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.
I believe that education must achieve four things:
- 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.
- 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.
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.
- 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:
- 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.
- 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.
- 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:
- 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.
- 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.
- 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.
- 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. The 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.
6. 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:
- 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.
7. Social Skills Basket
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.
- 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.
- 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.
- 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.
- 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.
- Writing a Business Plan to pitch for investment
- Budgeting and P & L Accounting
- Hiring and Team building
- Selling and Service Orientation
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.
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.
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.
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.
If there is one word that best describes the results of the 2014 Indian Parliamentary Elections, it is SURPRISE. For some it was a very pleasant surprise – for others it was a nasty shock. But nobody including the paid analysts had really any clue how close they were to the truth when they were predicting a landslide victory to the BJP.
So first some congratulations are in order:
Congratulations to the BJP for running a brilliant campaign and being able to influence the mind of the voter. Narendra Modi was decisive, communicated incessantly, used the media with aplomb, took every advantage that came his way including the six week staggered voting mechanism, capitalized on a cadre of dedicated people who did him proud and stuck exclusively to a development agenda which resonated with the common man. The fact that the BJP was voted out of power after Gujarat 2002 was not ignored. This time around, the BJP stayed clear of the RSS inspired Hindutva agenda and leveraged the good governance in the States where they had the government to promise the same in the country. The hard work and complete dedication of the RSS/BJP cadre can only be admired and applauded. Modi didn’t exaggerate when he said that it was because of them that he won the election. That is a fact they can be proud of.
Congratulations also to the Congress for being so spectacularly blind to the writing on the wall, even though it was in the form of an electronic, neon lit bill board in pulsating psychedelic lights, predicting its demise. An epitaph must necessarily be brief.
Congratulations to the Muslims for being divided so fragmentally that for the first time in our post-independence history the famous ‘Muslim vote’ that everyone respected and feared was rendered completely ineffective. UP with all the major Madaaris and Aligarh Muslim University and some districts with over 40% Muslim voters . If that doesn’t show that Muslims voted for the BJP then what else does it show?
How did this happen?
- Hubris: Congress was living in a world of make-believe living off a legacy that had really dried up at least a decade earlier but even the final wet mud at the bottom of the pool went dry now. Failure of dynasty politics – one hopes it has truly failed and will not merely be replaced by another dynasty – in a nation that is more used to kings and dynasties than to democracy is something to be pleased about in itself. Next step, hopefully, will be leadership based on ethical and moral principles and not on caste – but maybe I am stretching it.
- BJP: Ran a campaign completely devoid of the Hindutva agenda of its previous incarnation. It spoke of good governance, justice, economic empowerment and inclusiveness. So one must ask if this is what got them the votes – and not the RSS inspired Hindutva mandir/anti-Muslim agenda. After all the fact that the BJP won 73 out of 80 seats in UP shows that Muslims voted for them – which in itself was totally unexpected – until one considers the spectacular failure of Mulayam Singh’s Samajwadi Party, elephantine megalomania of Mayawati’s BSP and the sleepwalking of Congress. Then what was unexpected becomes logical.
We can only forget or ignore the power of culture and history at our own peril. We are a nation that has a 5000-year history of kings and just 65 years of democracy. In that 5000-year history, we never rebelled against a king. We worship strength and power. We see kindness and compassion as weakness. Greatness is defined in our culture as the ability to break the law with impunity. This ‘greatness’ extends to a ‘great man’s’ servants and followers and so to be associated with a ‘great man’ is seen as a personal advantage. A ‘great man’ in our culture is one who can protect those who do his bidding regardless of right or wrong. Modi projected himself as that ‘great man’ – the electorate proved that he was accepted in this role.
Today, we consider corruption merely as cost of doing business to be factored into our rates and costs and justified by the benefits that accrue. Corruption is now in our blood and has changed from being an aberration to an aspiration. There is no stigma attached to it at any level. It is merely seen as payment for service. It is only when we pay and don’t get the service that we complain – which is what happened in the Congress government. Equality, egalitarianism, social causes, ideology and even justice is seen by most Indians as interesting at best – but not something we are willing to invest in or will commit to live by. The demise of the Trade Unions and the Communist Party and the decimation of the BSP (Dalit Party) in UP are cases in point. We are a selfish people – we look for personal benefit above all else. Modi promised us personal benefit and we believed him. It remains to be seen what he is able to deliver – but the Sensex reflects this public optimism.
- Divisions: 2014 was a year characterized by one spectacular meteor flying across the political horizon – clad in a funny cap and a muffler round his neck, broom in hand – Arvind Kejriwal – who like a meteor seems to have crashed in flames. However, while he was in flight, he emanated the light of hope – the hope of clean government, power to the common man, nemesis of the big business-brigands who populate our corridors of power and an end to our crippling corruption. He upset everyone’s calculations in Delhi elections; he trounced Congress and rendered Sheila Dixit homeless and then didn’t occupy the house to which he was entitled, thereby presenting Manmohan Singh with his own retirement home. Many voted for him or really for what he stood for. But not enough to save him or his own seat. Imagination not converted into a ballot box victory. Good case in point about the power of decisiveness and the failure of philosophy. We are very pragmatic people who like definite things. Arvind Kejriwal miscalculated and didn’t realize that philosophy doesn’t sell. Neither does being slapped in public – it may get you pity – but it doesn’t get you respect. Calling it ‘Gandhian’ is incorrect because Gandhiji was never slapped by any Indian and in any case he never had to win any election. We Indians want a powerful decisive leader – not one who can’t even protect himself from being slapped. Costly miscalculation for Kejriwal. Sad for all who supported him.
Using UP as a good example of what happened across the country – on one side was the committed BJP voter who would come out in 42°C temperatures to cast his vote for his party. On the other side was the Congress/Secular party voter who had to choose between BSP, Samajwadi, AAP, Congress and many smaller parties – and he did – all to the benefit of the BJP. So in a manner of speaking the BJP is beholden to all those who voted for Congress, BSP, Samajwadi, AAP and others for its spectacular victory.
It shows also that the single minded interest of the voter is an economic agenda in pursuit of which he is able to forgive and forget everything else. No matter how unsavory and unidealistic this sounds, this appears to be the reality of the Indian voter across all divides. Another contributing factor is the quality of the Muslim leader – Mukhtar Ansari is a case in point – who is so completely pathetic and uninspiring that it is little wonder that they chose Modi over him. So would you and I. The Ulama, engrossed as they have been in their internal conflicts for the past several years, completely unconnected with their constituents, were rendered completely ineffective, including those who entered politics – after all if you join the party of (Mukhtar Ansari), a convicted criminal, what else do you expect than to be ignored – and good riddance. Walking the talk is essential. If you talk unity and walk dispute it costs. Wonder if our Ulama will learn the lesson.
Now that this has happened and we all seem to be in a state of shock – the big question is what must we Muslims do? In my view, we need to do the following which will be difficult and bitter but then the alternative is even more bitter to contemplate. I hope we are able to see the reality of what we face and have the guts to do what we need to do if we really want to ensure a secure future for generations yet unborn. Do we have it in us to act? History will bear witness.
Winners are not those who don’t fall. Winners are those who get up the quickest. Not just get up – because everyone eventually gets up – but get up fast.
The first and foremost thing to do is to remind ourselves and others that we Muslims are citizens of India – with one cardinal difference – our fathers chose to live here when they had the option to go to Pakistan. Others who live here had no option. We did and we chose to live in India. India is our country. We don’t need anyone’s permission to live here and neither do we need to prove our loyalty to anyone. India is our country – we live in it and for it and we will die in it and for it. Patriotism is loyalty to our nation, not loyalty to any political party. We are patriotic and nobody has the right to question our patriotism and we don’t have to defend it or to answer anyone who is ignorant enough to question it. This is our land, the Constitution of which guarantees us the same rights as every other citizen, irrespective of caste, creed or religion. This is our land in which we are equal to every other citizen of every other caste, creed or religion. We stand for India and against anyone who is an enemy of our country. This is my land – our land – the land of our forefathers and the land of our generations unborn, yet to come. It is from this mindset that we must proceed.
We have lived in this land from times immemorial. Muslims have been in India for the past 1389 years, beginning from 625 AD (4 Hijri) when the first Arabs came to Kerala and locals accepted Islam. What ancient Muslim rulers did during their rule – both the good and bad – is not our responsibility; we weren’t alive then. Neither is what happens or doesn’t happen in Pakistan, Saudi Arabia or any other so-called Muslim country.
What is relevant is our own history where we the Muslim people were at the forefront of the Independence movement where our leaders fought alongside their compatriots and were imprisoned and killed by the British Colonial power.
In modern India, our Madrassa system educates more than 2 million children free of cost, which costs the community Rs.12 billion per annum. There is no other community in India who spends this kind of money on educating its people, which is really the responsibility of the Government of India as we are Indian citizens.
We are Indians and India is our concern. This is our reality and it does not change whoever comes to power.
For anyone who is interested in the welfare of this nation I must say that Indian Muslims are 20% of the population – it can be a force to reckon with in respect to buying power, economic drive and stability, if it is harnessed by investment in its development, or a drag threatening to drown the nation if it is discriminated against, oppressed and driven to the wall. I don’t see anyone with any intelligence wanting to make enemies of 200 million of its own citizens. That would be suicidal.
There are two possible scenarios that the BJP victory predicts:
- In that case this portends good for the Muslims who can look forward to development programs and real upliftment from poverty and deprivation. For the nation it can only mean great benefit because economically empowering 200 million people is to empower the whole nation. We need to give the BJP the benefit of the doubt and take them at their word and wait to see if they live up to it. Logically they should because they are certainly intelligent people. The future will tell.
- The BJP brings out its earlier RSS inspired agenda of oppressing Muslims and using them as a scapegoat and allows our brigand-businesses to have the field and make hay and more while the saffron sun shines. I don’t think I need to describe that scenario. Its results can only be imagined. The reality will be worse. In that case what will be, will be. Living in terror expecting the worst makes no sense. Living with hope, does.
Irrespective of what future unfolds, it is up to us to decide what we must do.
Here’s what I believe we must do.
Be resilient. Get up from the floor. Accept reality and take stock. The thing that distinguishes nations that endure is not bravery or strength but resilience. The ability to simply stay in the race, no matter how many or how bad the knocks.
There are three steps to resilience:
- Face the brutal facts but don’t lose hope
- Make sense of what is happening
- Take hard decisions to ensure the future
Face the Brutal Facts
What are the brutal facts with respect to the political history of Muslims in post-independence India?
In one word – deteriorating quality of leadership. We have been on a slide and the end is not in sight yet. No vision, strategy, unity or discipline. Just bravado, loud mouthed speeches. Our leaders are true to type with the kind of mercenary, corrupt leadership that we have been plagued with in India. Our leaders are as corrupt and mercenary as anyone else with absolutely nothing to distinguish them as Muslims. Islam is not a differentiator except as a convenient tool for them to whip up emotions to serve their own short sighted political agendas. Our leaders are politicians in the worst sense of the term and not the statesmen that we need.
Congress, in one form or another, ruled this country since independence except for one term when the BJP (NDA) occupied the throne in Delhi. In that long period of over 5 decades, every atrocity that was done to Muslims, from the demolishing of the Babari Masjid, to the so-called Bombay pogrom, Bhagalpur pogrom, Makkah Masjid blasts, the latest pogrom in Muzzafernagar and a million others, as well as the gross neglect of and discrimination against Muslims, all happened under Congress rule at the Center. The BJP not to be left behind allowed the Gujarat pogrom to take place during their watch. Then came 10 years of Congress rule during which the plight of the living was a reflection of the savagery that marked the death of their families. Nobody was brought to justice. The Congress did nothing to right the wrongs of the BJP, much less its own.
One common feature of all these tragedies is that the Administration aids and abets the crime and no criminal is ever brought to book when the victim is a Muslim. There is no difference between the Congress and BJP in this respect, except that the Congress was in power for much longer.
As a community, we’re a people who spend a thousand times more on ostentatious weddings than on poverty eradication of our own people. We’re steeped in Shirk and openly disobey and challenge the orders of Allah. We forget and ignore that the decisions of Allah are based on our actions. We forget that results need investment. We forget that good luck comes to those who are prepared – it is the name for what happens when aspiration meets preparation. We are selfish and concerned only about ourselves – ask when was the last time you saw Muslims agitating because a Dalit was murdered? Ask what we did when Christian priests and nuns were murdered and churches burnt in Orissa. We moan only about our own and watch silently when it happens to others.
We follow leaders who have never even seen a global platform and wouldn’t recognize it if it punched them in the eye and have no clue what to do if they’re given access. Yet we, the followers, don’t have the intelligence to see this or to recognize how suicidal it is to follow such leaders who at best are an embarrassment and a clear symptom of the fatal malaise that we are plagued with – congenital blindness. If one makes a mistake once, it is an opportunity to learn. If he makes the same mistake twice, it’s a sign of stupidity. We have made this mistake multiple times.
Our current situation, documented in the Sachar Committee Report, is the result of a complete failure of our leadership at every level. That we have done nothing significant to change that situation, 8 years since the report was published (30 November 2006) apart from carping, is a mark of the fact that we are lethargic, looking for saviors and ripe for the taking as victims of anyone who wants to use us. We have been used and discarded many times, yet we learn nothing. We’re in this mess because of our leaders not despite them. Our leadership is self-serving, corrupt, blind and deaf, concerned more about interpersonal conflicts than about the welfare of the community. Our leaders – sadly religious leaders included – are at each other’s throats publicly, plunging the common man into confusion about who to follow.
We need leaders with vision and strategy and followers who’re willing to put aside differences and unite and work with discipline to achieve the goal of uplifting the community. We’re people who can’t see the need to invest in developing leaders yet we complain that we don’t have good leaders. Leaders don’t grow on trees even in 10 Janpath. Until we learn to put our money, time and energy where it counts, we will continue to suffer. So until we get the leaders we need it’s better to batten down the hatches and ride out the storm. Following such people will only lead to more grief.
Test: Name one Muslim leader who you’d love to apprentice your son to, so that he may become like him.
“Pity the nation that is full of beliefs and empty of religion.
Pity the nation that wears a cloth it does not weave
and eats a bread it does not harvest.
Pity the nation that acclaims the bully as hero,
and that deems the glittering conqueror bountiful.
Pity a nation that despises a passion in its dream,
yet submits in its awakening.
Pity the nation that raises not its voice
save when it walks in a funeral,
boasts not except among its ruins,
and will rebel not save when its neck is laid
between the sword and the block.
Pity the nation whose statesman is a fox,
whose philosopher is a juggler,
and whose art is the art of patching and mimicking
Pity the nation that welcomes its new ruler with trumpeting,
and farewells him with hooting,
only to welcome another with trumpeting again.
Pity the nation whose sages are dumb with years
and whose strongmen are yet in the cradle.
Pity the nation divided into fragments,
each fragment deeming itself a nation.”
Khalil Gibran, The Garden of The Prophet
Yet we must never lose hope. Not only because it is Allahﷻ who we worship and on Whom we rely, but also because those who lose hope perish. For all our faults we have been around for 13 centuries while the BJP government will be around for 5 years. So we must work with hope and with great dedication to improve our situation. Waiting for Avatars to save us is not from our theology. We are a nation which believes in the power of self-help. Let us show it to the world. The time is now.
Make sense of what is happening:
The world has changed. Our leadership has failed spectacularly. Solutions to our problems are not with those who are the cause of those problems. What we must do is . Then we must plan investment for the scenarios we choose to focus on. We live in a connected world and we must learn to use those connections. Simply updating FB statuses doesn’t help. We must learn to harness the power of technology to tell the world our story. We need to create Media Watch groups who will monitor what is reported about Muslims and Muslim issues and can counter propaganda effectively. We need to train people in this. We must realize that we need to create a whole new generation to do all this. Our traditional leaders are a part of the problem. Expecting them to give us solutions is unrealistic. If they had solutions we wouldn’t be in this mess. I know I am going to be called ‘disrespectful,’ but someone must tell the emperor that he is naked.
Take Hard Decisions:
Money talks. More money talks more. This election proved the power of money. So we must decide to invest in ourselves – in long term projects to develop global Muslim leaders. We need to put our money where our mouth is. It is a tragedy that in a population of 200 million there is not a single Muslim leader who can represent the case of Indian Muslims at the United Nations, for example. I am not saying that we need to do it today. Just that if we needed to, we have nobody who can do it. Unpleasant as it is, we must recognize this and do something to change this situation. Leaders are not born overnight. Leadership development takes time and resources invested consistently with dedication.
We must also consciously stand up against divisive leaders. We have spawned too many of those. We need to reject them and support those who speak the language of inclusion. That we have leaders who thought that polarizing the vote was a viable strategy . We need to keep hearts together and take people along if we want to build unity. And unity is what we need above all else. Unity can’t be defined as, ‘Let us unite – everyone please agree with me.’ Unity must be built by accepting diversity of views and practices. By respecting difference and the right of the other to differ. We need to do this across religions but let us begin with our own people. Sadly, we are most divided amongst ourselves.
We must invest in a and that our Constitutional Rights are not frittered away. The Legal Cell must also pursue justice in all cases where Muslims have been harmed. We support the rule of law but that has to be claimed and pursued for it doesn’t always happen automatically as we have learnt all too often to our cost. We must support the education of our youth in the areas of journalism, law and politics to create a cadre of capable workers. We must claim our rights and realize that you never get what you deserve. You get what you can negotiate.
Finally, we must decide to work for the long haul. Our current situation of confusion and weakness didn’t happen overnight. Its solution will also take time to show results. We must work for the benefit of the community and the nation – not for the seductive glory of flash bulbs. Those who can’t work quietly and steadily and who seek publicity must be rejected. They demonstrate childish immaturity that we can ill afford. We need to work with faith and perseverance. For in the end the race goes to the one who stayed in it long enough.
“Begging” is used in the old, antiquated sense to mean “lacking”. Did you ever hear the expression that something “beggars the imagination”? Same sense, same root. It means you lack enough imagination to even conceive of whatever preposterous thing you have been confronted with.