Masses who have developed with different thoughts and objectives that are in conflict, and who have been deprived of positive cultivation, they form a society wherein passion, animosity, and hatred run rampant. Such a society promises nothing in the way of goodness and decency.

The harmony in this resplendent book of the universe continues with the mutual support of all things, living and non-living, and their coming together to form a cohesive whole. Every kind of destruction and devastation transpires due to the collision of opposing currents. Such destruction is proportionate to the intensity of the clash.

Human societies are united under the same feelings, thoughts, and visions. They reach spiritual perfection with the same edification and all have a promising future.

As for those masses who have developed with different thoughts and objectives that are in conflict, and who have been deprived of positive cultivation, they form a society wherein passion, animosity, and hatred run rampant. Such a society promises nothing in the way of goodness and decency. In such a tumultuous society, the odds of an individual finding his or her true purpose and attaining serenity are unlikely – and perhaps even impossible. This is especially true when that society’s chief institutions are at the epicenter of the upheaval. When this happens, the society has become completely disordered. As a result, chaos and confusion reign.

However, the regularity of human societies, as with the order and harmony in the universe, is necessary and indispensible, both so that humanity can conform to nature’s universal harmony and so that humans do not contradict their own innate disposition. Every movement that does not adhere to the general symphony present in the book of the universe is a debacle, and the populace that falls prey to this erroneous movement is very unfortunate.

As such, in a population where successive oppressions and counter aggressions in the name of reprisal form a vicious cycle, the turmoil and mayhem resulting from disputes, uncertainties, and above all, deficiencies of the heart and soul, will engulf its surroundings like a terrifying tornado. In the ensuing terror, none will have the security to consider and examine the events or the reasons behind them. And of course, in the meantime, with collisions taking place one after another, the nation-tree will be shaken over and over again; homes will be intermittently destroyed, and individuals left stupefied. If only those rushing to society’s rescue in the sphere of belief and thought possessed a sense of order, faith in renewal, the power of persuasion, and sincerity and earnestness. Alas! Not in the least!

Virtually none of them has embarked upon this task with a clear worldview, an initial plan and system, or any anxiety over their destiny. Perhaps, with respect to the majority, even those who first sensed and recoiled in the face of such danger, especially the sensitive and exceptionally spiteful, were so unrefined in spirit that they said “yes” to every kind of tyranny, attack, and domination for the sake of satiating their carnal selves…

How sad it is that in this struggle, which defies all reason and comprehension – or more precisely, in this uproar – those most wronged and perpetually subjected to tumult have been the innocent multitudes. These naive masses, united by their centuries old cultural and historical values, have been unable to determine quite where they have come from and where they are going. They have been dragged into error after error, unaware of whose account they were acting. They have been corrupted and afflicted even more as their intellectuals have been denying their past and all they ought to take pride in, who could have otherwise served as a beacon of light and direction. When, eventually, the seeds scattered on our soil with countless ill intentions sprang up and developed, all segments of society formed into “enemy-camps” ready for conflict.

The masses have become such an ill-fated and uninhibited horde-who excuse everything as permissible, obliterate in one stroke all that is sacred, and ridicule all their values-that an individual falling into their clutches is but a vagrant, not bound by any limitations. And, as such, the national spirit worn away for centuries by internal erosion, and paralyzed in these ill-omened hands, has become completely bedridden.

If only the behavior of those wanting to protect their spirit in the face of such destructive movements were heartfelt, valiant, compassionate, and constructive… Alas! They too, could not establish the expected balance and provide the people with a sense of security…

On the contrary, by responding to excessiveness with excessiveness, they sacrificed myriad magnificent, righteous, and beneficial things. In this chaos, truth was slaughtered innumerable times; on top of that, those who slaughtered it did so for another presumed truth. How many times the masses were fooled and the multitudes were set against each other with wrong being shown as right and right being shown as wrong! Time and time again, after the battles erupting between enemy camps exhausted both groups, rifts had already formed that were difficult to heal.

Indeed, in this collective chaos, however harmful and destructive this ravenous “miscreant-spirit” has been, those naive immature spirits unable to rest their defense on a sensible system and who return “hate” for hate and “anger” for anger, have been just as detrimental. And thus, on one side are those miserable creatures who have rejected all their human values, have denied their past and their source of pride, and through an ever-increasing estrangement, have completely altered their nature-those irreverent, unloving, rootless, disbelieving slaves of their desires. And on the other side, up against these wretched creatures, are only those simpletons, deprived of the fighting spirit and ideal, who respond with anger, coercion, and brute force… For years on end, people grappled with the waves emerging from these opposing currents, resisted all these eddies, were assaulted again and again, and were repeatedly abandoned to hopelessness…

At this time, we await a community of devotees, who will “neutralize” these damaging currents. They will be respectful of the truth, hold the sake and pleasure of God over everything else, possess reason and conscience, have enlightened minds, radiant hearts, and souls that take flight in the realms high above. They will be reverent towards all the universal values we inherited from our forebears, to traditions and customs, to art and culture, and to morality and sound upbringing. This cadre would not overturn the spiritual roots and historical values that have held us on our feet for centuries. On the contrary, they would revive these in the face of changing world conditions; and, viewing each of these as a part of the national structure, would take complete ownership of them.

At a time when our sense of identity faces annihilation, this group of blessed ones-the possessors of this “sense of sacred suffering” who take upon themselves the task of its rescue-will applaud goodness and neutralize evil. They will do so by thwarting the internal decay and discord that has gnawed away at society for years on end, by ensuring a road for peace, and by removing the archaic methods, damaging fanaticisms, and monopolist designs used by both groups and which have crippled our society.

Today, when society’s ailments have reached their peak, when real enmity and our enemies have clearly emerged, and when the dialogue we have with the world to which we are connected gains strength with every passing day, we are exceedingly hopeful for humankind and hold the belief that we will rise once again.

Despite that, there are more than 100 types of amino acids found in nature; only 20 of them are employed for protein synthesis. Among these 20 amino acids, excepting glycine, which does not display chirality, only the L-form of the 19 is used for protein synthesis. This is because ribosomes, where protein synthesis occurs, do not feature the utilization of D-form amino acids. As nothing in the universe exists in vain but with multiple tasks, D-amino acids have a job in the maintenance of life after protein synthesis in very different fashions. The way D-amino acids are employed in the execution and control of physiological preferences amazes scientists.

Up until recent times, D-amino acids were believed to be synthesized mostly by bacteria and plants, unlike mammals, and were considered dysfunctional as they passed, via consumption of nutrients, from bacteria and plants. However when D-amino acids were noticed for having roles as important as L-amino acids during the 1990s, the field gained significance. It was demonstrated that D-amino acids were found widely in invertebrates, vertebrates, and humans as free forms or inside proteins, undertaking critical functions in the nervous and endocrine systems. The most interesting point is the conversion of amino acids from the L-form into the D-form after the protein synthesis occurs in the peptides that are present in the venomous secretions of various animals. This conversion leads to the alteration of the peptide identity and function. Racemase and isomerase (epimerase) enzymes are utilized as they are created for this task. Usually, one or two amino acids of the D-form peptides are in D-form.

When chemist Gunther Kreil of the Austrian Academy of Sciences learned about the use of South American poisonous tree frogs (Phyllomedusa sauvagei ) during Shamanic hunting ceremonies by local Peruvian tribe (Matses), he studied this poison in detail. Participants of the ceremony first caused a burn on their chest region, then applied the poison they obtained from the frog skin over it. Diarrhea and tachycardia started within a minute, followed by a brief faintness. Once they recovered after a few minutes, they were to find themselves in a much more vigorous and exhilarated state of mind. The poison they were applying to their chest contained the dermorphin peptide, which has psychoactive, hallucinogenic effects and a D-amino acid. This peptide is a pain killer 30-40 times more effective than morphine. Among the 7 amino acids found in this peptide (heptapeptide), all are in L-form, except for one. Only the alanine, as the second in the peptide sequence, is in D-form and is produced via the isomerase enzyme from the L-alanine after the protein synthesis. G. Kreil discovered this D-form synthesizing enzyme in 2005. When this peptide was synthesized artificially in the laboratory, it did not display any biological activity or hallucinogenic effect. After a careful investigation of the case, it was found that frog skin based peptide had a D-form alanine second in its sequence; however, the one produced in laboratory had an L-form alanine. It was the presence of only one D-amino acid that made the difference in discovering the identity and function to the natural peptide in the poison.

In recent years dermorphin has started to be used as an illegal performance enhancer during horse races because of its pain killer feature. Horses on dermorphin can run longer and faster since they cannot feel the pain related to foot fatigue.

P. Kuchel of Sydney University also showed a D-amino acid presence in the peptide structured of the poison in the Platypus, a semiaquatic egg-laying mammal. Males use this poison as a weapon to fend off competitors. In 2009, Matthew Waldor and his friends at Harvard University discovered that the sugar-protein mix (matrix) called peptidoglycan found in the composition of bacterial cell walls is structured in a way to contain primarily D-alanine, D-methionine, and D-leucine. More interestingly, D-amino acids of the peptidoglycan structure were able to play a stimulatory role in coordinating the activities of other bacteria in the colony. For example, they acted as light houses in the use of florescence and helped in the formation of thin layers (bio-films) on various surfaces in bacteria. Once we understand the way D-amino acids help in communication between bacteria, it will be possible to use them as a drug. It’s possible they can be used to disintegrate bacteria that forms on teeth, in the lungs of cystic fibrosis patients, on clogs in fuel lines and water tanks, and in medical devices such as catheters.

D-amino acid containing peptides found in lobsters help maintain salinity levels and facilitate courtship in mating seasons. In recent years, D-amino acid containing antimicrobial peptides were discovered (bombinines) in the secretion glands of fire-bellied toad skins (Bombina sp). In this peptide, the second amino acid was in the D-form (D-allo-isoleucine). Two different peptides were found containing D-amino acids in the second position of the amino acid sequence of the poison secreted by Platypus males.

One of the reasons for D-amino acids to exist in animal poisons is that peptides containing D-Amino acids can not be easily degraded by the proteases (peptide bond breaking enzyme) of the host or opponents. Even though proteases can quickly and easily digest proteins composed of L-form amino acids, they struggle to do so with peptide bonds between D and L form amino acids. Pharmaceutical companies are trying to add D-amino acids to the peptide-structured drugs to prevent the quick degradation of peptides and proteins used for treatments when ingested. However, the addition of a D-form amino acid brings the high possibility of a situation that changes the function of a peptide or protein, or causes the loss of a protein. Nonetheless, specialists in this field point out that at least some amount of the D-amino acids that are produced by trillions of bacteria found on the skin, in the digestive track, and among other parts of the body can still be utilized for human health and convenience.

The D-serine of the mammalian nerve systems (glial cells and neurons), the D-aspartate of the neuro-endcorine, endocrine tissues, and testicles, and the D-alanine and D-aspartate amino acids of aquatic animals are abundant. D-Serine in the brain is synthesized by the conversion of L-serine into D-serine by the serine racemase enzyme. D-aspartate is in charge of hormone synthesis and secretion, and the regulation of spermatogenesis, and is produced by aspartate racemase and degraded by D-aspartate oxidase. It is also predicted to play role in the synthesis of hormones such as melatonin and testosterone.

As of now, four enzymes have been detected to be in charge of D-amino acid metabolism in mammals. How these are controlled is still unknown.

Publications pertaining to the association of epilepsy, schizophrenia, and bipolar disorders with enzymes in charge of D-amino acid synthesis and break down have increased in recent years. From this point of view, serine racemase and D-amino oxidase can be used to develop new potential drugs regarding the treatment of similar NMDA receptor associated diseases.

The first data demonstrating the use of D-amino acids in saliva in organs outside of the human brain was obtained by Y. Nagata and his team at the University of Nihon, Tokyo. A team led by Kenji Hamase of the Kyushu University discovered high levels of D-alanine storage in the beta cells of the rat pancreas. Kuchel, who discovered the enzymes converting the L-amino acids in to D forms in duck-billed Platypus poison, also found similar enzymes in the hearts of mice and humans. According to Kuchel, the physiological roles of those in humans remain to be unknown.

As a result, the common feature of toxins and antimicrobial peptides that are produced and secreted by animals is to contain D-amino acid. These peptides can be the source of a potential drug in the treatment of diseases such as cystic fibrosis, schizophrenia, and macular degeneration of the eye.

These prove that, especially in biology, exceptions are common; life is enriched via examples of extraordinary lives, processes, and mechanisms in unexpected places by unpredictable molecules or interesting reactions that can’t be predicted. Such discoveries help deepen our wonder at the intricacy and wisdom of creation.

In his book, Flew states, “I should point out, moreover, that this is not the first time I changed my mind on a fundamental issue. Among other things, readers who are familiar with my vigorous defense of free markets may be surprised to learn that I was once a Marxist …” Flew in fact consistently mentions throughout his book that it is not actually the first time he changed his mind. These statements may disappoint those readers who want to hear more reliable arguments on the question of God. However, as a philosopher, Flew is confident in his decision and leaves it to readers to decide how to deal with his reasons for changing his mind. Given the possibility of progress in philosophy, Flew considers it a principle to follow the argument wherever it may lead him. Therefore, before reading this book, one should keep in mind that the book has a philosophical perspective rather than a religious one. Philosophical thought is inherently unbiased (or unguided) and quite evolutionary as opposed to any given religion (say Christianity, Islam or Judaism), which usually has its own well-defined and self-consistent structure.

It is not possible in this short article to summarize all of the reasons which led Flew to believe in God in the later stage of his life. Below, we mainly discuss how Flew’s decision was influenced by the origin of the laws of physics. We also show how his final thoughts compare with modern Muslim scholars Nursi and Gülen, who have roots in revelations rather than philosophy. Then we explain why we believe Flew’s methodology is not safe as long as it stays within the territories of traditional philosophy.

Laws of physics and “mind of God”

When Flew discusses the origin of the laws of physics (or undeniable design in the universe), he gives statements from the founders of quantum physics, all of whom connect the laws of nature with the “Mind of God,” as described by Einstein. He refers to Max Planck, Werner Heisenberg, Erwin Schrodinger, and Paul Dirac. Below, we only quote Schrodinger’s statement:

“The scientific picture of the world around me is very deficient. It gives me a lot of factual information, puts our experience in a magnificently consistent order, but is ghastly silent about all that is really near to our heart, that really matters to us. It cannot tell a word about the sensation of red and blue, bitter and sweet, feelings of delight and sorrow. It knows nothing of beauty and ugly, good or bad, God and eternity. Science sometimes pretends to answer questions in these domains, but the answers are very often so silly that we are not inclined to take them seriously.

Science is reticent too when it is a question of the great Unity of which we somehow form a part, to which we belong. The most popular name for it in our time is God, with a capital ‘G.’ Science is, very usually, branded as being atheistic. After what we have said this is not astonishing. If its world picture does not even contain beauty, delight, sorrow, if personally cut out of it by agreement, how should it contain the most sublime idea that presents itself to the human mind?”

Nursi and Gülen, two great scholars of our modern times, have the following views on this. According to Nursi [2,3], only through the light of faith in God and His Divine Revelation, can humans understand their true essence, the universe that they reside within, their past, present, and their future. Otherwise, things and events surrounding them would be highly difficult to comprehend, because the only mechanism that would remain to interpret the purpose behind would be the ego equipped with limited knowledge and experience, which is too subjective to rely on and far from being convincing. Most of the time, the ego misguides people into the darkness and heedlessness. However, with the light of faith, believers do not fall into such catastrophes. Believers better understand and appreciate the universe and do not suffer as unbelievers do; rather they enjoy the whispering galleries in the universe and beyond.

Gülen’s perspective [2,4,5] is similar to Nursi. Although it might be possible for some brilliant scientists to discover how things work at the most fundamental levels of particles, it is impossible to fully comprehend how these particles actually constitute the whole in such a perfect harmony. This is because there is infinite knowledge of the Omniscient behind the scenes. Those who deny the existence of the Omniscient are shocked by the incredible harmony in nature and yet attribute it all to the creatures themselves. These limited, shortsighted perspectives and prejudices leave so many gaps in the quest for existence that the systems developed based on them cannot convince anyone, but rather open up greater questions in the heart, mind, and soul, all waiting to be answered. However, a person equipped with the former perspective can reach more conclusive results in very short times with much less efforts compared to those unbelievers who consume their lives to understand existence. Believers feel the signs of God in everything they explore and live their days as if in the avenues of Paradise. If the reason is integrated with the revelation, only then can it elevate us to the realms of the unreachable. It opens the doors to the true universe, which is otherwise hidden in darkness and chaos. With revelation, the universe turns into a great book of existence, telling about its Creator on every page. Then those struggling in emptiness and tyranny are awakened to humanistic ideals and the truth.

On the different pages of his book, Flew reminds the reader that scientists like Paul Davies and John Barrow have received the Templeton Prize for further developing the insights of Einstein, Heisenberg, and other scientists into theories of the relationship between the rationality of nature and the Mind of God. Flew draws attention to the existence of natural laws and cites Paul Davies, who says, “even the most atheistic scientist accepts as an act of faith the existence of a law-like order in nature that is at least in part comprehensible to us.” The critical question Flew asks is, “whose laws?”

Flew thinks, no matter what, we still have to come to terms with the origin of the laws of nature. He says, “the only viable explanation here is the divine Mind.” Once the physical laws are set correctly, one can think of our resultant universe; however, the question that needs to be answered is ‘who set the laws and why did they set them this way?'”

Flew also reminds the reader of the following question related to the origin of life, a question that has not been answered: “How can a universe of mindless matter produce beings with intrinsic ends, self-replication capabilities, and coded chemistry?” He quotes from Paul Davies again, “The problem of how meaningful or semantic information can emerge spontaneously from a collection of mindless molecules subject to blind and purposeless forces presents a deep conceptual challenge.” Flew makes an important distinction between this question and what is being addressed by “evolution.” He says that the latter is dealing with the interaction of chemicals, whereas the above question is interrogating how something (chemicals) can be intrinsically purpose driven.

Nursi explains this as follows [6]:

“If you do not accept that the particles in your body are tiny officials in motion in accordance with the law of the Pre-Eternal and All-Powerful One, or that they are an army, or the nibs of the pen of Divine Determining, with each particle as the nib of a pen, or that they are points inscribed by the pen of Power with each particle being a point, then in every particle working in your eye there would have to be an eye such as could see every limb and part of your body as well as the entire universe, with which you are connected. In addition to this, you would have to ascribe to each particle an intelligence equivalent to that of a hundred geniuses, sufficient to know and recognize all your past and your future, and your forbears and descendants, the origins of all the elements of your being, and the sources of all your sustenance. To attribute the knowledge and consciousness of a thousand Plato’s to a single particle of one such as you who does not possess even a particle’s worth of intelligence in matters of this kind is a crazy superstition a thousand times over!”

Here Nursi argues that the intelligence and consciousness that are exhibited in the universe can only be understood by the existence of the Pre-Eternal and All-Powerful One. He guides these mindless particles toward a Divine Determining and in accordance with the law. Nursi also draws attention to a subtle point which is missing in the philosophers’ question above. The particles and the law they are bound to are created so intelligently and consciously that they do not only give rise to the sustenance of the current universe, but we can tailor them for our future sustenance and well being. To give an example, consider a 10 billion year old particle, an electron. How did this particle lead to today’s electronic revolution? How did it know it could function one day as part of a flowing current in a computer chip?

Pilgrimage of reason is not safe

In his book, Flew considers three evidences which require an Intelligence explaining not only its own existence but also that of the world. These are the laws of nature, life, and the existence of the universe. Flew admits that the journey to his discovery of God has so far been a pilgrimage of reason. He has followed the argument where it has led him. The arguments led him to accept the existence of a self-existent, immutable, immaterial, omnipotent, and omniscient being.

Although it’s quite impressive what Flew has gone through and he put forward reasonable arguments, no one can actually guarantee that his arguments will ultimately lead to Truth, since they can be neither proved nor disproved. Worse, a smarter philosopher or scientist may well appear in the future and challenge him. Then, how can we actually make sure that Flew is actually right in his arguments?

The answer is, “we can never be.” There is a need for a strong “point of support,” since science and philosophy alone, by definition, as admitted in Schrodinger’s statement above, cannot provide absolutely convincing arguments. If God exists and wants man to know Him, there is a need for a clear message immune from any kind of ambiguity and understandable by virtually anyone. Nothing would be clearer than direct revelations from God. Interestingly, there are, in fact, many verses in the Quran [7], for example, which draw attention to such clarity in God’s messages:

• “A.L.R. These are the Ayats of Revelation, of a Quran that makes things clear.” (The Rocky Tract 1)
• “We have already sent down to you verses making things clear, an illustration from (the story of) people who passed away before you, and an admonition for those who fear (Allah).” (The Light 34)
• “Thus we have sent down Clear Signs; and verily Allah guides whom He will!” (The Pilgrimage 16)
• “We have sent down to you Manifest Signs; and none reject them but those who are perverse.” (The Heifer 99)
• “A.L.R. (This is) a Book, with verses basic or fundamental (of established meaning), further explained in detail, from One Who is Wise and Well-Acquainted (with all things):” (The Prophet Hud 1)
• “A Sura which we have sent down and which We have ordained: in it We have sent down Clear Signs, in order that you may receive admonition.” (The Light 1)
• “This is the Way of your Lord, leading straight: We have detailed the Signs for those who receive admonition.” (The Cattle 126)

Revealing the Message of God

Flew finishes his book with a very beautiful analogy of a satellite phone discovered by an island tribe. The sage in the tribe suggests that the phone is a medium of contact with other humans. After some investigation, the tribe confirms that the phone is connected to a network which transmits the voices of intelligent beings that exist. They go even further and decipher the patterns and rhythms and their whole world changes. Similarly the discovery of phenomena like the laws of nature-the communications network in this parable–has led the thinkers to accept the existence of an infinitely intelligent Mind. Although Flew summarizes his pilgrimage in a very beautiful fashion with such a parable, we should agree, however, that the direct revelation of God through his messengers is the integral part of this communication network. Even Flew subconsciously acknowledges the role of the “sage” in his parable.

Acknowledgment: This article was produced in Mergeous [8], an online article and project development service for authors and publishers dedicated to the advancement of technologies in the merging realms of science and spiritual thought. The longer and live version of the article [9] is also available in Mergeous for interested readers.

References

1. A. Flew, “There is a God: How the World’s Most Notorious Atheist Changed His Mind,” HarperCollins Publishers (New York, 2007).

2. Kainata Imanla Bakis, http://www.mergeous.com/projectcon.asp?aid=21

3. Bediuzzaman Said Nursi, Sozler, Sayfa 281-299 (risaleinurenstitusu.org).

4. M. F. Gülen, “Islam’in engin ufku,” Yagmur, Sayi 30, Ocak-Mart 2006.

5. M. F. Gülen, “Marifet, Muhabbet ve Medyuniyet,” Kirik Testi, http://www.herkul.org/kiriktesti/?article_id=7978

6. Bediuzzaman Said Nursi, The Flashes, pg. 237 (translated by Sukran Vahide).

7. A. Y. Ali, The Qur’an Translation, Tahrike Tarsile Qur’an, Inc. (New York 2004).

8. Mergeous, Online article and project development service, mergeous.com

9. There is a God: How the world’s most notorious atheist changed his mind, by Antony Flew (Review), http://www.mergeous.com/articlecon.asp?aid=16

She was studying biology and was in love with the micro-cosmos.

“Why don’t you go to lab, then?” Alice asked. “It would be better if you stay there. At least we’ll know where to find you.”

Marylyn breathed and responded. “You know, there are three tiers of knowledge. One is while you sit in class. There, you just hear about cells, the plants, and various kinds of bacteria. When you are in lab, you see that the knowledge you know so far is just a narrative. But when I am in nature, even it is only one tree, I can live it. I can breathe in, breathe out, and each time my cells will appreciate me, my soul will feel refreshed. I wish I could breathe in all knowledge as such. I wish I could be more into their hidden world.”

“You know, I love hiking,” Sharon said. “I love seeing places that I have never been to. To get to know a tree I have never been introduced to before is a way of getting to know the wilderness friendship community. I try hard to have a meaning each time I walk on a new trail. There is that huge connection and circulation in nature. A drop of water that was once at Manhattan Beach can return back to the Bay Area as morning dew. A leaf that left the family tree in one fall can return to her wilderness society in the form of a new nutrient that serves birds or other animals in the form of a new plant. Scientists follow birds that travel for years, but we all travel around. That makes us a family. All are given to the service of humans at the end. Beauty is the thing that makes me think the most. Each snow crystal has a unique blueprint, though we cannot see that with our bare eyes. When an ocean wave pounds the shore, the way the drops of water scatter is very mathematical. You can measure it, and figure out a pattern. But does the water know this? Do flowers know how to calculate how to take off their petals, mathematically, every morning when they see the sun? If not, what kind of knowledge is it? As a human, am I the only one who can read this knowledge?

“If so, we are given both a big responsibility and a very deep honor. I cannot appreciate enough that duty and honor. But, my problem is it is not as easy to read or listen to the language of the universe as it is to read a book. But I imagine, if I could listen to that language, what would it feel like? I would have new friends each and every day from nature, friends who would have scientific names. But I know them beyond science. This is a knowledge of friendship. This is beyond just names; it is to be able to carry a conversation and be one of them.”

“You are funny,” Alberto said. “You should have studied philosophy.”

Karen was silent until that moment. “What you say about three layers of knowledge, reminded me of 3-D movies. It’s as if you would rather be in that movie. But I suppose we do not have a 4-D.”

“I agree,” continued Alice. “But I assume there is something in nature that tells you even though you are in the most beautiful place, it will not last long. Or you will not be able to penetrate into it. You are just an outsider. When you read a book, you can have a special imagined space for that book in your mind. Movies are different. Say, you read Great Expectations. Your characters and places are unique to you when you read it. No cinema can substitute the places and characters your imagination generates in your little world. So when you read, you enter into a secret world of your own. It is so secret that sometimes, even words or art cannot describe it. You travel to the tops of mountains, or to city centers – except those places only exist inside of you. And you can go to those places whenever you want to.

“Nature is like the words on the page of a book. The first layer of knowledge is to attain the ability to read. But when letters composed of leaves come together and form a word from a tree, and when you put trees together what does the sentence of the forest say to you? This is, again, a secret world. First it reads, then it tells, then it speaks, and I suppose at the zenith, it feels. When we go into the wilderness, the first impression is that feeling. Then we go backwards and try to see where it speaks, what it says, what it writes. At the zenith of that inner journey, we meet ourselves as a reader of nature. We are interlocutor, we are in a conversation that touches, that encompasses, but it is beyond the limits of even 4-D. We do not know how to describe it. Thus, we can only say that it feels.”

“Well, is it like me when I want to lie in one letter of a song?” Liam asked. “Or take that word as a jacket and wear it for days? Once we even discussed with my friends in philosophy club whether to initiate a group on wearing the sounds of words in our every day presence. A friend once made a presentation on how we talk out our inner self when we meditate and how that moment of meditation is indeed a replica of nature speaking in its own language. He brought pictures both from nature and from other traditions. He showed how sitting in silence is reminiscent of how trees with big, strong roots lay out on the earth. He showed how oceans and the earth prostrate, teaching us to be humble despite the fact that oceans and water compose 70% of the world and the rest is the soil. He showed us flowers that open their hands and arms to reach out beyond the sky and heavens. When we bow down, we intend to leave our carnal selves in the shape of an animal on four legs, he believed. In his presentation, nature spoke in the form of a human. But I do not know the reverse. Can humans decipher more than the symbolic language of nature? Can we delve in between the lines of the book of universe?”

‘This is a very sophisticated talk. I’m not sure I can add much to it,” Suzie said. “Yet, I see that this is also our daily lives. You know my friends in art school, we seek ways to make things speak in the language of art. I suppose one flower is an example of the highest level of sophistication in the artistic language. Humans can make that flower speak in zillions of languages. But art also feels. The regular words are just a tool to express the meaning. It is mostly a knowledge that is revealed in the forms of feeling. Is feeling also a type of knowledge?”

“Maybe, maybe not,” Evan responded. “My professor used to say that sometimes a great article begins with an unsatisfied feeling. You do research and find out that you were not satisfied because of an aspect you missed or that you were right and the literature dismissed one important point. Thus, we shall not underestimate feelings as a point of origin, but we have to dig deeper for the source of knowledge. Feelings are a trigger; the rest is all on the results of the analysis.”

“Well then,” Sharon said. “It is five minutes to my class. Hope to see you again afterwards?”

Likewise, Aristotle considered metaphors a sign of language mastery and genius, but he also deemed them ornamental, appropriate for poetry but too enigmatic for philosophical or scientific discourse. On the contrary, Max Black articulated an influential alternative to traditional views of understanding metaphors. Having rejected Aristotle’s comparison as too simplistic, Black argued that metaphor is a communicative phenomenon operating not at the level of mere word meaning, but at the (ostensibly) deeper level of conceptual structure. Lakoff and Johnson (1980) put forward that metaphors establish the modal method through which the mind represents concepts that are not sensorial or perceptual in nature. Their conclusion is:

“Metaphor pervades our normal conceptual system. Because so many of the concepts that are important to us are either abstract or not clearly delineated in our experience (the emotions, ideas, time) we need to get a grasp on them by means of other concepts that we understand in clearer terms (spatial orientation, objects). This need leads to metaphorical definition in our conceptual system” (1980, 115).

Conceptual Metaphor has been the prime concern for translation scholars, academicians, and students. Scholars have tried to map and analyze conceptual metaphorical aspects in poetry and novels for a long time. But somehow, they face a series of confusions regarding the meanings of some conceptual metaphorical phrases. As Newmark (1988) holds, whilst the central problem of translation is the overall choice of a translation method for a text, the most important particular problem is the translation of metaphor. Conceptual Metaphor is often fully employed in literary texts and it is regarded as a challenge to ESL students and academicians.

According to Tone Aksberg Bjerkmo Johansen (2007), the process that constitutes a conceptual metaphor is when the knowledge of one field is epitomized onto another field. Conceptual Metaphors are normally used when expressions that represent our thoughts in a conventional way are being systematically used in everyday language. An example of conceptual metaphor is a metaphoric concept such as “Theories are buildings,” where we can partially conceptualize “Theories” in terms of “Buildings.” According to Lakoff and Johnson, metaphor has the tendency to highlight and hide certain aspects of the target concept. Another example is “A relationship is a journey,” which ascertains that the metaphor is measuring the progress in a relationship, but it does not give any idea of how this progress can be achieved. Metaphor is only a partial mapping as “not all the features of the source have analogs in the target,”

According to Apps (1995), metaphors have proven useful after examining different approaches to learning in adult education. Young (1996) states that, “Metaphors form visual constructs through which we associate, interpret and organize thought. They dominate and delimit our consideration of experience and phenomena. Because one’s metaphor of teaching and learning interacts with fundamental issues such as the nature of knowledge and the nature of persons, it impinges directly on the way pedagogical decisions are made” (p. 79).

Postman and Weingartner (1969) suggested that many adult educators conceptualize teaching and learning through the use of metaphors. Winner and Engel (1980) used a matching task where the classification of one item in terms of recurring similarity to another item was scored as metaphorical. Furthermore, Vosniadou and Ortony (1983) asked their participants to complete similarity statements, including similes. The expressions tested “were often constructed idiosyncratic metaphorical expressions instead of actual natural language expressions.”

Waggoner, Messe, and Palermo (1985) found out that the recollection and the construction of meaning for both literal and metaphorical expressions depends on the supporting contexts, such as extended and appropriately structured stories. Stones (1989) used short stories with familiar concrete nominal metaphors as targets and he found out that participants perform better when they are asked to paraphrase rather than explain the meaning of the metaphor. However, this has one drawback for children, as the meta-cognitive abilities that paraphrasing required usually develop late in childhood. Thus, such reasons could prevent participants from scoring well in the task.

For students who do not have a cultural orientation of the western background, metaphors from English Linguistics or English Literature textbooks might create confusion. According to Brown, “cultural knowledge” is too vast to teach in the context of English Literature, thus, ESL students should be taught “explicit strategies for making inferences from language” (1990, 11-17). Furthermore, Murray (1985, 7) states that without the inculcation of such strategies, students will interpret the texts according to their own background. Murray’s recommendations are based on the “Schema Theory” (Adams Collins 1979), which is the body of research into reading comprehension. According to Adams and Collins (1979), a schema can be characterized as an “abstract knowledge structure” in the memory and it functions by interpreting, storing, and retrieving new information. This theory concludes that texts on their own do not provide meanings, but rather they direct to readers the construct meaning based on what they have acquired previously.

References

• (n.d.). The American Heritage Dictionary of the English Language (4th Ed.). Retrieved June 23, 2007, from Dictionary.com website.
• Kaal, Anna Albertha. 2012. Metaphor in conversation. VU University Amsterdam.
• Lakoff, George and Johnson, Mark. 1980. Metaphors We Live By. Chicago: University of Chicago Press.
• Lakoff, George. 1993. Metaphor and Thought. 2nd Ed. Cambridge University Press.
• Lakoff, George and Turner, Mark. 1989. More Than Cool Reason: A Field Guide to Poetic Metaphor. Chicago: University of Chicago Press.
• Lakoff, George. 1993. “The contemporary theory of metaphor.” In A. Ortony (Ed.) Metaphor and Thought. (pp. 202-251) Cambridge: Cambridge University Press [second edition]
• Lakoff, George and Johnson, Mark. 1980. “Conceptual Metaphor in Everyday Language.” (Vol. 7). The Journal of Philosophy.
• McGlone, Matthew S. 2006. What is the explanatory value of conceptual metaphor? The University of Texas.
• Erna. 1996. “The limits of literal meaning.” Danish Yearbook of Philosophy.
• Pierson, Cheri. 2008. “Reflections on Educational Metaphors for Teaching English as a Second Language to Adult Learners.” (Vol.17). PAACE Journal of Lifelong Learning.
• Short, Mick. 1996. Exploring the Language of Poems, Plays and Prose. Longman.
• Van, Engen Robert B. 2008. Metaphor: A Multifaceted Literary Device used by Morgan and Weick to Describe Organizations. (Vol. 1). Regent University.
• Winberg, Christine. 1994. The comprehension of figurative language in English literary texts. Rhodes University.

You need to read “The Very Lonely Firefly,” a story book delighting children of all ages by Eric Carle (1) to get the answer. In the mean time, you can read this article to have better insight into the enchanting world of the firefly. Are they just a pleasure to our eyes, during their short lives in the summer, or do they live on in children’s books?

Fireflies, or lightning bugs, belong to the Lampyridae family. There are thousands of firefly species all over the world and none of them are actually flies. Then what are they? Well, they are beetles, who get the names “firefly” and “lightning bug” because of the flashes of light emanating from their bodies, a process called bioluminescence (2). This “cold light” does not heat up or burn its producer through infrared or ultraviolet frequencies, and is formed by the action of an enzyme called luciferase in the lower abdomen of the firefly. It may be yellow, green, or pale red, with wavelengths from 510 to 670 nanometers. The enzyme luciferase acts on the luciferin, in the presence of magnesium ions, ATP, and oxygen to produce light (3). According to Vieira et al., 2012, in the Journal of Photochemistry and Photobiology, the firefly’s luciferase is the most important and studied bioluminescence system in scientific research(4). The firefly luciferase was cloned and isolated for the purpose of constructing bioassay systems in the late 1980s (5). Since then, due to very interesting characteristics, this system has been used in numerous biomedical, pharmaceutical and bioanalytical applications (4).

In biomedical research, the ability to visualize a biological process is very important because it offers the most direct method to support or disprove any scientific claim (6). Therefore, firefly luciferase is very desirable as a reporter in this area. Typically, the luciferase gene is cloned with a DNA sequence of interest into cells and then the cells are assayed by measuring its bioluminescence. Fusing a protein with luciferase is like putting a reflective vest on a cyclist in the dark to be able to watch him. Because the firefly luciferase lights up, it helps screening for chemical biology and drug discovery applications in academia and the pharmaceutical industry (5). For example, the firefly luciferase gene was used as a reporter to screen tumor-specific promoters in lung cancer (7). Another example showing how beneficial the firefly is for scientific research is a rapid in vivo (Latin for within the living) assessment of drug efficacy against Mycobacterium tuberculosis, which is the causative agent of most cases of tuberculosis, using an improved firefly luciferase (8). In this study, Andreu et al., 2013, used a Mycobacterium tuberculosis strain carrying a red-shifted derivative of the firefly luciferase gene to infect mice, and they monitored disease progression in living animals by bioluminescence imaging before and after treatment with a frontline anti-tuberculosis drug. Furthermore, firefly luciferase was used in a research about anti-malaria drugs, an illness which affects about 5% of the world’s population and brings a death toll of 0.5–2.5 million each year (9).

Firefly luciferase is not only used in biomedical research, but also in molecular plant biology. In the early ’90s, plant scientists were already able to show the bioluminescence of a promoter fragment fused to the firefly luciferase gene and its regulation by phytochrome (a pigment that plants use to detect light) and the circadian clock (a roughly 24 hour cycle in the physiological processes of living beings) (10) in plants. Some examples for the great usage of this system among many others include a firefly luciferase complementation assay that was used to reveal the interacting partners of Open Stomata 1 protein, which is critical for plant drought responses in Brassica oleracea (cabbage) (11) and the characterization of the promoter region of an important gene encoding a copper chaperone for the copper/zinc superoxide dismutase that is involved in oxidative stress protection of the potato plant (12).

Scientists have found many ways to use the firefly light, but what is the function of it for its real owner? Marc Branham, an assistant professor in the department of entomology and nematology at the University of Florida, explains. “Fireflies seem to flash light for a variety of reasons. The larvae produce short glows and are primarily active at night, even though many species are subterranean (underground) or semi-aquatic. Fireflies produce defensive steroids in their bodies that make them unpalatable to predators. Larvae use their glows as warning displays to communicate their distastefulness. As adults, many fireflies have flash patterns distinctive to their species and use them to identify other members of their species as well as to discriminate between members of the opposite sex. Several studies have shown that female fireflies choose mates depending upon specific male flash pattern characteristics. Higher male flash rates, as well as increased flash intensity, have been shown to be more attractive to females in two different firefly species (13).”

Are there other creatures like fireflies producing light? “Besides fireflies, many other organisms, especially marine creatures, use bioluminescence for sexual selection, attracting prey and as a means of camouflage, and it has been estimated that about 90 percent of deep-sea animals are bioluminescent, according to the Scripps Institution of Oceanography,” says Remy Melina, a staff writer for “Life’s Little Mysteries.”(14)

A firefly’s glow is a theme of summer nights, romantic poems, and childhood adventures and books. However, when you enjoy a firework show done by fireflies next time, please look at them more carefully by thinking that they have more than that to offer humanity, including thrilling scientific inventions done with just a single protein from them. Who knows what else they have waiting to be discovered by us? How amazing it is that, like everything else created on earth, a firefly is also a very precious art piece decorated with intricate features, and even though it is very tiny, its service to humanity is, in many ways, enormous.

References

http://www.barnesandnoble.com/sample/read/9780399227745
National Wildlife Federation
http://en.wikipedia.org/wiki/Firefly
Vieira J, Pinto da Silva L, Esteves da Silva JC (2012) Advances in the knowledge of light emission by firefly luciferin and oxyluciferin. J Photochem Photobiol B. 117:33-9.
Thorne N, Inglese J, Auld DS (2010) Illuminating insights into firefly luciferase and other bioluminescent reporters used in chemical biology. Chem Biol. 17(6):646-57>
Brogan J, Li F, Li W, He Z, Huang Q, Li CY (2012) Imaging molecular pathways: reporter genes Radiat Res. 177(4):508-13.
Xu R, Guo LJ, Xin J, Li WM, Gao Y, Zheng YX, Guo YH, Lin YJ, Xie YH, Wu YQ, Xu RA (2013) Luciferase assay to screen tumour-specific promoters in lung cancer.Asian Pac J Cancer Prev. 14(11):6557-62.
Andreu N, Zelmer A, Sampson SL, Ikeh M, Bancroft GJ, Schaible UE, Wiles S, Robertson BD (2013) Rapid in vivo assessment of drug efficacy against Mycobacterium tuberculosis using an improved firefly luciferase. J Antimicrob Chemother. 68(9):2118-27.
Che P, Cui L, Kutsch O, Cui L, Li Q (2012) Validating a firefly luciferase-based high-throughput screening assay for antimalarial drug discovery. Assay Drug Dev Technol. 10(1):61-8.
Millar AJ, Short SR, Chua NH, Kay SA (1992) A novel circadian phenotype based on firefly luciferase expression in transgenic plants. Plant Cell.4(9):1075-87.
Wang M, Yuan F, Hao H, Zhang Y, Zhao H, Guo A, Hu J, Zhou X, Xie CG (2013) BolOST1, an ortholog of Open Stomata 1 with alternative splicing products in Brassica oleracea, positively modulates drought responses in plants. Biochem Biophys Res Commun. 442(3-4):214-20.
Trindade LM, Horvath BM, Bergervoet MJ, Visser RG (2003) Isolation of a gene encoding a copper chaperone for the copper/zinc superoxide dismutase and characterization of its promoter in potato. Plant Physiol. 133(2):618-29.
http://www.scientificamerican.com/article/how-and-why-do-fireflies/
http://www.livescience.com/32677-what-makes-fireflies-light-up.html

Faith, especially in the form of religion, refers to a heavenly-inspired system that leads people to goodness, but on the condition that they believe wilfully.

Religion is a divine system or a corpus consisting of systems. The most eminent feature differentiating it from human systems is that it is ordained by God, based on scripture, the good example of the Messenger that it was revealed to, and on how scholars have interpreted both. Arriving at goodness by means of religion is an absolute blessing by God; yet every human contributes to it by his or her choices.

Wisdom, on the other hand, has been decribed in many forms. In the case of Islam, the Qur’an states that wisdom has been bestowed to the Prophet in addition to the Book.1 Because of this fact, many interpreters have said that wisdom and the Book are not one and the same. It is decreed in another ayah that, “whoever is granted the Wisdom has indeed been granted much good.”2 Since the Prophet’s sunnah – his traditions, including his words and silent approvals – specifies the general issues of the Book, generalizes the specific points, and restricts its absolute topics by particular conditions and clauses, it is a great and abundant fountain of goodness. Therefore, some hadith scholars thought it was the Sunnah that “Wisdom” was actually refering to. Besides, the details of daily prayers, fasting, and hajj were determined by the Sunnah.

At the same time, as pointed out by Bediuzzaman, wisdom has been interpreted as the attainment of certain truths of faith and the universe, which have been concealed behind material veils, through spiritual inspiration and discoveries. All we see are a door, some windows, and four walls around us; however, the Prophet, peace and blessings be upon him, decrees that, “I see what you do not see, and hear what you do not hear. The sky has resonated in such a way that you would laugh less and cry more if you saw what I see and knew what I know.” In this regard, reaching the veiled knowledge about the realm behind the physical world has also been considered wisdom.

This cognisance may take place through intuition or an expansion of the imagination, or through divination or direct witness. Whatever we know through rational deduction and certainty of knowledge (ilm al-yaqin) is endorsed by seekers of truth – first inwardly, in their consciences, and then outwardly, in their practices. This is another sign of abundance of goodness.

However, some have heaped the meaning of philosophy upon wisdom. There is a conflictual history between Islamic scholars and positivist philosophers. The struggle of Islamic scholars like Imam Ghazzali against philosophical deviance has become legend. Scholars like Ghazzali and Bediuzzaman used reason, logic, and other methods of philosophy to contest philosophers; so, if their efforts will be considered a part of philosophy, then it is certainly within the domain of wisdom.

One dimension of this conflict had to do with the literalists who interpreted all commandments exclusively and conducted them without question, even though this may have led to contradictions with other rules. Philosophers reacted to this movement, yet drifted to another extreme, where they went so far as to deny the essentials of faith. What we consider “wisdom” would be one that embraces rationality and logic in accordance with positive sciences and humanities, but is also in line with the overall message of the scripture as understood and practiced by the Messenger.

Searching for an accord between laws in nature and the regulations and laws of human life, and sensing and eliciting the concordance between the divine message and universe, are also considered within the territories of wisdom. Such a search for harmony between these dynamics is a key for success and serenity, both in this world and in the life to come after death. The science of jurisprudence in Islam and its applicative branches may be regarded as a vital manifestation of this correspondence and union. This science has been successful because it has been open to analogical reasoning and interpretation. Under current conditions, where such reasoning is missing, it is impossible to govern even the smallest district in any country.

After religion and wisdom, comes power. Unless the laws of wisdom and principles of faith and state are equipped with power, everything shall remain on paper and cannot evoke any sort of influence on people. Without power, how can the wisdom in minds and souls, and the piles of books in the libraries, transform into daily practice? As a matter of fact, we have been witnessing that it is not transformed, since those representatives of brute force who have turned their backs on scientific knowledge and absolute truth, and believe that they can sort out everything by power, have not let it be so; and it seems that they will not, either. In this regard, if a nation does not attach as much importance to power as as it does to wisdom, much of the performance of that nation in the name of national and religious values shall be uncertain. Besides, all three elements of religion, wisdom, and power must work together and in alliance. Otherwise, power not guided by faith and wisdom shall be a mere tool of cruelty and suppression; wisdom without faith shall be a wheel of intrigue; and faith not supported by legitimate power shall become just a mere “issue of conscience.” That is, the raison d’etre of faith and communicating it to people shall not be fully realized.

Notes

1. Surah Al-Baqarah, 2/129, 151, 231; Surah Âl-i Imrân, 3/164; Surah An-Nisâ, 4/113; Surah Al-Jumu’ah, 62/2.
2. Surah Al-Baqarah, 2/269.

It is essential for people who work internationally or in multicultural settings to familiarize themselves with implications of cultural differences. Hofstede’s model can be used as an excellent guide for educators who are aiming to operate more effectively in different parts of the world.

We live in a world of diverse cultures. It is crucial to understand the implications of cultural differences in order to be successful in such a diverse world. Hofstede, Hofstede, and Minkov (2010) in their book, “Cultures and Organizations: Software of the Mind: Intercultural Cooperation and Its Importance for Survival,” present a detailed overview of culture and its dimensions, as well as why intercultural cooperation is vital for a brighter future for humanity. The purpose of this essay is to review the model of culture presented by Hofstede et al (2010) with a focus on educational considerations. As intercultural encounters in schools can lead to confusions, it is especially critical for educators to understand the implications of working in diverse educational settings.

According to Hofstede et al. (2010, 6), culture is the collective mental programming of our minds, much of which is acquired during our childhood when we are open to learning and assimilation. The first 10-12 years are when we are most receptive and when we unconsciously absorb what our environment presents us, which ultimately becomes our mental program (Hofstede et al. 2010, 9). Culture can be inferred by the patterns of how we think, feel, and act (Hofstede et al. 2010, 11). It is reflected in all areas of life, from family and school, to organizations and politics, and is an important aspect in explaining why countries differ in many ways.

Culture has multiple layers (Hofstede et al. 2010, 8-9). Rituals, symbols, and heroes of a country represent the outer layers of culture that are visible practices and that can change relatively easily as compared to values. At the core of the culture lie values that constitute the relatively constant layer of culture. Values relate with broad tendencies to things such as “good-evil,” “clean-dirty,” “rational-irrational.” Values shape the institutions of a country, such as families, education systems, governments, and laws (Hofstede et al. 2010, 23-24). Institutions are vital in shaping the future of a country. For example, culture and institutions can explain why some countries develop and others remain underdeveloped, or why some countries are ruled by authoritarian regimes as opposed to democratic ones.

Six dimensions of culture identified by Hofstede et al. (2010, 29-38) can be stated as:

power distance,
collectivism versus individualism,
femininity versus masculinity,
uncertainty avoidance,
long-term versus short-term orientation, and
indulgence versus restraint.

These dimensions can help explain certain prevalent characteristics in a nation or society. For example, power distance can be associated with the use of violence in a country’s domestic political system and the existence of inequality; individualism can help explain national prosperity and social mobility between social classes; femininity and masculinity can have an impact on both parenting, laws, and even the amount of humanitarian aids; whereas uncertainty avoidance is associated with religion, and long-term orientation with national savings rates. Indulgence versus restraint concerns human desires such as enjoying life and having fun.

Since culture affects us in every level of society, it would be a complex task to try to explain all aspects of it. Therefore, the rest of this article focuses on culture as it relates to education along the first five dimensions, which have been shown to have an association with certain educational outcomes as presented by Hofstede et al. (2010). The approach followed by Hofstede et al. is neutral (2010, 25). Hence, both individualistic cultures and collectivistic cultures, for example, can have advantages and disadvantages, therefore one should not be perceived superior to the other.

The first dimension “power distance” (Hofstede et al. 2010, 53-86) represents how inequality is expected and accepted by the less powerful members of a society. In large power distance societies, where inequality is the norm, children are expected to be obedient to their parents as well as teachers. There is a relationship of dependence, and the elderly are treated with respect. In an educational setting, which is teacher-centered, teachers are regarded with respect and even fear. In such cultures, students stand up when teachers enter the classroom and they show respect for the teacher even outside the classroom. The teacher dictates the communication pattern by deciding who speaks when. There is a strict order in the classroom. The educational quality is dependent on the teacher, who is seen as the guru or “the wise one.” High power distance countries are mostly Asian countries, Eastern European countries, Latin countries, Arabic-speaking countries, and African countries. In low power distance cultures, on the other hand, education is student-centered. Students and teachers are expected to treat each other as equals. Students are expected to take initiative and shape their own growth paths towards being independent individuals. Students can intervene while the teacher is talking; they are expected to ask questions; they can criticize or challenge the teacher intellectually, and are not expected to show respect for the teacher outside the school setting. In low power distance cultures, two-way communication is vital to a student’s success. Examples of low power distance countries are German-speaking countries, Scandinavian countries, Baltic countries, the United States, Great Britain, Australia, and New Zealand.

The second dimension of culture is “collectivism and individualism” (Hofstede et al. 2010, 89-133) and relates to the role of the individual versus the role of the group. Most of the world’s population lives in collectivist cultures and individualist cultures are the exception. Examples of countries with individualist cultures include the United States, Australia, Great Britain, and Canada. Examples of collectivist cultures include Latin American countries, Pakistan, Indonesia, South Korea, and China. Collectivist cultures are “we” oriented whereas individualist cultures are “I'” oriented. The in-group and out-group distinctions are starker in collectivist societies making them more exclusionist as compared to individualist cultures that are more universalist (or inclusive) with respect to the larger society outside one’s moral circle. In collectivist cultures, children grow up in extended family settings whereas in individualist cultures children grow up in nuclear families. In collectivist cultures, the purpose of education is to get a good paying job that can benefit the extended family whereas in individualist cultures the purpose of education is to facilitate children to become independent and stand on their own feet. In collectivist cultures, loyalty to the family is central to one’s life and there is a dependence relationship between family members. On the other hand, healthy individuals in individualist cultures are supposed to leave home after they become financially independent.

In an educational setting, students from collectivist cultures show a tendency to not speak up. This is because the student sees herself as part of a group, and feels no need to speak up unless the rest of the group makes her speak. In such cultures, the teacher needs to take the initiative and call a student by name to help her speak. Also, in collectivist cultures students tend not to speak up in larger groups without the teacher’s presence, especially when there are strangers. The remedy for this tendency is to divide the group into smaller sizes to increase participation. Due to strong in-group and out-group identities in collectivist cultures, students tend to form subgroups based on their ethnic or clan backgrounds. Therefore, it is a challenge to form groups based on task assignments in collectivist cultures as compared to individualist cultures where task assignments determine formation of groups. Furthermore, in these cases, students expect to see preferential treatment from the teacher if they share the same background. In individualist cultures, such a treatment is seen as nepotism and treated as immoral. This is in contrast with collectivist cultures that perceive it as immoral if the teacher does not exhibit preferential treatment for his or her kin.

In the individualist educational setting, students expect to be treated as individuals and in an impartial manner without any discrimination. Students can easily form groups, discuss issues or differences openly without worrying about losing face, and can also confront each other. In contrast, in the collectivist educational setting, the teacher needs to deal with a student as part of an in-group, not as an individual. Collectivist cultures avoid confrontations and conflict, as students feel a need to save face and not to be ashamed.

In individualist cultures, learning is perceived as a life-long process that should continue after school and throughout one’s whole life. The focus is on how to learn rather than knowing how to do certain tasks. The aim of education is to prepare the student to become an individual in a society that is composed of other individuals. Thus, it is critical to teach students to learn how to deal with the surprises of life that cannot be guessed beforehand. On the other hand, in collectivist cultures, the focus of education is to prepare an individual to become a good group member. Therefore, students are given virtues and skills on how to do things and how to fit into the tradition of the in-group. Education is a one-time process that is attained during youth and does not continue later in life. In the individualist society, diplomas and certificates are regarded as individual accomplishments that foster one’s self-respect as well as feeling of achievement, and help to enhance one’s economic capability. In the collective society, diplomas and certificates bring honor to the individuals and their in-groups such as the family, and are regarded as tools to engage with higher status groups such as becoming a member of a rich extended family through marriage.

The third dimension of culture, “masculinity and femininity” (Hofstede et al. 2010, 135-184), is related to the prevalence or desirability of assertiveness versus modesty in a society. A society can be characterized as masculine when emotional gender role differences are apparent. In other words, men are supposed to take responsibility outside the home and be assertive, tough, and financially oriented; whereas women are supposed to take responsibility at home by being the caretaker of all, modest, kind, and tender. These stark distinctions get blurry in more feminine cultures where both men and women tend to take on the role of the compassionate caretaker of the family. Scandinavian countries like Sweden and Norway are examples of feminine cultures, and Latin American and Eastern European cultures are examples of masculine cultures.

In masculine educational settings, students strive on showing themselves off and competing openly with classmates. Failure is hardly acceptable, which may even lead students to commit suicide. Competitive sports are taken very seriously. Job choice decisions by students are mainly based on a student’s perception of availability of career opportunities. A teacher’s brilliance and student success are the most important criteria in evaluating teachers. Boys tend to get priority in education. Women generally teach younger students, whereas men teach at the college level.

In feminine educational settings, success is something that one keeps to oneself and assertive behavior is mocked. Displays of smartness and excellence easily induce jealousy. Failure is a minor issue and is not cared about as much. Competitive sports are only extracurricular activities that do not carry much importance. Job choices are made based on a student’s interests. A teacher’s social skills and student’s social adaptability are the main criteria for evaluating teachers. Both boys and girls are educated using the same curricula. Both men and women can teach young children and college students, since roles are mixed.

The fourth dimension, “uncertainty avoidance” (Hofstede et al. 2010, 187-233), relates to the society’s degree of tolerance of the ambiguous and the unpredictable. As human beings, we have to live with the fact that the future is uncertain. This dimension shows itself in the form of a need for rules and is expressed through nervous stress or anxiety. Examples of high uncertainty avoidance cultures include Greece, Portugal, Guatemala, Uruguay, Belgium, and Russia. Examples of low uncertainty avoidance cultures include Jamaica, Singapore, Sweden, and Denmark.

In the classroom setting, students from strong uncertainty avoidance cultures may prefer highly structured learning with clear objectives, clear timetables, as well as detailed assignments. Accordingly, accuracy should be rewarded, such as in the case of finding the one correct answer to a problem. Students expect the teacher to be the expert and respect teachers who use cryptic academic language. Students do not disagree with their professors. Students are more likely to attribute their success to luck and circumstances. Parents are occasionally brought in by teachers into the classroom, but they are almost never consulted as the teacher is always the expert.

On the other hand, students from weak uncertainty avoidance cultures do not prefer too much structure. Instead, they favor open-ended problems with vague objectives as well as broad assignments without timetables. Students from such cultures do not hesitate to disagree with instructors and they still respect them even if they admit that they do not know the answer to a particular question. Students are more likely to attribute their success to their own achievement. Teachers actively involve parents in a student’s education and ask for ideas for enhancement.

The fifth and final dimension of culture, “long-term versus short-term orientation” (Hofstede et al. 2010, 235-274), relates to the importance of future rewards. It can be observed in the form of “perseverance and thrift” in long-term oriented cultures and has been associated with economic growth in East Asia. Short-term orientation can be observed more in the form of giving precedence to virtues related to past and present, such as respect for tradition, protecting face, and meeting social obligations. Examples of long-term oriented cultures include China, Honk Kong, Taiwan, Japan, and South Korea. Examples of short-term oriented cultures include Egypt, Nigeria, Puerto Rico, and Ghana.

In short-term oriented cultures, the main work values include freedom, rights, achievement, and thinking for oneself, whereas in long-term oriented cultures, the main work values include learning, honesty, adaptiveness, accountability, and self-discipline. Math scores are strongly correlated with the long-term orientation of a culture (e.g. East Asian countries) as measured by the TIMMS (Trends in International Mathematics and Science Study – an international comparative test of math and science scores). Also, math and science scores are highly mutually correlated. This suggests that learning and teaching are culturally conditioned. This difference of scores across cultures can be explained by the differences in the encouragement of self-enhancement that reduces children’s interest in self-improvement activities like education. Accordingly, in such cultures, people seek positive information about themselves, and dismiss negative information. One needs to admit that he or she needs self-improvement and that takes a culture which encourages admitting such a deficiency. For example, Asian students in the United States are more likely to attribute success to effort and failure to lack of it.

Apart from the dimensions of culture, intercultural encounters can have important implications both between migrant or refugee students and local teachers, as well as expatriate instructors teaching in a foreign country to native students (Hofstede et al. 2010, 393-395). Hofstede et al. (2010, 395) suggest that the teachers should learn the language of the students (rather than expecting students to learn their language) to be able to overcome cultural barriers and be more effective in teaching in a culturally relevant manner. Information should be fit into a cultural framework to be meaningful. Therefore, culturally adequate translation is a very valuable art, as what is considered to be important in one language does not necessarily translate into another language meaningfully.

Moreover, differences in cognitive abilities need to be considered by teachers working in foreign cultures (Hofstede et al. 2010, 394). We learn fundamental things according to the demands of our environment while growing up. Therefore, we become better at things that we often do and that are important to us. Learning abilities including memory power emanate from cultural patterns of a society. For example, in China the visual nature of the script develops the pattern recognition abilities while imposing rote learning on students. Another complication arises from use of irrelevant material in classrooms. Some concepts that may be relevant in some countries may not apply in others. For example, organizational behavior concepts in wealthy countries may be irrelevant in poor countries. Finally, intercultural issues can emerge from institutional differences that create varying expectations in relation to the educational process and the role of different parties. Examples include the pay and status of teachers, whether the students served are from elite families or whether the educational system is elitist, and the role of the state in dictating the curriculum (Hofstede et al. 2010, 395).

In sum, culture is a complex concept with multiple dimensions. Cultural differences are a fact of life. It is essential for people who work internationally or in multicultural settings to familiarize themselves with implications of such differences. Hofstede et al. (2010)’s cultural model helps us understand this complex phenomenon, and can be used as an excellent guide for educators who are aiming to operate more effectively in different parts of the world.

Reference

Hofstede, Geert, Gert J. Hofstede and Michael Minkov. 2010. Cultures and Organizations: Software of the Mind. 3rd ed. New York: McGraw Hill.

Astronomers have discovered a planet with the longest known orbital period. Exoplanet Kepler-421b has been identified through the Kepler observatory, a space-based telescope. It circles its star once every 704 days. More than 1800 exoplanets have been discovered so far, but compared to Kepler-421b, those had much shorter orbital periods, like a few weeks or even a few days. The host star for Kepler-421b is much like the sun, but it is little bit smaller and relatively cooler. With an orbital distance of 177 million kilometers, Kepler-421b gets about one-fourth the light from the host star as the Earth receives from the sun, which makes the exoplanet as cold as -100 °C. The unusual orbit places Kepler-421b beyond the “snow line,” which is accepted as the dividing line between rocky and gaseous planets. Outside of the snow line, water condenses into ice grains that stick together to build planets known as “gas giants.” Since gas giant planets are very close to their stars, theorists believe that many exoplanets migrate inward early in their history. However, Kepler-421b is the first example of why such migration may not be necessary.

Sunflowers’ internal clock

Plants are known to grow toward the sun to maximize the amount of energy they absorb. Sunflowers (Helianthus annuus) show the most fascinating behavior during summer, when they follow the sun as it rises in the east every morning and sets in the west every evening. In a recent study, scientists challenged the obvious explanation for this plant’s behavior: are flowers solely responding to sunlight or are there other unknown mechanisms at work? They designed a clever yet simple experiment where they grew sunflowers in chambers with a fixed overhead light that was continuously on. Surprisingly, for several days, the sunflowers under constant light kept moving as if the sun were rising in the east and setting in the west. This unexpected result suggests that sunflowers were not responding only to the direction of the light but also to an internal biological clock. Furthermore, they discovered that sunflowers bend when one side of the stem grows faster than the other. For example, the west side of the stem seems to grow faster to bend the plant towards the east in the morning. Scientists now hope to understand how an internal biological clock in sunflowers has the opposite effects on opposite sides of the stem. Sunflowers are not the only plants performing this diurnal dance; other agriculturally important crops such as soybeans and cotton exhibit the very same behavior. Solar tracking is known to boost plant yield and discovering the mechanisms of how plants track the sunlight might have important implications for improving global agricultural yields.

Friends linked by genes

It is a common observation that close friends look alike. Even centuries ago, Plato noted the tendency that good friends usually have similar appearances. Recently, a group of geneticists took this idea even further and suggest that people on average tend to choose friends who are genetically similar. The study provided convincing evidence that we have more DNA sequences in common with the people we pick as friends than we do with strangers in the same population. Researchers performed a genome-wide analysis of approximately 1.5 million markers of gene variations from 1,932 subjects of the Framingham Heart Study, which is one of the most comprehensive genetic databases. They identified 1300 pairs of non-relative friends and compared their genetic information to each other. The analyses showed that friends share similar genetic variations (around 1% genomewide), to the degree that it is as if they have the same great-great-great-grandparent – in other words, as if they were fourth cousins. Notably, friend pairs seem to have the greatest similarity in the genes that are responsible for a sense of smell and they show the most difference in immunity-related genes. Friendship entails spending a lot of time together and looking out for each other. Odors are strong behavioral cues in human psychology and people with similar olfactory preferences might like to prefer living or hanging out in similar environments. Likewise, it is potentially a big advantage that friends don’t get infected from the same microbes at the same times, so that one of them can take care of the other. As much as these anthropological implications are merely speculations with many caveats – and despite there being many obvious social, ethnical, and cultural factors that help determine friendships – the genetic basis of friendship and other social interactions may hold answers to at least some of the mysteries of human behavior.