On the night of January 13, 2017, eight people were kidnapped at gun point in the Ogun State of Nigeria,[1] by masked members of a group calling itself “The Delta Militants.” Those kidnapped were students and employees at a private school run by Turkish immigrants located near Lagos. These include three female students, aged eleven, fourteen, and fifteen years, who were seized from the girls’ dormitory. The five women included two supervisors, one headmistress, one cook, and a teacher, and all are Nigerian, except for the teacher, who is Turkish. Beaten and threatened with their lives, the victims were released relatively unscathed twelve days later, and all of the girls returned to their school within days, as did their teacher. I was able to meet all of the children and their teacher only a month after their ordeal, during a visit to their school, and over a meal at the teacher’s home.

When the girls sat shyly in front of me, two of them wearing green and pink skirts and the third dressed in grey, purple and white, I took a deep breath, shocked, and thought, “These girls are way too young to have experienced what they went through.” One, with enormous sad eyes, and a solemn, yet stunned expression, sat silently and did not answer any of my cautiously-framed questions, but occasionally nodded in agreement, or smiled briefly. The other two did speak to me, but were understandably reticent. After telling them I thought they were brave survivors, I asked where they had slept while in the forest, and whether or not they were bothered by insects. The silent one nodded, affirming that insects had pestered her at night. Another girl, the fifteen-year-old, explained that after being led out of the compound at night, the students and teachers just had to sleep either on the forest floor, or squashed together on an old mattress. I asked her if there was any silver lining to her ordeal, and her answer surprised me. She replied earnestly, “I learned that some people are really poor and that makes them do bad things,” a lesson she should not have had to learn at that age. All of their faces lit up with smiles when I asked them if they had wanted to bathe after they were released—after an exuberant and emotional meeting with their family members, it was the very first thing they wanted to do.

In order to feel safe after the kidnapping, they pray, keep the lights on at night, and sleep with others in the room. The youngest explained that her mother was going to purchase a “Sadness” doll for her, a figure from the Disney film Inside Out, to help her feel safer as she tries to cope with her emotions. All three conveyed that they had really, really wanted to return as soon as they could to their school, which they did only a few days after their release. While I avoided asking the children questions about the worst parts of their ordeal, the Turkish teacher explained that during the first few days of the abduction, the militants hit them and constantly threatened to kill all of them. Mercifully, none was sexually abused. Prayer and the responsibility of caring for children during the painful experience helped the teacher keep her strength, although she was almost certain she would not survive. Like the children, she returned to her school only five days after the attack.

Their own school negotiated to pay their ransom, saving eight lives. Sometimes, kidnappers sell their victims to other more brutal militant groups; these eight survivors were indeed fortunate they were released alive. Here I shed light on the mission, reception, and challenges of these schools, and offer greater context for why the kidnapping occurred.

Much-needed schools, challenging circumstances

The school is affiliated with the Hizmet Movement (also known as the Gülen Movement). Hizmet is a civil society organization, inspired by Sufi Islam, which was founded in Turkey around the ideas of an Islamic cleric, Fethullah Gülen (b. 1941), and participants began to launch businesses, as well as educational, and interfaith projects, in Nigeria in the 1990s.

Hizmet is the Turkish word for “service,” and indeed, this school’s mission is to “produce intelligent, enlightened and highly socialized individuals (youths), who are fit to pursue higher education and become effective, integrated and productive members of the society.”[2] Towards that goal, Hizmet schools in Nigeria provide instruction to around 5,000 students, regardless of their religious, ethnic, or tribal affiliations (there are over 250 ethnic groups in Nigeria).[3] The movement has also established other partnering institutions in Nigeria, including a university, hospital, consulting agency, examination preparation center, and a dialogue foundation (which hosts interfaith dialogue events). All of these are located in Abuja, but representatives from these institutions are found across Nigeria.

The schools are widely lauded for their academic success,[4] and Nigerian President Muhammadu Buhari thus far supports their presence in Nigeria.[5] After the July 15, 2016, attempted coup in Turkey, Turkish President Tayyip Erdoǧan blamed the plot on Hizmet. He did so without evidence, scapegoating participants and labeling them traitors and terrorists, apparently in order to increase his own authority. While Hizmet has over 2,000 schools around the world, Erdoǧan has recently pressured foreign governments to shutter these schools, in some cases succeeding. However, Nigeria’s Minister of Education, Malam Adamu Adamu, has stated that given the frivolity of the request and the lack of evidence confirming any complicity on the part of Hizmet in the plot, the schools, which employ around 2,000 Nigerians, would remain open.[6]

Operating in Nigeria poses Turkish Hizmet participants unique challenges, although those interviewed also spoke of their love for their students and their appreciation for the beauty of Nigeria. However, challenges include obvious and serious security concerns, and a “very high” risk of major infectious diseases including malaria, meningitis, hepatitis, dengue fever, lassa fever, AIDS, and typhoid.[7] Participants also suffer from isolation from their families and friends back in Turkey, which has become especially acute since the attempted coup in Turkey. Since then, all affiliated with Hizmet have been widely ostracized in their homeland, and in many cases shunned by their own friends and family members. In Turkey, thousands have been detained, arrested, fired from their jobs, or forced to flee the country because of Erdoǧan’s “purge” of the movement.

Adding to this crisis, the Turkish government, according to those I interviewed, has refused to renew the Turkish passports of those abroad, or to give new passports to Turkish babies born outside Turkey. At a dinner in Lagos, one young woman laughed wryly, raising her baby up for me to see, and exclaimed, “No passport! He is a citizen of the world!” Absurdly, many of these babies do not hold citizenship anywhere. The danger of arrest and the passport issue have made it dangerous, and for many, impossible, to return home. Those few that have been able to go home for a visit spoke to me of strained relationships in their families, or of family members in jail. Without a doubt, many Turkish Hizmet-affiliated teachers and administrators in Nigeria are homesick, worried about relatives at home, and grieving for Turkish staples such as feta cheese and olives that are hard to find in some regions of Nigeria. Turkish delicacies aside, their religiously-inspired hizmet, or service, has required quite a sacrifice.

Why kidnap little girls?

The short answer is that some poor people do carry out criminal activities to access resources, and some wealthy people do as well, in order to hoard those resources. Nigeria has suffered for decades from acute corruption, economic inequality, and state instability. Even the recently-elected President Muhammadu Buhari acknowledges Nigeria’s tradition of bribery, skimming, and overcharging, and laudably, has recently launched anti-corruption measures.[8] With all of its human and natural resources, the West African country has witnessed its share of Christian/Muslim conflict, the violence of internal displacement, poverty, and forms of social injustice. Reflecting this, life expectancy at birth is only 52 years,[9] and the literacy rate stands at 59.6 %.[10] Over two million internally displaced persons languish in camps.[11]

Oil is Nigeria’s main export, and a primary area of conflict is who will exercise control over the oil-rich delta.[12] The self-termed “Delta Militants” responsible for the abduction are likely one of the many Niger Delta militant groups, who have stated that they are fighting to force the government to grant more resources to local communities.[13] It is also possible that they were mere criminals, using kidnapping as a means to make easy money. It is hard to pin the blame for the abduction on any one party; the eight were kidnapped because of the instability in the country.

Political scientist William Hansen explains that for some radical extremists in Nigeria suffering from poverty and life in rural regions, violence is a form of class warfare and an expression of anger against the state.[14] While the Niger Delta Militants may perceive themselves as “avengers” against those who have wronged them first,[15] these militants are perpetuating, along with the state, Nigeria’s dialectic of violence which leaves the country impoverished and its people psychologically traumatized. Unfortunately, in this case, innocent young schoolgirls and their caretakers paid the price. Terrorized, the girls will likely sleep with the lights on for a long, long time.

Conclusion

While I will not soon be able to forget the anxious expressions and courageous smiles of those girls and their teacher, it gave me some pleasure to hear that their school recently threw them a “survivors’ party,” celebrating their will to move forward. Hizmet’s projects in Nigeria, including high quality educational institutions and centers for interfaith dialogue, are also moving forward and will contribute in positive ways to Nigeria’s future. However, Turkish participants there were shaken by the ordeal of those kidnapped, and likely concerned for their own security and that of their students in the future months. Many of the Turkish Hizmet participants with whom I spoke expressed gratitude that the Nigerian government continues to allow them to reside and work there, despite any challenges. “I am Nigerian now!” more than one Turkish person claimed during my visit.

The monstrous abduction of the schoolgirls represents only a fraction of the hundreds of abducted persons in Nigeria every year. Solving this predicament requires training the next generation to run the country efficiently and fairly, the equitable distribution of resources, and job creation. While their Turkish friends contribute modestly towards the development of Nigeria through educating some of that country’s youth, it is the Nigerians, with the support of the international community, who will have to come together to achieve this goal in their own way.

[1] Population 186,053,386. CIA World Factbook: Nigeria, https://www.cia.gov/library/publications/the-world-factbook/geos/ni.html.

[2]Nigerian Tulip International Colleges,“About Us,”http://www.ntic.edu.ng/.

[3]CIA World Factbook: Nigeria.

[4] Executive Administrator, 20 Best Ranked Secondary School in Nigeria,” Good Schools Guide Nigeria, October 5, 2016.

[5]MisbahuBashir,“Nigeria: How Govt Snubbed Turkey On Schools Closure,” allAfrica, August 18, 2016, http://allafrica.com/stories/201608180108.html.

[6]JerrywrightUkwu, “Coup: FG ignores Turkey’s request to close Turkish schools,”Naig.com, July 26, 2016, https://politics.naij.com/933492-coup-nigerian-government-ignores-turkey-find.html.

[7]CIA World Factbook: Nigeria.

[8]Robyn Dixon,“The aftermath of Nigeria’s fight against corruption: Officials have luxury cars, but can’t afford gas,” Los Angeles Times, December 27, 2016, http://www.latimes.com/world/africa/la-fg-global-nigeria-corruption-2016-story.html.

[9]UNData: Nigeria, http://data.un.org/CountryProfile.aspx?crName=NIGERIA.

[10] CIA World Factbook: Nigeria, 2015 estimate.

[11]“Annual Report: Nigeria,” Amnesty International, https://www.amnesty.org/en/countries/africa/nigeria/report-nigeria/.

[12]FinefaceOgoloma, “Niger Delta Militants and the Boko Haram: A Comparative Appraisal,” AFRREV IJAH An International Journal of Arts and Humanities,Vol. 2 (1), Serial 5, February, 2013.

[13]Justice ChidiNgwama, “Kidnapping in Nigeria: An Emerging Social Crime and the Implications for the Labour Market,” International Journal of Humanities and Social Science 4:1 (January 2014), 135.

[14] William Hansen, “Boko Haram: Religious Radicalism and Insurrection in Northern Nigeria,” The Journal of  Asian and African Studies, 2015, 2-3.

[15] Hansen, “Boko Haram,” 3.

In his The Death of Criticism, Terry Eagleton spoke of the rude shock a clerk in his office might experience if she stumbled upon the thought that her boss is actually paid, and paid very well for that matter, for just reading poetry and prose. If she realises this, and perhaps begins to make noise about it, the authorities might again realise that, indeed, they might be wasting money on a venture that has no purpose. If they were to realise this, it would mean the death of criticism.

Terry Eagleton chose this anecdote to show how people might view literary education as an exercise in futility because, as Edward Said demonstrated in his Orientalism, literature or the cultural realm, and its expertise, seem institutionally divorced from their real connection with power (see Said, 2003: 2-3). In fact, what Said wanted to say was that literary education should be taken very seriously, because it contained things needed to build a man or woman for social change. In other words, as earlier mentioned in the abstract, texts contain macro and micro types of information; if these are properly harnessed and transformed, they have the capacity to change our world.

We derive an extraordinary amount of information from texts – information about politics and history, sociology and psychology. A great deal of information is available in texts, but it also demands transformation into knowledge. It is at this stage that information transformed to knowledge becomes power. This power that the individual – that is, the scholar of literature – possesses is actually a cognitive state he has attained that makes it possible for him or her to become a better person or a bad person. This state must, however, be made concrete and practical through the application of the knowledge gained, which has actually made him or her powerful.

Thesis

The ability of the scholar or critic of literature to become a mediator in Conflict Resolution is only one aspect of his or her method of making his knowledge practical. He or she may decide to apply his or her knowledge, for it has become a source of power for him or her in fighting against oppression and injustice. He or she may decide to go into party politics and seek elected office as a way to improve the lives of others. Or, he or she may even begin to apply words to paper – that is, to become a writer. The fact of a writer being a person who is making his or her knowledge practical or functional lies in the fact that, first of all, he or she has a reason for wanting to write –what the Marxist critics would call authorial intention in writing: if the writer is not trying to reform a morbid psyche, he or she might intend to teach or raise issues about a condition that he or she thinks needs to change. They could even inspire a revolution. They might decide to report events as well as ensure that people become informed, because it is in being informed about something that makes change become inevitable.

Today, Nigerians are faced with the challenges of insecurity occasioned by religious extremism that borders on terrorism. This extremism is based on the misappropriation of scriptural injunctions. They are used – through a medley of religious, political, and ethnic reasons – to justify the actions of extremists.

The chaotic state of Nigeria’s present could be compared to the situation of Victorian England, where the progress made in science and technology brought man to the brink of apostasy. The fact that science could not verify the existence of God led many to trust solely in the proven capacity of the human mind. The German philologist and philosopher Friedrich Nietzsche boldly declared, in his fictional work Thus Spoke Zoroaster or Also Sprach Zarathustra, that “God was dead … that He died in his pity with humanity” (see Nietzsche as translated by Hollingdale,1975: 114). The Godlessness of the age, as well as the doubt cast upon the divine authority of the Church, led Mathew Arnold to propose in his Literature and Dogma (2002) the need for Literature to take the place of religion (see Arnold). This he thought was possible because in his Culture and Anarchy (2004), his social criticism and his own way of defining Humanism, literature is the carrier of culture. His humanism consists of getting rid of ignorance, narrow-mindedness, and prejudice; it is defined by a continuous quest for the ideal. Therefore, in his Literature and Dogma (2002), he argues that sacred texts should be read as literature because values and morals are derived from them, and as such, they contained things to make us better people. In other words, people should read sacred texts whether or not the existence of God is verifiable or not, because reading them will eventually make them men of culture, or people who have overcome their ignorance, prejudice, narrow-mindedness and continually pursue the ideal of perfection.

By implication, therefore, literature must rescue religious bigots. As George Gordon, the early Professor of English Literature said, “England is sick and … English Literature must save it. The Churches (as I understand) having failed, and social remedies being slow, English literature now has a triple function: still, I suppose to delight and instruct us, but also, and above all, to save our souls and heal the state.” Rephrased one may say: Nigeria is sick and literature must save it. Our religions have faltered, and social remedies have been slow; thus literature must now not only delight us, but also instruct us, heal the state, and save our souls.

Recently, the Federal Government of Nigeria had shown interest in getting to the root causes of religious extremism among Muslims in Nigeria. The Almajiri factor has been identified as one of the causes of religious extremism in Nigeria. Somehow, they have decided that the high rate of poverty and ignorance among some individuals or Almajiris in the North, whose condition was precipitated by certain perceptions and beliefs, caused the frustration that led to this cataclysmic turn of events in Nigeria. The federal government is thinking of rehabilitating these individuals through education. Now the question is: what type of education do these people need? What type of culture will the education teach them? Education liberates the mind – especially good education in the humanities. Vocational education will no doubt teach them practical skills, which could help them in creating employment for themselves; however, for their ignorance to be conquered, for their minds to be liberated, for them to become truly free and genuine human beings, who will harness the potentialities of their mental faculties, and who will make their knowledge functional and applicable, they need the type of education that will make them become men and women of culture. They should be exposed to the transformational effect of knowledge. Their education should be such that occurred in the Renaissance and Reformation in Europe (see Johnson, 2001:44), where literary humanism and a method of careful approach to textual issues evolved. Like a humanist, they should be encouraged to look at things objectively, to value the power of reason without necessarily rejecting the Godhead, to question the origins, authenticity, and credentials of texts – even sacred texts – to practice rational Islamism and see whether it is possible to evolve Islamic humanism, which has taken root in countries like Turkey, where the great Islamic scholar, Fethullah Gϋlen has emerged as a force for love and peace(see Gϋlen, 2010:31). They should be bombarded with literary texts of various shades, simplified if need be, so as to promote sympathy and camaraderie among them; literature should be made to train them in the habits of pluralistic thought and feeling, persuading them to acknowledge that more than their viewpoint exists…(see Eagleton, 2008:22).

Ile, Onyebuchi James is the Head of the Department of English Language and Literature, Nigerian Turkish Nile University.

References

• Arnold, Matthew. 2004. Culture and Anarchy. London: Neeland Media.
• ——. 2002. Literature and Dogma. London: Fredonia Books.
• Eagleton, Terry. 2008. Literary Theory: An Introduction. Oxford: Blackwell Publishing.
• Gϋlen, M. Fethullah. 2010. Speech and Power of Expression: On Language, Esthetics, and Belief. (translated by Korkut Altay) New Jersey: Tughra Books.
• Johnson, Paul. 2001. The Renaissance. London: Phoenix Press.
• Nietzsche, Friedrich. 1975. Thus Spoke Zarathustra (translated by Hollingdale, R.J.) Middlesex: Penguin Books Ltd.
• Said, Edward. Orientalism. London: Penguin Books, 2003.

Some of the incidents we are experiencing today might seem as if they have no precedent – this is both true and false; yes, no precedents on the scale we see today; and no, for violence is something we human beings have always been prone to. Thus, peacebuilding is not possible via revisions in educational policies alone; it is to a no lesser degree relevant to human character, virtue, and moral development. And these are some of the discussions you will find in our coverage in this issue.

The lead article focuses on value transmission in education of the young and how it is so critical for a nation to maintain its existence. Johnston McMaster discusses pluralist democracy and global citizenship as two main goals which education should be geared towards. Michael A. Samuel shares his observation of Turkish teachers inspired from Fethullah Gülen and the Hizmet philosophy who migrated to South Africa with a sense of “responsibility to guide the world to a better realization of its potential fullness of being; towards a greater goal of good.” Zekeriya Ozsoy warns teachers that an imbalanced conduct of reward might shift the motivation of some students to material prizes and cause them lose their intrinsic capacity to strive and achieve.

Two special contributions from Nigeria give us hope that sound-thinking leaders and scholars might enable this African star to be rescued from the current violence based on religious and ethnic differences.

Christians

In Acts 10:38 we read the following: “God anointed Jesus of Nazareth with the Holy Spirit and with power. He went about doing good and healing all who were oppressed by the devil, for God was with him.” And in Matthew 9:36 we read: “At the sight of the crowds [who seemed lost], his heart was moved with pity [with compassion] for them.” In brief, this explains what was responsible for the life and actions of Jesus of Nazareth and how it is that he did no harm, but rather only good: He was moved with pity, with compassion for others. And what is compassion?

The Greek word for compassion is “splanchnizomai” or “spankhnomai.” It means to be moved as to one’s bowels moved with love and pity or sorrow. It means to suffer with someone, to feel and identify with someone’s pain. To have compassion is to have mercy, to recognize and have sorrow for someone’s suffering. It is to have love, care, kindness and tenderness for someone, especially for those in need.

Clearly, those who are planting bombs or blowing themselves up or who are plotting similar schemes in Nigeria (and people of similar minds who are perpetuating violence in other parts of the world) no longer have compassion for others and for themselves. And yet, they claim, for the most part, that they are doing this in God’s name. The real question is: In the name of whose God? Is there a God without compassion? It is certainly not in the name of the God of Jesus of Nazareth, nor is it really in the name of Allah of Islam. And it is definitely not in the name of YHWH (God) of the Jews either.

In John 14:9-11, Jesus said to Philip who asked him to show them the Father, “Whoever has seen me has seen the Father. … I am in the Father and the Father is in me. … The Father … dwells in me.” Unequivocally, one can say that what we see and love in Jesus of Nazareth, namely, his compassion for the poor and for everyone in need, his gentleness, his unconditional and faithful love, to name only a few, is equally true of the God that he has revealed to us. And Saint Paul writes in 1 Corinthians 11:1, saying, “Be imitators of me, as I am of Christ.”

Muslims

What do we know about the God of Islam? Asghar Ali Engineer remarks that the very first chapter of the Qur’an has the second verse as follows: Al-Rahman al-Rahim (i.e., The Compassionate, the Merciful). In fact, every chapter of the Qur’an (there are one hundred and fourteen of them), from surat al-fatiha to surat al-nas, begins with Bismillah al-Rahman al-Rahim (i.e., “in the name of Allah the Compassionate and the Merciful”) (with the exception of the chapter Tawbah in which this phrase is not in the beginning but comes later). Thus, among Allah’s own 99 names are al-Rahman and al-Rahim (i.e., The Compassionate and The Merciful), and Allah has sent his Prophet Muhammad into the world as the Mercy of the world, as rahmatu lil’alamin (i.e., as “mercy of the worlds”) and as al-risalat al-alamiyyah (i.e., as one who represents universal mercy). And a Muslim, according to Asghar Ali Engineer, begins everything by reciting, “Bismillah al-Rahman al-Rahim” (that is, “begin [every step] in the name of Allah Who is Compassionate and Merciful”). One can infer from this that the predominance of mercy and compassion in the life of Muslims is indisputable. Thus, even when one may engage in a “rescue mission” – that is, plot or participate in a war against the oppressor in order to liberate the oppressed, who cries for justice – even then the Qur’an (in chapter 4, verse 75) does not expect the violence to be reckless. In other words, Muslims may never fight a war “without compassion”; they may never fight a war except on compassionate grounds (and only with compassion). Not even in the name of the most oppressed of peoples may they fight a godless war, an unholy war. A war that is considered holy is that which is fought fi sabili Allah (i.e., in the way of Allah). The way of Allah is of justice and of protecting the rights of the poor and exploited. For more on this matter, one may consult the commentary of Maulana Muhammad Ali’s The Holy Qur’an (Lahore, 1973). Meanwhile, it is most certainly unjust and ungodly to kill the innocent. Is it not?

Now we have seen that like the God of Jesus of Nazareth, Allah of Islam is compassionate and merciful. Among Allah’s 99 names none is used as frequently as al-Rahman al-Rahmin. And Allah demands that Muslims be compassionate and merciful to others even in circumstances where they are morally compelled to liberate the poor and exploited from the callousness, godlessness and decadence of the oppressor. Otherwise, those that they seek to help may in fact end up being worst off, and even destroyed by their actions.

Additionally, in the ninth century the servant of God Umar, the second successor of the holy and most venerable Prophet Muhammad, decrees as follows in respect of Christians: “Their churches shall neither be used as dwellings nor destroyed. They shall not suffer any impairment nor shall their dependencies, their crosses, nor any of their property. No constraint shall be exercised against their religion (Q. 2:256) nor shall any harm be done to any among them” (cited in J. M. Gaudeul’s Encounters & Clashes: Islam and Christianity in History, Rome, 2000, p. 47). All in all, the soul of Islam is mercy and compassion.

The Jews

Finally, what do we know of the God of the Jews? According to Richard H. Schwartz, YHWH (God) is referred to in synagogue services as Ha-rachman, that is, as “The Compassionate One” and as Av harachamin, that is, as “Father of Compassion.” And the Talmud (i.e., a collection of books, which is considered as one of the holiest of Judaism’s books and taken to be very authoritative in Judaism) also teaches that Jews are to be rachmanim b’nei rachmanim, that is, “compassionate children of compassionate ancestors.” Thus, one who fails to be compassionate cannot be a true descendant of Abraham (Bezah 32b). And the Talmud says categorically that heaven will grant compassion exclusively to those who have shown compassion to others (Shabbat 151b). This insistence on and importance of compassion in Judaism is taken further by the Baruch Sheh’amar prayer which is recited daily in the morning (Shacharit) services. Here is the prayer: “Blessed is the One (God) Who has compassion on the earth; blessed is the One Who has compassion on the creatures [animals and people].”

In Judaism, compassion is not only an attribute of God, it is imperative for all Jews to show compassion. Rabbi Dovid Sears states, “Compassion for all creatures, including animals, is not only God’s business; it is a virtue that we too must emulate. Moreover, compassion must not be viewed as an isolated phenomenon, one of a number of religious duties in the Judaic conception of the Divine service. It is central to our entire approach to life.” Why is compassion at the core of Judaism? As Richard H. Schwartz reminds us affirmatively of Isaiah 11:9, the answer is: so that “no one shall hurt nor destroy in all of God’s holy mountain”; so that no one may hurt or be hurt; so that no one may destroy or be destroyed in all of God’s creation.

We may now conclude by saying that if and when all men and women of Nigeria realize that those who have shown no mercy and compassion on earth to their fellow men and women and children will not be shown mercy and compassion in heaven by God, then they will most certainly, consciously and actively cultivate compassion, and the current reckless violence and killings in Nigeria will begin to die a natural death.

Rev. Dr. Pachomius Okogie
University of Saint Anselm,
Rome, Italy

But our similarities and differences can also be much more significant, as well. On one hand, for instance, the tenth anniversary of 9/11 was a major occasion for the U.S., but for a great majority of the world it was just a single chapter-albeit a long one-in the chronicles of violence in human history. On the other hand, almost every nation today from the Philippines to Nigeria has diverse security issues, and in many countries mass killings, violent attacks, and explosions have become astonishingly unastonishing. Just before the turn of the year, for instance, terrorism showed its monstrous face once again against Christians observing Christmas in Nigeria. Indeed, these attacks were an unprecedented form of violence by so-called Islamic terrorists-where in the history of Islam can one show violence against Christians as they are worshipping, especially when the Qur’an and the Prophet forbade harming worshippers in churches or monasteries? Is there any permission in Islam to attack civilians? Iraq and Syria have their own fashion of violence: sectarian conflicts in the fight for obtaining the right to rule. There are many major concerns that all human beings share, and this calls for developing a common understanding so that we can tackle them together. In all of the events The Fountain organizes, we try to raise awareness of our commonality by cultivating an environment in which we can learn from our differences.

The lead article in this issue underlines one dimension of one of our universal humanness by relating “happiness” to “virtue.” The article on autism tries to open a window of hope for families suffering from this really difficult ordeal. In “The Optimizing Man,” you will read on the many economic irrationalities we commit for the sake of transient fancies. The article on cultural differences shares with us some interesting differences between varying nations of the world with memorable examples. De Villa guides us on an exploration of the fantastic civilization of Al Andalus, an exemplary era of coexistence in human history.

Over 1150 participants registered for the conference. There were participants from other African countries including Benin Republic, Togo, Cameroon, Gabon, Niger Republic, Burkina Faso, Chad, Guinea and South Africa. Many distinguished Nigerians attended the Conference that include Honorable Ministers, Members of the National Assembly, Presidential Advisers, Vice Chancellors of Federal and State Universities, Emirs and Chiefs, Judges, Islamic Scholars, Christian Clerics, Members of the Academia and Students. Similarly, participants were also drawn from the Non Governmental Organizations (NGOs) and the organized private sector. Foreign dignitaries that included Ambassadors, officials from ECOWAS and other members of the Diplomatic Corp also graced the Conference. 

The Conference had 6 Panels and consisting of 22 presentations. Speakers were drawn from eleven countries, including Nigeria, Malaysia, Bangladesh, India, Russia, Jordan, Turkey, Albania, South Africa, Republic of Ireland and the United States of America.

We remember Africa today with recent famines and drought, especially in Somalia, Ethiopia, and Kenya, worst in the last sixty years. If one is not watching only wild life documentaries, Africa is one large portion of the old world, home for diverse cultures, a continent rich with natural resources, and this last one has been the major reason why it has become a large battlefield for many centuries.

Nigeria is the most populous country of Africa (seventh in the world), with over 250 ethnicities, over 500 different languages spoken (one of the countries with highest linguistic diversity). Nevertheless, Nigeria has also been the stage for tribal warfare and strife, and bitter incidents of some recent bloodshed still linger in our memories. In this respect, the theme of the conference fits perfectly well in this country, where there are seventeen schools, a university, and a recently established dialogue foundation inspired by Fethullah Gülen.

What other forms of engagement can we offer other than education and dialogue for peaceful engagement? What can be a more lucrative investment for a peaceful future than the one made in education and dialogue? With awareness of this need and commitment to serving all humanity, regardless of race, color, religion, or nationality, growing numbers of volunteers of education and dialogue are establishing schools, hospitals, dialogue centers, and relief organizations all over the world. Humble but selfless efforts of these volunteers who are inspired from thinkers like Fethullah Gülen are now yielding fruits of dialogue in more than 130 countries where children of warring nations are educated side by side, members of different religions enjoy the same meal, and pray for a peaceful future.

The current issue of The Fountain offers essays reflecting this culture of coexistence. The lead article expounds on the unique qualities of being human, reminding us the “know thyself” principle of Socrates, for “the one who has perceived the secrets of his or her own self has also known God.”

“Different Approaches to Interpersonal Conflict” stresses on how vital it is to be familiar with “conflict-related behavioral tendencies” for it “might help in the development of strategies for interpersonal, intercultural conflict resolution or prevention.”

Also in this issue Dr. Kurucan explains Islam’s stance for issues like freedom of practicing and teaching one’s religion, and in what conditions Islam allows war, if it does, in cases of violation of this right.

While these conflicts are represented and justified in terms of religion, historical linkages and occurrence, resources, election or ethnicity, a critical look at these “points of division” increasingly clarifies certain underlying currents: group affiliation, attachment and solidarity. It is this affiliation, attachment and solidarity that have informed the increasingly common dichotomy of people, locally and sometimes internationally, between the “we” and the “them,” “the in-groups” and “the out-groups” or, as is used among the Yorubas in western Nigeria, between the “Omo-ilus” and the “Ara-ilus.”

In the Yoruba language the Omo-ilus denotes a group of people who belong to a particular area in terms of religion and culture, and not only reside in such areas, but are attached to the land. Conversely, the Ara-ilus are people who find themselves in the same area as the Omo-ilus, but who are considered aliens by the latter because of history, religion, tribe, etc. Therefore, there is a clear division to the extent that an Omo-ilu tends not to see an Ara-ilu as his tribal brother even when the latter has stayed in the Ilu (village or locality) for more than 20 years, or even where he was born in the Ilu and haz imbibed some of the culture of the land, including its religion. Though elsewhere, this division is termed the native-settler syndrome, the underlying logic is similar.

The “group thesis” as an explanatory paradigm postulated by Arthur Bentley is not new in the social sciences, but its essence and relevance has been a subject of academic standoffs, while the respective groups continue to move towards violent settlement of issues. Even the global system has not been left out in this segmentation of the humanities. While Huntington spoke about a “clash of civilizations,” President George W. Bush partitioned the world into “Our Allies” and the “Axis of Evil,” even as some Arab scholars and leaders publicized an “Arab Renaissance”-sometimes termed “Arabism”-which splits the Northern African countries from other parts of Africa, and in other, more Machiavellian usage justifies conflicts in places like Darfur, Sudan. All these assertions and points of view tend to perceive of the global system as a mixture of groups with mutually exclusive interest and existences. These patterns of thinking, though gaining grounds, qualify as perhaps the greatest form of communal self-deceit. Men will always remain interrelated and interdependent on one another.

It is within this milieu that I propose Justobification, a simple interpersonal disposition to be adopted or adapted by these various groups. Justobification is a personal experiment that has helped me understand, to a large extent, someone from “another group.” Today that someone is my wife. It is simple and replicable in a wider context. Most importantly, it is adaptable in attempting to address some of these socially constructed divisions with a sense of love and respect, emphasizing centripetal rather than centrifugal forces. Justobification is a story, spanning nine years of my life and culminating in my marriage to my friend, classmate and, now, wife, Justina Olatuga. We had different backgrounds in terms of religion, state of origin (a key means of division and appropriation in Nigeria), family background and differing opinions on a number of issues. Though we belonged to the same Yoruba ethnic group in Nigeria, the aforementioned differences created a dialectical summation which made us Omo-ilu and Ara-ilu simultaneously, depending on whether we are in my native Lagos State or in her Ondo State in Nigeria. To complicate issues, our parents are religious leaders: a Pastor and an Alhaji. Justobification is in itself, and originally, an attempt to merge my native name and hers to form a word: Justina and Tobi. It was coined by a colleague of ours who had, unknown to us, watched us since we stated our friendship in 1999. But beyond his coinage, I proceed to justify Justobification.

I have always had the belief that one’s position and stage in life is determined by a number of factors. These factors have been broadly identified as nature or nurture. By nature, it presupposes the fact that a human being’s way of seeing things is shaped by the way he or she was born. Thus, often it is said in some cultures that a fat person is usually friendly and lively, or a baby with a gap in its tooth means that it will be a socialite when it grows up. More clearly, race and ethnicity are key nature-factors; for instance, people who are born by European parents see themselves as Europeans just as an African, in the strictest form, gives birth to an African, though nurture also has a role to play in the formation of racial or ethnic identities.

The nurture angle argues that human beings are influenced by those events that they experience and the circumstances in which they find themselves. This means that the opportunity for and location of their education, their friendship, the books they read, their family orientation and so on all being a function of what occurred after birth. In other words, experiences have an enduring impact on the way we see things. As a factor, religion-without any attempt at interpreting the embodiment of the Books-falls under nurture. Thus, a large number of people are Christians, Muslims, Hindus, Sango worshipper, etc., most often because their parents belong to such religions.

However, while nature-nurture makes human beings different in terms of their culture, race, tribe, region, religion, etc, this nature-nurture engendered classification has been at the core of local and international crises. These crises are reinforced by the fact that some of the emergent groups tend to view themselves as superior or more civilized or more indigenous than the other, as can be seen in the native-settler violence in Middle Belt of Nigeria, the Hutu-Tutsi violence in Rwanda, violence in Darfur in Sudan, Kenya with regards to the recent electoral violence, the crisis in Ireland some years ago, pre-1990 apartheid in South Africa among others.

My marriage to Justina exposed me to certain points. First, all religions teach love and respect. Similarly, all ethnic groups, which are likened to race, teach morality in which love and respect are central. There is hardly any religion, race, tribe, etc, that advocates violence and mutual hatred for the followers of other religions or members of other tribes or groups for no just reason. As friends, not only did we love ourselves as creatures of the Almighty, but we also respected our various points of view on nature-nurture factors such as ethnicity, religion, tribe, class, etc. We understood that these views are personal but we also, most importantly, understood that we must not assume that these individual views must be accepted by the other party. The global system can learn from this in the sense that civilizations, to use the words of Huntington, should not claim to be on a mission to civilize another civilization. Instead, efforts should be made to understand and respect the others’ views through love. Love, if present, allows individuals and groups to overlook the mistakes of others. This certainly does not mean that we should ignore human rights violations, injustices, and corruption; more appropriate and influential means of interaction should be used if we truly want to eliminate such violations.

Second, listening to ourselves helped us make sense of some of our beliefs. This helped us scale the hurdle of assumptions and the breaks in communications which are some of the reasons for group related intra/inter-state conflicts. These can be illustrated by such events as the myth of the weapons of mass destruction (WMD) in Iraq, the emergent Sunni-Shiite enmity around portions of the middle east, a failure to communicate between the top leaders of Palestine and Israel, the continuous religious vacuum created in the neglect of some Islamic leaders in Somalia (Oshodi, 2009) and the ethno-religious violence in 1994, 2001, 2002 and 2008 in Jos, Nigeria to mention just a few. Listening to people helps one to understand their respective points of view. The importance of listening allows the Ara-ilus and Omo-ilus to understand one another better. For instance, our interactions have helped me understand some aspects of Christianity that I never knew existed. Also, I was able to relate a number of the verses of the Qur’an to her, even before we decided to marry.

Thirdly, Justobification helped me understand that some of the points of difference among groups could be transformed to points of understanding. We achieved this by learning to see our similarities rather than overplay our differences. Even as there were areas where we did not agree, we laid more emphasis on the centripetal forces such as common humanity and love, while understanding the centrifugal forces by listening to each other with respect and understanding. Unfortunately, some group leaders tend to over-blow these differences to a massive level, leading to the emergence of hybrid interpretations which find expression in the various violence and counter-violence among a large number of the nature-nurture groupings of the world.

Fourthly, Justobification showed me the importance of prayer for peace and friendship. Though it is unquestionable that prayers are a communication between human beings and the Creator, these prayers often have a psychological effect on us. By praying for a person, you tend to wish such a person well, thereby overcoming any hitherto existing antagonisms or hatreds. I recommend that groups pray for other groups. By this I look, hopefully, for a day when Sunnis pray for Shiites in Iraq, and vice versa in their mosques on frequent occasions, or the day when Christians pray for Muslims, Arabs pray for Americans, Yorubas pray for Hausa-Fulanis, or leaders of larger groups/states pray for others. For instance, the Israeli President pray for Palestinian leaders, or ex-President Bush praying for President Ahmadinajad of Iran, and vice versa. Though this may be considered laughable and debateable, there is no doubt that saying a prayer for peace and friendship will soften the hearts of these groups and their leaders.

In conclusion, even as I write there is the threat of nature-nurture related violence in different parts of the world. Societies are dividing along ethnic, religious, tribal or civilizational line. Sadly, this may continue unless we, as humans, begin to see the need to love, respect, expand points of unity and pray for peace and friendship. Simply put… we could all use a little Justobification.

Abdul-Gafar ‘Tobi’ Oshodi is a lecturer in the Department of Political Science, Lagos State University (LASU), Lagos, Nigeria. Also a trained journalist, Tobi Oshodi specialises in Advanced Specialised Reporting and International Political Economy with bias for the “African Condition.”

References

• Huntington, S. “The Clash of Civilizations,” in Foreign Affairs, Summer 1993.
• Oshodi, T. “Religious Vacuum and the Making of a Failed State: Somalia in the Eyes of the World” a paper presented at the Conference on Religion and International Relations in the Post Cold War Era held at the Uthman Dan Fodio University (UDU) Sokoto, Nigeria, January 16th – 17th, 2009.

HIV/AIDS is one of the most devastating health issues in modern history. Since the first case was reported in 1981, over 25 million people have died of HIV/AIDSrelated causes. Despite a better understanding of the disease, extensive knowledge about virus-human interaction, improved preventive measures, and medical treatment options, most experts agree that the pandemic is still in its early stages and rapidly spreading. According to the World Health Organization, in 2006 4.3 million people became infected with HIV and a total of 2.9 million people died of HIV/AIDSrelated causes. As of 2007, over 40 million people are living with HIV/ AIDS around the world and nearly half of them are females between the ages of 15 and 24.

With a vaccine still perhaps decades away, the best hope for impeding the spread of this deadly disease lies in effective prevention, early diagnosis, and successful treatment. For more than two decades, thousands of researchers from the most prestigious institutions around the globe have been struggling to discover more effective screening, diagnosis, and treatment options against HIV/AIDS, but a great deal has yet to be accomplished. At the moment, the high cost of the current medical treatment options and limited accessibility to HIV testing worldwide remain as additional obstacles to be overcome. Below is a table showing the spread of HIV/AIDS worldwide, based on the best available information provided by WHO in 2006. Additionally, the map below represents the regional distribution of adult HIV/AIDS cases by region based on UNIAIDS 2006 Report on the global AIDS epidemic.

What is HIV/ AIDS?

Healthy human bodies have a wellprogrammed defense mechanism (the immune system) that fights infections and helps prevent the development of cancer cells. Human immunodeficiency virus (HIV) primarily targets vital elements of the immune system, such as helper-T cells, macrophages, and dendritic cells. Due to the damage and destruction of these cells, the human body loses its ability to fight against infections and cancerous developments. This makes the body more susceptible to certain types of cancers, such as Kaposi sarcoma, and to opportunistic infections that would normally be easily defeated, such as pneumonia (Pneumocystis carinii) and Cryptococcal Meningitis. These infections might result in severe damage or the death of the patients. Therefore, it is not the Human Immunodeficiency Virus that causes death in HIV(+) individuals, but opportunistic infections or cancerous developments that a weakened immune system cannot repel. Hence, the later stages of HIV infection are called Acquired Immunodeficiency Syndrome (AIDS).

In spite of many obstacles, in industrial countries there has been a remarkable improvement in the medical care of HIV/AIDS individuals as a result of testing for HIV on a regular basis, particularly among high risk groups. This facilitates early diagnosis and therefore an early start in medical treatment, which allows HIV(+) individuals to live for decades after diagnosis. However, worldwide, particularly in developing countries, 90% of those carrying HIV have not been tested or do not have access to adequate treatment for the disease. Furthermore, every year a considerable number of HIV(+) individuals in developing countries die without even knowing what HIV is and leave thousands of orphans behind who do not have any idea what took their parents away. The number of people living at critical poverty levels in some of these hardest-hit regions, such as sub- Saharan Africa, has reached over 43 percent in recent years. Women encompass 80 percent of those who are living on less than a dollar a day. For people who live in such abject poverty, neither treatment for an HIV+ /AIDS individual (which normally costs around $25,000 annually) nor routine HIV screening seems realistic. On the other hand, even though testing and medical treatment options are available in developed countries, the economic burden on the health care system is becoming greater with every passing day.

HIV and children

As of 2007, over 2.3 million children are suffering from HIV/AIDS worldwide. A small percentage of these children were exposed to the HIV in medical settings, due to unscreened blood transfusions or reused or insufficiently sterilized equipment. Pediatric HIV outbreaks in Romania in 1989 and in Libya in 1998 are two devastating examples of the consequences of negligent or insufficient precautions taken by medical personnel in hospitals. Currently, health care professionals are required to take strict precautions when cleaning and sterilizing medical equipment, while blood banks are monitored closely to ensure the careful screening of blood. These precautions seem to have led to a significant reduction in the number of HIV infections which are acquired in hospital settings. However, motherto- child transmission still constitutes 90% of pediatric HIV cases. An HIV (+) mother has about a 35% risk of transmitting the virus to her child during her pregnancy, child birth, or nursing. This risk can be reduced by administering AZT (an antiretroviral drug) to the mother during the last trimester of pregnancy, delivering the child by C-section, giving one dose of prophylactic antiretroviral therapy to the baby after birth, and by avoiding breast-feeding the infant. As a result of widespread screening and the use of prophylaxis for mother-to-child transmission, the rapid spread of HIV among the pediatric population in industrial countries is relatively under control.

Sadly, not all nations have benefited uniformly from the recent advances in our knowledge about the prevention of transmission. Mothers and infants in developing countries face a different scenario than those in the “modern world.” In places like sub-Saharan Africa, where the majority of HIV/AIDS cases are due to mother-to-child transmission, the number of new infections is rapidly increasing; it seems that ensuring the abovementioned precautions are in place is extremely difficult due to several limitations. These limitations should be discussed in another paper, however to give a brief idea to the reader, one of these instances can be examined. It is a fact that if an HIV(+) mother avoids breastfeeding her newborn baby the risk of her infecting the child with HIV is dramatically reduced. Although this sounds like a wonderful way to combat HIV infection in infants, it poses many problems to mothers in sub-Saharan Africa. Every year, more than one million babies die in the first 28 days of their life in Sub- Saharan Africa. Most of these deaths are due to malnutrition and infections. In most situations breast-feeding is the only clean source of nutrition a mother can offer her child. It also provides natural immunization against most of the infectious agents to which a newborn can be exposed in the later days of his/her life. Babies who are not breastfed have almost no other alternative source of clean nutrients and stand little chance against infections. An HIV(+) mother in Sub-Saharan Africa has to face this dilemma every single time her baby cries from hunger: either take the risk of infecting your baby with HIV or let your child die of malnutrition or infections which kill approximately 3,000 African children every day.

Another issue concerning children in the hard-hit HIV regions is the loss of one or both parents or primary care-givers at a very early time of their life. So far in Africa, HIV/AIDS related deaths have left 14 million orphans. The United Nations estimates that the number of orphans will reach 25 million by the year 2010. Only in rare cases do these children have access to clean water, food, shelter, and education. Furthermore, the orphans who have been infected with HIV by their parents do not have access to adequate treatment options. The number of orphans is so high and resources are so limited that unfortunately most of these children fall through the cracks of society, succumbing to poverty, abuse and even death. Some of these orphans are relatively lucky and have healthy grandparents to care for them. It is not uncommon to find 75-80 year old grandparents who are already living under the critical poverty level taking care of three or four AIDS orphans, and wondering who will care for their grandchildren when they pass away.

Education

Success against the HIV/AIDS epidemic cannot be accomplished only with scientific and medical means. Preventive education plays a key role in the battle against HIV/ AIDS. The first step in preventive HIV/AIDS education is to inform individuals about the disease and answer their questions, such as, “What causes AIDS?”, “How is HIV/AIDS spread?”, “What are the preventive measures to be taken?” If one is already infected with HIV then one must ask “What are the treatment options?”

Preventive education for risk groups who are not aware of HIV/ AIDS and the consequences of the infection helps to decrease the overall number of new infections, particularly those in developing countries. However, another issue appears as education level increases: according to current studies, the number of people who continue risk-taking behavior is increasing in spite of the knowledge they have about HIV/ AIDS prevention and the consequences of the disease. This suggests overthat effective HIV/AIDS prevention should include not only education about the facts of the illness, but also education that focuses on teaching people to avoid behavior that puts them at high risk. It is also worth noting that the widespread dissemination of information by governmental organizations may not be effective on its own, and that different types of intervention may be necessary by groups with the potential to motivate people on a personal level. In other words, it is important to individually instill a sense of consequence and personal responsibility within those at risk, rather than broadly reminding them of the dangers that they face. As a result of recent thinking along these lines, various institutions, professional groups, and government organizations have realized the need for strong collaborative efforts and have aligned themselves in order to begin taking the steps necessary to effect this type of change.

Working together

Around the globe, government agencies have been initiating and sponsoring several efforts aimedat HIV-prevention. However, the complexity of the HIV epidemic and the involvement of many sociologic and behavioral factors require a shared commitment among government agencies and civil society organizations. For example, the Center for Disease Control (CDC) is the leading federal agency in HIV prevention in the United States. In their strategic plan for HIV prevention in 2005, the CDC admits that the HIV epidemic is not a matter that can be handled by only one agency, group, or organization. Therefore, for success in HIV prevention the CDC recognizes the need for other domestic partners, such as:

~ Other federal agencies;

~ State and local health and education departments;

~ HIV prevention community planning groups;

~ Community-based organizations;

~ Academic institutions;

~ The private sector;

~ Faith-based groups and

~ Foundations and nonprofit groups

(Centers for Disease Control and Prevention HIV Prevention Strategic Plan Through 2005)

In addition to domestic partnership, worldwide cross-cultural and cross-faith collaborations are establishing a strong global response to eradicate HIV/AIDS. People from all over the world should contribute, in whatever capacity and with whatever resources they can, to the solution; their involvement is critical. The World Health Organization, UNICEF, UNESCO, and similar organizations are doing their parts to bring multinational aid to the hardest hit regions. Additionally, many faith-based national and international organizations around the globe have started working in collaboration towards the eradication of HIV/AIDS. Among these faithbased efforts there are recent examples of interfaith partnerships. The Africa HIV/AIDS Faith Initiative, a successful example of this type of collaboration, has been active since 2001 in five African countries: The Ivory Coast, Kenya, Nigeria, Tanzania and Zimbabwe. One of their noticeable accomplishments is promoting interfaith dialogue in these countries where ethnic and religious variations often cause serious clashes. A report from The Global Health Council lays the power of Interfaith partnership before our eyes:

“In Kenya, the Supreme Council of Kenya Muslims, the Anglican Church of Kenya and the Pentecostal Churches of Eastlands, a low socioeconomic community outside Nairobi, have teamed up to reach bishops, pastors, men, women, youth, children and people infected with HIV/AIDS through education and service initiatives. In Tanzania, the national staffs of the Episcopal, Christian and Muslim HIV/AIDS offices meet monthly to exchange ideas and plan together for the effective development, implementation and coordination of HIV education and service interventions.

But it is in Nigeria, with its welldocumented history of religious conflict and recent violence, where the partnering of Christians and Muslims is most remarkable. Observing the establishment of separate offices in each of the four other countries, Nigeria’s religious leadership said “it won’t work here,” and charged The Balm In Gilead to set up the Interfaith HIV/AIDS Coalition of Nigeria. Christian and Muslim clerics going out on the street together can draw curious crowds, and “people will come into the office just to see us working together,” said one reverend.

Nigerian faith institutions involved in this historical decision included the Episcopal Conference of Nigeria, Christian Association of Nigeria, the Christian Health Association of Nigeria and the Supreme Council of Islamic Affairs. This interfaith approach in Nigeria is being seen as a model that can be replicated by other countries. The Kenyan Muslim leaders have already requested that it be presented as a best practice model and replicated in other parts of the continent.” http:// www.globalhealth.org/reports/ text.php3?id=194

Conclusion

We have witnessed many harsh discussions, questions and speculations about HIV/AIDS such as, “How and where did HIV/AIDS start?”, “Whose fault was that?”, “Why don’t people simply stay away from risky behavior and put a stop to it?”, “What are the roles of faith traditions, family values and public wisdom in terms of preventing and fighting against HIV/AIDS?”, “If I am not involved with certain risky behavioral elements am I safe? Are my children safe from HIV?”, “Is contributing to the solution for HIV the same as trying to legitimize the life-style preferences which are the primary cause of the spread of HIV in the first place?”

As a matter of fact, how this epidemic started, whose fault it was, why precautions were not taken on time does not matter that much anymore. What matters is that hundreds of people are dying, thousands of children have been orphaned, and millions of mothers are crying in desperation everyday. We do not have the luxury to sit back in our comfortable seats and be the judge who decides who is right and who is wrong in this drama. We are all human… we are citizens of the earth… we breath the same air, sleep under the same sky. When we cut ourselves, our blood runs red, our tears are salty. Pain is pain… a cry is a cry… desperation is desperation…No matter where we go, what language we speak, or how we live our lives… We are obliged to put the differences to one side and to become a part of the solution…to think about it… to talk about it… to do something about it… or at least with a sore heart cry and pray for our HUMAN sisters and brothers who are suffering from HIV/AIDS… who might not be able to do much for themselves.