In a time of darkness and ignorance, we must challenge our preconceived notions, seeking answers in education and trust.

It is another season of service. Our love-filled hearts are longing for Joseph but as desolate as Zaliha,^[1] and we are crying the lamentations of Jacob. Yet, we are waiting for glad tidings to arrive soon to open our eyes and lift our feelings.

It is impossible not to feel the pain of our people when we witness their heart-breaking state while being dragged along under the debris, destructions, and disasters of these dead, dark years.

Now please go! Go and visit all those countries that share a similar fate! I am sure you will not be able to come back without feeling painful sorrow for them! From the biggest cities to the smallest town centers; from the most crowded urban areas to the most remote villages; there are countless places that have been suffering under the dominance of ignorance and social problems. This combination is like a vortex that swallows whole communities – and sometimes whole countries. In these countries, you will witness such serious social, spiritual, and economic sicknesses. They were not healed in the first place and became chronic, and now they have become incurable.

Among all these, however, the most irremediable illness is ignorance. Ignorance is such a chronic disease that it corrodes an entire nation and gnaws away at our existence. Ignorance is the deprivation of knowledge; it is the inability to define proper goals in accordance with the acquired knowledge; it is a life deprived of Truth and righteous thinking. Ignorance has been a calamity that has existed in every time period. As has been the case with every nation, it is necessary to dry out this stagnant swamp, illuminate the minds of the masses with knowledge, guide young people to a proper and sound state of thinking and historical awareness, and prevent the negative trends that conflict with the quintessence of humanity; otherwise it will be impossible to remove ourselves from the crises this illness causes. We will find ourselves in a vicious circle.   

Was it not ignorance that caused us to fail to cultivate our fertile lands, to foster the growth of crops and fruits on our lush plains, to benefit from our gushing rivers? Was it not ignorance that turned our paradise-like world into ruin? We have lived completely unaware of our beauties and treasures, which are like the gardens of Eden; we have not been able to reap the benefits from our fields or from our minerals. Worst of all, by drowning ourselves in the illusion that we were not capable of doing anything with our own resources, we sacrificed our hope and willpower. And ignorance, which slowly ruined our people’s abilities, has reached its darkest depths today…

In this new era, at a time when scientific and technological thinking have rapidly developed and a flash of hope appeared, indicating that we could be pulled through these calamities, people have been drawn into another vortex: completely overwhelmed and dazzled with an inferiority complex, some assumed that crushing national awareness and conscience, destroying moral values, and shedding our high virtues was the only way to reach the level of developed civilizations. They’ve committed serious blows upon our national spirit and identity instead of embellishing the hearts with faith and equipping the minds with science and wisdom, which would bring prosperity to every corner of the world with art and trade.

In a way, this second type of ignorance has been even more destructive and caused greater danger. The previous ignorance melted away when confronted with knowledge and science, but this next-generation ignorance has been able to penetrate everywhere, purporting to spread in the name of knowledge and civilization. It has been approved and applauded by everyone. While the previous ignorance turned the world into ruins and brought joy only to those who like darkness, the ignorance that emerged later swept away all virtuous qualities, including spiritual nobleness, selflessness, and altruism. It left the masses dumbfounded.

Nevertheless, mentors and educators who have undertaken the role of building the future will wage war against these two types of ignorance. They will, and must, spare no effort and no legal means to elevate people to an era of enlightenment. In order to achieve this, it is essential to announce a mobilization of culture. We must turn all parts of our world – from homes to schools, coffeehouses to barracks – into learning centers. A general mobilization should be launched against ignorance, thoughtlessness, artificialness, and unawareness of national culture and merits; while decisions made under preconceived opinions should be criticized. Answers should be sought in science and scientific research; a new and fresh perception should be acquired.

There is no doubt that the forerunners of this blessed duty can only be teachers and educators – fortunate educators who treat their students in a wholesome manner, caring for both their physical and moral attributes. They must consider the human position and relations within the universe as a whole. They must inspire and invigorate their hearts in line with the purpose of their creation. They must be teachers who grasp the physical and metaphysical worlds as two sides of one reality!

Yes, denying the physical aspects of the human, as is the case in some monastic ways of life and some forms of mysticism, and considering the human with only his bodily and physical aspects, as in the case in some philosophical systems, has proved harmful to humankind.

Is it at all possible not to realize that humankind is an exceptional being, who holds a prominent position within the whole universe and is charged with very sublime missions, and hence, is a candidate for various ranks and positions?

How can a creature, who possesses an ability to benefit from all kinds of science and knowledge, who is granted the capability of intervening in events, who is equipped with skills to perceive, comprehend, and accept all types of beauty, who can distinguish many types of delights and pleasures, and who is insistently longing for “eternity,” be without a duty and ongoing future? Regarding the human as a being who is without any duty or responsibility, and thereby deprived of an endlessly long and happy future, means to lower this estimable being to the level of most primitive creatures; to deny all their physical and mental abilities and emotions; and to push him or her to the most bitter and stressful path and turn their world into misery. I do not know whether any other cruelty or grievance could be bigger than this!

A real teacher and a true mentor is the fortunate person who teaches his or her students – who have been sent to the world with limitless possibilities – the righteousness and unerring ways of thinking. A real teacher invigorates their emotions, triggers their eagerness and willpower, and elates their spirits. A real teacher wipes out all darkness and iniquities that block students’ ways, and delivers them towards luminescent sources. In due time, everything touched by these blessed, trustworthy, and truthful teachers will gain the highest value; things regarded worthless will become like gold; the most darkened souls will reach the dawn; individuals who are completely bound to serve their carnal desires will explore and discover their own souls and become kings of their selves.

How blessed are those teachers who devote themselves to guiding, certifying, declaring, and manifesting the truth through all disciplines of science! Who follow their pupils in every stage of their development and always carry the vigor of elevating their students to the level of real humanity! Who sometimes become tense as a lightning bolt, but soften and calm down into gentle beams of light, illuminating the hearts and minds of their students!

^[1] Zaliha is the wife of the prominent person in Egypt who bought the Prophet Joseph (pbuh) as a slave. According to the story, both in the Qur’an and the Bible, she fell desperately in love with Joseph and tried to seduce him, yet Joseph rejected her at the cost of being imprisoned for many years. Her name is not recorded in the scriptures; however, she is popularly called as Zaliha in Islamic sources.

Educators have identified some skills that are necessary for students to succeed in their lives – these are called 21st century skills (Partnership for 21st Century Skills, 2008). In the age of innovation and information, certain skills such as critical thinking, problem solving, communication, innovation, and technological proficiency are vital for succeeding in the new workforce, yet many countries have not yet utilized their resources to teach and assess these skills. It is believed that if countries fully understood the link between students developing these skills and the future of their economies, these countries would invest and develop ways to foster the aforementioned skills in their students.

Due to this, educational researchers have proposed that it is an economic and social imperative for everybody to work towards ensuring the next generation will be eQuipped with 21st century skills (Triling – Fadel, 2009; National Research Council, 2010). In this article, I will discuss some of the 21st century skills, their importance, and whether these skills are enough for today’s students to succeed in the workforce and be happy in their social lives.

21st century skills

Due to increased globalization and access to technology, new skills are needed to succeed in the workforce. Educators, government officials, and business people were asked about what these 21st century skills” entailed. I’m going to address some of their most common answers.

Jerald (2009) justified and explained what skills our students need in this age – and why they need them. He believes we need a generation with newer skills due to changes in automation, globalization, workplace, demographics, and personal risk and responsibility. Computer technology in manufacturing has led to the automation of many jobs that humans once performed better, faster, and cheaper than machines. Technological and political changes as well as competitive forces have caused economies to be globalized. Together, these factors have changed how businesses operate. There is less hierarchy and supervision, and greater autonomy and personal responsibility for workers. Also, the global economy and ever-changing technology create a mobile population; thus, the population demographics of many countries are changing. As a result, individual risk and responsibility have increased. The skills defined as imperative for the 21st century have some commonalities, and they include reading literacy, mathematical literacy, scientific literacy, communication and collaboration, critical thinking and problem solving, and creativity (Jerald, 2009; Pacific Policy Research Center, 2010). I want to look at each of these skills in detail.

Reading literacy: Reading literacy is more about reading to learn rather than learning to read (Jerald, 2009). It is expected that employees are able to decipher many kinds of documents to carry out all kinds of tasks. This task may change from getting a driver’s license to voting in an election to learning how to run new eQuipment. There are a number of national and international assessments that examine teenage and adult literacy. For example, the PISA reading literacy assessment measures students with reading charts, graphs, tables, maps, diagrams, forms, information sheets, advertisements, political flyers, vouchers, and myriad different certificates. Research supports the importance of strong literacy. Adults with stronger literacy skills are more likely to be employed, paid higher, and to have better jobs. Therefore, both individual and organizational success is highly dependent upon a high level of literacy.

Mathematical literacy: Mathematical literacy is sometimes called Quantitative literacy or numeracy.” This implies something other than what students do in a classroom, like answering a multiple-choice Question or solving a test Question. Jerald (2009) says it’s possible that even highly educated people cannot be successful in understanding real life Quantitative information, such as understanding credit card offers or comparing the cost per ounce of food.

Lynn Steen, a professor of mathematics at St Olaf Collage, points out that the roles played by numbers and data in contemporary society are virtually endless” (in Jerald, 2009, p.39). Professor Steen summarizes why mathematics literacy is so important by saying:

Virtually every major public issue-from health care to social security, from international economics to welfare reform-depends on data, projections, inferences, and the kind of systematic thinking that is at the heart of Quantitative literacy (In Jerald, 2009, p.39).

Scientific literacy: Science is known as one of the least favorite or most difficult subjects for most students, but experts say that all adults need to understand and apply science in daily life. There are several types of knowledge necessary for scientific literacy. The first is to be familiar with important scientific topics. OECD’s PISA science literacy assessment measures 15 year old students’ knowledge of physical systems, living systems, earth and space, and technology. The second necessary knowledge is how science works and how to apply scientific methods such as observation and testing. The third piece of necessary knowledge is an understanding of how science and technology impact our society and physical world, for good or ill. Therefore, scientific literacy is one of the critical skills that people have to possess in the 21st century.

Financial literacy: This skill is particularly important for each and every citizen to make healthy economic decisions. Educational research points out that there are considerable weaknesses in financial literacy among students and adults in the United States. For instance, the Jump$tart Coalition’s 2002 biennial financial literacy test results showed that American high school seniors answered only 50 percent of the Questions correctly. Likewise, the Institute of Certified Financial Planners conducted a survey and found that making individual financial decisions is one of the major problems for participants.

Communication and collaboration: Learning is a social activity that happens either in a formal school setting or other environments. Communication and collaboration skills entail students’ ability to communicate clearly by using oral, written, and non-verbal means, and to collaborate effectively and responsibly with the people around them (Pacific Policy Research Center, 2010). The world is shrinking and becoming like a small village thanks to the Internet and new technologies. This creates new communication challenges. Although education has reQuired good communication skills, including speech, writing, and reading, the increasing diversity of the global economy demands a much more complicated and advanced set of skills for communication and collaboration (Trilling – Fadel, 2009). For example, it is expected that students and workers are able to listen effectively to superiors to decipher deeper meanings within the speaker’s speech and attitudes. An effective communicator shouldn’t just be able to listen well, but should be able to speak with diverse groups about different topics – and oftentimes in different languages. For collaboration skills, each individual has to demonstrate the ability to work productively and respectfully with diverse groups. Being flexible and helpful, and making necessary compromises are essential components of effective collaboration skills. Researchers suggest that using active learning methods, including project-based learning, problem-based learning, and game-based learning may help students develop the aforementioned skills.

Critical thinking and problem solving: Employers value critical thinking and problem solving skills the most (Jerald, 2009) because research indicates that workplace tasks demand employees doing things without having to be told or directed to do so (Levy – Mrunane, 2007). For instance, almost 60 percent of companies rate critical thinking and problem solving as very important skills which they expect high school graduates to possess. Unfortunately, 70 percent of employers report that students are mostly lacking in these areas. Mark Maddox, of Unilever Foods North America, explains why critical thinking and problem solving skills are so important and necessary in the workplace, saying, For our production and crafts staff, the hourly workers, we need self-directed people who either have problem-solving skills or can easily be trained to think on their feet and find creative solutions to some very tough, challenging problems” (In Jerald, 2009, p. 51). His company has such high expectations because they no longer employ supervisors who take control or explain things. Students or employees with such skills are good not only for the workplace, but also for their participation in solving local, national, and global problems that pose threats to everybody.

Creativity and innovation: The new Skills Commission (2007) did extensive research on the workforce and global economic indicators; they concluded that in addition to all the important above-mentioned skills, the U.S. needs a crucial new skill that will maintain its competitiveness in the global economy – a skill called creativity and innovation. Creativity is an essential skill that incorporates communication, problem solving, risk taking, curiosity, tolerance of ambiguity, and Questioning (Conference Board, 2008). The type of creativity adults need in today’s workplace is the one that enables workers to solve problems not encountered before. It also helps them cope with ill-structured tasks or problems that have no single right solution – or even any good solution.

Global awareness: This theme emphasizes the importance of working collaboratively with diverse people from different cultures, lifestyles, religions, ideologies, and backgrounds; this work must be done with an attitude of mutual respect. Also, promoting the study of other languages is very meaningful and necessary for understanding different nations and cultures. Doing this will enable students to feel closer to global issues and diverse learning communities; thus, they will create a new world where everybody respects each other, accepts others in their positions, and seeks ways to solve problems rather than fighting and killing innocent people and destroying valuable land.

Conclusion

I believe that these are all important skills for an individual’s success in life and countries’ success in the global economy. But today, it is not only the economy that reQuires a different set of skills. Rapidly changing technology and the internet have changed both personal and international affairs, from relationships to trade. The only meaningful way to make each and every country’s future bright and promising is to develop a generation of citizens who are aware of their responsibilities to preserve and strengthen diversity and democracy. This will ensure our world is a better place. Thus, we want our schools, regardless of culture and location, to prepare students eQuipped with the aforementioned skills to face a changing world.

Sahin, PhD, is a Research Scientist at Aggie STEM.

References

• Jerald, C. D. (2009). Defining a 21st century education. Retrieved from http://www.cfsd16.org/public/_century/pdf/Defininga21stCenturyEducation_Jerald_2009.pdf
• Levy, F. – Murnane, R. J. (2007). How computerized work and globalization shape human skill demands. In Suarez-Orozco, M. M. (Ed.), Learning in the global era: International perspectives on globalization and education (pp. 158-176). Berkeley, CA: University of California Press.
• Nelson, C. (2005). Fethullah Gulen: A vision of transcendent education. Retrieved from http://fethullahgulenconference.org/houston/read.php?p=fethullah-gulen-vision-transcendent-education
• National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the New Commission on the Skills of the American workforce. San Francisco, CA: Jossey-Bass. (p. 19)
• National Research Council. (2010). Exploring the intersection of science education and 21st century skills: A workshop summary. Margaret Hilton, Rapporteur. Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• NCREL – Metiri Group. (2003). enGauge 21st century skills: literacy in the digital age.Partnership for 21st Century Skills. (2008). 21st century skills, education – competitiveness: A resource and policy guide. Retrieved from http://www.pkwy.k12.mo.us/projectParkway/File/21st_century_skills_education_and_competitiveness_guide.pdf
• Pacific Policy Research Center. (2010). 21st century skills for students and teachers. Retrieved from http://www.ksbe.edu/spi/PDFS/21%20century%20skills%20full.pdf
• Trilling, B. – Fadel, C. (2009). Q – A on 21st century skills. Retrieved from http://21stcenturyskillsbook.com/blog/Q-a/

Coming to the Canadian experience, which has no doubt been hovering in the backs of our minds, with a nation requiring so much intellectual mediation, we may well worry that as the memory of the parties who fought on the Plains of Abraham fades into the background of the national consciousness, only homo economicus may survive, who looks to the nation only to optimize consumerism in the quest for status, rationalized as the summa of self actualization.

And we may justifiably worry that the universals of human nature which have obstructed utopian visions will continue to haunt the national dream, among them nepotism, inequality of intellectual and social potential, and the quest for dominance through violence, which is also embedded in our genes. And by the way, on the score of economic man, you’ll be amused to know that the most sophisticated instrument for the study of national identity, called the National Identity Scale, is not the work of academics or Statistics Canada, but of marketing agents. You can google it. Their goal is to profile all of our nationalist sentiments, loyalties, and proclivities in order to target our purchasing inclinations. How ironic is it that interested parties are seeking to brand us as consumers by profiling our diversities of national feeling?

There are other obstacles to national experience and identity worthy of mention. The word itself is derived from “natio” which essentially means birthplace, taken from “nasci,” to be born. We may well wonder whether our place of birth is our life’s destiny. He or she who swears an oath to the Queen in a citizenship court is making a vow that is tantamount to a religious conversion. Yet where people are born remains a huge part of their identity. A group of Canadian nationalist academics back in the 1970s, in a narrow spirit of mind, confirmed that very belief by stating that anyone not born in Canada lacked a true national experience and should therefore be barred from all positions of influence within our university systems. What a doctrine to impose upon an essentially immigrant nation, eager to recruit talent from abroad to maintain its national dream!

Yet that issue will never ultimately die, because we will never ultimately agree about how we construct identity and fashion allegiances, who is really in and who is not. How malleable are we, and how much baggage from our pasts is too much when it comes to forming a new national community? And how much superiority can the native born claim for themselves?

Something once said by George Bernard Shaw cuts both ways: “There is nothing that can be changed more completely than human nature when the job is taken in hand early enough.” The gist of it is that we are indeed malleable, but only when we are young. Each of us here is as apt to speak Japanese as any child born in Japan, had we been born there. Yet nothing makes learning Japanese more difficult than first speaking English, because we were born here. So is birth tantamount to the only nation we can experience? How much plasticity do we have? Can a second language ever equal a first? That debate is likewise yours to discover.

The topic of memory in this context is also significant. It is not possible to dwell on all its complexities here, for memory is both key to the construction of t he self and key to those common experiences that define national identity. But self and nation entail different kinds of memory. A self is a point of view concerning its own lived history. National memories are preserved through books, paintings and pictures, letters, and journals housed in national archives and libraries. A nation emerges only when historical memory becomes personal memory, when the story of a people is internalized, inviting us to feel for and with those who created our national past.

Can a nation shed this component and still be a nation? I ask in innocence. Perhaps we can thrive together on current events. But if we require a deeper historical memory, how is it to be framed and disseminated? It is a real challenge for educators, who must referee among the embarrassing facts, the touchy opinions, and political correctness. Can we even afford an embattled Canadian history? Or do we beat our breasts and construct it as one long trail of colonializing abuse and ethnic misunderstanding? After all, two of our three founding peoples are conquered nations, and much of the history of Canada has been devoted to assuaging the loss of those former identities.

The Quebecois have a dearly-held sense of themselves as a first experience quality of nation centered on birth, language, a common history and culture, and at one time a common religion, yet they too must seek to embrace the contractual, legal, and secular components of a modern pluralistic society. The most intense intellectual debates within Quebec today are concerned with this very question. There is a lot of nostalgia in la belle province, and who can blame them? At some level, we all crave the kind of oneness they hope to find in a society still tenuously held together by a common language and traditions, made urgent by a history of perceived subjugation and collective hope.

Meanwhile, it is easy to imagine how irrelevant those confrontations must seem to newer Canadians who have no stakes in that conversation and can only hope for a second order gesellschaft nation or retreat into former national feelings; our historical solitudes go in many directions. Yet this part of our national experience cannot and should not be pretended away. And thus, how do we shape the collective memory of Canada? An attempt will be made in the transformation of our National Museum of Civilization into a Museum of National History, which I think we all recognize as an effort in nation building, in selectively representing the Canadian past in ways which will instill national pride in all its citizens. But whether this new institution will represent a faithful and comprehensive history or a cheerleading version of it remains to be seen. Behind it all is an admirable goal, to give our national memory a monument or shrine to make visible who we are, and to make it accessible to all the people.

I have thrown up a lot of obstacles to the realization of national identity in modern diversified societies. Unfortunately, I cannot resolve all the stressors and dilemmas which I have raised. I would be bigger than God if I had a band-aid for all our national divisions, and I would be a menacing tyrant if I had the power to imprint nationalist universals by fiat in the mind of every citizen.

What I would venture is that we all desire to be members of a national community—to participate personally in that cluster of ideas which not only holds us together but distinguishes us from all other nations, and to experience it as part of our extended personal identity. It is a level of the self that is big, but not too big, and still within imagining. National sentiments are strong when Canada does well in international ratings concerning our financial fundamentals. We are justifiably proud of our social welfare net, our peacekeeping objectives, or when planes fly overhead in formation, or when we take Olympic medals or win the World Series.

But we sense there is even more pro patria to be felt through education, historical consciousness, generous feelings toward our fellow citizens, and openness to dialogue and exchange. Emotions cannot be coerced, but when we feel them, they can help form the bonds that hold us together. In Canada, a dialogue among cultures has replaced the monolithic orientations of older and more traditional societies, which is now as it must be, but it is an ongoing experiment all the same, with an uncertain outcome. That brings us back to the intercultural and interfaith dialogues sponsored by such organizations as the IDI (Intercultural Dialogue Institute), which are vital to the shaping of our national ethos; we become one in sharing our differences and in understanding just how those differences still pertain both to our common humanity and to our national aspirations. In that regard, we can champion Fethullah Gulen’s great commission when he urges that “Each person who loves his or her country has to be a proper representative of that nation. Every member should invest in its values and put energy and aid into its development, and follow this pathway throughout life.” It is a great reciprocity conducted by granting identity to others and assuming an informed identity for ourselves.

A nation is dialogic. It is made by thinking it together. My purpose has been to think about the self and its experience in the context of nation, and how buying in cognitively adds to our experiencing of the self as a thinking participant. I can’t imagine a working nation without conditions like respect for law and the rights of others, respect for democratic institutions, and fiscal integrity. And here we get into the hard points for discussion. We need working languages to avoid our own Tower of Babel; thus it seems reasonable that we foster the two official languages of Canada as efficient vehicles of communication. We need citizens with religious sensibilities, even if they are confirmed atheists, but we must be wary of guiding ourselves in matters of the collective secular nation by religious principles more specific than generic ethics and civic morality; the French Revolution got that right. We need residents who imagine the common good and respect the dignity of life by instinct. And I would add my support for extending the historical consciousness of the nation, because Canada has had a rich history in its scant 400 hundred years of urban settlement. Canada has been pluralistic from its inception, yet we have forged a sense of a single dominion historically grounded and tied to a precious social and political formula based on reason and the spirit of order and cooperation. Yet I think we can remain true to our inspiring cultural diversity through discussion and sharing. Upon such a heritage, minds can build a nation.

I seem to recall that it was a beer company that branded us with a bit of national self-affirmation through its “I am Canadian” campaign. It was a “good feeling” ad. But Gulen said it more eloquently: “It is vital for citizens of a nation to say, ‘this is my country.’ The altruism of today will lead to the happiness of tomorrow’s generations.” And all this we do with our brains and minds in the most remarkable and mysterious of ways are, as a cognitive philosopher, are matters of eternal fascination to me. Nation-building we accomplish only by synchronizing our minds. We build an invisible yet compellingly real national community just by thinking in a collective way. Nation, in that sense, is a cognitive and emotional opportunity for the construction of the self, and clearly as a collective idea, nation has its adaptive value as a point of view from which we exercise our interests in the world. That alone gives grounds for the instauration of national bonds.

Donald A. Beecher is Chancellor’s Professor at Carleton University, Ottawa, Canada.
Editor’s note: The first part was published in the previous issue #99.

So when it comes to self identity, in what kinds of groups are we most likely to flourish? And if the sociological truism holds that we bond first with those who confirm our identities by being most like us, how large is that group likely to be?

Steven Pinker, in The Blank Slate, states that “The universality of ethnocentrism and other forms of group-against-group hostility across societies, and the ease with which such hostility can be aroused in people within our own society” is one of the greatest obstacles to the extension of identity communities.

Still, for an opener, you can see self and group formation at work in high school cafeterias as clusters of the like-minded create an identity by excluding outsiders, largely through gossip, sometimes around matters as trivial as a dress code, or who owns the latest electronic gadgetry. In effect, they are behaving like little tribes or nations. The fascinating part is the emotional drive to belong, and the fear of exclusion, even from groups arbitrarily defined and ephemeral, including those created in cyber space. These same principles pertain to the 700 gangs which form the social fabric of south-central Los Angeles. Yet, arguably, this same group-making process, through intellectual imagination, might be extended all the way up to the world nation or global community, with each echelon defined by shared interests, activities, values, and memories. A nation, among them, is a mutuality of thinking among persons sharing common purposes. Yet as a principle of social cohesion, it is also emotional, allegiance-oriented, exclusionary, and collectively administered. There is no nation without those who are not members. Nations may also entail chauvinism, loyalty tests in time of threat, and hostility toward non-members. Karl Deutsch famously defined a nation as “a group of people united by a mistaken view about the past and a hatred of their neighbors.” In his view, national groups lie to themselves about who they are as warriors or victims in order to justify their aggression. They can act as gangs. That is an unnecessarily dark view of the national experience, but it gets much brighter as we go along.

According to the traditional dictionary definition, a national bond arises, not only because people share a common geographical territory, but because they practice the same mores, speak the same language, worship the same gods, fight common enemies, participate in the same identifying rituals and traditions, share a common stock of stories and a common history, and are often related to each other through blood ties. Cohesion around sporting events and beer preferences is merely a parody of bedrock national identity, although in a self-effacing manner, Canadians like to start there. But it is inversely conceivable that diverse peoples with diverse allegiances may somehow share a common territory without a sense of national identity, because most of those listed characteristics typically defining a nation are simply not shared by the members of pluralistic societies. So if such populations are to find an identity center for themselves in a nation, they really have only three options.

One is to redefine themselves around more vague, generic and inclusive categories of nationhood. Another is to impose uniformity through the melting pot, the Lord Durham solution, through enforced and universal education, imposed official languages, an official history, and official social rituals in the search for a common brand of allegiance. A third is to choose a new concept under which they can unite themselves as a secular community and forget about being a nation altogether. In my view of Canadian practice, we are currently pursuing all three solutions at once. The third option entails falling back upon the universals of our humanity. We might simply acknowledge the common desires and instincts of all humankind as members of the global village, and we might view Canada as a piece of this village in which we listen to each other’s first national stories in a spirit of good will. Is that not the mandate of the Canadian ministry of multiculturalism? To be sure, it would seem only right that we remain free to express the national imperatives of our birthplaces, our mother tongues, our religions, and our respective ethnicities, yet such practices appear to obstruct the formation of a specifically Canadian national identity-or maybe not? The point is very much up for discussion.

Let’s return for a moment to the second option, the nationalist teach-in for all citizens. While recognizing diversity, national governments may also recognize the value in proactively promoting a national brand, but it is a challenging enterprise, because a meaningful nationalism cannot be bought with jingoism, cheerleading, and trinkets, or bread, circuses, and revisionist history. Identity as a mind-state entails a combination of pride and duty that is somehow earned and experienced, who knows exactly how? It is something we instinctively desire, yet identity arises only when we feel emotionally drawn to the collectivity of minds, values, and practices that constitute a nation-the argument becomes circular. We may well wonder how such emotional allegiances may best be fostered. It is a point to which I will return. But it must also be lamented that nations may also include stories of failure; in fact, our literature is full to overflowing with them, and they are studied in our university classrooms with empathetic attention. From that perspective, a lament for our national failure to create a national home for new Canadians may be our most common and unifying characteristic; it is an obsession among our literary critics.

There are many stories to choose from, but I am most immediately reminded of a touching personal narrative written by Elena Maccaferri and translated by her sister as A Bench on Which to Rest. Maccaferri came to Canada from a small village above Bologna, lured to a better life by an Italo-Canadian who promised marriage, but failed to meet her at the dock upon her arrival. A hard and lonely life followed, until she was at last found by a man who had also come from her village. She went on to raise children here, who grew up Canadian in soul and spirit, but Elena could never find a true home away from her native mountains, and was overwhelmed by nostalgia. At last, when her children were grown, she returned to Italy, only to discover that all she once knew had vanished. Canada had found no place in her emotions, but had succeeded only in alienating her even from her own children.

Thomas Henricks stated that “for the most part, people experience personhood in the terms that their host societies offer them.” But that does not always happen, and when that host society somehow fails to offer acceptable terms around which personal values can flourish, the story becomes tragic, as it was for Maccaferri. It was a crisis in personal identity in relation to a nation. And while I’m telling stories about the inability of a host nation to inspire allegiance, I’ll mention another, which goes back to my bachelor days as a young Carleton professor. I had just exhausted my resources on a six-bedroom fixer-upper in Ottawa south with rooms left over to rent out to students. In that little community we had a mysterious roomer who never joined in our collective kitchen exploits and conversations. That was not a problem in itself, but his place in the household came to a strange crisis, nevertheless, when one afternoon a couple of the other students found him in the kitchen counting out huge piles of change. He explained simply that if the laundromat owners were so stupid in their choice of coin boxes, they deserved to be robbed. In no time I had a report upstairs, and went down for an account of my own. It was a sad litany: that his father had come to Canada with promises and expectations, and that to his mind this country had ruined him, giving him only custodial work to do. In his disappointment, he had trained his children to blame the entire country, giving them carte blanche to recover his losses any way they could. The laundromat theft had been conducted as a grievance against the nation. Any Canadian was thus a fair target, and revenge could be taken indiscriminately. What bizarre turns the idea of nation can take; it is a reminder that dialogue can help.

When social groups are organized around adhesion to extended clans or tribes, as they were among the First Nations of the New World, we have an early example of the tribal-nation as a tight working survival community sharing a single culture, and calling for unflinching loyalty. But it was only after the long hiatus of the Dark Ages, and a pre-Renaissance period characterized by city states and assorted feudal principalities that the modern nation emerged in conjunction with the political institutions that framed the autonomous state.

The sixteenth century was the first great age of nation building, with England leading the way under the Tudors. And what an experiment it was. A poem I teach nearly every year is entitled The Faerie Queene, written by Edmund Spenser. It was, unabashedly, a national epic which, by chivalric and allegorical example, set out to teach its readers the great civic virtues upon which the new nation could build, including loyalty to the queen and a sense of duty in the cause of right and justice.

Of course, there is nothing like war and the threat of invasion to quicken a sense of common cause and rouse a sense of national fervor. This is simply a by-product of the craving for self- protection which can only be realized where there is a feeling of all-for-one and one-for-all. Canadians still construct some of their strongest moments of national identity through recollections arising from the First and Second World wars. They are noble stories in which we all can share, dealing with a nation coming of age through the baptism of sacrifice. And we have been reminded at times that the nation expects such matters to be treated with ultimate respect and honor. On these occasions the self is lost for a moment in the experience of the nation, and in that regard it is an experience of extended identity, a national ritual that contains the self within the group. The spiritual philosopher, Fethullah Gulen, extends that loss of self in a nation into a hope for a collective future: “Any nation that liberates itself from the deadly web of selfishness and egoism, stereotyping, excessive entitlements, fear of the future, long-lasting hatred and hostility, and at the same time respects the freedom of ideas and beliefs, while turning away from oppressors, as well as giving rights to the innocent, will surely experience long life.” That requires not only self-investment, but collective monitoring and the mastery of the dialogic self in each member. Such a nation must seek to amplify the positive qualities of experiential identity at the national level. But how to extend that experience to the optimum level of respectful allegiance is a challenging formula to meet.

We are, in fact, discussing a rather elusive state of mind. What is it like to experience an ideal national allegiance? How will it feel to be a participating member? One part of our nature seeks a spontaneous glow of unconditional brotherhood in a community of homogenous values. Another part realizes, intellectually, that we have a mutually beneficial contractual arrangement with fellow citizens only at a legal and organizational level. The German terms for these, often employed by scholars, are gemeinschaft for the former, and gesellschaft for the latter. The contrast can be understood historically. In the Middle Ages, rural populations spent their entire lives within view of their parish church steeples; their thought preoccupations were concerned with fixed or received views invested in work, rituals, and customs which remained unchanged throughout generations. Such communities had little need for debate or discussion, because everyone knew what the others were thinking. These were societies entirely integrated through common religious festivals, language, history, and traditions. These were experiential quality nations generating a sense of gemeinschaft.

Renaissance societies worked outwards from this communal base toward new identities based on restraint in a secular, legislated, legal, and impersonal society. This new order we might call a second experiential quality of nation, conceived as a partnership or a social contract to promote political and economic order. Both the communal nation and the legal nation are principles of group organization and experience, but they do not share a common ethos. For better or for worse, the modern plural nation has been compelled to redefine itself as a society regulated by law, charters, and citizenship-a gesellschaft. My point is that as societies foster libertarian individualism, much of that intuitive and communal sense of the first experiential quality of nation disappears. We have heard much, since the nineteenth century, about alienation, solipsism, existentialism, the anxieties of modernity, the breakdown of the nuclear family, rapid mobility, and transnationalism.

The longing for a tribal structure in size and cohesion prevails even in modern societies. We might try to replace that feeling at the national level through an equitably administered legal society, through education, and through health and welfare support. But that returns us to the awkward crux. Does a true sense of brotherhood and identity emerge only when there are collective bonds that include language, religion, customs, food and festivals, and life on a village scale? States may structure themselves around welfare nets, global educational systems, and the legal protection of opportunity for all, but there remains intense anxiety over the oneness of our collective national experience.

Donald A. Beecher is Chancellor’s Professor at Carleton University, Ottawa, Canada.
(Editor’s note: A follow-up of this article can be find in the 100th issue of The Fountain Magazine)

Destruction is easy. Those who want to destroy something should first know how to construct something. Otherwise, the shortcomings that emerge after destruction will be impossible to solve. Some issues are not open to destruction unless a clear alternative has been set forth. I think one of the most significant missions of the prophets was to set the balance pertaining to this issue. They exposed all the fallacies in society, and exclaimed bravely, “this is incorrect.” They did so convincingly, looking people in the eye. They immediately offered alternative “corrections,” and prevented any sort of chaos or shortcomings. That is, they handled every matter on both positive and negative fronts and did not allow any kind of mental or sensual abyss to emerge. Without plans and projects of “construction” that have been built upon a firm foundation, any sort of destruction or demolition will be reckless.

As a matter of fact, simply due to the lack of this approach, sometimes individuals, sometimes families, sometimes states – in a direct proportion to the dimension of the mischief committed – are destined to collapse. The Ottomans primarily come to our minds, if we want to examine the issue from a state or national perspective. Sometimes, sultans were dethroned with thoughts of replacing them with better ones. But these absences created a power gap, they couldn’t find better rulers, and the people yearned for the old sultans. Because of this, the Ottomans were severely weakened, creating a power vacuum in the region.

It’s with deep regret that we must acknowledge this sort of historical mistake is still being committed. Without alternative, precise plans and projects in place, states or governments are being erased. That is, opposition consists only of loaded slogans and criticism. If they were asked how things really should have been, they would not know. A state or government may surely make mistakes. It should be open to criticism. But that criticism should never amount to, “let’s destroy it and then figure out an alternative.” Such a thought would weaken the state and could even cause the total loss of national credibility.

Believers should have no affiliation with those pursuing incorrect actions. To prevent a serious dissolution of national will, and against the dangers presented, they should always do what is expected of them. To those who chase them and torment them, believers should merely utter, “everyone acts according to his own character” (Qur’an 17:84). On this issue, balance is very important.

In conclusion, everything should be done in accordance with the proper rules. And while endeavoring to construct, the utmost care should be taken to avoid total destruction. Shortcomings should be avoided by heeding historical lessons. And the nation and state should not be recklessly sacrificed.

In the US, Thanksgiving was declared an annual national holiday in 1863, however, its actual origin traces back to harvest festivals that were held by many ancient civilizations. The autumn festival, Thesmosphoria of the Greeks, the harvest festival, Cerelia of the Romans, the full moon harvest festival, Chung Ch’ui of the Chinese, Sukkoth of the Jews and the spring harvest festival of the ancient Egyptians are just some examples. Europeans also used to celebrate a good year at the end of the harvesting in fall, long before the establishment of colonial New England. Aside from the harvest festivals that are observed in many parts of the world, today’s Thanksgiving has roots in the Thanksgiving holidays of the English Puritans. In times of crisis or after a period of misfortune, Puritans would designate special days to thank God and to express gratitude for God’s blessings. These serious religious occasions were distinct from the harvest festivals and were not held regularly.

Puritans, or Separatists, were members of a religious movement that broke from the Church of England in the 16th century in order to reform the church and to establish a middle course between Roman Catholicism and the Protestant reformers’ ideas. In the early 17th century, a group of Separatists escaping religious persecution in England immigrated to America in 1620. After a difficult journey on the famous Mayflower, they reached the coast of America near present-day Provincetown, Massachusetts and founded the Plymouth Colony. Shortly after their arrival, the selected governor of the colony signed a treaty of mutual peace with the chief of the Native American tribe, the Wampanoag, so that they could co-exist in the region. Almost all of the immigrants, or Pilgrims, became ill, and half of them died due to the harsh winter and starvation. In the spring of 1621, the Native Americans taught them how to raise corn in this new land, how to catch fish and how to tap maple trees for their syrup. In the fall, the Pilgrims had an abundant harvest and stored enough food to sustain them through the next winter. They invited the members of the Wampanoag tribe to their celebration. Although this event is considered the first American Thanksgiving, there is no evidence that the Pilgrims thought of the feast as a thanksgiving. They were devoutly religious people and a day of thanksgiving would involve fasting and prayer.

Two years after the first American Thanksgiving celebration was held in 1621 in the Plymouth Colony, the Pilgrims observed a day of fasting and prayer due to drought. When the rains came during their prayers, the day turned into a Thanksgiving day. Gradually, they started to celebrate Thanksgiving after the harvest annually.

As the Thanksgiving celebrations in New England spread into other states, colonial governments designated Thanksgiving days to commemorate various public events. During the American Revolution, following the American victory at the Battle of Saratoga in 1777, the Continental Congress proclaimed a national day of Thanksgiving. Later on, in 1789, after the promulgation of the U.S. constitution, the President, George Washington, proclaimed another day of Thanksgiving.

New York State became the first state to observe Thanksgiving annually, with many others following. At this time, Thanksgiving celebrations were still not being held on the same day; generally they were held sometime in November. In 1863, President Abraham Lincoln appointed the last Thursday in November as Thanksgiving day. This took place during the American Civil War. When Congress established Thanksgiving as a national holiday after the war, Southerners saw Thanksgiving as a Northern custom imposed on them. However, in the late 19th century, Thanksgiving became a widespread national observance, as Thanksgiving’s emphasis on home and family appealed to all people throughout the United States. Later immigrants also appreciated Thanksgiving as a distinctly American holiday and saw it as an introduction to American values.

In the 20th century, as materialistic ideas dominated most value systems, Thanksgiving also took its share. The day following Thanksgiving was accepted as the start of the Christmas shopping season. Large retailers began to sponsor parades decorated richly with huge balloons to attract customers. Retail merchants even petitioned President Roosevelt in 1939 to change Thanksgiving day to one week earlier in order to allow for an extra week of shopping between Thanksgiving and Christmas. The change brought about great opposition from fellow Americans, as well as from opponents in Congress. In 1941, the president had to change the date back to the fourth Thursday of November.

Customarily, US presidents address the nation on Thanksgiving Day in an effort to gain public support for current government policies. It would be amiss not to mention football here as an American Thanksgiving tradition, as many people enjoy their evening watching the Rose Bowl.

Today’s Thanksgiving is about sharing food, family, friends and love. Family members come together at a table loaded with many tasty blessings from God. Classical Thanksgiving menus include turkey, mashed potatoes, sweet potatoes, squash, cranberry sauce, and pumpkin pie, food that is plentiful during the harvest season. As more people immigrated to North America, they brought their traditional food to the Thanksgiving tables. Preparing and eating a large meal is a central part of Thanksgiving, in a way contrary to the spirit of the early Pilgrims, who fasted to express their thankfulness to God. The memory of the Pilgrims still survives though, in the parades of children dressed up in Pilgrim costume, with their tall hats or bonnets and shoes with large silver buckles and in the images of baskets overflowing with fruits and vegetables, that reminds one of the old autumn harvest celebrations. At the Thanksgiving table people usually express their thanks for their family, children, their good health and their well being. Children on the other hand are often not sure what to be thankful for, or they may just be thankful that there is no school on Thanksgiving Day.

Thanksgiving is not just a celebration once a year. It is an act that expresses our gratitude for any gift or blessing from God. Thanksgiving as a holiday may be seen as an American institution, but it is something that belongs to many cultures and religions.

Thanksgiving in Islam

In Islam, thanksgiving is the most important pillar of being a good worshipper and a beloved servant of God. Many verses in the Qur’an express the importance of thanksgiving. Remember Me then and I will remember you. Give thanks to Me and do not be ungrateful. (2:152). If you disbelieve, God does not need you, although He does not approve disbelief in His servants. However, if you give thanks, He will approve that in you. No sinning soul shall bear the burden of another. Then unto your Lord is your return and He will tell you what you used to do. He knows the secrets within the breasts. (39:7)

Many other verses emphasize that what the Creator requests most of His servants is thanksgiving. We have indeed created man from a mixed sperm to test him; and so We made him capable of hearing and sight. We have guided him upon the path, either as thankful or thankless. (76:2-3)

It was out of His mercy that He created the day and the night, so that you may rest in it and to seek some of His bounty, that perchance you may give thanks. (28:73)

Also in Sura al-Rahman (55), it is asked repeatedly: So, which of your Lord’s bounties do you deny? The bounties, such as fruits with different aromas and flavors, are invitations from God for thanksgiving. In this respect, thanksgiving is the appreciation of the providence coming from God, and respect for it. It is an expression of our acceptance of God as the Provider and Sustainer of our presence, rather than crediting our own efforts or mere chance. Thanksgiving is the connection of the worshipper with the name All-Merciful, one of the ninety nine beautiful names of God.

Signs of thanksgiving are contentment, thrift, consent and gratitude, while those of unthankfulness are greed, waste, ingratitude and consumption without discriminating between the lawful and unlawful. There are many kinds of thanksgiving, the most comprehensive of which is the daily prescribed prayers. As it is stated in a hadith;* The Prophet used to pray so much that his feet used to become edematous or swollen, and when he was asked as to why he prays so much, he would say, ˜Shall I not be a thankful servant (to God)?’

Thanksgiving can be an oral or physical act. Saying Al-hamdulillah (praise be to God) in response to a blessing we have appreciated is a kind of thanksgiving. Using our hands, eyes, time and wealth in accordance with God’s will is also thanksgiving. God had already given you victory at Badr, at a time when you were still powerless; so fear God that perchance you might be thankful. (3:123)

Other prophets were also ordered to be thankful for God’s blessings. give thanks, O family of David! And very few of My servants are grateful. (34:13) Indeed, Abraham was a model (of virtue), obedient to God and upright; and he was not one of the polytheists. (He was) thankful for His blessings, and God chose and guided him to a straight path. And We gave him good in this world, and he will be, in the Hereafter, in the ranks of the Righteous. (16:120-122)

Then he (Solomon) smiled, laughing at its words, and said: Lord, inspire me to be thankful for Your blessing, with which You have blessed me and my parents, and to do the right pleasing to You. Admit me, by Your Mercy, into the company of Your righteous servants. (27:19)

One can also realize the importance of thanksgiving from the supplications of Prophet Muhammad (pbuh), who desired nothing more than to be a thankful servant of God.

Islamic teachings define human beings as the best of creation. Only through thanksgiving can people attain this highest of ranks, otherwise they will fall to the lowest of the low. In a sense, a Muslim should observe each day of his/her life as a thanksgiving day.

References

• Microsoft Encarta Online Encyclopedia 2003
• William Bradford by Dorothy Honiss Kelso, www.pilgrimhall.org/bradfordwilliam.htm
• Glorious Qur’an
• The Duty of Thanksgiving, http://www.herkul.org/spring/duty.htm
• (*) Sahih Bukhari, Volume 8, Book 76, Number 478: Narrated by Al-Mughira bin Shu’ba

Nationalism or ethnic differences have been unleashed in this [twentieth] century, particularly by European officials following the well-known principle of divide and rule. The target of this insidious assault is the Muslim world.

Nationalism gives some satisfaction but encourages self-pride and produces a power that sometimes is improper. Therefore it should not be abandoned, but people must realize that there are two kinds of nationalism: negative and positive. The first kind, which is ominous and harmful, is fed through swallowing others and sustained through enmity against others. As such nationalism causes mutual antagonism and discord, the Qur’an and the Prophet reject it: “Islam has forbidden the national (tribal) zealotry of the Age of Ignorance.”¹

The Qur’an is explicit on this point: When non-believers set zealotry, the tribalism of the Age of Ignorance, in their hearts, God sent down His peace and reassurance upon His Messenger and the believers, and fastened to them the word of self-restraint and God-consciousness to which they have better right and of which they are worthy. God knows everything (48:26). The sacred and positive Islamic nationalism contains no negative partisan nationalism. What state with more than 1 billion members, other than the Muslim state, has so many eternal brothers and sisters?

Previous outbreaks of negative nationalism have harmed Islamic unity and the Muslim world. For example, the Umayyads preferred Arabs in their government and so offended other [non-Arab] Muslims and suffered many misfortunes. European nations because excessively nationalistic during this century, which caused the long-standing ominous French– German enmity to erupt into the vastly destructive First World War. And in our own history, just as Babylon was destroyed by internal tribal division, the beginning of the Ottoman State’s second constitutional period [declared in 1908] saw the formation of many minority-based groups or societies, particularly among the Greeks and Armenians. What befell the Ottoman State as a result illustrates negative nationalism’s harm.

The national or tribal conflict between Muslim peoples or communities is so great a misfortune that it is like getting bitten by a snake to avoid a mosquito. At a time when the European powers resemble huge dragons just waiting to attack us to satisfy their insatiable greed, our national integrity is harmed by encouraging hostility and taking sides, because of national differences, against our citizens in the eastern cities and the coreligionists among our southern neighbors.

There is no reason to for enmity toward our southern coreligionists, from where the Qur’an’s light and Islam’s radiance came to us, for such national conflicts only benefit Europe. Also, such feelings may cause enmity toward the Qur’an and Islam, which would destroy all Muslims’ worldly and otherworldly lives. To destroy these two worlds’ cornerstones under the pretext of serving social life through nationalism or patriotism is stupidity.

Fourth matter

The second kind of nationalism is positive and, arising from social life’s intrinsic requirements. Thus it brings about mutual assistance and solidarity, produces a beneficial power, and strengthens Islamic unity.

Its goal should be to serve and protect-not replace-Islam, for the unity desired and established by Islam is manifold and counts in both the intermediate and eternal worlds. Since nationalist unity only can be as strong as one aspect of Islamic unity, trying to replace the latter with the former is as foolish as replacing the diamonds in a citadel with its stones. So, followers of the Qur’an! Your land has carried the flag of the Qur’an for 1,000 years, since the time of the ‘Abbasids, over three continents and challenged the world. You have made your national feeling and solidarity a stronghold to protect Islam and, by repelling the world’s dreadful assaults, are included in the meaning of: God will bring a people He loves, and who love Him, humble toward believers and stern toward unbelievers, striving in His way and not fearing the reproach of any reproachers (5:24).

You should be afraid of and avoid being led by the deceitful instigation of Europe and Westernized hypocrites, who are included in the meaning of that verse’s first part: O you who believe! Whosoever of you turns from his [her] religion…

Fifth matter

The awakening peoples of Asia blindly follow the European style of nationalism and sacrifice many sacred things for its sake.² However, just as a suit made from the same cloth cannot fit every body and an elderly prayer leader does not wear clothes designed for a tango dancer, each people should strive for authenticity. If Europe is like a marketplace or a barracks, Asia is an arable field or a mosque. A businessperson may go to dance, but a farmer cannot. A barracks’ conditions differ from those of a mosque.

Most Prophets appeared in Asia, while philosophers usually emerged in Europe. This is a sign from eternal Destiny that Asian vitality and progress is possible through religion and spirituality. Philosophy and science should support-not replace-religion.

Indifference to religion is a grave mistake. Do not forget that Europe is devoted to its religion, and that such Western leaders as Wilson, Lloyd George and Venizelos are as fanatically devoted to their religion as a priest.³

Any comparison of Islam with Christianity is false. Europe progressed when it reformed its religion after 3 centuries of wars caused by the Church and religion’s misuse by despotic rulers and priests who sought to crush the masses and the intellectuals [to preserve the status quo, which favored their interests]. But in Islam, religious devotion caused only one internal war.⁴

Muslims realized a far greater progress than their contemporaries whenever they followed Islam earnestly, as seen in the Islamic state of Andalusia, the greatest teacher of Renaissance Europe.⁵ Whenever Muslims have been indifferent to religion, they have declined and fallen to a miserable state.

Through its numerous principles of compassion, such as mandating the prescribed alms (zakat) and prohibiting interest, Islam protects the masses. Through its many warnings, like: Will you not exercise your reason? Will they not contemplate and reflect? Do they not ponder?, it considers intellect and science as proofs for its truths, and protects and encourages scientists to conduct research. Since it is the citadel of the masses and scientists, no one should regret being a Muslim.

Islam differs from other religions because it is founded upon pure monotheism and so denies any intermediary or intermediate causal creative or formative effect. Christianity admits such influences, for it allows saints and elders a certain partnership in the manifestation of God’s Sovereignty by saying that God has begotten a son: They have taken as lords beside God their rabbis, monks, and the Messiah son of Mary, when they were commanded to serve but One God. There is no god but He, be He glorified from their associating partners with Him (9:31). Christians who rise to the highest worldly posts can remain Christians. They even become, like the late American president Wilson, bigoted and full of egotism. Their Muslim counterparts, however, are expected to renounce egotism and pride in order to be good Muslims. Followers of pure monotheism, Muslims who cannot do so either become indifferent to Islam or even lose their faith.

Sixth matter

To those extreme negative nationalists and separatists, I say the following: The Earth’s surface has been the stage of many changes and emigrations. Once the center of the Islamic administration was formed in our country, many peoples, like moths to a light, flocked to it to settle. As the resulting intermingling makes it impossible to determine their national origins, except by reading the Supreme Guarded Tablet, it is meaningless and harmful to build a society and our attitudes on nationalism…. When determining national identity, language, religion, and (geographical) land are key factors. Their joint existence means a strong national structure. But the lack of any one factor does not exclude the possibility of a strong national identity and sentiment.

Of the hundreds of benefits that Islam’s sacred nationality has given our country’s social life, I cite only two examples: First, the Muslim state has maintained its vitality and existence, despite its population of only 20 or 30 million and European hostility, because of the conviction that: “If I die, I will die a martyr; if I survive, I will survive as a holy warrior of Islam.” This conviction comes from the Qur’an’s light and is held by our state’s army. Thus equipped, that army has welcomed death with perfect enthusiasm and terrified Europe for centuries. What else could inculcate such a sublime quality of self-sacrifice in our soldiers’ minds, make them single-minded and pure-hearted? What kind of nationalistic zeal can be substituted for it and cause soldiers to sacrifice everything, even their lives, for its sake? Second, whenever the dragons-the European great powers-afflict this Muslim state, it deeply affects and shakes the Muslim world. Those imperialist powers governing Muslim lands usually restrain their urge to attack this state, for they fear that the Muslims under their control will revolt. What other force can substitute for this continual, and certainly non-trivial, spiritual support (Muslim unity)? Those who offer it should not be offended by [being forced to project] a negative nationalism and patriotism that make us indifferent to other Muslims

Footnotes

1. The Age of Ignorance: The pre-Islamic period of the Arabian peninsula.
2. Bediuzzaman locates the traditional Muslim world in Asia, by which he means the contemporary Far East, Central Asia, the Middle East, and North Africa.
3. Woodrow Wilson: American politician and president (1856-1924); Lloyd George (1863-1945), British statesman and prime minister; Eleutherios Venizelos (1864-1936): Greek statesman and premier.
4. The Battle of the Camel (656), during which ‘Ali’s forces defeated the army led by ‘A’isha, Talha, and Ibn Zubayr.
5. Andalusia is the name of Islamic Spain, which existed from 712 to 1492. At a time when most of Europe was lost in the Dark Ages, it was a beacon of knowledge and intellectual endeavor that attracted many European students. After is fall to Catholic Spain, its intellectual heritage was dispersed and was instrumental in Europe’s intellectual re-awakening and Renaissance. Adapted from Bediuzzaman’s Twenty-sixth Letter, Second Topic.

Another important ingredient was their refusal to consider variations within a given race. As shown below, findings were extrapolated to cover an entire race, regardless of original sample size, and undesirable individual variations either were explained away or qualified to obtain the desired results. Given their discovery of new animal and plant species due to variations within the overall species, it is surprising that they did not extend this to people. Even more surprising is that this continues in our own time.

All of these led to one conclusion: the white race is forever superior to non-white races. Results have been and continue to be devastating.

Early Pseudoscience

During the Age of Enlightenment, objective scientists tried to prove that a races intelligence is determined by the distance between the navel and the male genitalia, skull size, slant of facial characteristics (distorted to make Africans appear more like gorillas or monkeys), brain weight and size, facial features (blacks have longer faces than whites, and so are closer to apes) and the assumed time of closing of sutures in the brain (non-white ones closed first in the brain’s front, where intelligence was asserted to be located; those of whites closed last). When the data did not give the desired results, theories were dropped, heavily qualified to give the right data, or sometimes forged outright. The result always was the same: Whites were superior to non-whites. A related theory held that the races evolved at different rates. This time dark-skinned Australian Aborigines came in last, followed by Africans.

Such leading figures as Voltaire and Hume compared Africans to animals who could never hope to equal Europeans. Cornelius de Pauw wrote that the sun had destroyed the most delicate and subtle organs of the [Africans’] brain. The damage was irreversible.(1) Other scientists devised various racial groups, always placing whites on top.

Scientific Racism in America

Looking for ways to justify slavery and genocide against Native Americans in a self-proclaimed land of human equality and liberty, Americans turned to science. When combined with the mania for measurement in the second half of the nineteenth century, racism became more acceptable. Several theories were developed, as follows:

Polygenism: Each race had its own Adam and Eve. Louis Agassiz, a major polygenist who emigrated to America in 1840, stated that the Biblical account referred only to Caucasians. Blacks could have equal legal rights with whites, but certainly not social equality, for they had the intelligence level of children. And, as they were not the same life form as whites, they did not need to enjoy equality. This theory never gained wide acceptance in the American South, where Biblical justifications for slavery and racial hierarchy held sway.(2) American pre-Adamites claimed that the Negro was a beast of the field created by God on the fifth day to labor for the ultimate object of God’s creation: white people.(3)

Crainiology: This European pseudoscience held that skull size determined intelligence. Samuel Morton

(d. 1851), a leading American scientist, used it to rank races. Practitioners made their work appear to be scientific by accepting their prejudices as facts and then working backwards to discover supporting data. Any incorrect results and methodological errors were explained away, severely qualified, or ignored.

Physiognomy and Phrenology: Adherents taught that physical variations in color and appearance cause intellectual and moral differences. Physiognomy involved telling one’s mental and moral capabilities by studying his or her face. Phrenology asserted that mental faculties are located in brain organs on the brain’s surface. As usage determines the organ’s size, the skull’s bumps and indentations disclose a person’s emotional and intellectual functions. Phrenology was discredited in the 1830s, but remained influential in England, Australia, and America until the end of the century.

Laying the Foundations for Genocide

The Industrial Revolution of the late eighteenth century allowed certain European countries, and then America, to attain military and economic superiority. When combined with prevailing prejudices and Darwin’s findings during the mid-nineteenth century, some members of the elite saw the disappearance of inherently inferior peoples as natural and even desirable. For example:

Herbert Spencer, Social Statistics (1850): The forces which are working out the great scheme of perfect happiness, taking no account of incidental suffering, exterminate such sections of mankind as stand in their way. Be he human or be he brute”the hindrance must be got rid of.(4)

Eduard von Hartmann, Philosophy of the Unconscious (1869): The true philanthropist, if he has comprehended the natural law of anthropological evolution, cannot avoid desiring an acceleration of the last convulsion [the extinction of savages who are on the verge of extinction], and labor for that end.(5)

W. Winwood Reade, Savage Africa (1864): We must learn to look at this result [the extinction of Africans] with composure. It illustrates the beneficent law of nature, that the weak must be devoured by the strong.(6)

Charles Darwin, The Descent of Man (1871): At some future period not very distant as measured in centuries, the civilised races of man will almost

certainly exterminate and replace throughout the world the savage races.(7) Darwin’s struggle for survival and survival of the fittest made the disappearances of whole peoples, even races, inevitable and therefore acceptable.

These people were among the leading intellectuals of their time.

The Result: Nazi Germany

Germany was one of the most advanced European nations of this time. Basing itself firmly within this tradition, the Nazis began to determine who had the right to live. Surprisingly, or maybe not, they were helped by American scientific data.

Fritz Lenz (1887-1970), a leading German racial hygienist in the 1920s, argued that race is the ultimate principle of value, for genes determined mental and physical traits and environmental factors have no discernable effect. He based his claims on WWI US army intelligence tests. When black test scores did not fit in, he claimed that extensive admixture of white blood has contributed to raise the intellectual level of the colored population.(8) He asserted that blacks suffer developmental retardation after puberty and thus are inherently cruel, childlike, irresponsible, sexually promiscuous, and lack self-restraint. He had only this praise: they are good with their hands and can be trained in the manual crafts. The effects of slavery, Jim Crow legislation, social exclusion, and enforced ignorance, among other social realities, meant nothing. In Outline of Human Genetics and Racial Hygiene (1923), which was praised in America, he cited Plato’s social hierarchy of gold (rulers), silver (artisans), and bronze (slaves) as a justification for social inequities.

Nazi leaders claimed to have learned from other American precedents, such as:

Sterilizing inferiors. This began in America, when Indiana became the first state (1907) to sterilize the mentally ill and criminally insane. Other states followed; the Nazis just expanded the definition to racial, political, and other undesirables who had no right to live because they were a burden on the German Aryan race.

Outlawing racial intermarriage. The Nazis outlawed Aryan and non-Aryan intermarriage (1935), drawing on the American South’s and South Africa’s antimiscenegation laws. Earlier, in 1908, Germans were forbidden to marry natives of German Southwest Africa (now Namibia), and all such marriages were voided on the grounds that only defective individuals would result.

Controlled immigration. America passed a series of immigration restriction laws in 1924. H. H. Goddard, a popularizer of Binet’s work in the field of intelligence measuring, linked undesirable behavior to supposed mental deficiency. He and his associates would determine whether arriving immigrants at Ellis Island should be admitted or not. Possible influences of the lack of education, the trauma of immigrating, being tested in an unknown language, illness, effects of a difficult sea voyage, and other mitigating factors were raised and then dismissed in favor of hereditary. According to his scale, four-fifths of all Jewish, Hungarian, Italian, and Russian immigrants were feeble-minded. He recanted his theories in 1928.

American Variants

Such pseudoscientific theories have fallen into disfavor due to the horrors of Nazi race-based genocide and medical experimentation, the social and legal reform policies of the 1950s and 1960s, and scientific and social research showing the biases and flaws of such research. However, old ideas often appear in a new garb, as seen in Richard J. Herrnstein’s and Charles Murray’s controversial The Bell Curve: Intelligence and Class Structure in American Life (1996). IQ Tests: IQ (intelligence quotient) tests remain a standard feature of American education. Its originator Alfred Binet, disillusioned with crainiology and the supposed physical traits of criminals and other inferiors, developed this technique in 1904 as one part of determining a child’s mental level. It consists of a series of random tasks ranked in order of difficulty. When the child stops, his or her mental age is calculated. Binet said that intelligence is too complex to capture with a single number, and wanted to free a beautiful native intelligence from the trammels of the school.(9)

Ever since, American researchers have tried to prove him wrong, even though there is no agreed-upon definition for intelligence. Criticisms of this methodology abound. Scholars assert that IQ tests are culturally biased in favor of urban whites and ignore non-white social realities. A major reality is white flight from increasingly non-white inner cities, for minorities tend to settle in large cities. Lost tax revenues mean less-qualified teachers, deteriorating facilities, and non-current technology and curriculum. This causes an exodus of good students to private schools, which deprives the remaining students of inspiring peer group role models. When added to such other urban realities as poverty, poor nutrition, violence and gangs, drugs and alcohol, many minority students give up. They see racism blocking their parents or relatives, even if they are educated. If education cannot free them from racism, why should they pursue it? Completing a vicious circle, the resulting low IQ test scores prove intellectual inferiority.

As IQ scores are held to be unalterable, minority students are forever stigmatized as somehow intellectually deficient.(10) Psychosurgery: This procedure, after finding little success in Europe, spread to America. It claimed to calm agitated mental patients and others, without harming other mental functions, by severing nerves connected to the temporal and frontal cortex, which control emotional behavior and aggressiveness. Walter Freeman and James Watts developed the Freeman-Watts Standard Procedure for prefrontal lobotomies. Freeman later developed the ice-pick lobotomy, which was as grisly as it sounds. Dr. Antanio Egas Moniz received the Nobel Prize for Medicine and Physiology (1949) for creating the prefrontal leucotomy. Popular from 1939-51, it gradually fell out of favor due to ethical concerns, medical drugs that treated the same symptoms, and devastating side effects. During its acceptability, it was used in America and elsewhere to control prisoners, the insane, political dissidents/rebels, and even unruly children and troublesome relatives.(11)

In the 1950s, American physicians Vernon Mark, Frank Ervin, and William Sweet were given almost $1 million by the government to prove their theory: urban rebellions were caused by brain damaged individuals who could be cured by psychosurgery (lobotomy).(12) The social and economic reasons for such rebellions were not considered. Genetic Predispositions to Violence: The belief that everything has a chemical or medical solution is currently very strong in the American medical community and the general population at large. Even the government has lent its support. Consider the following examples: In February 1992, Frederick Goodwin informed the National Health Advisory Council of supposed similarities between monkeys and blacks: a tendency toward violence and killing off each other, links between hyper-aggressive and hyper-sexuality to perpetuate the species, and a loosening of social controls that whites have imposed upon themselves over thousands of years of their evolution. His reward, despite public outcry: appointed head of the influential National Institute of Mental Health. His first act: approved funding for the National Violence Initiative.(13) Calling it the government’s highest science priority, he says it applies the tools of behavior genetics to detect biological markers in at risk inner city children and to treat them with drugs at a very early age before they have become criminalized.(14) One of his publications calls for more attention to biological and genetic factors in violent crime, more research on new pharmaceuticals that reduce violent behavior, and asks researchers to determine whether male or black persons have a higher potential for violence, and if so, why?(15) The Human Genome Project: This $3 billion effort is designed to map our entire genetic code so that cures for genetically related diseases can be found. Some of those involved in it, however, say that discoveries will help cure society of crime, poverty, and other social ills.(16) Racial Profiling: This practice is linked with the war on drugs, gangs, and terrorist threats. Made official policy during the Clinton administration, there is now a strong push to have it abolished due to police and airport policies that are considered harassment, unjustified, and race-based. High-profile cases have taken place in New York City (Abner Luima and Amadou Diallo, both black immigrants), Los Angeles (Rodney King), and elsewhere. Many other incidents go unreported and unpublicized.

Current Research

According to the Breggins, well-established opponents of such practices, we have reached the following point: Against this background of expectations and beliefs, scientists and doctors are attempting to address violence [among non-whites] as a disease: The U.S. Public Health Service has launched a public health campaign against violence, focusing upon vulnerable individuals. The most powerful psychiatrist in the federal government has publicly promoted the screening and preventive treatment of inner-city children”those with a presumed biological and genetic predisposition to become violent when they grow older. Federal agencies, foundations, and private industry are pouring hundreds of millions of dollars into finding the genetic source of social behavior. Once it is found,drug treatments can be developed and administered to those who arebiologically or genetically disposed to violence. Supporters of the federal Human Genome Project suggest that science is on the verge of locating genes that predispose people to everything from poverty and unemployment to alcoholism and crime. Anticipating such discoveries, the Human Genome Project has funded a conference called Genetic Factors in Crime. Researchers and clinicians alike are frequently quoted in the media as citing genetic predispositions for every possible psychological and social problem, from inattentive behavior in school to alcoholism, schizophrenia, crime, and violence. The view that widespread violence can be best defined and treated as an individual disorder ignores other vast influences, including social, economic, educational, environmental and cultural differences in experience. The reduction of human experience to an expression of DNA or a wholly biological event shows an underlying bias and ideology”even though it is presented as objective research.(17)

Conclusion

Biological and genetic predeterminism seek to justify the status quo instead of trying to solve such existing social problems as, among others, race-based poverty, segregation, discrimination in housing and employment, substandard education, lack of equal opportunity, and violence. In this respect, they deny many core assumptions of Judaism, Christianity, and Islam: human equality and respect, individual responsibility, the value of education, the possibility of self-improvement, and the ultimate triumph of the human will by connection with the Divine.

Footnotes

1 Scott Foutz, Ignorant Science: The Eighteenth Century’s Development of a Scientific Racism. Quodlibet Journal 1, no. 8 (December 1999). Online at: www.Quodlibet.net.

2 Genesis 9: 20-27 was interpreted in such a way that Ham and his descendents were forever cursed to be a race of servants because Ham had looked upon Noah as he lay naked and drunk. The Qur’an does not mention this.

3 Robert Proctor, Racial Hygiene: Medicine under the Nazis (Cambridge, MA: 1988), 13.

4 Sven Lindqvist, Exterminate All the Brutes. Tr. Joan Tate (New York: 1996), 8.

5 Ibid., 9.

6 Ibid., 131.

7 Ibid., 107.

8 Proctor, Racial Hygiene, 48, 52.

9 Stephen Gould, The Mismeasure of Man (New York: 1996), 180, 181.

10 These and other arguments are discussed fully in Claude Fischer et al., Inequality by Design (Princeton: 1996); Russell Jacobi and Naomi Glauberman, eds., The Bell Curve Debate (New York and London: 1995); and Ashley Montagu ed., Race & IQ Expanded Edition (New York 1999).

11 Renato M. E. Sabbatini, The History of Psychosurgery, Brain & Mind Magazine (June: 1997). Online at: www.epub.org.br/cm/n02/ historia/lobotomy.htm.

12 Mitchel Cohen, Beware the Violence Initiative Project ” Coming Soon to an Inner City Near You, Synthesis/Regeneration 19 (Spring 1999). Online at: www.greens.org/s-r/19/19-07.html. This article recounts medical experiments conducted on minority children since 1992, and shows the close relationship between researchers and pharmaceutical companies.

13 Ibid.

14 Washington Post (29 July 1992). Online at: www.breggin.com/Mehlerart.html.

15 Frederick Goodwin, Understanding and Preventing Violence, (National Academy of Sciences and the National Research Council: 1992). Partially funded by the Centers for Disease Control, the U.S. Justice Department, and the National Science Foundation. Online at: www.breggin.com/Mehlerart.html.

16 Ibid.

17 Excerpted from Peter Roger Breggin and Ginger Ross Breggin, The War Against Children of Color: Psychiatry Targets Inner-City Youth (Monroe, ME: 1998). Online at: www.ftrbooks.com/psych/ breggin/ war_against_children.htm.

Although the disintegration of the Soviet Union has, largely, put an end to the end of Cold War, the world has not become more peaceful. The bloody disintegration of Yugoslavia and other savage conflicts have signaled the emergence of a new nationalism. In this context, to justify the use of force we frequently hear talk of self-determination and the rights of peoples.

Membership of the United Nations has increased sharply only twice in its history. The first time was in the late fifties and early sixties, at the people of the decolonization following the retreat of the Western imperial powers. The second time was after the disintegration of the Soviet empire and then, a little later, of Yugoslavia. In the latter case, the new sovereign nation-states were not colonies achieving a new independence.

It is thought that the latest increase in the number of nation-states will encourage distinct communities within larger states to seek some measure of independence. Although the legal right for self-determination as the basis for the use of force to gain independence is not new, it would be wrong to deny that the use of force is now perceived as a likely means of realizing full independence or some degree of autonomy. That perception is surely one of the strongest reasons behind many of the conflicts currently stretching taking place in Bosnia- Herzegovina, Nagorno-Karabakh, Palestine, Kashmir, Northern Iraq, Somalia, Dniester region of Moldova, the Abkhazian region of Georgia, etc. These are only some of the hot spots which have one, or more than one group of people engaged in armed struggle for independence. Of course the list could easily be enlarged.

Language is certainly a decisive factor in the assertion of ethnic identity. According to the Summer Institute of Linguistics, Dallas, Texas, there are 6,170 languages spoken in the world at this time (Grimes (ed). 1988, p.vii: quoted in Moynihan, 1933, p.72) However, there are only 184 states in the world, the latest additions being Eritrea, Monaco and Andorra.

The steady increase in the number of nation-states indicates that the process of state-building is far from over. International analysts John O’Loughlin and Herman van der Wusten expect the number to reach around 250 by the middle of the next century (O’Loughin and Van der Wusten, in Taylor (ed). 1993, p.l08). The way that number will be attained is likely to be by using force. That likelihood alone is enough reason for taking the issue very seriously. For, as the number of nation-states increases, so too do the chances of war between them as the conflicts of interest between the states become more complicated.

At the beginning of the twentieth century, it was a self-evident truth that wars, strictly speaking, could only be engaged in by established states. Other terms were used to describe other forms of violence such as insurrection, civil unrest, piracy, or rebellion. At most, there was ‘civil war’ where the adjective modified the idea and the law which applied.

Especially after the Second World War, opinions about what constitutes war and which entities in the international arena may wage war have altered. The swift break-up of colonial empires and the increasing consensus that there was a right of peoples to self-determination have led some to the view that wars of national liberation are international wars, albeit they are not inter-state wars (Wilson, 1988, p.134). It can he convincingly argued that the rules governing the Legitimacy of resort to force (jus ad bellum) and the rules governing the conduct of hostilities (jus in bello) have changed markedly since the Second World War and especially since 1960.

As the ethnic conflicts spread around the world, they are becoming another source of human misery in the aftermath of the Cold War. It is a reality of our time that secessionist, irridentist, and national liberation wars are the greatest killers-either directly through bloodshed or indirectly through hunger or disease stemming from such wars (Farley, 1986, p. 139). O’Loughlin and Van der Wusten hold that the causes of wars after the 1990s will most probably be ethno-nationalist disputes (Taylor (ed.), 1993, p.106), that is, related to national liberation or separatist movements. For the last two years, we have been witnessing through the nastiest example of such a conflict in Bosnia-Herzegovina.

Unless a remedy is found to these ethnic disputes, the peoples of the earth will not experience in the foreseeable future the peace that seemed to be, to so many, the promise of the end of the Cold War era. 

References

• FARLEY, Lawrence T. (1986) Plebiscites and Sovereignty: the Crisis of Political Illegitimacy, Westview Press, London.
• GRIMES, Barbara F.( ed) ( 1988) Ethnologue:Languages of the World. Summer Institute of Linguistics. Dallas.
• O’LOUGHLIN, J. & VAN DER WUSTEN, H. (1993) ‘Political geography of war and peace’, in Taylor(ed.)
• TAYLOR, Peter J. (1993) Political Geography of The Twentieth Century, Belhaven Press, London.
• MOYNIHAN, DANIEL P. (1993) Pandemonium:Ethnicity in International Politics, Oxford Univercity Press.
• WILSON, Heather A. (1988) International Law and the Use of Force by National Liberation Movements, Clarendon Press.