The constant threat to children by conflict and violence globally has led to the formulation of policies and rules to govern and protect children from unnecessary, deliberate, and direct exposure to violence and conflict. Children are beings of social construct, shaped by the environment they find themselves in. They are molded, and their minds instructed, by everyday realities which, during contemporary times, are frighteningly violent. Children, formerly regarded as symbols of peace and innocence, are now often seen as weapons for war and illustrations for conflict. This shift leads to skepticism over the future of sustainable peace. Even when children are not actively involved in conflicts, there is the possibility that they might, due to violent influences during their developmental years, be pre-disposed to conflict. It is with this possibility that this article concerns itself.

Subliminal influences or messages are the ones that affect our minds without us being aware of it. Studies abound on both sides of the spectrum as to whether subliminal influences or messages actually work and to what extent they are effective at affecting behavior or personal development. This is an attempt at exploring the concept of subliminal influences as pertains to conflict and violence in relation to children. It then highlights the peace building potentials of children and the importance thereof, with the possibility of harnessing the potentials of the children maximally, for sustainable peace.

Subliminal Influences

The term subliminal is derived from the Latin words sub (below) and limen (threshold). The threshold, in this case, is the threshold of conscious awareness; the level at which things can be perceived or understood through the senses. Therefore, a subliminal influence could be defined as something that affects the way a person responds to certain stimulus. This “something,” though it operates below our conscious “threshold,” might lead us to act, think, or feel a certain way or affect our mind without our being aware of its effects.

The area of subliminal influences is one of interest to researchers, especially with regards to advertising, and has prompted debates over the years as to whether subliminal perceptions or persuasions exist or work. A 1985 study to assess the effectiveness of subliminal influences in advertising and popular music concluded that they were not effective. Studies, such as that conducted by Theus, K. T. (1994), concluded that subliminal messages actually do affect people. Interestingly, studies that were based upon visual stimuli tended to agree more that there was an effect than those based on audio stimuli (music in particular). It was also suggested that children are more susceptible to being affected by subliminal influences than adults.

This paper aligns with the school of thought that believes that subliminal messaging exists and can significantly influence human motivation and behavior. The theory is that people can be emotionally and behaviorally affected by visual or vocal stimuli whose presence they do not report. The question then is, how does this theory affect children in particular?

Subliminal Influences in children

“The subliminal aspects of everything that happens to us may seem to play very little part in our daily lives. But they are the almost invisible roots of our conscious thoughts.” (Carl Jung)

From 0 to 15 years old, children are reported to be of an impressionable age—an age where they learn or unlearn, as the case may be, behaviors and values that shape who they will turn out to be as adults. For researchers such as Massey (1965), as put forward by Herron, R. (2010),
this is also called the “imprint period.” Between ages 0 and 7, the mind is like a sponge and unconsciously absorbs everything around it with no conscious filters. Between 7 and 14, children develop “heroes.” That is, other adults they look up to apart from their parents, and they consciously begin to emulate or model themselves after their heroes. Thus, Herron is saying that children are very impressionable at the ages identified above. He states that many behaviors are learned behaviors through body language.

It is important to note at this point that it has been suggested—and understandably so—that children are less able to identify subliminal messages for what they are. Ironically, this fact also means that they can be more effectively affected by them. Recently, the World Health Organization (WHO) suggested that children in Europe are bombarded with subliminal digital messages regarding (and almost glamorizing) unhealthy foods. These messages often appear seemingly unnoticeable on screens when children play video games or watch television. A 2004 study asserted that “…too many children are watching too much television and the shows that they are watching (even if they are cartoons) have become violent and addictive.” It further asserted that while the violence in cartoons seems downplayed mainly because the characters are not real, some of the scenes may subliminally cause long term damage as the children might start to see the use of violence as acceptable (Choma, S. G et al). Given that this study was conducted in 2004, two decades since then it has become even more challenging for children to know any better for it is not only TV they are exposed to such subliminal messages.

Through the media, body language, and everyday reality, the minds of youth are inundated with imagery of violence, conflict, and war. They are subliminally exposed to fighting, suffering, and death. This is not to say these activities are unreal, but the problem is the fact that continuous exposure to this kind of imagery leaves children desensitized and unsympathetic to these realities.

Television shows of pain and suffering are often some of the most watched. This is worrisome, as many youth might begin to believe that violence is a normal way of addressing conflict, and that pain and hurt can be funny. They may begin to develop the notion that conflict is funny, and, unless it happens to them, it is none of their business. Often, this happens through subliminal influence.

Children as Potential Peace Builders

It goes without saying that children are potential peace builders. Indeed, if one were to accept the notion that they are not, what future could we have? Children are not merely hapless victims of conflict. To begin with, if children do not begin to participate in peace building, their needs will be ignored during any peace building exercise. Also, children that lack any form of peace education, may eventually become obstacles to sustainable peace.

Children with deliberately devised peace education would be armed to think critically, identify positive role models, and manage conflict without resorting to violence. Children are often found to be resilient. They devise ways of staying safe during conflict. It is important that these children are involved in discussions about peace building. Children may raise awareness for peace; promote social values necessary for peace; and mend bridges and repair damaged social relationships. They can do this by:

1. Organizing youth meetings where they can share about how to live together and survive;
2. Preparing advocacy material on children’s rights and peace;

• Promoting conflict transformation and dialogue as well as supporting peer advice, counselling, education, and support;

1. Encouraging all children to get an education including those that might have been actively involved in conflict;
2. Speaking against discrimination, violence, corruption, and other vices in both school settings and within the community; and
3. Promoting youth participation in school and local governance.

Although children have actively participated in peace building with some levels of success in Uganda, Nepal, Guatemala, and Bosnia-Herzegovina, there is still a lot to be done. Their successes are limited by factors such as societal perceptions of the role of a child; prejudices, which they often “learn” from people of influence; discrimination on the basis of class, gender, etc.; and education. Many of these factors could be affected by subliminal influences.

Subliminal Influences and the Capacity of Children as Peace Builders

Values and beliefs are the core of our thoughts and behaviors. They form the driving force behind what we do, and why we do them. The older generation is therefore obligated to impart the right values, including the ethics of “humanism, tolerance, diversity, democracy and critical thinking,” to the next and much younger generation (Degesys, 2008).

Because most behaviors are learned, they can equally be unlearned and replaced with behaviors associated with non-violence and peace building. Degesys remarks that as education systems can sustain conflict within schools, they can also liberate it. Just as racism, sexism and xenophobia (concepts that are sometimes more primordial in nature than we think), can be subliminally learned through certain curriculums, the same power structures can be unlearned and replaced through transformative learning, which encourages students to engage and participate (in peace building) as conscientious citizens using transformative methods necessary to change their attitudes towards conflict.

The family (immediate and extended) is the first circle of influence and needs to begin to understand how to better train children to deal with current issues—and especially conflict. Parenting styles need to be adjusted to accommodate changes in our present reality. Children’s mindsets need to be re-engineered. Just as the mind might have been “poisoned with violence” through subliminal messaging and influence, it can be reconstructed and reshaped toward peacebuilding. Children need to learn how to handle their emotions and learn social arts and graces as well as personal responsibility.

Schools and other educational institutions form the second circle of influence. It is imperative for an increase in peace education resources targeting the 0-13 age bracket in schools. The younger youth receive a peace education, the better, because what they learn at this stage will be very difficult to unlearn as they grow. Therefore, they should be taught the positives rather than have them absorb the negatives. Just as people are taught to walk, they can be taught to be peacemakers and peace builders. Most of the education children get today is targeted at incidents that occur after conflict—that is, post conflict education. We need to teach them how to avoid conflict.

Conclusion and Recommendations

The concept of peace building is wider than the idea of state building and reconstruction. It is a core component of the conflict resolution process. Because it is part of a process, we take it for granted that it should be the first stage of the process and not the last. Peaceful habits and education need to be mainstreamed into our minds and our lives—and especially into children’s development from as early an age as possible. Peace education needs to be part of the educational curricula at every level, not just secondary and above. Nursery and primary schools need to adopt peace education, too. Teaching peace building is everybody’s business.

Specifically, in terms of subliminal influences, there is need for parents, and indeed the authorities, to pay attention to the content in children shows and other children-targeted media. As mentioned above, subliminal messages are sometimes tucked away innocently within seemingly harmless content. If children are continuously exposed to such content, it will have dangerous consequences for global peace and security.

There is also the need to thoroughly screen school curricula to flag any content that has the potential to subliminally influence children to respond with violence, prejudice, or other negative stimuli. More importantly, teachers should be trained on how to ensure that they do not project any personal biases or prejudice unto the children in their care.

References

• Anyadike, Z. and Ikelionwu, N. (2019) Nigeria’s Peace Initiatives: Chapter 13: Subliminal Influence and Nigerian Children: Implications for Sustainable Peace. 2019.
• Bornstein, R. F. (1989). “Subliminal Techniques as Propaganda Tools: Review and Critique. Journal of Mind & Behaviour, Vol. 10(3), 231-262.
• Degesys, A. (2008) Transformative pedagogy in conflict resolution as an alternative route to peacebuilding – roads less explored, in T. Woodhouse, ed., Peacebuilding and Security in the 21^st Evanston, II: Rotary Centers for International Studies.
• Egermann, H. et. al (2006). “Is There an Effect of Subliminal Messages in Music on Choice Behaviour?” Journal of Articles in Support of Null Hypothesis, Vol.4(2)
• Fiernstein, C., et al (2010): Children participation in armed conflict and post-conflict peacebuilding in B. Percy-Smith and N. Thomas (2010): A handbook of children and young people’s participation perspectives from theory and practice. Oxford: Routledge.
• Herron, R. (2010). “Proactive Parenting: Through Conscious Communication.” Xlibris Publishing Company.
• Kaplan, E. (2005) “Child Soldiers Around the World” Council on Foreign Relations. Available at www.cfr.org/backgrounder/child-soldiers-around-world. Assessed May 14 2019.
• Ramsbotham, O., Woodhouse, T., Miall, H. (2011): Contemporary Conflict Resolution – The prevention, management and transformation of deadly conflicts.
• Theus, K. T. (1994). “Subliminal Advertising and the Psychology of Processing Unconscious Stimuli: A Review of Research.” Psychology & Marketing, Vol.11 (3), 271-290;
• UNICEF: https://www.unicef-irc.org/article/1059-from-victims-to-peacebuilders-children-and-youth-in-the-digital-age.html
• study.com – Subliminal Influence: Definition and Overview.
• visualmeditation.com – Subliminal Messages: How They Work and How They Affect Us.
• psychologytoday.com – Hidden Persuaders: The Psychology of Subliminal Perception.
• https://www,unicef-irc.org/article/1059: From victims to peacebuilders. The 1990 African Charter on the Rights and Welfare of the Child. 2000. Optional Protocol to the Convention on the Rights of the Child on the Involvement of Children in Armed Conflict Security Council Resolution 1460.

Violence. It surrounds us. It is all over the media. It is so common in our society today that violence has become the norm rather than the exception. Perhaps one out of every ten people in the United States have experienced or witnessed a violent crime. Psychology Today states that homicide is the 5^th most common cause of death in the United States in all age brackets between 1 and 44 years. Violence to one’s self, in the form of suicide, is ranked second only to death by accidental causes. As violence is a behavior, it is common to lay the blame for violence to a psychological abnormality. Unfortunately, that is not the cut and dried case.

The potential for violence exists in all of us. It is part of our biology. Especially in males. Men are far more predisposed to violence than women, and this has been the case since the dawn of time. We were violent to hunt for food, protect ourselves and our families and to maintain order in society. As we can see, violence is still required today to do much the same thing.

Everywhere, we see the potential for violence. In how the police keep the peace, in how the military defends politics and diplomacy across the globe. In how one group seizes property, or food, or people against their will through the use of violence.

While we are predisposed to violence as a species, let us not forget that we haven’t brought ourselves to the point of extinction yet. This is because for all of our violent tendencies, society has developed a moral structure. Whether it’s because of a common belief in a spiritual concept, a religion, or just some inner moral compass, society has evolved with laws. These laws guide us through what is right and what is wrong. Such an evolution has brought some structure to societies, and has maintained some control over humanity’s violent aspects.

While yes, psychology is part of the equation of violence, there are other determining factors that make a person more predisposed to violence. For instance, it has often been discussed that environment, and external influence play a large part in violent behavior. A person who grows up in a violent environment, or around violent people may be more apt to be violent themselves. This can be seen across the United States where people grow up, and live in rough neighborhoods. Young impressionable people tend to go with the flow in order to be accepted by the elder violent natured individuals in their society. Observing aggressive behavior makes children learn new aggressive behaviors, for we tend to imitate the specific behaviors that we see, and start to believe that it is OK to do the same (Bandura 1973).

Influences in that environment could be a constant state of war such as we see in developing countries. It could be gang members who recruit younger people through coercion, or exposure to violence. It could be any number of hate groups who are able to influence people, imparting to them at a young age that one race or another is inferior, or to blame for something. In doing so, such groups are able to convince people that an ethnic group is deserving violence. So it can successfully be debated that environment, and external influence, are definitely keys to violent behavior.

There are others who argue that it is only biology that is the defining factor regarding violent behavior. In an article for Medical News Today, the author writes that the Hypothalamus, the ventrolateral part of the ventromedial hypothalamus, and the Lateral Septum areas of the brain are specifically to blame for violent behavior. Biology can be a factor to understand violent behavior in relation to build-up of electrical impulses that finally get released in a physical expression. But it surely does not help to explain exactly why these impulses get built-up.

In my opinion, I believe it is a combination of factors. I am United States Air Force veteran who has deployed to numerous locations where violence is common, and then spent time as a contractor there. From my exposure to these other cultures, I can say that I believe that environment plays a large part in violent behavior along with external influence. The more people are fed the idea that violence is acceptable, the more they are inclined to exhibit violent behavior.

It is true though that biology is really the tie that binds all of us into a predisposition for violence. Studies have shown that any person placed under enough negative mental stress will react violently to the situation they are in. In effect the Fight or Flight response is triggered. This is because regardless of environment, influence, or predisposition, we are all human and are all hardwired in the same way. Violence is a product of the Fight or Flight response. When presented with a given situation imbued with enough negative mental stress, we will either fight or run. Factors such as environment and influence will either mitigate or exacerbate our response.

To make matters worse, the ingestion of certain drugs such as amphetamines can produce states where the individual is more prone to be violent. The same can be said for alcohol, which is notorious for lowering impulse control. If the condition is chronic, then the individual will become violent over and over again. Again this is a matter of an external influence.

Now having said that, there are certain people who argue that psychology is the only defining factor. According many health professionals, mental illness is widely considered the principal cause for violent behavior.

People with psychotic tendencies who have no real sense of right or wrong are certainly more predisposed to violence. This is especially so in Paranoid Schizophrenics, where people come to believe they are being persecuted. They may then attack the person they believe is persecuting them. The same can be said of people who are sexually deviant. Often they will perform violent acts against other people to satisfy a psychological need. However, there is a standing argument that sexual deviance is a product of both environment, and the individual being a victim of sexual violence themselves. Therefore, potentially, sexual deviance is a result of environment and negative external influence.

The trend of violence in today’s society has reached epidemic proportions. In violent riots, people may act out violently because people around him or her are acting violently. It is perceived as normal to do so in such situations in which peer pressure, an external influence, lowers an individual’s self-control, thus allowing for violent behavior.

A child with a history of parental abuse kills small animals for the sheer enjoyment of doing so. The child has experienced violent behavior and is looking for an outlet to express his or her own violent tendencies. Once the child knows he or she has an outlet, they will continue to find ways to express their violent tendencies. The concern here is that as this person gets older, the need for release will need to be satisfied to a greater degree. Much in the way a drug addict needs larger and larger doses to maintain a high.

A soldier acts out violently on numerous occasions. He has a string of prior violent actions before joining the Army. Because of his violent tendencies, he is more accepted as a soldier. In such a situation, where violence is considered the norm, a person with a predisposition to violence could function for years before anyone caught on that they were actually emotionally disturbed.

A man with an automatic rifle walks in to a church and opens fire, killing dozens of people. Perhaps he has a deep seated hatred for an ethnic group. Or perhaps he has an issue with the religion being preached in the church. What is disturbing is that he has convinced himself over time that his actions are acceptable. He has decided that it is right to render violence to other people.

We see so much violence now that we have become jaded to it. Oversaturation of the topic by the media has made us numb to the violence in our society. We have in fact come to expect it. This is because the media knows that bad news sells better than good news. This is another example of external influence.

It is therefore my opinion that yes psychology does play a part. So does environment and external influence. When these three factors are combined with the fact that we are by nature, and biology violent creatures, the predisposition for violence increases exponentially. A word of caution however in stereotyping people who, based on these factors, are predisposed to violent behavior. We are all capable of violence. It merely depends on the situation we find ourselves in at a given moment in time.

References

• Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice-Hall.

·       Fields. R. Douglas. 2016. “The Science of Violence,” Psychology Today.

• https://psychweb.chbs.jmu.edu/Graysojh/pdfs/Volume101-ChildrenWhoAbuseAnimals.pdf
• https://www.traversebaycac.org/2018/06/15/animal-abuse-child-abuse-link/

Only he can be a leader who never loses hope.
Bapu Ke Ashirwad
February 12, 1946

What could be a more accurate, and simpler, definition of a leader than this? Bapu – more commonly known as Mohandas Gandhi – both believed in, and embodied, this statement. His hope to bring about change in society never waned, even after he was thrown out of a train at Peitermaritzburg Station in South Africa. He did not give up hope after the outbreak of violence by Satyagrahis in Chauri Chaura, during the first Civil Disobedience movement in 1920, which he suspended despite the fact that most of his colleagues felt they were on the verge of victory. Only Bapu was confident that he could suspend the movement and revive it later, when he was more assured about the readiness of his people and their discipline.

It is all too easy for leaders to become hostages to their followers, especially if they are fearful of possible backlash that could result from admonishing or criticizing them. Movements and protests can spiral out of a leader’s control and further devolve into chaos and violence. This lack of control, and discipline, is the opposite of leadership. A leader is one who has the ability to navigate the actions of his or her followers, ensuring they do not violate their principles: he or she should not succumb to populism. Bapu exhibited this ability throughout his entire life, both as a public entity and in his Ashram (religious) life.

Bapu founded one ashram in Ahmedabad, India, in 1915. He performed many Ashram rituals himself, and made these into a daily practice, which the Ashramites saw and emulated. He eventually went on to develop a system of virtues which he called the “11 Vows” (Ekadashi Vrat):

1. Ahimsa (Non-violence)
2. Satya (Truth)
3. Asteya (Not stealing)
4. Bhramhcharya (Celibacy or Fidelity)
5. Aparigraha (Non-possession)
6. Sharira-Shrama (Physical labor)
7. Aswada (Control of the Palate)
8. Sarvatra Bhayavarjana (Fearlessness)
9. Sarva Dharma Samanatva (Respect for all religions)
10. Swadeshi (Using local produce)
11. Sparshabhavana (Abolishing practice of untouchability)

He lived by these principles without preaching them or making a show of doing so. “An ounce of practice is of more significance than a ton of preaching,” Bapu believed, and so it was easy for his followers to believe him and follow suit. Today, leaders thrive on preaching and confusing their adherents. They also frown upon and discourage the habit of asking questions or allowing their followers to express discontent or dissent.

When Bapu announced the next Non-Cooperation Movement, he declared that he would march from Sabarmati to Dandi, which was a distance of 341 miles, and that he would pick up a fist full of salt from the sea shore and declare that he had broken the draconian Salt Monopoly that so hurt India. The British Imperial Regime had imposed a barbaric 3500% tax on the production and consumption of domestic salt. This act of defiance was meant to help declare India to be independent; however, many senior leaders of the Indian National Congress (INC) were not convinced and were opposed to his proposal. Sardar Patel, a senior leader of the INC, was one of the people who disagreed and argued about the foolishness of the proposal. Bapu gave him a patient hearing and finally convinced Sardar, who then took responsibility for organizing the protest. It was Sardar who actually finalized the route of the march and spread the message of the Salt Satyagraha (form of nonviolence resistance). Sardar was the first Indian leader who was arrested and imprisoned, even before Bapu began the Salt March, which explains why Sardar Saheb was absent while Bapu marched to Dandi.

Another senior leader of the INC to voice his dissent, was Motilal Nehru. He wrote a twenty-two-page letter to Bapu, with a point by point explanation of why Bapu’s proposed move would fail and put his future leadership in danger; he also explained how the INC would lose the people’s trust and support. In his reply, Bapu wrote:

“Adarniya Motilalji, Kar Ke Dekhien – Respected Motilalji, please give it a try.”

Any other leader would have taken such a short reply as an insult and rejected Bapu’s leadership; however, Motilalji accepted Bapu’s decision. After Bapu had symbolically broken the Salt Law at Dandi and asked the people to follow, Motilalji declared that he would help break the Salt Law by leading his own satyagraha in the city of Allhabad.

By then, the Viceroy had ordered that all satyagrahas must be crushed by any means and its leaders must be immediately arrested, so that the movement would become leaderless and flounder. After announcing his intention to perform satyagraha, when Motilalji reached his home, the Police Commissioner was waiting for him with an arrest warrant. The last thing Motilalji did before going to prison was to send a telegram to Bapu stating the following:

“Adarniya Gandhiji, Karne se Pehle hi Dekhliya! – Respected Gandhiji, I have realized its power even before trying it out!”

This was the confidence of a true leader and such was his honesty and humility that his subordinates and contemporaries had the freedom to question his decisions and seek that he convince them before they obeyed. This also illustrates the fact that a great leader had the resolve and confidence to go it alone without becoming a hostage to the opposition of those who disagreed with him or defied his decision. As Gurudev wrote:

“Joki tor haak shunee koi na aashe tomi ekla Chalo Re…: When no one heeds your call, oh unfortunate one, walk alone.”

Bapu had the courage to tread a lonely path.  This is a hallmark of a great leader.

Bapu never aspired to become a leader. His ambition was always to serve the people and the cause to the best of his ability, and the honesty of his method was always of paramount importance, even more so than his desired objective. This sets him apart from the majority of other leaders.

Politicians and anti-Muslim activists frequently take to audiences and websites to criticize the term jihad as a form of Islamic supremacism, oppression, and violence. Muslim extremists, on the other hand, argue that jihad refers to a “holy war” against non-Muslims. Viewing the term jihad through these frameworks alone, however, would be playing into the hands of extremists who forego the other elements encompassed by the term jihad.

In the Islamic tradition, jihad has several different components, including personal struggles, such as the fight against an addiction; social struggles, such as the struggle to become tolerant of others; and occasionally a military struggle, if and when necessary, but only in self-defense. When asked, “What is the major jihad?” Muhammad replied: “The jihad of the self (or the struggle against the personal self).” Contrary to the rhetoric and misinformation about jihad in anti-Islam networks, Muhammad did not say that the violent struggle was the most important form of jihad.

The hysteria in the United States and abroad over jihad has brought me to consider the term through a Christian perspective. In this article, I hope to explore how forms of jihad are presented in Islam and Christianity. This exercise can help to find common characteristics of jihad so that Muslims and Christians can build bridges of mutual understanding and tolerance.

Although the term jihad is not literally used in Christian scripture, the idea of struggling is at the very heart of Christianity. There are a number of instances in the New Testament which provide guidance for Christians who are struggling with different problems or dilemmas in their lives.

One major aspect of the Christian jihad is the practice of non-violence. When the Roman soldiers arrested Jesus and brought him to Pontius Pilate, the man who contributed to Jesus’s crucifixion, Christ said: “My kingdom is not of this world. If it were, my [disciples] would fight to prevent my arrest by the Jews. But now my kingdom is from another place” (John 18: 35-36). Violence is antithetical to Jesus’s teachings. He did not require his followers to take up arms to show commitment to his teachings. Indeed, it was quite the opposite. In Matthew (26:53), Jesus told his followers that “… for all who take the sword will perish by the sword.” Jesus, as you can see, encouraged his disciples to struggle against the desire to use force when frustrated or antagonized. 

Similarly, Islamic scripture also encourages Muslims to struggle against the use of violence. The Qur’an (5:32), for example, notes that “…. If anyone slew a person unless it be for murder or for spreading mischief in the land it would be as if he slew the whole humanity: and if anyone saved a life it would be as if he saved the life of the whole humanity.” In another Qur’anic passage (2:190), Muslims are told to “Fight in the case of God those who start fighting you, but do not transgress limits (or start the attack); for God loveth not transgressors.” It is clear that these two passages echo the Christian jihad of struggling in the name of non-violence.

Another element of the Christian jihad is to show love to those around you. Jesus wants Christians to “love your neighbor” and even beyond that, “love your enemies,” a point which arises in Luke (6:27). In Matthew (5:9), it is written that peacemakers are blessed, “for they will be called sons of God.” The New Testament demands that Christians struggle in the fight for peace, even if it means embracing your sworn enemies and those who wish to harm you.

The Qur’an also requires that Muslims search for ways of making peace instead of war. Muslims, for example, are required to speak well of others even if they are not believers of Islam. In the Qur’an (17:53-54), it is written that Muslims must “speak in a most kindly manner (unto those who do not share [your] beliefs).” There is also no way a Muslim can force others to believe in Islam, as the Qur’an (2:256) mentions that “there is no compulsion in religion.” The jihad in these contexts is one in which Muslims have to work on treating non-Muslims with respect and dignity.

The Christian jihad also requires that Christians do not retaliate “evil for evil.” Romans (12:17) demands that Christians “live at peace with everyone.” People who call themselves Christians, yet call for the demise of Islam and anything related to Muslims, should heed the demand of this verse and search for ways to build bridges for peace instead of fanning the flames of hatred and bigotry. In a similar way, Muslims who call for violent jihad should remember that the Qur’an (4:9) asks Muslims to leave others alone if they leave Muslims alone: “refrain from fighting… and offer [them] peace, then God gives you no way to go against them.”

The Christian jihad can be explored further in the wisdom left by Jesus’ disciples. Peter, for example, is considered “the rock” of Jesus’ church because he spoke about the struggle to maintain the Christian faith at all costs. In 2 Peter (3:14), he stated “… make every effort to be found spotless, blameless and at peace with [Jesus].” In this verse, Peter is highlighting one of the ultimate aims of Christianity — avoid wrongdoing and sin. A true Christian, such as Peter, cared more for fixing his own transgressions rather than attacking others for their sins. He encouraged Christians to struggle with overcoming their personal dilemmas first before bickering and complaining over the errors of others. In essence, he believed progress is rooted in individuals’s ability to change their attitude and behavior in struggling to adhere to the teachings of Jesus.

In addition to Peter, Paul of Tarsus also embraced the Christian jihad. Paul made “every effort to do what leads to peace” (Romans 14:19). In Timothy (6:12), he encouraged Christians to “fight the good fight of the faith,” which can be interpreted as spreading peace and love in the spirit of Jesus. In addition, in 2 Timothy (4:7), Paul stated, “I have fought the good fight, I have finished the race. I have kept the faith.” There is an underlying non-violent tone in these statements. Never did Paul ask Christians to take up the sword or use violence as a means of showing faith in Jesus.

Moreover, in 2 Peter (1:5-7), Peter stated that a Christian must “make every effort to add to your faith goodness; and to goodness, knowledge; and to knowledge, self-control and to self-control, perseverance; and to perseverance; godliness; and to godliness, brotherly kindness; and to brotherly kindness, love.” Peter’s emphasis on doing good and searching for knowledge mirrors the Qur’an’s frequent emphasis on ilm, which means “knowledge” in Arabic. Indeed, few religions in the world place so much emphasis on knowledge as Islam. “Knowledge” is mentioned more than 700 times in the Qur’an.

In the Qur’an (58:11), God raises in rank “… those who have been given knowledge.” Muhammad also emphasized knowledge in a Hadith in which he said that “seeking knowledge is a must for every Muslim, male or female, from cradle to grave in any part of the world.” Muhammad also stated in another Hadith that “the ink of the scholar is more sacred than the blood of the martyr.” Christians and Muslims, therefore, share a similar jihad in terms of their obligation to seek out knowledge and apply that knowledge in good faith for the betterment of humanity. 

Jesus, like Muhammad, taught his disciples and future believers that struggling is a fundamental element of the Christian faith. He told his disciples to “strive to enter in at the narrow gate…,” which mirrors the popular Muslim notion of staying on the “straight path” or practicing Islam to the best of one’s ability. Ultimately, Christians and Muslims are guided by their scripture to persevere in the face of their struggles. They are encouraged to struggle in this life, to maintain belief in God, in exchange for a higher reward when this life inevitably ends.

In essence, Christians and Muslims share a similar jihad. This jihad is one of non-violence, the love of humanity, the perfection of the soul, and the search for knowledge.

Evil and violence have always been a part of the human story. While every individual has both angelic and devilish aspects, many of the most violent atrocities have been committed by powerful authority figures who have been consumed by paranoia. The lead article in this issue lists a number of past dictators and tyrants who, driven by irrational fear, persecuted people on baseless grounds. The example of the Pharaoh who feared the baby Moses (pbuh) because of a dream is not only a past story, but sadly a historical reality that keeps repeating itself. Pharaohs keep coming back with different names, in different outfits, but with the same mental and spiritual disorder of paranoia. Sadly, these individuals never come alone: they always have supporters who ensure they remain in power. This network of sycophants and cronies have benefitted from their proximity to power. The lead article suggests persecuted believers should pray and pursue spiritual growth by full submission to the will of the Almighty.

There are two pieces in this issue that offer solutions to mental health problems, like paranoia. Asli Uzun draws a connection between our biological heart and spirit. Uzun speaks of how we seek equilibrium by balancing the whisperings of the heart with consistent worship and remembrance of the Divine. She does not forget to mention that alongside spiritual therapies, one should also seek professional support from pharmacologists and psychologists.

The second piece is from Mehmed Gokcel, who puts in words the voice of any human being not free from sin and its discomforts. This predicament becomes even more difficult for immigrants, Gokcel emphasizes, who usually have to grow up in societies that “have different moral norms to that of their cultural upbringing.” The author defines sin, and how repentance is different for a regular person and for spiritually elevated ones, while underscoring the importance of “diversifying [your] relationship with God” through contemplation of His creation.

Ahmet Kurucan’s “Dialogue with the Qur’an” offers a perspective for both Muslims and non-Muslims on how to approach the Divine message. For Kurucan, “The verses of the Holy Qur’an are not detached from the social realities experienced between 610 and 632 in Mecca and Medina. … Severing this correlative link between God and the community of revelation is the foremost reason for triggering what may be called the alienation from the Qur’an.” And this is one major reason why Islam is unfairly associated with violence.

Hizmet is a group of people that I have observed carry out the best of
Islamic ideals: kindness, hospitality, love, selfless service. They are
mainstream in their creed, as far as the Sunni Islamic school of thought
goes. They read the Qur’an; they pray five times a day; they fast. They’re
very spiritual people. They don’t push their beliefs, their Islamic
beliefs, on non-Muslims. That’s not what they’re out to do. They’re out to
serve the world, Muslim and non-Muslim alike. So in terms of being an
“un-Islamic cult,” Hizmet is anything but. What they really are, in my
opinion, is a true embodiment of the Islamic ideals of love and service to
the other. And I’ve never seen anything to suggest otherwise.

I’m a civil rights activist, a human rights activist; I don’t take my
marching orders from demagogues whether they are domestic or foreign,
whether they are elected or dictators. What I look at is the process, and
what troubles me in today’s Turkey is the process. Due process is the
arbiter between those who accuse and those who defend. It’s absent in
contemporary Turkey. And there has to be independent judiciary; it has to
be judges and a court that is not in anybody’s corner. What we’re seeing in
Turkey, unfortunately, is a situation where government is essentially run
by one party that acts as both the accuser/the prosecutor, the judge and
the executioner. And those who are accused don’t really have any leeway in
the system to defend themselves.

Those who know Hizmet, who have interacted with Hizmet, know Hizmet is the
farthest thing from violence. They’ve never promoted violence; they’ve
never accepted violence; they’ve been the first to condemn violence,
including a violent overtake of a Republic, a coup. They’ve condemned this
coup, and they’ve never promoted anything close to it. They’ve never been
involved in anything that is violent in nature.

Now that the accusation is there, we have to ask for proof. And, even if
there are individuals who may be associated with the Hizmet who were
involved in one crime or another, including a coup, the question becomes:
at what point do you incriminate an entire movement of millions of people,
volunteers who want to serve humanity through their Islamic ideals? Can we
condemn a teacher, a 24-year-old woman serving in some remote part of
Turkey, Pakistan, or Kazakhstan, or anywhere in the world where they build
schools in areas of underserved, underprivileged communities? How are these
souls devoted to service affiliated or associated with that particular
crime?

What you look at here is a witch hunt; it is “guilt by association.” These
are not in the tradition of liberal justice, liberal values that
democracies espouse.

And it’s exactly what is happening around the world when people in power
want to shut out those who are not in their pockets, those they can’t
control, or those whom they don’t like.

When a government is moving towards autocracy, when you’re becoming a
demagogue, when you become the “state” (l’état, c’est moi) and
when you shut out opposition, shut down media, imprison journalists, and
declare organizations, schools, mosques, or associations or universities or
charities, as terrorist organizations just by a signature, then I have to
say, that is incorrect, and that is problematic, and that is unjust!

And I’ll raise my voice, as a Muslim, as a human being, but also as a civil
rights and human rights activist, because civil rights and human rights are
not piecemeal. They cannot be divided; they cannot be allocated to one
group and then denied to another. I believe that ideals are only good and
are only meaningful if they apply to all human beings. It’s a belief in
blind due process, a blind independent judiciary, and having the procedures
and the processes of justice apply everywhere, equally, to all people.

When I read the news that [Hizmet] schools were being shut down in
Pakistan, it hurt, because Pakistan is in need of good schools, it’s in
need of education. We hear about radicalization, we hear about illiteracy,
we hear about the lack of education in parts of the country – same in the
United States, same in the world. And anyone who is putting themselves into
service to build schools and educate young people is doing good in the
world. As someone who built an organization, I understand how much effort
this takes. I understand every wall that is painted, every nail that is
hammered into that wall, every computer that is bought and connected, every
chair and every table, and then all of the content that comes along with a
good education. It takes so much to build a single classroom, let alone a
whole organization. And here you have a school of many classrooms, and then
you have a movement of many schools. One signature, for political pressure
or for personal gain, shuts it all down.

It’s so hard to build. It’s so easy to destroy. And we, Muslim-Americans
and people of conscience, have to raise our voices and say, “We don’t stand
for that!”

Ahmed Rehab, CAIR (Council on American-Islamic Relations), Chicago

This article has first been published in the special issue of the Fountain Magazine © Blue Dome Press

History is filled with eras we don’t want to remember. Times of war, bloodshed, violence, persecution… Things we wish would remain deep in the past.

The irony is that the worst times were arguably the times when virtue and good character were best exemplified. Prophet Abraham’s life is just such an example, peace be upon him. Accepted as a patriarch by Jews, Christians, and Muslims, the story of Abraham, as told in the Holy Scriptures, could help the faithful of these three religions approach one another as cousins, if not brothers, as opposed to rivals. The faithful would be wise to study his struggle under the persecution of his society and state; his methodology of teaching; his and his family’s ordeals; his emigration; and his commitment to his cause.

In this issue, The Fountain explores what Abraham means to Muslims, Jews, and Christians. A Muslim author, two Jewish Rabbis, and a Christian Reverend reflect how Abraham’s story is understood in their own traditions, as well as how Abraham’s legacy manifests in day-to-day life, prayers, and worship. These reflections on Abraham may serve as a good source of reference for interfaith practitioners.

When studying the periodic table in chemistry class, none of us knew it was missing some elements. The Russian chemist Dimitri Ivanovich Mendeleyev (d. 1907), who deserves most of the credit for the table as we know it, predicted that the table would eventually be filled by new elements, to be found in the future. The article “The Last Elements” describes the qualities of the last four elements discovered a few years ago.

Our lives are deeply intertwined with the internet and social media – a 24/7 engagement in a virtual world. In “Protecting Our Privacy – or What Is Left of It?” we explore how much we are exposing ourselves to intrusion by others. Despite mass surveillance by the government and corporations, privacy still matters, and necessary measures must be taken by “combining technology, policy, and law.”

The sad summary of the past year is that we humans are still very prone to violence be it in the Middle East or the American mid-west; the Nigerian countryside or Parisian cafés; at the workplace or at home. Deep down there are core human weaknesses inherited from Cain: jealousy, frustration, racism, “might is right,” etc. What is heartbreaking is that religion is being abused as a source of motivation in many acts of violence.

In the Middle East, the region’s map is being redrawn in favor of a power-hungry few. The situation seems clear to outsiders: the killers are Muslims (at least this is how they identify them- selves), the victims are overwhelmingly Muslims, and Islam is the root cause. What a win-win situation for the beneficiaries! Islam is being slaughtered at the hands of some cannibals, while millions of Muslims are being killed for no discernible reason – other than being the victims of a fight over the energy sources they happen to be living on.

Violence is not only a reality in the Middle East. Mass shootings in the US have almost be- come a daily item in the news, as an average of one mass murder takes place every day. Thou- sands of people are being killed or wounded. In fact, far more Americans are killed at home than at war. Age-old American problems, like racism, have played a role in some of the shootings, including the tragic massacre at a black church in Charleston. Women remain the overwhelming victims of mass murders (81% of the victims are women and children), and are also the major victims of violence in the home.

There’s no need to give further details on the scale of violence around the world. The solution is not easy, but it is also not as difficult as it appears. It is a matter of rephrasing our perspective, just as in Philip Clayton’s approach to science and religion. A renowned theologian and philosopher, Dr. Clayton offers to reformulate these two major concepts from “science or religion” to “science and religion” which can pave the way for “peacemakers” who “prioritize partnership over war” and will “develop constructive relationships.” Dr. Clayton’s three solutions can serve as a starting point in our efforts to solve all sorts of conflicts around the world.

The “Like Dissolves Like” piece in this issue speaks of a universal rule in which matters with only similar chemical properties can dissolve in the other to make a uniformity. Perhaps, this is a prescription to our global problems – if we humans can realize we have more similarities than differences, and that our concerns and interests are common, then we can dissolve in one another and become one global community.

The first step toward that level of awareness is self-interrogation. We must review our actions before blaming others. That is a new year’s resolution we can all agree on.

It isn’t fair to blame Islam for the atrocities of violent radicals. But when terrorists claim the Muslim mantle, then they bear this identity, if only nominally. Thus members of the faith must do whatever possible to prevent this cancer from metastasizing in our communities. If we don’t, we’ll be partly responsible for the smeared image of our faith.

First, we must denounce violence and not fall prey to victimhood. Having suffered oppression is no excuse for causing it or for failing to condemn terrorism. That the terrorists are committing grave sins in the name of Islam is not merely my opinion; it is the inevitable conclusion of an honest reading of primary sources: the Quran and the accounts of the life of Prophet Muhammad. The core principles of these sources—relayed over the centuries by scholars who devoted themselves to studying the Prophet’s sayings and practices, and to the “author’s intent” in the Holy Book—dispels any claims terrorists make of religious justification.

Second, it is important to promote a holistic understanding of Islam, as the flexibility to accommodate the diverse backgrounds of its adherents can sometimes be abused. Islam’s core ethics, however, are not left to interpretation. One such principle is that taking the life of a single innocent is a crime against all humanity (Quran 5:32). Even in an act of defense in war, violence against any noncombatants, especially women, children and clergy, is specifically prohibited by the Prophet’s teachings.

We must demonstrate these values by showing solidarity with people who seek peace around the world. Given the nature of human psychology and the dynamics of the news, it’s obvious that mainstream voices are less likely to capture headlines than extremist ones. But instead of blaming the media, we should find innovative ways to ensure our voices are heard.

Third, Muslims must publicly promote human rights—dignity, life and liberty. These are the most basic of Islamic values and no individual, nor any political or religious leader, has the authority to snatch them away.

Living the essence of our faith means respecting diversity—cultural, social, religious and political. God identifies learning from one another as the primary goal of diversity (Quran 49:13). Respecting each human being as a creation of God (17:70) is respecting God.

Fourth, Muslims must provide educational opportunities to every member of their communities, where the study of sciences, humanities and arts is embedded in a culture of respect for every living being. Governments in the Muslim world must design school curricula that nurture democratic values. Civil society has a role in promoting respect and acceptance. This is the reason participants of the Hizmet movement have set up more than 1,000 schools, tutoring centers and dialogue institutions in more than 150 countries.

Fifth, providing religious education to Muslims is critical to depriving extremists of a tool that they use to spread their twisted ideologies. When religious freedom is denied, as it has been for decades in parts of the Muslim world, faith grows in the shadows, leaving it to be interpreted by unqualified and radical figures.

Finally, it is imperative that Muslims support equal rights for women and men. Women should be given opportunity and be free from social pressures that deny their equality. Muslims have a great example in Prophet Muhammad’s wife Aisha, a highly educated scholar, teacher and prominent community leader of her time.

Terrorism is a multifaceted problem, so the solutions should address the political, economic, social and religious layers. Approaches that reduce the problem to religion do a disservice to at-risk youth and the world at large. The international community would do well to realize that Muslims are the primary victims of terrorism—both literally and symbolically—and they can help marginalize terrorists and prevent recruitment. That’s why governments should avoid statements and actions that result in the alienation of Muslims.

Violent extremism has no religion; there will always be people who manipulate faith texts. Just as Christians do not endorse Quran burnings or the actions of the Ku Klux Klan, and Buddhists do not endorse atrocities against Rohingya Muslims, mainstream Muslims do not endorse violence.

Muslims have historically added much to the flourishing of human civilization. Our greatest contributions were made in eras when the faith cherished mutual respect, freedom and justice. It may be immensely difficult to restore the blotted image of Islam, but Muslims can be beacons of peace and tranquility in their societies.

Originally published in The Wall Street Journal, Aug 27, 2015.

In a time of darkness and ignorance, we must challenge our preconceived notions, seeking answers in education and trust.[1]

According to UNESCO, literacy is, “the ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.”

In this cyber-age of learning, the distance to education is as short as one click. Despite this, illiteracy is prevalent, even in big cities like Los Angeles. To fight this, the LA Public Library organizes volunteer literacy teaching sections for adults. This isn’t just a huge problem for these adults, but it can be passed on to their children, too. According to the National Center for the Family Literacy Fact Sheet, one third of illiterate adults are primary caregivers of children aged 0-8. While poverty is usually the reason behind illiteracy, both in developed and underdeveloped countries, literacy is also a gateway out of poverty. But if a parent is illiterate, it’s both harder for them to get out of poverty, and to help their child out of poverty.

Save the Children is another literacy program in the US, though this is aimed at kids. According to Save the Children, many children – even in the US – do not have access to formal education; or even if they do, their school libraries are not developed enough. Save the Children has worked with 180 schools in 15 states and the District of Columbia.[2] These kinds of civic initiatives to reach out to each and every corner of the country give rise to consistent and stubborn thinkers – thinkers who have made universities such as Harvard and Yale brand names in the US.

Still, one has to ask: how is it possible to have so many children and adults with no access to education due to poverty, even in a country like the United States? Though the problem still exists in the developed world, illiteracy is obviously more prevalent in the developing world. Some of the numbers are almost staggering; according to UNESCO’s literacy e-Atlas, 781 million adults and 126 million children cannot read or write. These numbers are spread around the globe, as almost 52 million people in Pakistan, 13 million in Brazil, 12.4 million in Indonesia, and even 3.3 million people in Turkey are illiterate. The problem is often worse for women, as their access to literacy is just half that of men throughout Africa.

Poverty, illiteracy, and crime can generate a vicious cycle. According to the data provided on the website dosomething.org, most of the juveniles who face trial for crimes are illiterate, and more than half of inmates are also illiterate. Students who do not reach reading proficiency by the end of 4^th grade are likely to be involved in some kind of crime. Perhaps not surprisingly, over 70% of inmates in the US cannot read at a level above an average 4^th grader. [3]

The National Assessment of Adult Literacy report of 2003 adds more dramatic statistical information. Accordingly, 45% of the adult population in the US has limited reading, writing, and math skills. Literacy programs are not enough; for instance, in Texas almost 4 million people need adult literacy programs, yet only a hundred thousand people receive literacy education.[4]

This is a worldwide problem and it has far reaching effects. A person’s basic human rights cannot be fulfilled unless that person has access to education about their rights. Literacy education is the first and foremost right of each and every person. It is our duty as humans to share what we are lucky to have; education is one of the gifts in many of our lives.  It is our duty to dissolve all the hurdles on the road that takes people to education. As Victor Hugo said, “He who opens a school door, closes a prison.”

While individual literacy decreases rates of crime, family literacy has the potential to create units of critical thinkers, thus lowering rates of social conflict. Families play an important role in developing reading and writing abilities, the diversity of words one can use, and the clarity of expression in one’s own sentiments and ideas. Kindergarten, 4^th grade, and the beginning of high school are the three golden time periods when a child needs the most support in gaining habits of reading, writing, and using the appropriate words. Thus, families as well as schools might develop further projects to develop literacy in children, young adults – and especially in girls, since two-thirds of those who are illiterate are women.

Many centers and institutes serve this purpose. For instance, Centre for Family Literacy, the web site of a literacy program in Alberta, Canada, has online documents on how parents can educate themselves and the children around them.[5] But we need more help combatting this extensive human problem.

Reading and writing are deeply important to a diverse society and an interconnected world. A society’s reading habits reveal how people are investing in their communities and challenging themselves. No form of media challenges the human mind quite like reading does. The Institute of Education of the University of London reports that reading for pleasure not only influences a child’s school grades, but it is also crucial for cognitive development.[6]

  Unfortunately, in a world that is increasingly inundated with media options, people are reading less. According to the NOP World Culture Score, in an average week, individuals around the world watch TV for 16.6 hours, listen to the radio for 8 hours, spend 8.9 hours on a computer and the Internet, and only read for 6.5 hours. What do less developed cognitive skills mean in our world? I’m not sure, but the answer could be more violence and conflict. The best way to combat these conflicts is exceedingly simple: read.

[1] Fethullah Gülen, The Fountain, Issue 104.

[2] http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/LB_STC_LITERACY_FACTSHEET.PDF

[3] https://www.dosomething.org/facts/11-facts-about-literacy-america

[4] literacytexas.org with reference to: TWIC 2010, A Primer on Adult Education in Texas

[5] http://www.famlit.ca/resources/resources_p.shtml

[6] http://www.ioe.ac.uk/newsEvents/89938.html