are required to remove caste discrimination:

1.    Changing religious sanction for discrimination and bringing up a new generation which believes in and lives by the new ideology of equality.

2.    Create a level playing field where irrespective of caste the historically oppressed can compete on equal footing with the historically preferred.

I am an idealist. But I am also a realist. So while advocating the first with all my heart and soul, I admit that it is beyond my capability to bring this about except in my own life. That I have always done but to try to change people’s beliefs is at best a long term matter and can’t be done by force. Laws must be passed and have been passed. Equality must be and is a guaranteed right in our Constitution. But as everyone knows, there is a huge gulf between what the law dictates and what happens in practice.

It is not in the scope of this article to go into how the anti-discrimination laws actually work when it comes to implementation especially where cases of discrimination are sought to be redressed. I will leave you to lose some sleep over this research if you are interested with the guarantee that the amount of sleep you will lose searching, will be far less than what you will lose once you find what you are looking for. I hope then you will join the ranks of those who are trying to bring about this change and together we can hope to achieve something in our lifetimes.

It appears that to discriminate, to look down upon others is such a powerful need of the human being that even where religion decrees the opposite as in the case of Islam and Christianity, people who claim to follow those religions seem to find ways to discriminate and legitimize it by creating convenient self-serving arguments in the disguise of theology. The fact remains that Allah made people equal and no argument or Fatwa of any so-called A’alim can change that Hukm (Order or Ruling) of Allah and His Messenger. Class inequalities have always been prevalent in all societies but what is particularly heinous about caste inequalities is that there is no escape. Class inequalities also have this element to various degrees in different societies. But when caste comes into the picture, religion sanctions it and so the force is much more powerful. Mobility out of your caste is practically non-existent and when such people are faced with the same situation even when they try to escape the oppression by changing their religion then the situation appears truly hopeless.
For the record Islam doesn’t recognize any caste or class inequality at all. 

Allah says: Hujuraat 49: 13. O mankind! We have created you from a male and a female, and made you into nations and tribes, that you may recognize (honor, appreciate) one another. Verily, the most honorable of you with Allah is the one who is the most pious. Verily, Allah is All-Knowing, All-Aware.
Rasoolullah  said in his last sermon of Hajj, popularly known as Khutbatul Wada (Farewell Sermon):

All mankind is from Adam and Hawwa (Eve). An Arab has no superiority over a non-Arab nor does a non-Arab have any superiority over an Arab. A white has no superiority over black nor does black have any superiority over white except by piety (Taqwa) and good action. 

Let nobody blame Islam or its Prophet  for what people do in its name.

Discrimination comes out of a lack of self-confidence and self-hate where a person feels confident and good about himself only when he compares himself to someone else and feels superior. You can’t talk about equality of Dalits until you remove all inequality of all the Varnas. For it to work, you have to dismantle the entire system, which is not easy to do when it is sanctioned by religion. The reality is that you either have caste or you don’t. Like pregnancy you can’t have it partially. In 1933 Dr. Ambedkar said, “There will be outcastes as long as there are castes, and nothing can emancipate the outcaste except the destruction of the caste system.” So either there is no inequality between Brahmins, Kshatriyas, Vysyas and Sudras or you can’t say that Dalits are equal to…to whom?? Gandhiji made this mistake when he was unwilling to talk about dismantling the Varna system but wanted the Dalits to be included into it as the 5th Varna. For this he invented the term Harijan (Children of God). However, that was not a solution because even if it had come about, it would have meant that the Dalits would still be the lowest and have to be beholden to those who deigned to recognize that they were at least human.

The second matter has also sought to be addressed firstly by creating ‘Reservations’ in education and jobs for Dalits by lowering the standards of entry (not Muslims who are equally discriminated against but since they are not part of the Hindu caste system, they don’t qualify. I consider this poetic justice for their having joined the discriminators when they had the upper hand and so I say, ‘Jolly good.’). The purpose was to try to help those who had been discriminated against for centuries and so didn’t have the advantage that wealth and education brings by making it easier for them to enter institutions of higher learning and to get jobs.

This action, irrespective of the good intentions behind it, created more problems than it solved. It had a reverse effect by retaining discrimination in another form and actually increasing hatred against the historically deprived people who are seen as ‘stealing’ the rights of others. That others stole their rights in broad daylight for centuries is neither here nor there because logic, historical data and reason have no place in emotion based hate mongering which is standard political strategy in our country. Xenophobia ennobled by affiliation to a higher cause (religion) supported by gross, deliberate ignorance always works wonders.

American politics today is a classic example of the efficacy of this time-tested method. Historical data from the Affirmative Action movement in the United States of America where after its official beginning in 1961 http://bit.ly/1U1f509 decades in time and billions of dollars in Federal funding notwithstanding, has not resulted in achieving even a fraction of what it was supposed to do. To this day there are more African American young men in prison than at university or in the higher echelons of the corporate world and Donald Trump is the Republican nominee for President in 2016. Truly fact is stranger than fiction.

So what works and how can we bring that about?

What works is quality. So create quality. Focus on creating quality and the rest will follow.
Here is what I believe we should do.

1.    Create world class primary and secondary schools in Dalit areas but open to everyone. Let anyone who wants a world class education send their children to these schools. However, what happens to this day even in government schools our villages, segregation of children based on caste, will not happen here. All children will be treated as children should be treated, equally with love and compassion. They will sit together, study together, eat together, rest together, play together and be trained to the highest standards in education.
There are numerous instances where upper caste children will not sit with Dalit children in government schools and Dalit children are relegated to a separate seating area. When the government insists that this kind of discrimination will not be allowed, upper caste Hindus don’t send their children to these schools. However, it is interesting to note that everyone goes to the Christian schools in the area and sits in the same room without demanding segregation. The reason is that the quality of education which those Christian schools provide is incentive enough to put caste considerations on hold.

Of course if the anganwadi cook is Dalit, upper caste children won’t eat the food he or she cooks and teachers may discriminate against Dalit children, but at least there is no ‘official’ discrimination against a child because he or she was born in a particular family.

2.    Create a Vocational Training Center in each school with vocational training as a part of the curriculum. To learn a trade and work with your hands must be a compulsory part of education. This will teach children dignity of labor and give them the joy that you only get from creating things with your own hands. It will give them also training in systems, quality, time management, leadership and teamwork; all of which are excellent life skills that one needs and which are not part of our standard school curricula. The centers will also provide employment for artisans and experts in different arts and crafts who are scrounging for jobs today and in the process many are even losing their skills.

3.    Create a Center for Entrepreneurial Development where students of these Vocational Training Centers (and others) are trained in setting up small businesses. All kinds of training in hiring, organizational development, selling, raw material procurement, product development and organizational leadership can be provided so that new businesses have a good chance to succeed. The Center will also run a mentorship program where new entrepreneurs will be mentored by experienced entrepreneurs and will have access to consultant services through the Center.

4.    Create a Venture Capital Fund which will offer interest free loans to entrepreneurs. These will be given after a rigorous annual selection process where hopefuls will have to present their business plans and pilot projects to a team of experts who will decide on the viability of the project. This is to ensure that businesses funded actually succeed and the process can continue ad infinitum. 

http://bit.ly/2dHP5YZ is a very interesting TV show about venture capitalist/entrepreneur interaction. I know that reality is not exactly so neat and neither do decisions to fund always get taken so fast but it is a very good example of participation of haves and want-to-haves which can lead to everyone-has-more.

In short what I am suggesting is that while we need to continue to work to change our beliefs and ideology to promote justice, we need to do something that is more easily doable and can show results and will hopefully also result in a change of heart which must eventually come. The world wants quality products and services. If we prepare people well by enhancing the standard of education, then they will be respected when they gain entry beating others over the same high entry standards. More importantly it will enhance their own confidence and self-respect which is more critical than anything else. That will be real service. That will truly add value and will take away discrimination over time because when people can stand on their own feet, they don’t need others to affirm their humanity. Those who provide quality will automatically get clients, customers and friends and will not be beholden to anyone.

In time, it is my hope that we can completely dismantle the caste system in all religions. Any religion which considers one human being superior to another because he was born into a certain caste is not a religion that I recognize as coming from the Creator. 

Caste prejudice is a shame on our honor as human beings, which we must remove.
Advice to a young friend going to university

Advice to a young friend going to university

Five things to keep in mind:

1.      Always be thankful. It is true that we succeed by our own efforts but it is good to remember that some of them were made standing on someone else’s shoulders.  And they helped us when they didn’t need us and without expectation of reward. Don’t forget them because without them you would still be crawling. The biggest fallacy is the so-called ‘self-made man or woman.’ There’s no such thing. We are all the products of the Grace of God, of our time, environment, nation, family, friends – of all those who stopped by to lend a hand. To every one of them we owe a debt which must be repaid. So always be thankful and express thanks. People are not mind readers and even mind readers like to hear it from you. So tell them. Thankfulness increases blessings, opens new doors, inspires people to do things for you and increases your circle of influence. Thankfulness also fills your own heart with joy. Try it and see.

2.     Never compromise your legacy. Never lose sight of your purpose. Ask, ‘Why am I here?’ Write it down and stick it on your wall. Look at it every morning and re-dedicate yourself to that. Stick to that. There will be times when all sorts of other things will seek priority. Different issues will demand importance. Friends will pull in various directions. At such times look at your purpose and know that everything else must be subordinated to that if you are serious about success. Ask, ‘What do I want to be remembered for?’ Focus is the art of ignoring.

3.     Everyone has friends. The worst of them and the best of them, all have friends. Ask Mother Teresa and ask any drug dealer or pickpocket. They all have friends. The key is to have the right kind of friends. Who is the right friend? Someone you can look up to. Someone you can learn from. Someone who challenges you to be your best. Someone who tells you what you need to hear, not only what you want to hear. So it is not how many friends you have but who those friends are, which is important. Also ask, ‘What kind of friend am I to my friends?’ Do you measure up to the same criteria? Being a leader means to take hard decisions and not follow the herd. Sheep have lots of company all the way to the abattoir.

4.     No one walks alone: Every one of us is a reflection of his family, community, nation and humanity. We are never alone. Everything we choose to do or choose not to do, reflects brand value and character. Character is the tree and fame is its shadow. But of the two only the tree is real. So judge every action not only by whether it pleases you but by how it will reflect on your parents, family and nation. And most importantly how it reflects on humanity. We are human because of our values alone. That is what distinguishes us from animals. So focus on values. Compassion supercedes them all. Do to others better than what you would have them do to you. That is the Platinum Rule. A picture is worth a thousand words. An action is worth a million.

5.     Finally remember that popularity doesn’t matter: So never buckle under the pressure of popularity. It doesn’t matter at all. Dr. Rene Favaloro invented the technique and performed the first bypass surgery in 1967. Michael Jackson began his solo career in 1971 (he made his debut in 1964). Who was more popular? Whose contribution has more value? So think contribution, not popularity. In our world today, if you stand up against injustice, oppression, cruelty and discrimination, you will be very unpopular. But the world owes a debt of gratitude to those who do. Otherwise oppressors would rule unchallenged. Peace as defined by oppressors has always been, ‘Absence of resistance to my oppression.’ All those who resisted were given the honorifics of ‘insurgent, terrorist, traitor etc.’ But history is witness that it is thanks to those who disturbed that peace that we abolished slavery, have human dignity and continue to fight for freedom. So it is not whether you won or lost which matters. What matters is which side you fought on. Pick your side for you will be known by it. That is your signature.

I wish you every great dream in life and the courage to make it come true.

Rethinking education – Critical need of the hour

Rethinking education – Critical need of the hour

Scope

I am writing this to share my anguish at what we are doing in the name of schooling. By ‘we’, I mean educators and the education system in the Indian subcontinent, Malaysia, South Africa and most of Africa, state schools in UK and America. That is more than 60% of the global population of school-going children. Those that don’t fit the picture that I have drawn below are to be congratulated. I hope everyone else can come on par so that one day very soon, this paper will be read as an interesting piece on how bad things used to be.

 “Education is the art of making man ethical” 

Georg Wilhelm Friedrich Hegel

Let me try to define the problem:

We have managed to create a global society which is almost exclusively focused on amassing material wealth and possessions. A society where worship of personal desire is the predominant religion and selfishness its primary virtue. A society which defines success in terms of the ends without any thought about the means. A society where compassion, cost to others of our achieving our goals, cost to the well-being of the environment, hopes and aspirations of the less well-endowed; have all lost meaning and are not considered even worthy of passing thought. The reality is that we are burning our candle at both ends and are about to be plunged into darkness from which nobody can emerge unscathed. As someone once said, ‘Growth for the sake of growth, is the philosophy of the cancer cell.’ In this case, look in the mirror and meet both the cancer cell and its victim. In the words of J. Krishnamurthy, ‘It is no measure of health to be well adjusted to a profoundly sick society.’ We are profoundly sick.

It is for this reason that we need to rethink education because our present education system which was stared during the Industrial Revolution in the UK and later America and was exported to the rest of the world is spectacularly successful. You may be surprised to read this, but it is indeed successful in creating what it was designed to create – unthinking, unquestioning, obedient workers.

Education was and continues to be modeled on the needs of the military-industrial complex with children being treated as raw material. Something to be altered to suit the need of the manufacturer, in which the needs of the raw material are of no significance. Standardization is the key, with conformity being the cardinal virtue. Individualism, imagination, curiosity, diversity, non-standard ways of learning are all seen at best as a nuisance to be ‘cured’ or at worst as a virus to be ejected. Standardized testing is the tool to convert oppression into a virtue and force all square pegs to fit into round holes. Questioning is treated as rebellion and dealt with exactly as questioning (also called rebellion) is treated in industries (suppressed by force calling it unionization and labor unrest) or in the world (suppressed by the military calling it insurgency). Scant if any attention is paid to addressing issues that led to the unrest because after all the need of bosses (read teachers, school authorities in collusion with ignorant parents) that ‘production’ must not stop, whatever the cost, is supreme.

What we need today to cure our potentially fatal global malaise is the opposite of what our schools are designed to produce. We need people who are thinking, questioning, positively rebellious leaders with the commitment to work for the benefit of others. People with the skills to diagnose, define, conceptualize, strategize, communicate and monitor. But before all that, the integrity, compassion and energy to continue to work in the face of disappointment, discouragement and opposition.

I submit to you that we don’t have an implementation or quality problem. We have a design problem. A railway carriage is not designed to fly. It is designed to be dragged along behind an engine. No matter how much power you add to its engine or how luxurious the interiors, a train will never fly because flying is first a design issue. A microlight aircraft on the other hand flies even with fractional horsepower because it is designed to fly. Our education is not designed to create leaders. It is designed to create mindless, obedient followers. Fancy infrastructure, using state of the art technology in teaching, high or low fee or teacher salaries will still not produce leaders because we are building railway carriages, designed to be dragged along behind an engine. We can’t build planes in a train factory. If we want to fly, we need to build a plane factory. We need to rethink our design based on our objective of taking to the air. Design dictates performance. We need to redesign. Not alter trains expecting them to fly.

In effect the focus must be more on tools of learning than on accumulation of random data. Focus must be on the spirit of enquiry, on asking the right questions with the best question being the one which has no answer; yet. So the search can continue and the student doesn’t sit smug like a bug in his rug, content that he has the answer and need not look any further. Real education is to deliberately put yourself into a state of positive confusion, of productive stress, where you are forced out of your comfort zone of certainties.

This thought, that confusion is good and pat answers are bad, is uncomfortable and even painful as it forces you to look at yourself as the start of the process of education. Real education is as much if not more, about educating the teacher as it is about educating the student. Both are companions and partners in learning. I know we educators pay lip service to these thoughts. Unfortunately, that is a sign of our hypocrisy as our every word and action gives the lie and exposes our inherent arrogance as being ‘people with knowledge’ who must teach the ‘ignorant’. We need to create an atmosphere where there’s a premium on questioning and teach the art of asking good questions instead of the mugging up someone else’s answers. This doesn’t mean that all answers that other people may have thought, are wrong. It merely means that the answer was right for that person. But you must arrive at the answer yourself independently for it to be right for you – even if it is the same answer. That makes you stronger in the end.

One reality that is clear from all this which takes us to the core issue of all learning is the importance of variety and diversity of life experience. Not standardization but its exact opposite – diversification. The question for us therefore is, ‘How do we help students to have a widely diverse menu of life experiences so that they have a sound basis for diagnosis and decision making?’

In summary therefore, real education is the result of the integration of academics with structured life experiences, helping students with the tools they need to derive applicable lessons. In my view this can’t be done while keeping our current so-called education system in place. There is only one thing to be done with our production-factory-style-robot-producing education system; which is to give it a decent burial. We have to start afresh, with a totally new approach arising out of accepting the reality about children that they are not little boxes to be filled and labelled, but living breathing, thinking human beings with opinions, likes, dislikes, differences in how they learn, what interests them and what doesn’t and above all, the need to learn how to apply the learning. We need to start by convincing ourselves (teachers, policy makers, parents) that children need not agree with us, need not share our priorities about their lives, can have their own aspirations and dreams and that our job is not to change them but to enable them to achieve what they want to achieve. This doesn’t mean that we have no role in guiding our children. Just that we understand the difference between guiding and forcing. Our role is to guide and empower. Not to force.

The biggest challenge and greatest resistance to this new philosophy will come from our own minds and hearts. Truly it is not easy to accept that we have successfully destroyed several generations, including of course ourselves in the process and to accept that we were totally, gloriously, shamelessly wrong in everything we did in the name of education. It will not be easy to accept that we – the educators of the world – are responsible for the totally immoral, greedy, toxic and suicidal society that we are now living in. But that is the truth. The beauty of accepting responsibility for a problem is that, then and only then, are you given the ability and strength to solve it. You can’t change what you don’t own. So, let us begin by being brutally honest and own responsibility for the problem and pray for success in solving it. The solution is Integrated Education.

Integrated Education

I believe that education must achieve four things:

  1. Awaken and strengthen the conscience

The purpose of all education is to civilize. The hallmark of civilization is concern for others. That is why moral education must precede technical. People who know tools but have no moral bearings are people who can drop an atomic bomb on a city and sleep peacefully that night. People who are the opposite use drones to hasten medical aid instead of killing people by remote control. The distinguishing fact about human beings that differentiates us from other animals is compassion, concern for others and the willingness to stand up for another person who is oppressed even when that oppression doesn’t affect us personally. The Wildebeest herd doesn’t defend one of their number who is being killed by lions. Each one thinks about himself and as long as he is not affected, he doesn’t care. That is why when he becomes affected, others don’t care, and the cycle continues.

We humans are supposed to be different and our homes and schools are the places where we are supposed to be taught this cardinal differentiator. But how can that happen when we preach discrimination at home and teach individual competition and non-cooperation in school even to the extent that we punish cooperation and collaboration between students. The insanity continues because once our students learn non-cooperation and destructive competition and graduate from our schools and enter the workforce, we then spend a fortune doing team building, mutual collaboration, active listening, boundaryless working and all such kinds of training workshops trying to undo years of what we taught them at school.

Our challenge is to build a foundation of moral values, ethical behavior and good manners that give precedence to consideration for others and the commons. All this arising out of compassion, empathy and a total lack of self-centeredness. I don’t say ‘selflessness’, because I believe the moving spirit is what I call ‘positive selfishness’; which means to feel satisfied and happy when you see smiles on the faces of others. It is not that you are not concerned with the results of your actions but that you are concerned about achieving good results for others – not only for yourself. And you do this because you get true satisfaction from it and because you are aware that it is only in the overall good that your own safety, happiness and development lie.

Integrity, justice, freedom, honesty, courage, standing up for the unpopular opinion, raising a voice against the oppressor no matter how powerful he/she may appear to be, generosity, facing success and failure with equanimity, commitment and industry – all seem to be values which are not mentioned any more. Integrated Education must not only mention but champion them and teach them by practice. Success case studies where people have applied these values in their lives; stories of their struggle and the question of evaluating their success – not in conventional terms alone of whether or not they achieved what they set out to do, but in real terms of the number of others they freed and encouraged through their own struggle to take the unpopular stand for justice. All this must be done with the clear understanding that values can’t be legislated. They must be inculcated. People don’t care what you say until they see what you do.

  1. Create excitement for new learning

As I have mentioned earlier, the biggest problem with our current so-called education system is that we give answers, insist that there is only one right answer and shut down all questioning, enquiry and dissent. We not only don’t encourage but actively discourage approaches other than the ‘approved’ ones. I am speaking about our school systems. Strangely at the university level, in the West, this is overturned and there is great freedom to try different ways to reach the goal. The results are clear and obvious. What I have failed to understand is why the school system continues to work at cross purposes with the university system (in the West)? In India, the Middle East and South Asia both school and university are in the same pit of darkness. But at least in the West, where the two systems are opposed to each other, I don’t see why change hasn’t come yet, except in exceptional cases like Finland. The question is why the rest of the world is not following Finland even though the Finns have been successful for decades.

Be that as it may, the critical need today is to forbid the killing of imagination, rebellion, dissent, questioning and putting activity before reflection. Forbid, not only by word and decree but make it impossible, by making structural changes in what we teach and how we teach it. Imagination, questioning and reflection are all part of being human and don’t need to be taught. These qualities are what make us human and distinguish and differentiate us from other animals. They enable us to anticipate scenarios and plan for them. They enable us to dream and make our dreams come true. They enable us to successfully deal with a future that we don’t know about. They enable us to leverage opportunity, avert calamity and celebrate life. What needs to be done is to ensure that these qualities are not suppressed and killed because they are inconvenient and troublesome. This is what happens effectively today in our schools.

Who are we teaching?

We must realize and accept the fact that our challenge as educators is to prepare our students to face a future that we know nothing about. This means that we must teach them tools, not try to give them answers from our experience. Our experience at best has historical value and that too only if the student has the tools to conceptualize learning from the incidents and stories that he/she reads or hears from us. If not, they are at best entertaining stories and at worst a boring waste of time. So, teach tools, not answers. The most difficult challenge in this is to accept that we don’t have relevant answers since we don’t know the future, yet retain the confidence that from our experience, we can teach the tools they need to find their own answers from their experiences in life. But that means that we must first learn the tools to be able to teach them. Those who have understood this will tell you that it is an amazing relief to accept that we don’t have all the answers and frees us from the stress of always being ‘right’. You give yourself the permission to be wrong or to say, ‘I don’t know.’ Imam Malik bin Anas, the great Muslim jurist said, ‘I don’t know; is the shield of the scholar.’ This is potentially our greatest contribution, if we can make it.

Question our beliefs

For this to happen, we must examine and change our basic beliefs about children; that they need us to learn, that they don’t know what is good for them, that they must always be directed, ordered and if they don’t obey, punished. That they must be supervised and are not to be trusted; that they are incapable of independently handling responsibility and that their contribution is essentially useless which may be tolerated up to a point and then shut down. Every single one of these beliefs is manifestly and completely false, but we continue to act on them. All this may sound extreme, but this is exactly how we behave vis-à-vis students in our schools. If you don’t agree, please reflect on the following:

What do you call a place where when you enter, a gate shuts behind you and you can’t leave until the gate opens again? A place where your day is divided arbitrarily by others without any consultation with you and these divisions are indicated by bells or sirens, because you can’t even be trusted to be your own timekeepers? What do you call a place where you can’t speak without permission, can’t eat when you are hungry and must eat when you are told, whether you are hungry or not and where you can’t even go to the toilet without permission? What do you call a place where you can’t play when you want but must play when you are told, whether you feel playful or not? A place where you have nothing called ‘free time’, where ‘doing’ is everything and reflection is nothing? What do you call a place where you are segregated not according to interests, or talents, or your friends but by your date of manufacture (age) and are taught whatever the powers that be, think you need to learn, without any consultation with you about whether you want to learn that or not?

What do you call a place where regimentation is the name of the game, where compliance is the cardinal virtue; only obedience is rewarded; questioning, especially of the system is considered rebellion; and punishment is meted out publicly so that the humiliation overwhelms the pain? Finally, what do you call a place where what happens to you is not decided by you; indeed, you have nothing to say in it at all; but it is decided by those who own you and those who own the correction facility? No, I am not talking about prisons. I am talking about our schools. Although everything I said, applies equally well to prisons because our schools are poorly disguised prisons.

What is amazing is that we actually pay for our children to go there when we have ourselves been through them and should have realized the evil they do to the young impressionable mind. But we have been conditioned to accept the dominant narrative and have suffered enough punishment or seen others punished; to have learnt the danger of questioning. Finally, ask why we have an august body called the Parent-Teacher Association. Have you ever heard of a Parent, Teacher, Student Association? I haven’t. Ask why not; when schools are supposed to be for children, not for teachers or parents? The only answer is that though jails are for prisoners, it is jailers who decide what happens to them, not prisoners.

Irrelevant Teaching

The amazing eye-opening research of Sugata Mitra (see appendix) proves that teachers are unnecessary to teach skills provided there is enough curiosity and desire in the students to learn and they are given research resources. The role of the teacher is not to enforce learning on unwilling subjects but to excite curiosity and ignite desire and then open the doors to resources. The last is the easiest because resources are available easily and cost free.

Our teaching today, barring exceptions, consists of filling boxes (children) with random information which they have no idea how to use or what to do with. They have no idea how one piece of information (geography) relates to another (history) and how that relation has relevance today (current affairs). The same is the situation with all other subjects including science and math. Having suffered this, their success in measured not by understanding of what they learnt but by their ability to regurgitate unprocessed data, in response to random questions in a specific time frame. Those who can do that are deemed to have aced the exams. What did they demonstrate? Memory. I believe that our current exams reflect our own admission that what we teach can’t possibly be understood and applied, so there’s no point in asking any questions about that.

During this time (exams), the individual destructive competition that we encourage in the entire system comes to the fore and any student who helps another is called a ‘cheater’ and thrown out and disqualified. What is his crime? Collaborating with another citizen, helping someone who needed help, sharing knowledge or at least information. Yet we insist on calling this education. And then we are surprised that the most highly ‘educated’ nations in the world are the most barbaric. That is why I say that the most difficult task is to bring about a mindset change. But sadly, without that nothing else will work. I have proposed solutions later so please bear with me.

  1. Make sense in terms of application of learning

As I have mentioned before, since understanding and relating what we understand in one area of knowledge to another is not even on our menu, it is hardly surprising that application of learning is not the most important thing on our mind. So, we have the completely incongruous situation of our brightest pupils landing in the field of life completely incapable of taking care of themselves or of applying what they learnt to anything useful, productive or remunerative. In India the situation is alarming to say the least. Education has been made into a business, a seller’s market where the customers are helpless, and quality is the last thing on the seller’s mind. This is not simply a rant. I am speaking on behalf of those who are suffering this injustice of paying for an education which delivers nothing valuable.

Data speaks volumes:

What do you call a system where 97% of the graduates of a professional course are unemployable? I don’t think calling it ‘education’ really fits. But that is the sad reality of our system. The tragedy is that the only people who suffer at the end of it all are the students. The college owners make money with the fees they charged which is not refundable if the student can’t get a job. Teachers get their salaries whether the student learns or not. If the student fails to learn, the teacher is not held responsible at all. I don’t say that the entire responsibility belongs to the teacher, but shouldn’t teachers at least share the responsibility of learning? But in our system, they don’t. Everyone walks free except the poor student who had no say in what he would be taught or how. All he/she did was to choose a subject. Everything else happened without his say. Yet he/she is the only one who pays a real price.

Solutions: What we must do to break out of this prison

Three things must happen in education which are all complementary to each other:

  1. Through the study of history, language, literature, poetry, art, culture and religion the student must be linked to the sum total of human knowledge, experience and development so that he understands his roots. Our roots and origins must be taught truthfully as being in the entire human race and not in our own narrow false interpretation of it in terms of some caste, nationality or race.
  2. Science, math or technology must be clearly related to its application in real life. This need not be restricted to how it is applied today alone but the door must be opened for students and teachers together to explore application possibilities in the world of imagination. Imagine solutions for tomorrow.
  3. Principles of citizenship: equality, universal brotherhood, justice, responsibility, dissent, dignity and diversity of belief and practice must all be taught and emphasized so that a feeling of personal superiority and arrogance doesn’t take root in the mind.

The purpose of real education is to prepare students to deal with life and to create and live in a society that is beneficial for everyone in it. What passes in the name of education today fails on almost all these parameters. It is true that if we’d had a society that reflected the best of these principles, our educators would have claimed credit for that and rightly so. Then where must we place the responsibility for the kind of society that we have ended up creating, which is the opposite of all these principles; except at the door of the same educators?

The idea is not to blame or condemn but to express the pain and anguish at the kind of global community that we have created and to raise the call for the need for urgent and sweeping change. As I have said before, the time for cosmetic or even incremental changes has gone, if ever it was there in the first place. It is now time to make transformational changes if we are to survive as humans. It is not a question of saving the earth but of saving ourselves. Today we have people agitating to save everything from tigers to the most minor beetle. I ask you, ‘Who is ready to agitate to save humanity itself?’

For humanity is in far greater danger than the tiger and the need to save it from itself is far more urgent.

So, what must happen? How is real education to be done?

I believe that what we need to do is to integrate education and teach children according to the ways human beings learn. What do I mean by that? Let’s begin:

  1. Citizenship is what schools must teach and inculcate before anything else. Citizenship means respect for one another and the willingness to participate in the good of one another. The way to inculcate this is to show respect for the students by involving them in all decision making that affects them. After all we consider this to be justice and practice it in all other aspects of our society. We must do three things for this to happen:
    1. Students Council: Create a Students Council to which representatives will be elected by students practicing the best principles of democratic participation. This Council will have the responsibility to discuss and decide on any matter that involves them and present their recommendations to the Principal (or Governing Council of the School). These may include the daily timetable, class duration, games to be played, school uniform, extracurricular activities, hobby clubs, sports, holidays, special interests and needs or anything else. The school must be a microcosm of life and society and students must learn how to engage in it and influence outcomes while ensuring that the main purpose of their coming to school – to study – is fulfilled.
    2. The Principal/Council will inform the Students Council about any non-negotiables concerning any matter and will in the normal course of things, accept the recommendations. Where they feel that the recommendations can’t be accepted, they will give reasons and request the Students Council to come up with fresh recommendations. No recommendation may be refused without giving reasons. That is the real meaning of respecting people.
    3. Teacher Effectiveness Appraisal: Teaching is not simply a job but a major responsibility with long lasting consequences on the lives of people. Assessing the effectiveness of a teacher is critical to quality. The purpose of such assessments is not to punish teachers but to help them to become better teachers and more effective in their roles. The assessments must be done professionally by an independent agency on internationally accepted parameters but one of the most critical elements of that assessment must be student feedback. This feedback must be sought with data and collated anonymously and fed back to the teachers as part of the post-assessment debrief so that they can know how they are viewed by their customers. Like all assessments and customer feedback results – these must also be linked to annual bonuses and promotional opportunities for the teachers. Only then will they be taken seriously.
  2. Humans learn from peers and together; not in segregated groups. Organizing classes by age is against human learning habits. After all you don’t forbid your older children at home from interacting with their younger siblings. On the contrary you encourage them to take care of them and teach them what they know. That way learning is accepted more readily by the younger ones and makes meaning to the older ones. Yet in our schools we follow the factory model and segregate children according to date of manufacture. So, this is the first thing to change.
    1. We must organize multi-age classrooms with children of at least a 3-year age gradient studying together. This is how human beings learn best.
  3. Class size must be reduced from what it currently is (in India) to not more than 20 per class.
  4. Teaching must become client based – not even answering questions, let alone dictate notes – but helping students to ask good questions and then helping them find answers. By helping I mean directing them to resources they can search for the answer, help them in the research if they need help as well as encourage them to explore new areas, hitherto unused for such answers. This will be an excellent way to show the relatedness between different bodies of knowledge.
  5. Learning comes from different sources, but the differentiator of human learning is the ability of human beings to take learning from one place and apply it in another completely different place with a completely different contextual setting. Tthe more variety of life experiences a person can collect, the bigger is his/her database to search for appropriate life lessons to apply when he/she needs them.

One of the finest examples of this is the ‘training of prophets’, through the shepherding of sheep. Abraham, Moses, Jesus and Muhammad (peace be on them all) were all shepherds of sheep. And through this activity they learnt the fundamentals of leading flocks of people, caring for the weak, standing between their flock and the wolves that always stalk the unwary, leading them through the easiest paths through potentially dangerous territory. The shepherd puts his flock and its needs ahead of his own. He stakes his life to protect them. He is awake while they sleep as he looks out for them. His primary concern is for them. And he does all this because he understands that his role as a shepherd and its success depends on one thing only – the welfare of his flock. If he wants to be a considered a successful shepherd his flock must ‘speak’ for him.

The Prophet Muhammadﷺ was a shepherd in his childhood, thus taking responsibility at an early age and being alone all day and sometimes even at night while he was still not even a teenager. Then he started accompanying his uncle on his cross-country trade caravan journeys traveling through hundreds of miles of desert and sometimes hostile territory. There are no passengers in caravans. At least not men. Everyone has a responsibility and that for first timer youth is usually to take care of the animals. The two most difficult animals to take care of, are camels and horses. But that is what the Arabian trade caravans consisted of. Then was the wealth of learning in the great trade centers of Palestine and Damascus of meeting and dealing with people from different nationalities and races, speaking different languages and following different religions. Here came the learning of pluralism as well as the importance of being able to deal with people in an environment where you are the stranger who has no power or authority, yet you must strike the best deal for your trade goods. You need to learn to communicate across cultural boundaries, learn other’s ways, learn to handle conflicts, negotiate, take risk both personal and financial, make mistakes and learn from them and deal with success and failure with equanimity. This is where reputations get built and so it was in his case.

Muhammadﷺ used to spend long hours in isolation, in contemplation, meditation and prayer, alone in a cave of the top of a high rocky hill near his hometown of Makkah. Once again, a very different type of experience of being alone, especially at night, watching the world at his feet and the sky above. What was in his mind? What did he feel? We don’t have a diary of those days but from my own childhood when I used to spend many hours on top of a rock in the wilderness, several miles from my home, outside the city of Hyderabad, I can try to imagine what it must have felt like. My only companion most times was my Labrador Ben who would clamber up the rock with me and simply lie by my side, the symbol of living happily in the moment.

The point I am making is the value of diverse life experiences which all lead to overall learning which can be applied to all sorts of leadership challenges in life which are contextually very different. I am not saying that all children must necessarily become shepherds or sailors but connecting with the earth and nature and being given responsibility at an early age is a great advantage.

Schools need to create a way to give a wide variety of experience as part of the teaching curriculum. I have suggested ways to accomplish this later in this paper. Parents and schools that shy away from this are doing a great disservice to their wards. Each school can do whatever is practicable for them but diverse learning – not merely sightseeing excursions – must be an important part of the curriculum.

  1. Make the classroom exciting: I can perhaps guarantee you that barring exceptions, if you ask a student of any school or Madrassa today to name the top three exciting places that he would love to be in, he/she will not name his/her classroom in that list. If you ask for the top thirty also perhaps, the classroom would meet the same fate. The reason is because our way of educating is a burden to be borne and endured until we come to the welcome breaks during the day and eventually the final break at the end of the school term. It is interesting that we use the same word that you would use for a sojourn in prison – term – for schooling. Very appropriate indeed. That is the reason why I have yet to find a child who even looks at a school text book at the end of their schooling. If they are smart they sell them at a discount and make some ice cream money. If not, they simply trash them. What more do we need as an indicator of what our clients (students) think of our service? What amazes me is that even though we all went through the same process, we continue to perpetuate it and pay for it. Why?

How do you make the classroom interesting? By understanding that discovery is interesting. Being told things which you must memorize and regurgitate is not. Make the classroom a place of discovery. As I mentioned earlier, don’t give answers. Lead them to ask interesting questions (best question is the one that nobody, including the teacher, can answer right away). And then lead them to places where they can discover the answers for themselves. Teach them that not to know, to be wrong, to be lost and confused are all acceptable and signs of being engaged, interested seekers. That is the essence of being a student. Then once students think that they know something, ask them questions to shake that belief. So that they once again dive into discovery. For discovery is interesting and exciting; even more than finding an answer. Teachers must also believe and accept that they are students and seekers. This must come from within, not lip service.  Only then can you really add value in class. I am always amazed at the difficulty that most schools (Indian) have in organizing teacher training. That educators should resist being educated must tell us something, right? But apparently it doesn’t.

Project Based teaching

The way to achieve the above is not to teach discrete, distinct subjects unrelated to each other but to take up Projects and then use them to teach all the subjects you want to teach. In this way teaching gets inter-related, interactive and collaborative. Students own responsibility for their own learning and take initiative to seek answers to questions that they generate themselves. Educators learn to respect the intelligence of students, appreciate their struggle and share in the joy of their discovery and above all, learn new things about the subject and more importantly, about themselves. Let me illustrate with one example:

Project Mountains

  • Geology: Isostacy of mountains: Stabilizing effect on tectonic
  • Chemistry: Minerals, rock formation, volcanic activity and its effect
  • Geography: How do mountains effect climate and rainfall?
  • Biology: Mountain flora & fauna
  • History: How did mountains affect the history of nations?
  • Culture: How do mountains influence the culture, traditions and beliefs of people who live among them? What has changed today thanks to technology and connectedness? What do these changes mean for us in modern society?
  • Literature: Poetry, prose, drama, allegorical reference to mountains
  • Mountaineering: Physics of balance, load, atmosphere
  • Trips to mountains, mountain climbing, camping on mountains, photography in mountainous areas
  • Time for reflection, introspection, journal writing: Let the mountain talk to you then ask, ‘What did it say?’
  • What values do mountains symbolize and how this can be applied in our daily lives?

Add your own.

A typical class for this, as mentioned earlier would consist of children of multiple ages with several subject teachers in the classroom, not only one class teacher. This is to ensure proper supervision as well as to help them in different ways from their different subject expertise. Some of these teachers can be (very easy to do this) international subject experts who come into the classroom on invitation, personally or virtually. You can have someone from the International Space Station send photographs taken from space of whichever mountain range you are studying. You can have scientists from different areas who will gladly give time to teach students. So also, geologists, mountaineers, expeditioners, magazine editors, TV show hosts, you name it.

You can work interactively in real time with classrooms across the world, collaborating with teachers and students from different cultures, working on the same project. Remember that it is children who must do all the learning, taking initiative to connect with people and experts. All that teachers or the school need to do is to provide the infrastructure, which in today’s world is increasingly easy and cheap and then sit back and learn as well. All you need for most of what I have said is imagination, a simple high-speed internet connection and a computer. You can upscale to smart boards, personal iPads and so on, but all that is optional and not essential. Nice to have but you can still do what I have mentioned with much less than that provided you have the willingness to try. The results will energize you and there will be no looking back.

Your children/students can publish a newspaper of lessons learnt during their project. They will learn the fundamentals of research and publishing. They can publish books at the end of the project. They can make films and have TV shows (YouTube) about their excursions and experiences while working on the project. They can publish or broadcast interviews with subject experts, astronauts, scientists, practitioners. They can take on developmental projects locally or internationally and experience the joy of helping others in need; not by donating money alone but by living and working in those communities. To travel with a mission is the best way to see the world and learn about others but even more importantly to learn about yourself. It is only when we are taken out of our comfort zone that learning takes place. That is what happens when we work in societies where their realities are sometimes the stuff of our own nightmares. It is when you live through that, that you wonder how they can still find it in themselves to smile every morning. That tells us more about ourselves than anything else.

The possibilities are endless and their potential to produce young people with real, experiential knowledge of the subject is something that makes me wish I could be born again to study in a school like this.

The same process can be repeated with different projects generating different things that you can and need to learn from each of them especially how each is related to the other. For example, oceans, cities, wars, food, agriculture, animal husbandry, IT, classics of literature and poetry, film making, insects, disease, politics, government, health care, ecology, space, rivers and riverine systems, animal and bird migrations, entrepreneurship, money, economic systems, pollution and its effects on global warming, energy use, carbon footprint, mutual responsibility to all humanity and all creation.  Your imagination is the only limit to what you can do. That is why we need to make sure that schooling doesn’t kill it, as ours does so effectively and early. The benefit of this system of teaching is not simply that it is exciting but that it directly links with practical application in life and opens doors for lifelong learning. Our students will no longer be unemployable. They will become employers with a conscience.

  1. Social Skills Basket 
  1. Entrepreneurship

I believe that entrepreneurship is the best way to teach both leadership and citizenship. When people learn to take responsibility for themselves and their output and move mentally from ‘entitlement’ to ‘contribution’, they become valuable members of society. That is when they start thinking outside their selfish interests and think of others because they realize that their own benefit it is linked to that of others.

Vocational Training

  1. Start a Vocational Training Centre in every school. This must be done in every Government and private school and Madrassa. Every child must learn a skill. Products can be sold, and the income can be used for the Center. This will also provide employment opportunity for artisans/professionals who are unemployed at present. Parents and community members can be encouraged to participate in this venture by lending their time and skills.
  2. Working with the hands is instructional, therapeutic, engaging and teaches the dignity of labor. It teaches people that simply throwing money at some service provider doesn’t solve problems. It teaches them to value the services that they are now accustomed to receiving without a thought to what makes the service provider valuable.
  3. Funding can come from CSR of companies who I assume, will be happy to fund such ventures. Other sources like Government grants, private philanthropic agencies and philanthropists can also be explored. The funding needed is only to start up. Running expenses will be generated by the center. No fees must be charged to the students. This is important to encourage them to participate.
  4. The building infrastructure already exists. If the timetable is an issue (usually there is enough time in the normal day itself) then the Vocational Training can be done after school and on weekends. In my experience children get so interested that schools will have a task to have adults to supervise on holidays and weekends. But that is a good problem to have.

Entrepreneurship Development Training

Simultaneously an Entrepreneurship Development Training Plan must be established teaching students of the Center how to turn the skill into a business. This will ensure interest in the Vocational Training Course itself as people will be interested if they see how they can make this into a viable business and career option.

I suggest opening both the Vocational Training and Entrepreneurship Development Training to local communities also to help everyone and gain popular support. The Entrepreneurship Development Training course must consist of the following skills to be taught in a completely practical mode. NO LECTURES except as initial explanations. All teaching by practitioners.

  1. Writing a Business Plan to pitch for investment
  2. Budgeting and P & L Accounting
  3. Hiring and Team building
  4. Selling and Service Orientation
  1. Leadership Development

Leadership education is a field in itself and I don’t want this article to get too long. But suffice to say that the school must devote time and space to this. One of the good ways to do this is through team sports and outdoor challenge activities. Sailing, mountaineering, abseiling, social work, working with people with various physical challenges, visiting hospitals, hospices, old people’s homes. Taking leadership roles in raising funds for civic projects, working with police in crime prevention, drug abuse and other areas, working with journalists on current political and democracy issues; all these and more are places to learn to lead and demonstrate leadership. Parents and schools must encourage, enable and support all these initiatives.

  1. Citizenship

Communication, public speaking, presentation skills, active listening, cross cultural, cross religious, inter-community interactions. Making others welcome. Neighborhood service. Exploring your prejudices about others and shining the light of reality on them. Meeting people face to face to break stereotypes. Participating in parliamentary proceedings, hearings, court cases and public issues as observers. Teaching children from deprived backgrounds, adult literacy programs, working with craftsmen on different handicrafts to appreciate their work and help them to preserve and promote those arts. Special attention to the work that women do in our society, unsung, unappreciated and unremarked; yet absolutely critical. Schools must inculcate respect for women and the underprivileged; not create yet another elitist class.

  1. Physical fitness & Survival Skills

Team sports, horse riding, archery, swimming and anything else that promotes physical fitness. Special consideration must be given to endurance activity because that teaches the most important lesson about the need for perseverance in life. Long distance running, hiking, wilderness survival, tracking and hunting with a camera instead of a gun or bow, orienteering, camping with all the skills associated with it, kayaking, trail riding and all such activities which teach survival skills must be done. Interschool competitions, participating in national tournaments, sports reporting, organizing sporting events and using sporting events to tell the wider, more important story of human enterprise. Use sports to teach personal courage and teamwork.

  1. Connect to the earth

Agriculture, animal husbandry and gardening. These are therapeutic and healing. A connection to the earth is something that we have lost to our great detriment. We need to regain it. The feel of good earth dribbling through the fingers as you plant a tree is something that I can feel and taste to this day. This is what we need to teach. The earth will be saved only by those who love the earth. And only those who are connected to the earth can love it. There is nothing that does that better than agriculture. Agriculture must form a part of all schooling. Children must get their hands dirty, work with water and soil, create compost, use it, plant crops, ornamentals and trees, learn how the entire ecosystem works, learn what is beneficial and what is harmful and feel the joy of a good harvest. They must learn about and practice water conservation techniques and invent new ones. They must work with and use alternate energy. They must learn about and use alternate sources of fuel. They must live in villages without toilets, running water, electricity and learn to regulate their lives according to the rhythm of sunrise and sunset, cook on open fires using animal waste briquettes and use hygienic self-made toilets.

They must learn to handle animals. Learn how to take care of them, treat them when they are sick and feel the joy of their companionship. They must spend time in the forests, learn jungle lore, drink from a jungle stream, sleep under a tree, learn the sounds of the forest and what they mean, learn what is dangerous and what is not, learn to read sign for it is reading sign that leads to a life of happiness. All these varied experiences will build their bank of knowledge which can be applied cross context all through life. Conservation and wildlife protection must be core school subjects taught in theory and practice. They must be taught in class and experienced in the wild. It is only when the new generation learns to love the wild that we can hope for the protection of our earth.

For anyone who thinks that this is all too much, let me tell you that I have done every single one of these things; some in school and some outside on my own and I did them all while having my normal education. I can assure you from personal experience that this is all possible provided you have the will for it. To read about this please read my book, ‘It’s my Life’ Kindle  http://amzn.to/2bQaE99

In conclusion I would submit that the goal of all our basic school education is and must be the building of moral, ethical, courageous people with open minds who are accepting of others and their differences. Citizens conscious of their role in society, able and ready to contribute in multiple ways to build a world that is holistic, compassionate, intelligent and healing.

I think we have all had enough of the highly toxic system that we have built and inherited. It is time to end this. Before it ends us.

Stopping radicalization through the barrel of a gun

Stopping radicalization through the barrel of a gun

One of my friends sent me this article and asked for my opinion.

My answer: Actually what this guy proposes is quite tame. See what some others did:
Albania: the only European country with a majority Muslim population was ruled by Enver Halil Hoxha (born Muslim) communist leader of Albania from 1944 until his death in 1985. According to Hoxha, the surge in anti-religious activity began with the youth. The result of this “spontaneous, unprovoked movement” was the closing of all 2,169 churches and mosques in Albania. State atheism became official policy, and Albania was declared the world’s first atheist state. Religiously based town and city names were changed, as well as personal names. During this period religiously based names were also made illegal. The Dictionary of People’s Names, published in 1982, contained 3,000 approved, secular names. In 1992, Monsignor Dias, the Papal Nuncio for Albania appointed by Pope John Paul II, said that of the three hundred Catholic priests present in Albania prior to the Communists coming to power, only thirty survived. The number of Muslim Imams, Ulama who simply vanished is not even known. All Madrassas were shut down. All religious practices and all clergymen (Imams, Khateebs, Ulama) were outlawed and those religious figures who refused to give up their positions were either arrested or forced into hiding.
The Party focused on atheist education in schools. During holy periods such as Lent and Ramadan many forbidden foods (dairy products, meat, etc.) were distributed in schools and factories, and people who refused to eat those foods were denounced. Starting on 6 February 1967, the Party began a new offensive against religion. Hoxha, who had declared a “Cultural and Ideological Revolution” after being partly inspired by China’s Cultural Revolution, encouraged communist students and workers to use more forceful tactics to promote atheism, including violence. Sounds familiar, Indians?
In 1985 Hoxha died after spending some time in a wheelchair. Albania today is still the poorest European country but has a thriving religious life with both Christianity and Islam alive and well. Masaajid are full and Madrassas freely teach Islam. Hoxha and his period are cursed as a very dark and miserable period in Albanian history.
Soviet Union: Does anyone even remember the Soviet Union? USSR? The Russia of old? The Soviet Union was a state comprising fifteen communist republics which existed from 1922 until its dissolution into a series of separate nation states in 1991. Of these fifteen republics, six had a Muslim majority, Azerbaijan, Kazakhstan, Kirghizia, Tajikistan, Turkmenistan, and Uzbekistan. There was also a large Muslim presence in the Volga-Ural region and most of the population of North Caucasus of the Russian Federation were Muslims and a large number of Tatar Muslims lived in Siberia and other regions.
The Soviets tried every trick in the book, including purges (uncounted millions died in the Gulags of Siberia for no fault other than that they worshipped Allah); forcibly removing children from their homes to study in atheist boarding schools. Masaajid were shut down, all public display of Islam was forbidden and brutally punished; youth were banned from praying in congregation in the Masaajid and anyone disobeying, vanished. This happened at different levels of intensity from 1922 – 1991.
The result: https://www.rt.com/news/316327-moscow-mosque-largest-europe/President Vladimir Putin inaugurated a new mosque in Moscow which is supposed to be the largest mosque in Europe. Thousands of Russian Muslims attended the ceremony. And half a million people pray Eid Salah in Moscow alone. https://www.youtube.com/watch?v=DL9HNU4U_Ak
And there are other examples including Communist China to this day and France and the unofficial oppression of Muslims in Europe and America. 

Going further back in history gives us even more graphic examples of the attempts to wipe Islam off the face of the earth. Genghis Khan slaughtered one million Muslims in one day in Samarkhand. And his grandson Hulegu laid Baghdad waste killing every man, woman and child. America in Iraq has been busy exceeding these numbers from the 1990’s onwards. Result? The Mongols and Tartars became Muslim and became the backbone of Islam all through Soviet Russia’s attempts to wipe out Islam. Those who tried to wipe out Islam became its greatest supporters and defenders. To this Allama Iqbal said, ‘Paasbaan mil gaye Kabay ko sanam khanay say’ (The Kaaba got supporters from the temple). 

Welcome to learn from history. Or welcome to try new methods. Your call. The result will be the same. The fact remains that the earth still belongs to Allah. We will all still die. And we will return to Allah. This is a fundamental law like gravity. You ignore it only at your own peril.

Lesson?
Killing and oppression only makes the survivors stronger, more rigid, more ruthless and more difficult to find and kill. The blow that doesn’t break your back only strengthens you. But the willfully ignorant like the author of this article continue blindfolded and their sponsors like to listen to their insane rants. Instead what would be very instructive is to read some history and use some intelligence – even if you have to borrow it.
We’re losing Kashmir. That’s true. But that has nothing to do with Islam and everything to do with the manipulative corrupt politics of Kashmir supported by the different Governments of India for 70 years. We’re losing the millions who we dismiss as Naxals who’re also Indian, remember? And not Muslim. We’re losing. That’s because our policies are more and more skewed. We’re also going to lose twenty crore (200 million) Muslims in the rest of India if we don’t do something about justice. Too many cases to mention here but I don’t think I need to mention them. We are all more than aware both of the cases and of the gross injustice that is being perpetrated and supported. But who’s going to convince our leaders of the inadvisibility of this policy? That’s the problem.
Kashmir is a combination of bad politics and self-serving leaders from Day 1. And that’s continued for seventy years. What we’re seeing today is the cumulative effect. Like Pakistan, Kashmir is also ruled by three or four Ruling Families all Muslim in name and nothing more. And every government including this one has colluded with them. What Kashmir needs is real democracy. Not this sham that comes through the barrel of a gun. Kick out the ruling families. Tell Kashmiris to decide their future and your problem is solved. But maybe that’s been left too long already.
The reality is that the security forces are committing atrocities and have been doing that for decades. I agree that shooting is possible in a situation like Kashmir because of the risk to the security forces themselves and consequently heightened tension. But rape? What’s the justification for rape? Nobody can deny that’s not only happening but is very common. That’s worse than death. And leaves wounds to the soul which can never be healed. All this over 70 years means three generations of Kashmiri people have experienced this directly or indirectly. Getting raped or watching the anguish of your wife or daughter who got raped, which is more? I don’t know. I never had to experience either Alhamdulillah. But I can guess.
Take Manipur. Not one Muslim on the ground. But what’s happening there? Same story. Then to top it all we have journalists who write such garbage and papers publish this but nothing which is sane. The mercy is that the English press has little or no influence in this country. It’s what the local language press writes which works. And I can bet you without seeing a single Kashmiri paper that they are not echoing these sentiments. I have said this before and I will say it to the day I die…The best way to instigate and promote radicalization is to keep attacking Islam. But the world is full of stupid people and their lackeys who will do this to the point where it’ll become impossible to control.
There are twenty crore (200 million) Muslims in India. If our extremist anti Muslim elements who’d like to eliminate us, kill one lakh (100,000) every year, it will take them two thousand (2000) years to go through the present stock. And while that’s happening do you think people will tamely sit by and watch? Force doesn’t work in politics. Diplomacy is the key. Until we learn to talk with sincerity, not the baggage loaded parody we see, this will continue and get worse.
The Palestine-Israel conflict is a case in point. Israel has tried to use the corrupt PLO to force its illegal occupation. That gave rise to Hamas. Then Hamas got elected legitimately. But Israel and America refuse to recognize a democratically elected party, while they support every despotic dictator in sight using billions of dollars of tax payers money and selling billions of dollars’ worth of military equipment thereby making money out of the deaths of innocents. 
Result??
Israel, with America’s backing, unlimited expense account, the best trained, equipped and most ruthless army in the world can’t deal with a tiny population inside a walled concentration camp called Gaza. What do you think our leaders will unleash in this country with our demographics by following that policy?
But insanity seems to be a prerequisite of being a politician. The sad thing is that you and I will pay the price.
This is indeed an excellent article for anyone who wants to rip this country apart.