For this tree, the seed is intelligence, water is determination, air is patience, and effort is excitement. One thing to consider is that imagination and fantasy are not the same concept. Whereas imagination is the seed of realistic, logical plans and projects designed in accordance with long term goals regarding life and the future, fantasy involves short term projections out of proportion with reality, emotion, and rational thought. In this sense, there is no imagination that does not sprout its roots towards the goal and does not disperse the seeds of excitement to the human soul. This is because imagination is like a pile of emotions that sustain us in the years ahead. It is the energy that powers the heart, the mystery juice which injects excitement into our minds, a framework of desires that bind us to life. It helps us to believe that one man’s expectations for life are as good as his dreams; his earnings will match his excitement. Imagination and the resulting “excitement” is a great blessing that brings out treasures, love, and skills hidden inside us. Above all, imagination can help us to achieve success in all of our endeavors. This is true of science, too.

Defining scientific success can be tricky. It requires effort, hard work, and observation to achieve scientific success. But most importantly, it requires intelligence which is a blessing. Just like a licensed driver controlling a car, the brain’s performance improves with the skill of its driver. To maximize the brain’s potential, it is very important to integrate the heart and conscience with the use of intelligence.

Can we explain the reality that there is only a limited number of scientists because they were born as such or inherited this quality genetically? The reality is thousands of babies are born with brain capacities similar to that of scientists’ in terms of anatomy, histology, physiology, and biochemistry. Even though human intelligence is partly determined by inheritance, there are other factors. If the case was as simple as inheritance, would Einstein say, “I do not have any special skill, but I am passionately curious”? When Thomas Edison said, “1% of genius is inspiration and 99% is sweat,” he captured perfectly that one needs more than just intelligence to achieve success – one also needs to maximize that intelligence through hard work.

Scholar Bediuzzaman Said Nursi summarized the stages of knowledge development of the human mind in seven steps. “One first imagines something (tahayyul), then conceives of it, and clothes it in a form (tasawwur). Afterwards, one reasons and reflects on this thing (taaqqul), then confirms it (tasdiq), and then has full conviction of it (iz’an). Then they fully support it (iltizam); then they become committed or devoted to it (itiqad)” (The Words, Gleams of Truth).

Each of these stages is subject to different rulings. They form the ladder to higher meanings. Thus, if a person is unaware of the step occupied, he/she ends up remaining in the lower stages and acts according to the necessities of that particular level.

Therefore if we do not want to leave our scientific approach at the dimension of “sophistry,” which starts with imagination (tahayyul), we have to continue our intellectual and ideological journey all the way to the end. Imagination, which is often overlooked, bears the seed of intelligence, which is a blessing offered from the infinite ocean of God’s wisdom. Imagination is the unprinted photo of our intellectual aptitudes. How do you like to print and uncover your dreams?

They will not be free riders who just fiddle and suffice with what is given. No, when need be, each and every one of them will be sure to strike water from the hardest stones as Moses did and split rampant waters to lead the way.

They will know to wait when they need to wait, and they will know to act when they need to act. At times, they will come down on the earth like lightning. Yet, at other times, they will know to avoid violent storms and wait for the season of clear breezes. They are quick and bold, but their actions do not lack thought. Their minds are enlightened, their decisions exact, and their conduct measured.

They see no harm in relating to any idea or school of thought. But the direction of their hearts is immutably fixed on their own foundation of faith. For them, even the most lustrous movements of thought are not worthy of concern if they ultimately fail to relate to their faith. That is, they will not struggle to reclaim rivers that will not water their lands or feed their lakes.

Their power is derived from the truth and it is the truth for which they endeavor. However, they know that power is not without aim or place, and they know to be prudent when they cannot match the power of their adversaries. Shallow in appearance, they are smart and wise.

They are candid and sincere with friends. Their insight warmly accommodates their foes. In their world, heart and reason go hand in hand; friends are not ignored and foes are not cast away by vitriol.

Their anger never extends to cruelty. Yet, their leniency does not tolerate injustice. Their blessed atmosphere is free of the wantonness of the cruel and the wailings of the downtrodden.

They have resolve and determination. Neither worldly concerns, nor the desire for Paradise can entrap them until the day of true festivity. They incessantly exude the unparalleled incense of the transcendence.

They serve as a spiral cord between their communities and the truths of the realms beyond the heavens. This cord will never break, even though malevolent hands try to tear it apart, time and again. They are neither scared of the flames nor intimidated by the cannons of tyranny, because they have often countered infernos and crushing blows.

For them, true liberty lies in connection to the Divine Truth. Therefore, every exertion of the carnal self on the path of the Divine engenders an exhilaration of worship and infuses the faithful with interminable joy. This is particularly true when the soul is way beyond the primal human wants and pleasures, nestled in the safe haven of the heart …

Those who will shape tomorrow are always in confrontation with the carnal self. They are so composed that they will not be deceived into the positions granted by the good will of other people. They are never spoilt by their own achievements, grand as those achievements may be, or by the respectful ranks others ascribe to them. When the time comes that their names are heard everywhere and their reputation knows no limit, they will remain the same modest and unpretentious individuals they were when they first assumed the sacred duty. This modesty and this unpretentiousness will be embroidered with nobility and dignity.

They will never become beggars who seek reciprocation in return for the deeds they perform for the sake of their people. For them, beggary is to be abhorred, even if they are in utter need. For begging would mean doing what they despise most – receiving double of what they gave to their people.

Once again, we beseech the help of an elevated generation whose approach is imminent on the horizon. We pray, knowing that the Merciful God will not disappoint us.

Gifted education involves several procedures such as testing, identification and tracking students to challenge their potential to the fullest. Initially, students take several tests including tests of intelligence, creativity, and motivation and must perform well enough to get into a gifted program. Following this testing, they have a label that they and others know quite well, gifted. Frequently, this means grouping them separately from their non-gifted peers. Accordingly, they follow a different curriculum, and attend different programs that are not available to others. Also, some practices that often occur when teaching or interacting with gifted students, such as a teacher’s or parent’s praise, convey direct and hidden messages. These messages, in essence, consistently remind them of how superior they are. Ultimately, they are taught to enjoy their superiority with a minimal or no clue about being virtuous. Most educators pay a great attention to increase their self-esteem while they were indifferent for the possibility of arrogance and conceit. Nevertheless, the “privilege” of being in the top 5 or smaller percent dramatically shapes the identity of the gifted individual from early ages. With the self–esteem enhancement movements in 80’s, the importance of humility as a significant virtue has been ignored among educators. They mostly perceived lack of self-esteem as a big problem whereas lack of humility was rather acceptable. However, potential of the gifted individuals, like any other person, deserves a more gracious treatment that regards them as human beings rather than better human resources for the nation and economy.

Corollary to the deficits in educators’ approaches to the gifted individuals, their emotional and moral development have been omitted. When one searches the studies on the development of positive moral characteristics of the gifted, such as, humility, there is almost no study on those issues. Humility in itself is a crucial virtue for several reasons. First, humility allows gifted individuals to recognize that they cannot control everything in every situation. Their superior abilities compared to their peers become a huge burden because others and their own expectations about themselves are mostly quite high. Failures and unexpected academic performance are less tolerable for the gifted. Crucially, humble gifted individuals can successfully handle challenging situations because their moral development valuing humility functions as a buffer zone and make them more resilient against challenges of life. People can have a more realistic view of themselves as long as they are well aware of their real inadequacies.

Vera and Rodriguez-Lopez (2004) pointed to the positive role of humility on competition in the organizations. They argued that fear of failure impedes people from taking initiative and humility helps people to reduce their fear of failure with the premise that people with no experience of failure are unlikely to try again. Secondly, humility helps gifted individuals to have a better and more realistic understanding about one’s self. Humble gifted people can realize their own weaknesses. This is also important for the gifted because very few people criticize them while many others praise their ability. In such a social climate, a true understanding of oneself is not an easy task. Thirdly, humble people can empathize with others easily. Gifted individuals mostly have concerns for others and have a keen moral sensitivity. However, feeling of superiority can hurt their healthy relationships with others; thus, other people become less likely to enjoy being together with them. Humble people have an increased valuation of others without a decrease in their valuation of themselves (Means & Wilson, 1990), and, thus, the need for humility is even more important for the gifted individuals.

Humility represents a major dilemma of gifted education: Although several procedures, facilities and resources are developed and implemented for the gifted, they inherently trigger a grandiosity effect. As a result of that, usual practices in the gifted education seem to nurture a less realistic view of self which is not less dangerous than the lack of self-esteem. Unfortunately, educators tend to ignore the presence of the dilemma and insist on particular practices without pondering upon the potential damages. What kinds of precautions can be taken to raise humble gifted individuals? What other messages should be given to them? Among many possible methods to overcome this problem, the following recommendations can be taken into consideration in educational and psychological practices.

1. Giftedness as a responsibility

Conceptualization of the giftedness needs fine-tuning. Traditional perspectives that seek the differences between gifted and non-gifted individuals have created a self-fulfilling prophecy: Gifted individuals have been marginalized and alienated. So-called unrealistic perception of giftedness has led to a perception of “superiority” over others. Remarkably, giftedness, as a concept, implies being the one who was awarded with some qualities which other people do not have. The concept also implies the passivity of the gifted because he was given, not necessarily because he deserves it. Corollary to this, gifted individuals should be taught about the responsibilities along with the gifts. Unlike the current practices, educators should emphasize the individual and social responsibilities corresponding to giftedness.

Individual responsibilities of the gifted individuals are related to the importance of realizing their personal strengths and skills and investing for their potential appropriately. In educational context, many gifted students tend to take the classes easy and pay attention to other “more interesting” things. They tend to make no effort beyond what the classes require, and their potential is not challenged. Individual responsibility defined as fulfillment of one’s own potential should replace externally defined responsibilities which are neither challenging nor motivating for the gifted.

Social responsibilities are critical for the gifted individuals because their potential can lead to both positive and negative changes at the societal level. Many scientific innovations facilitating our lives today are the gifted minds’ contributions to human beings. On the other hand, they could have devoted their potential to harmful innovations, too. The gifted individuals, therefore, are those who can build the civilizations with all advanced systems of technology, transportation and communication, and destroy them with mass destruction weapons, such as atom bombs. Employing the strengths and capacities to the benefit of human beings should be set as a basic goal for the gifted individuals.

2. Importance of effort over ability

Overemphasis on abilities and consideration of abilities as fixed traits tend to block gifted individuals. If people think that they possess a superior capacity and this is more or less stable, they may have difficulty in making for their goals. They often compromise their high ability with less effort that may result in underachievement and dropouts. The importance of effort and struggle over ability and performance should be integrated to the educational system.

Valuation of effort can be achieved through differentiating the curriculum for the gifted students. For example, the research indicate that easy learning materials and having a better standing in the class with respect to school achievement lead to ability attributions while mental effort and task commitment induce effort attributions (Dweck, 2006, Nicholls, 1978; Schunk, 1994). That means students tend to attribute the achievements to their abilities in easy tasks while they tend to attribute their performance in hard tasks to their hard work. Preparing the curriculum at an appropriate level of difficulty, by which students can be challenged but still can comprehend the content with some effort, should be a major task for the educators. In this way, the frame of reference for the gifted becomes the degree to which they struggle toward their goals rather than the gifts, capacities and strengths they possess.

3. Learning goals instead of performance goals

Goal setting is a crucial aspect of the education of the gifted people. Goal setting is influenced by the way educators assess student performances. There has been a tendency to evaluate school performance through objective, psychometric measures. Even though those measures are more reliable, the information gained from those measures are restricted, comparing the gifted with their counterparts instead of indicating the level at which the gifted fulfill their potential. Learning goals which can be set through individual projects should be the focus of evaluation rather than performance goals which tend to reduce the evaluation to the numbers. Learning goals also seem to be safer for the gifted since it focuses on the discovery of strategies that lead to desired outcomes whereas performance goals tend to have deleterious effects as people are preoccupied with the end result. Therefore, a third task for the educators is to preserve the gifted students from the detrimental effects of mechanical measurement of the performance. In this way, students have criterion set at their own pace for their success rather than external criteria set by others.

The above suggestions, which can be the basic steps of the fundamental changes in the system, can be further enumerated. The dilemma with the gifted education mentioned above is institutionally induced; therefore, the solutions should be addressed at the institutional level. By virtue of those changes in the educational settings, the programs for gifted education can become more individual-based and less mechanical, ultimately caring more about the critical human virtues such as humility. The political developments helped the gifted education programs to blossom, but it brought some side-effects. Educators must see those gaps and generate solutions that care about the gifted individuals.

References

• Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
• Nicholls, J. G. (1978). The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800-814.
• Schunk, D. H. (1994). Self-regulation of self-efficacy and attribution in academic settings. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 75-99). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
• Vera, D. & Rodriguez-Lopez, A. 2004. Strategic virtues: Humility as a source of competitive advantage. Organizational Dynamics, 33, 4: 393-408.

Churning in time, “the process of becoming”

Every particle must sacrifice the ego to mill

Listening to the call, enabling Divine Will

Death in “itself” is the desire to “live”

Eternity is in giving away to rebuild

The mountains squash at the will of self

The meek perceive a mound a hill

Wandering hither and thither the lowly stars

Are but lost in the vastness of heaven,

To realize oneself, one has to part

It is the destiny, for existence, for non-being.

The moon is pale; loosing glamour at the last stretch

All secrets told, is stripped off into void

Soon the demons of dark will engulf the bright.

Why looking for a phantom light…?

Thy lamp is thy heart, O’ forlorn

Leave the sojourn, thee, thyself is the guide.

Thou art real, the only truth in heaven,

On the earth; the whole universe’s might.

Resting in a world of fabricated illusion,

Deserts are but for an infinite exploration

Thorns bear witness to a searching soul

How limited is the effort to grow one Rose

Yet, ye complain scarcity of the resource.

Mercy O benevolent, the most compassionate Lord.

Upon the ignorant, the sinful, and the tyrant

I urge to see an oasis, not an iced spring at a stronghold.

Muhammad Iqbal

Ode No XXX1 from Bang-i-D’rra of Muhammad Iqbal. Translated from Urdu by Seema Arif.

Seema Arif is an assistant professor of Business Administration, University of Central Punjab, Lahore, Pakistan.

Let me give you some everyday examples. For instance, most customer complaints (eighty percent) stem from a very few reasons (twenty percent). Eighty percent of problems in a company are caused by twenty percent of the employees. This idea is often applied to data such as sales figures: twenty percent of clients are responsible for eighty percent of sales volume. Eighty percent of our expenditure, stems from twenty percent of the items we buy. If we can differentiate cheap items from expensive items, then, we can develop ways to save on our shopping. We need to realize that we make eighty percent of our phone calls to the same twenty percent of our acquaintances. If we look at the clothes we wear, we realize that eighty percent of the time we wear the same twenty percent of them. We can also use this principle to plan our daily schedule and to order things according to their importance. For example, we may calculate the length of the time to do something and determine the importance of the thing we are to do. We calculate the percentages according to all the things waiting to be done. Later, with twenty percent of our time, we put our attention and energy into the things which carry eighty percent of the importance. We leave the things with twenty percent importance to later because those things require eighty percent of our time. What needs to be observed here is that quality is preferred over quantity. Some of us postpone tasks which can be done in a short time, due to the belief that we can somehow do it later. According to the Pareto Principle, it is not a good idea to delay things which are important in terms of quality even if they take a bit of our time to carry out.

Bediüzzaman used this rule very intelligently in his works in terms ofat explaining the wisdom behind seeming realities. manay-Ii harfi. For example, in the answer to the second question under the Twelfth Letter, Bediüzzaman uses the Pareto Principle persuasively as an answer to the following question: “As sending Prophets has caused many or even most people to become unbelievers because of Satan’s seduction, how can you say that creating evil things and acts is good, that raising Prophets is a mercy for humanity?”

In this answer, Bediüzzaman emphasizes the importance of quality over quantity. According to him, quantity has no importance in relation to quality. Moreover, Bediüzzaman shows that it is not an evil to lose atheists and hypocrites, who are many but less important in terms of quality, when you compare them with prophets, saints, and the righteous who are few, in terms of quantity. It is interesting that he uses a twenty percent to eighty percent ratio in each of his two examples:

“As quality is always far more important than quantity, we should consider only qualitative values in making our judgment. To cite an example: 100 date-stones are worth only 100 cents until they are planted and grow into palm trees. But if only 20 grow into trees and the remaining 80 rot because of over-watering, how can you say it is an evil to plant and water them? Everyone would agree that it is wholly good to have 20 trees at the expense of 80 date-stones, since 20 trees will give 20,000 date-stones.

Again, 100 peacock eggs are worth maybe 500 cents. But if she sits on the eggs and only 20 hatch, who can say it is an evil that 80 eggs were spoiled in return for 20 peacocks? On the contrary, it is wholly good to have 20 peacocks at the expense of 80 eggs, because the 20 peacocks will be worth far more than the eggs and will lay more eggs.”

In another example, Bediüzzaman explains why he remained distant from politics in the Thirteenth Letter as a response to the third question:

“…We are travelers in this world. Basing myself on the Qur’an’s light, I say that humanity has reached a marsh in this century. Whole caravans of humanity are trying, with great difficulty, to advance in this putrid marsh. A small minority follow a safe way and some have extricated themselves, but the majority continues to flail around in the dark. Although 20 percent of this majority seems quite happy with this struggle, mistaking its dirt and filth for musk and ambergris, whereas the other 80 percent knows that it is in a filthy marsh but cannot see the safe path (leading them out). We must bring that majority out of the marsh. To do so, we must use a mace to knock the 20 percent back to its senses or provide the 80 percent with a light to see a way to safety. I see that most people hold maces, but almost no one gives light to the helpless 80 percent. If some still have light, they are not trusted because they also carry maces. People are afraid of being beaten after being drawn to the light. Besides, the light may be extinguished

if the mace is broken.”

In this example, Bediüzzaman states that the first thing that needs to be done for those who have deviated from the right path is to show them the Qur’anic truths instead of helping them through politics which is associated with hitting someone on the head. Again it is interesting to see that Bediüzzaman used the Pareto Principle to explain the example. Bediüzzaman considers human beings to be walking in a dark swamp. Moreover, he believes that the priority is to enlighten most of the people’s road (eighty percent) with a small (twenty percent) effort, rather than to help a small number of people (twenty percent) with a large amount of political power (eighty percent of effort).

In the Twenty-Eighth Letter’s seventh matter, Bediüzzaman emphasizes that twenty percent of scholars surpasses the other eighty percent in terms of quality while he is examining how strong truths seem weak in the hands of weak people: “Eighty percent of mankind are not investigative scholars who can penetrate to reality, recognize reality as reality and accept it as such. They rather accept matters by way of imitation, which they hear from acceptable and reliable people, in consequence of their good opinions of them.”

Therefore, it is possible to say that Bediüzzaman, an investigative observer, found the Pareto Principle without using any contemporary methods such as surveys. Besides being known as an eminent Islamic Scholar and Saint of Islam admired by most of the people, Bediüzzaman use of mathematics, physics, astronomy, and sociology in the Risale-i Nur show us how to contemplate the universe using modern science.

Persuasion through Probability in the Risale-i Nur

Bediüzzaman often uses mathematical logic and probability in his works which were written to save the faith from evil (thought). For instance, under the section on the stratagems of Satan in the Twenty-Ninth Letter, Bediüzzaman states how harmful it can be if you use the feeling of fear against its purpose of creation. He gives an example of how he persuaded a person, who had to fear of drowning, to embark on a boat willingly without any fear through giving an excellent example of probability:

An important man (may God’s mercy be upon him) was afraid to travel by boat. One evening, we went to Galata bridge to take the ferry to Eyup.

He did not want to get on, saying that he feared he would drown. When I asked him how many boats were in the Golden Horn, he replied that there might be as many as one thousand. When I asked him how many boats sank each year, he replied usually one or two, and sometimes none.

I made this analogy: “Since a year has 365 days, your chance of drowning is 1:365,000. Why does such a small chance scare you?” I asked: “How much longer do you expect to live?” He answered: “Maybe 10 years; I am old already.” I contunied: “As there are 3,650 days in 10 years, your chance of dying today is 1:3,650. But since we do not know when we will die, you could die at any time. So repent and weep! Write your last will and testament!”

Seeing the truth in my words, he got on the boat even though trembling. On the boat, I told him: “God Almighty placed fear in our nature so that we might preserve our life, not ruin it. He did not give us fear to make life an unbearable burden full of pain and torment. If there is a risk of 1:2 or 1:3 or 1:4, or at most 1:5 or 6, it may be permissible and tolerable to fear and avoid the risk. But to fear a chance of 1:20, 1:30, or 1:40 is groundless suspicion, a sort of paranoia that changes life into a torment.”

It would not be wrong to describe each state as a Divine gift and the breeze of nearness to God one feels in the heart, and each station as one’s continuous and stable experience of this breeze and the acquisition of a second nature. Like life, light, and mercy, each state is a direct gift of the Almighty and leads to the conviction of Divine Unity. By contrast, since each station depends on a purposeful effort, it cannot reflect the truth so manifestly. Therefore, without viewing stations as being obtained by a personal effort, a believer’s feeling of the spiritual occurrences in his or her heart, and a believer’s opening a new way in his or her heart to the One known by the heart at every moment, results in a deeper appreciation of the Source of those occurrences than would be possible by shaping them according to one’s own capacity and character, which may lead to ostentation and conceit.

The most truthful and confirmed one, the Prophet Muhammad, upon him be peace and blessings, once declared: “God considers not your bodily statures, but your hearts.”¹ These words direct our attention to what is important for the Truth, and show people how to reach the main target. The Tradition narrated through a less reliable channel is: “God considers your hearts and actions.”² This is a reference to a station reached after cycles of state.

A state consists of Divine manifestations occurring at times determined by the absolute Will. These manifestations are reflected in the heart and in the believer’s perception and consciousness, which pursue and cast them into a mold. For this reason, while a station signifies stability and subsidence after waves of state, a state can be likened to groups of waves of different lengths and colors coming from the Sun, appearing and then disappearing, being dependent on the absolutely dominant Will.

Sensitive souls and those whose consciousness is alert or awakened to the knowledge of God discern the waves of state upon their hearts, just as they see the Sun’s reflections on water, and respond to these waves according to their level and manner of perception. Those who have not corrected the imbalance of their hearts, and thus live disconnected from the Almighty, may regard these waves of state as illusions and fancies, while those who see existence with the light of the Truth view them as manifest, experienced realities.

The greatest hero of state, upon him be peace and blessings, who regarded each spiritual gift received as less when compared to the one that followed-may God illuminate our hearts with the light of his gifts he regarded as less-declared: “I ask God’s forgiveness seventy times a day.”³ It was impossible for a perfectly pure soul who felt the need for an everlasting mount and an eternal light in a never-ending journey toward the Infinite Being to have done otherwise.

Notes

1. Muslim, Birr, 33, 34.
2. Ibid.; Ibn Maja, Zuhd, 9.
3. Bukhari, Dawa‘at, 3; Tirmidhi, Tafsir al-Qur’an, 47.

Some personalities are like bamboo, very hard, very tough; they wait, they make one wait, but eventually they compensate for their slow start very quickly.

For some people, accepting Islam or undertaking and accomplishing an exalted mission resembles growing bamboo. Why? We can best answer this question by looking at how bamboo grows: First the grass seed is sown, watered, and fertilized. No change can be observed in the seed during the first year. The seed is watered and fertilized again. The bamboo does not send forth any shoots from the soil during the second year either. The same actions are repeated for the third and fourth years too; the seed is watered and fertilized, but the resilient seed does not send forth any shoots during this period either. The farmer carries on watering and fertilizing the bamboo with great patience during the fifth year too. At last, towards the end of the fifth year, the bamboo starts to sprout and within a very short period, about 6 weeks, it reaches approximately 27 meters in height.

The first question that comes to minds here is: Has the bamboo reached a height of 27 meters in 6 weeks or over 5 years? The answer to this question is, of course, 5 years. If the seed had not been watered and fertilized for five years, if a great deal of patience and persistence had not been employed, we would not be able to talk about growth at all; indeed the bamboo would not even exist. Therefore, it is that five-year long process of waiting, slowly softening, constantly feeding the chemical and physical elements of the soil, adding water, letting the Sun warm the seed that formed the embryo of the bamboo. Of course, this did not happen spontaneously; it has most certainly happened and continues to happen because The Causer of all Causes, God, has brought all the causes together and given the order to sprout; it is His and life-giving breath that has caused the seed to grow.

Some personalities are like bamboo, very hard, very tough; they wait, they make one wait, but eventually they compensate for their slow start very quickly. This period can last anywhere from 3 to 30 years-they make others wait, or perhaps they are waiting themselves. They absorb our teardrops, our sweat, and our effort, like an infinite vacuum, until the right time comes and they rise with such speed that they overtake those that were in the lead. Like athletes, as they come closer to the finish line, their immense effort is enough to close any gaps; they finish the race first.

How long a person makes others wait or how long that person waits themselves before accepting the truth is dependent on that person’s will power, character, and their current situation. But of course, character plays a role here. If people are not nurtured by what they require, that thing which is most dominant in their character, then they will not feel satisfied. For example: If a person’s dominant character is that which is reflected in the name of God, the Affectionate and the Loving, then before they can accept anything or invite another into their heart, they need and seek love; this is the key to their making any changes. They will only relent if enough love is shown to them. If this does not happen, then they will not give in.

This can be observed in the conversion of some people to Islam. Sometimes, after a long period of investment, it can be observed, with great surprise, that these people have accepted the religion, yet this seems, on face value, to have been caused by a trivial event. Any small matter may set off this great transformation; it is not for us to know what is the key. Our concern is only to continue with the investment, to keep watering, feeding, and nurturing by representing the fundamentals of our religion . . . Most likely, those who are among the first to carry out such actions are those who expend the greatest amount of energy and those who suffer the most.

There are many unsung heroes of service; they have watered the seeds of the future with their tears and with the sweat of their brow. These people are not mentioned anywhere, nor have they ever been heard of. They do not rest, they do not take time to smell the flowers, or to eat the fruit of their labor; they make an effort merely for the sake of God. A tiny movement, the slightest effort may sometimes bear fruit; but it is not just the person who picks the fruit who will get the credit. All of those who contributed to the growth of the tree and the ripening of the fruit will be given credit. God, the Just, the All-Wise does not judge only according to physical appearance, He judges in accordance with the essence and the reality, and it is for this reason that He does not overlook anyone, He does not forget anything, and recompenses everyone’s effort completely.

The Makkans that became Muslims after the conquest of Makka on 11 January 630 (8 Hijri, 20 Ramadan), are, in a way, the bamboo of Islam. The Prophet invited them to belief over 13 years in Makka, from 610 to 622. He watered their hearts with his holy tears and the sweat of his brow. Then, he waited in Madina with patience for eight years. At last, in 630, that is to say, after 21 years had passed since the beginning of the revelation, in those rock-hard hearts that were looked after and watered by the Prophet and his honorable companions with relentless zeal and effort, the seed of belief came to life; it grew branches and blossomed and eventually produced fruit. Bamboo is said to take five years to grow, but those unbelievers took nearly 21 years to start to sprout. Thank God that they began to grow and were able to learn about Islam from the Prophet.

In conclusion, you reap what you sow. We should not aim to be the person who gathers the fruit; that is not our role. We are the one who shall tend the seed and water it with loving care. Putting effort and time into guiding others to the right path will please God; this should be our ultimate aim. Those who are prepared to wait for a person to mature, that is 21 years, patiently hoping to conquer the heart to bring that person to the right way are indeed following the way of the Prophet, the way of informing and invitation. One who embarks on this journey without patience will achieve nothing.

If you find something hard to grasp, do you immediately conclude that you have reached the limit of your cognitive ability and give up? Do you usually associate successful outcomes with smartness and failures with lack of intelligence? Do you consider intellectual ability an indispensable component of every accomplishment, or it is the effort-plain, sweaty hard work-that brings about the desired outcome?

The above questions tackle the dilemma of effort versus ability. Although it can be relevant to more than one topic and domain, this article will elaborate on the dimension of intelligence. Is intelligence a fixed, innate talent bestowed by heredity? Is it an accumulated, cognitive reservoir constructed through such personal factors as effort and motivation, and such environmental factors as held in common by family and community members?

A Historical View

The effort/ability dilemma has been very controversial in the West. It has not been a mere academic debate, but one with political and social implications and a very eager public interest. The publication of Darwin’s The Origin of Species (1859) had a major impact on biology and other fields.

Francis Galton, a cousin of Darwin, advocated applying Darwinian principles to human society and coined the term eugenics, from the Greek words of “good in birth.” In his Hereditary Genius (1869),(1) he argued that mental features are as hereditary as physical features, and that a selective breeding of human beings (similar to horse breeding) could raise the proportion of people with a better-than-average genetic endowment. This new approach helped Darwin extend his evolution theory in The Descent of Man (1871).(2)

Galton believed that intelligence and ability are fixed, innate, and determined by heredity. This idea is proven by accomplishments in competitive careers.(3) He proposed the encouragement of good marriages as a way to create a superior human race, not so much as a way of “unwanted” ones. Gregor Mendel’s work on genetically transmitted dominant and recessive traits increased interest in eugenics.

The first half of the twentieth century witnessed an overwhelming belief in eugenics in academia and among intellectuals, politicians, and businessmen.(4) It became “an established fact” that single-unit genes determined such traits as alcoholism and mental incompetence.

Such conclusions naturally had political and social implications. For example, beginning in 1911, the United States tested arriving immigrants to assess their “worthiness.” Since many of those tested did not speak English and had just endured a long and difficult sea voyage, scores were low, and particularly lower for certain ethnic groups.(5) As a result, the US Congress passed the Immigration Restriction Act of 1924, which enforced quotas for unfit ethnic groups. Many American states also passed laws mandating sterilization of inmates judged to be genetically inferior.(6)

The fiercest implementation of eugenics happened in Nazi Germany. The 1933 Eugenic Sterilization Law required compulsory sterilization of all German citizens deemed to be suffering from presumably hereditary defects, including offensive physical deformities. Sterilization of the unfit was later transformed into many of the war crimes committed during World War II.

Eugenics’ association with World War II era war crimes and genocide ruined its popularity and reputation. However, some parts of its principles are still considered valid by some scientists in various fields. Two examples are the nature and causes of difference in human intelligence, and whether intelligence is hereditary or not. In other words, people are not identical to each other in the areas of comprehending complicated material, reasoning, learning, and solving problems. Researchers do not agree on the sources of these differences, and hence ask: “Is there a general mental ability called ‘intelligence’ that causes these differences, or is the underlying cause something else?”

Theories about Intelligence

Presented below are some contemporary theories about intelligence and its determinants.

The Psychometric View: This view claims that individual differences in human cognition or mental ability can be measured adequately by intelligence tests.(7) Many widely used tests seek to measure some closely related criteria, such as scholastic aptitude and academic success-not intelligence itself. Examples of such tests in the Unites States are the SAT or ACT (college admission), GRE (graduate school), and GMAT (graduate business school) exams. Although test administrators try to distance themselves from testing one’s actual intelligence (namely, one’s I.Q.), it is generally accepted by the research community that one’s IQ and the above tests are closely related.(8)

IQ tests are offered in many verbal and non-verbal forms. The general practice for IQ scores is to scale them around 100 in such a way that 95 percent of the population falls between 70 and 130.

Psychometricians assert that people are born with unequal intellectual potentials, just as they are born with different physical potentials, such as height and eye color. They also state that no amount of social engineering can make individuals with different mental competences into intellectual equals.(9)

One American social engineering program is Affirmative Action. This program encourages underrepresented minority groups in society to pursue education and business through required quotas. For example, state universities are required to accept a certain percentage of minority freshmen. If the psychometric view is true, these programs will fail and amount to discrimination against the capable. In their controversial book, Hernstein and Murray maintained this view together with the heredity of intelligence and genetic IQ differences between races.(10)

In short, this view states that a single factor known as “intelligence” can be measured with IQ tests and predict success in life.

The Cognitive-Psychology View: Adherents of this theory view intelligence as a process, not an innate ability. The process consists of creating a mental representation of problems encountered, retrieving apparently related information, and devising a solution. In short, it emphasizes experience for success in life, but does not completely eliminate the relation between general intelligence and experience.

Gardner’s Multiple Intelligence Theory: In his Frames of Mind, Gardner argues that psychometric tests ignore several aspects of intelligence. He also claims that the tests’ paper-and-pencil format rule out many kinds of intelligence performances that are important for success in life.

Sternberg’s Triarchic Theory: This view asserts three dimensions of intelligence: Analytic intelligence (similar to the psychometric, IQ-based view); creative intelligence (involves insight, synthesis, and intuition); and practical intelligence (the ability to grasp, understand, and solve real-life problems).(11) Although Sternberg does not reject some heredity in intelligence, he strongly believes that all three aspects of intelligence can be developed.

Problems with the Psychometric View

The psychometric view claims that intelligence is the single best predictor for individual performance at school and on the job, as well as for chances of divorce, dropping out of school, unemployment, or having illegitimate children.(12) However, the interactions and correlations of various factors in social studies make it very difficult to draw such conclusions. One cannot know for sure if intelligence is the cause or the result of the above-mentioned factors. It may very well be the case that some other criteria contribute to both the outcomes outlined above, and to the high scores as measured by IQ tests. Here are some remarks on the psychometric view of intelligence and its relation to success in life:

• Many people with high IQ scores fail to become successful due to a lack of motivation, personality, laziness, or short attention span. In contrast, some people with low IQ results succeed due to personal dedication, vision, systematic effort, and motivation. A low IQ score can be changed through conscious choice and effort. As an analogy, consider a gifted athlete. Some athletes have special talents for a particular sport. However, they fail to perform as well as those without those talents, for the latter depend on systematic effort. Readers familiar with sports can name several specific examples of this phenomenon. • An IQ test may be a speed issue. That is, it may measure only how quickly people learn or solve complex problems. It is a well-known fact that once something is learned, the performance of a person with a lower IQ is not significantly different from that of a person with a higher IQ.

• A certain amount of intelligence seems to be needed to gain entry into an intellectually demanding field. However, beyond that point, success is determined by the effort put into the job, social support, and experience.

• Average IQ test scores have been increasing in the West for several decades. However, school performance has remained almost constant, if they did not actually decrease. This clearly indicates that success in life is not directly related to IQ scores.

• People can improve their test scores by becoming familiar with the test. This implies that expending the necessary effort can affect the outcome.

• Cultural and family environments (e.g., beliefs, oppression, poverty, fear, and lack of health care) together with such biological factors as nutrition and exposure to toxic substances (e.g., alcohol), affect IQ scores. Flynn analyzed Asian Americans’ IQ test scores and found that they were always around 97 or 98. However, their academic and professional achievements were remarkable; equivalent in achievement to people with IQ scores of over 120! This can be attributed to a cultural belief in learning, as summarized in Gorner.(13) According to Claxton, Western cultures focus on ability as the major determinant of success. If you fail, it is probably because you were not smart enough. Asian cultures, however, emphasize effort and generally consider failure the result of a lack of effort.

• A common error is to assume that something heritable is unchangeable. Infants adopted into advantaged families tend to have higher IQs in childhood than would have been expected, had they been raised by their birth parents.(14) This is further proof that how a child is raised and what he or she is exposed to have very long-lasting effects. Further, and individual’s personal choice has considerably more impact on one’s life than usually thought. A recent initiative at the University of Chicago, the RealAge Program led by Michael F. Roizen, stresses the importance of an individual’s choice on how long and how well they will live. He claims that 70 percent of this is determined by one’s personal choice.(15) So even if heritability is high, intervention is possible.

• Some claim that IQ tests measure nothing more than cultural conditioning, education, and language fluency. As these are not inherited in the same way as eye color and other physical factors, they can be modified.

Conclusion

Considering the above remarks, it is very difficult to conclude that intelligence can in any way be a fixed, innate ability that determines success in life. If the very few exceptionally gifted and mentally retarded people are left out, most people have an almost equal potential for success in life. Men and women were created for the purpose of learning. This lifelong learning process and its outcome are closely tied with the effort expended. Anybody can become better at anything, provided that they strive for it with the means available to them. Encountering difficulties should not prevent people from trying harder. Learning to learn is possible, and depends upon the willingness to stay engaged when faced with uncertainty. Without rejecting the effect of genetic factors, we can have a significant effect on our own well-being and success in life through conscious choice and effort.

Footnotes

1. Francis Galton, Hereditary Genius, reprint (Peter Smith Pub., 1990).
2. Encyclopedia Britannica, “Sir Galton Francis.”
3. Leslie Jones, “Social Darwinism Revisited,” History Today (August 1998).
4. Paul Gray, “Cursed by Eugenics,” Time, 11 January 1999.
5. Rawat Rajiv, “The Return of Determinism,” Cornell Science and Technology Magazine (summer 1995).
6. Sterilization is defined by American Heritage dictionary as follows: “To deprive (a person or an animal) of the ability to produce offspring, as by removing the reproductive organs.”
7. Earl Hunt “The Role of Intelligence in Modern Society,”American Scientist (July-August 1995); Report of a Task Force established by the Board of Scientific Affairs of the American Psychological Association (APA), 7 August 1995.
8. For historical reasons, intelligence tests are termed IQ, which stands for “Intelligence Quotient.”
9. Linda S Gottfredson, “The General Intelligence Factor,” Scientific American, (November 1998).
10. Richard Hernstein, and Charles Murray, The Bell Curve: Intelligence and Class Structure in American Life (Simon & Schuster, 1995).
11. Frank Miele, “Interview with Robert Sternberg on The-Bell Curve book”, Skeptic Magazine, 3, no. 3 (1995).
12. Guy Claxton, “Wise Up,” Bloomsbury (September 1999), 26.
13. Peter Gorner, “Interview with Dr. Richard F. Roizen,” Chicago Tribune (Perspective section), 28 November 1999.
14. Report of a Task Force established by the Board of Scientific Affairs of the American Psychological Association (APA), 7 August 1995.
15. Gorner, “Interview.”

The earth in springtime is a wonderful image and instance of universal renewal. Grass, trees and soil-in a thumbnail portion of which countless organisms are nurtured-all together come back to life. Take a walk amongst the living creatures-how they sally forth, putting on their uniforms of renewal and rejoicing in growth! How seemingly lifeless things come to life, like armies called out to parade, transforming the earth into a cheerful, multi-coloured paradise! Thus the spring puts on show innumerable signs of global renewal. Here a sentient, animate creature panting, heaving itself forward, in a mighty effort to achieve self-renewal. There, sprouting plant-forms pushing and struggling against whatever hardship surrounds them to emerge into the light in a cluster of shoots. And there, seeds scattered in thistle down, blown along with so many other kinds by winds obedient to the season, and pollen carried upon the legs of busy insects to fertilize the eager flowers, all alike actively seeking their renewal and continuance of life. And where the effort for self-renewal is not made, a decomposing and sinking back into the soil, there to be consumed without hope of renewed emergence.

Man too must, like every other creature, make the effort for self-renewal, individually and collectively. The more that communities and societies revive and rejuvenate themselves in mind and spirit, the better they are able to shoulder the world-wide responsibilities. That is accomplished by enlightening the sciences with the truth of religion, by applying technology with the wisdom of faith, and by carrying the message of revival to all people. Those communities who fail to renew themselves in this way will never be safe from destruction and the chains of captivity.

Self-renewal must not be confused, as it often is, with the indulgence of mere novelty and the latest fashions which is mere cosmetic covering up of defects. True renewal is providing the community with immortality through the water of life from the fountain of Khadr1.

True renewal is seeking and obtaining higher and purer levels of contemplation. It is preserving the purity of seed and root, of upholding the values refined and handed down over the centuries in association with the knowledge and ideas of modern times. It is sheer delusion to make outward forms of dress a measure of modernity or backwardness, and another delusion to suppose people will long be taken in by so shallow a criterion.

Self-renewal takes place in the metaphysical, not the physical, realm and is a revival of the spirit and of the spiritual life; the term ‘renewal’ is not seriously used for any other kind of renovation.

Renewal is true insofar as it engages in and uses modern scientific developments and technological facilities as means to increase our knowledge of the universe. However, we must constantly hold up to our hearts the mirror of self-examination so that our understanding is truly and meaningfully renewed.

An individual who has succeeded in renewing himself may be considered an enduring support to the well-being of the community. A society which comprises many such individuals becomes an important element in the balance of the world. But certainly there cannot be a society-wide renewal without sufficient numbers of individuals who have truly renewed themselves. Such people have hearts radiant with faith and minds soaring into different realms in quest of ‘bright days’, people who each moment renew the quality of their consciousness of that which is holy and true. Further, it is necessary that individuals of this calibre be followed by successors willing and able to hold aloft their thoughts and ideals like a torch.

The Ummayyads were unable to save themselves from destruction at the hands of powerful rivals because, as a dynasty, they proved incapable of carrying on the revival of ‘Umar ibn ‘Abd al- ‘Aziz: they wallowed in corruption and passed away in humiliation. Almost the same is true of the Abbasids, and of the Ummayyads in Andalusia, and of the Ottoman Turks of the 18th century. These magnificent states decayed and disintegrated in a similar manner, at the same time receiving heavy blows from external enemies. They applied themselves to Latin and Greek philosophy in the hope of sparking a renewal of their spirit thereby. This proved no remedy at all, rather it accelerated their destruction. Worse, in the case of the Ottomans, it caused them to deviate from their essential line of development and engage in a mindless imitativeness of their enemies so that the Ottoman intelligentsia became something of a laughing stock in Europe.

Neither the ‘New Regime’2 nor the massacre of the Janissaries, nor the Imperial Edict proclaimed in Gulhane Park3 by some callow and fanciful imitators of the West could open the road to a revival for the Ottoman society. Indeed, the reverse is true, that such measures stifled that society and threw it into a deathlike coma. We do not deny that there were some positive aspects to these movements but these were of so localized a nature as to have no bearing on the negative outcome. It can even be argued that the evident weaknesses of the Ottoman regime, disguised by these reforms, became thereby more insidious and therefore more dangerous. Such inappropriate remedies had no more long-term usefulness than sedating a patient suffering convulsions or applying a truss to a hernia.

Almost all the promises made by such dead, unintelligent souls who had lost their own way have proved a delusion which have led, and continue to lead, the ordinary mass of people astray. I do not know whether we shall be able to teach true renewal to those who have been, over and over again, deceived and misled.

Notes

1. A sage and saint believed to have been a leading a life unique to himself for centuries and to appear, at the right moment, to help those who are worthy, Those who are directly guided and educated by him are also believed to gain a kind of eternity referred to as ‘drinking the water of life from Khadr’s fountain’.

2. When the Ottoman Empire began to decline and suffer successive defeats, reforms were considered necessary. The ‘New Regime’ (nizam al-jadid) under Selim III was the result. Until the 18th century the Ottoman army had consisted of two main divisions, the State Guards (including Janissary troops) and the Cavalry units stationed in different parts of the empire and mobilized at need. Following the death of Suleiman the Magnificent, signs of degeneration began to appear in the imperial army as well in other institutions. The decline intensified in the following centuries. Under Selim III an attempt to establish a new regime was instituted for the army and a new division created on the French model and with the name nizam al-jadid. However, this was not at all a fundamental reform; there were some superficial improvements but nothing of any lasting, positive significance.

3. This Edict, read out in Gulhane Park by Moustafa Rashed Pasha, the then Grand Vizier, proclaimed the so-called political reforms of Sultan ‘Abd al-Majid.