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Friday, 15 November 2013

Towards clarity about who is on whose side in Israel and how Israel influences the degree of instability in the Middle East

Do you want a quick overview of the reality regarding Israel, Zionism, Israeli anti-Zionists, apartheid against the Palestinians and the general condition of this part of the world that has changed the planet into a war zone?  Don't look further:

Here are the links you need:

http://www.truthdig.com/search/results?q=blumenthal+goliath&x=0&y=0&cx=007550919732032875355%3Albmkk4fviak&cof=FORID%3A11

but this is my favourite one among them:

http://www.truthdig.com/report/item/imploding_the_myth_of_israel_20131103 

All students in Grades 11 and 12 and above must attempt a read and crunch this article for an incisive view of the reality by Max Blumenthal.  For other comments refer to @kirimba on Twitter.

Try to find ways of better understanding how events in one part of the world can innocuously affect us here, for example, in Kenya.

Try to see how the ICC hearing for Uhuru and Ruto will come to practically nothing and why, and why they won't make a call until the Syria situation has been sorted conclusively.

Try to understand why Iran and Russia are in control of the negotiations at Geneva 2 and in general.  Our children have to be made to understand the realities of these geopolitical forces. Here is a link for the USA's worry about nuclear war if they don't come to a fair agreement about Iran:

http://www.presstv.ir/detail/2013/11/13/334544/global-nuclear-war-likely-if-iran-talks-fail/

Monday, 11 November 2013

Only America has the right to do that!

Here is an email exchange between Janis and me:

Human Rights Watch is pointing at Iran as follows in the article linked here:

Iran:  Set an Immediate Moratorium on Executions!

In 2012 Iran remained one of the world’s foremost executioners, with more than 500 prisoners hanged either in prisons or in public. The Iranian government has announced at least 260 executions in 2013, with rights groups alleging or documenting an additional 160 or so unannounced executions. At least 15 of these executions have been carried out in connection with terrorism-related charges such as moharebeh. The vast majority of executions carried out in Iran during the past few years are for alleged drug-related offenses including trafficking, which are crimes not considered “most serious” under international law.

Here is Janis's reply:
My subject heading:  More on Iran executions comparative (eg drone strikes) 
Well, obviously only the United States has the right to do that.  We have the right to execute heads of state and install our own version of government that you should have.  That is common knowledge.  You should know that.
And my apology:
I am sorry.  I thought they were here to protect us.  I was ready to argue about this with a friend whose family are potentially targeted terrorists.  The(ir)y job is to get killed and ours is to bury them.  When it happens, now, I can tell him, "I told you so!  The American(s) are doing this to protect us from people like your parents!"
Janis:
absolutely!

I tweeted and asked tweeps to compare this to the drone executions and come up with some differences between them and what Iran is being accused of doing


Pakistan's figures on drone strikes (tweeted by @kirimba)
@McKGraKucPauNad @cinnamon_carter #drone just read that Pakistan's take on figures - much lower: http://t.co/6XZMR6g4U6 I just don't get it
Figures from The Bureau of Investigative Journalism
While on the subject of drones   http://t.co/3ERE1mVmfa
http://t.co/NgcMpW5xTI mind-tearing figures on drone war @McKGraKucPauNad #war (March 2013) @cinnamon_carter #drone 
RT @TheRealKeori: A graphic of all US global #drone strikes through January 2013. Look. Really look. http://t.co/8vcnvi3ClM  (http://stats.areppim.com/stats/stats_dronewar_global.htm)

Mohamed Jiwa
www.habaripoacoolnews.blogspot.com

I noticed a "Do You Know Islam" ad down below my work.  Welcome to click on it but it may not have all the information anyone would need about Islam so do refer any questions to me, if you are studying it?  Remember that the world of Islam suffered from schisms right from the start.

Tuesday, 8 October 2013

Nice lines from Tagore sent by my Pen-friend, Taherali

I recently received an email from Taherali on a discussion of what religion is about and he included this beautiful, simple poem which is so clear and refreshing. 

My response:

Nice lines from Tagore.  I learned my Islam in a Christian school and may well have learned it in Tagore's Ashram and been better equipped to address the problems surrounding me today. 

My problems today are nothing to do with Islam. Mostly they are to do with inhumanity and inhumanity caused by the brainwashing by the media.

Most if not all of my problems are political.  If I look in Kenya, I find that my progress is stymied by tribalism, corruption and deception by the ruling classes who have given a new definition to the word, 'class'. 

What has Islam got to do with the root of the problem, the cause of the Westgate debacle?  Any terrorist from any persuasion might have achieved a similar effect, the way the Israelis can do it to the Palestinians, or Modi's followers did to Muslims in India or, indeed, what the Shabab did to us here without discrimination.  Yes, without discrimination.  They also killed Muslims after which the KDF is now being accused of having razed the place like safari ants.  If this report turns out to be true as it probably will, if it is not covered up, I would ask, what has the sequence of events to do with Islam?
If you look in your own country you will find that these are the real problems:  Class definition by those who occupy the highest classes, rule by an establishment that keeps a government in place as an agency, corruption in high places that is not easy to stop (see what is happening in India), deception by the rulers who have their own culture and way of life, anger in sectors of the population who have reached a point of exasperation and about to go over the brink and take the law into their own hands (anarchy), the definition of one's own set of beliefs hijacked and broadcasted by ignorants in the media, (the way Fox News will broadcast, "Islam is a terrorist religion.", which is, if you ask opinion leaders of an Islam that is being practiced to the benefit of all communities around, like Yusuf Islam, Aga Khan, scholars like Reza Shah Kazemi and hundreds of others, just not true.)  The moment you turn to means that are beyond intellectual and peaceful to solve problems, you are crossing the bounds of what Islam is, and now working from outside its ethic. Period.  It is true of any faith.

No, Islam is not about going to the mosques and doing namaaz. That is a personal routine that affects individuals and, in some respects, congregations, in a manner that no one else can judge.  It might be just knee-bends to some and to others a deep expression of adoration and worship and submission to a recognisable power that is conceivable.

I would say that media is a diabolical instrument of brainwashing populations and providing definitions that are tempting to swallow, for the express purpose of the furtherance of war and diversion of resources into the hands of the banksters and their agents, like politicians and country leaders.  There is very little that is nationalistic or patriotic about the rulers today.
Peace
Mohamed Jiwa
 
 
 
In parentheses...
 
The question that Taherali brought up was whether we should be worried about how the world looks today.  Pictures are shown under the introduction, "Makes you think!" of people living in Iran, Afghanistan, Egypt and Netherlands in the 1960's and 80s, juxtaposed against the way people are dressed there today, focusing on women being covered from head to toe, in 2012.  In the early days everyone simply looked relaxed and open, dressed in western clothes.  The pictures of today show everyone (women, mostly) in burkha, and all covered up.  This was followed by the question, "...and some people still do not see reason to worry?" 
 
Here are the pictures:
 
8 Pictures = 1000 Words
 

 
Iran 1970
Imitation westerners?
 
Iran 2012
(Not a very fair example of Iranians as it shows them not having fun, which they do)
 
Afghanistan - Is this a fair picture, then?
 
Egypt:  Cairo University 1959
 
Cairo University 2012
 
Amsterdam 1980
 
Amsterdam 2012
 
 
The pictures say a lot, yes, when put together in this way:  They suggest that the world was once a beautiful, relaxed place when not many people were concerned about whether there was a killing to be made in oil, or not.  This is, of course, entirely untrue.  The only people who were happy with the world the way they found it were the affluent and the middle class.
 
While there may not have been much in the back of the mind of the children of affluent families in these countries there is no image of what the poor and the village people were doing at the time.  What was their lifestyle?  Were people being oppressed in the background?  Was Israel not being established as the ruler of the Middle East?  Who was making most of the money from the oil in Iran?  What were the reasons that the Taliban erupted?  Who was ruling Egypt before Nasser and what was he doing?  How did the world emerge as a playground for puppet royalty into an environment that has been destroyed?  What have we left for our children?  Are these people in the burkhas to blame then?
 
Was not the SAVAK all over the place when Iran was like this? Where is their picture?
 
The argument is worth taking on in full.  I hope I get the time to do it.
 
 
 
 
 
 

Tuesday, 1 October 2013

My asking to talk about Islam and extremism: A correspondence with my old school

2nd October, 2013
ITC notes for this page:  I am working on ridding my website of that bug where the text has been hijacked and words have been converted into links by some organization that calls itself, "Discount Buddy".  Don't bother to waste your time clicking on these linked words.  There is a virus removal tool that I have to find time to download for this dudu (parasite) riding on my shoulder. 

Secondly I gave away the name of my old school on this page :-{ and I apologise to anyone affected by that slip.  I have removed all sensitive references, now.

​​
Me to ERS:
It would certainly be nice to share sentiments from my point of view about the state of affairs vis a vis terrorism and the conflating it with Islam with teachers, pupils and Old Dellians.  I am not sure that such an opportunity could be created?


 
On 1 October 2013 17:44, ERS/DO wrote:

Hello Mohamed,
 
Thank you for your email and your offer to share your thoughts with the community.
 
The pupils have a wide range of lectures throughout the year and of course most of the lectures tie into the curriculum. The opportunities for lectures are tight due to pupil/staff commitments so it really depends on what you would like to talk/lecture about? The lectures for the winter term may already be allocated but perhaps if you let me know your topic (specifically) I can see if it might be relevant to our politics pupils.
 
Let me know what you would like to discuss and I’ll get in touch with our politics teacher to see if there is room this term.
 
Many thanks and best of luck!
ERS


​​
Copyright (c) 2013, by Mohamed Jiwa, Nairobi, All Rights Reserved
 

ERS, thanks for that response:

This triggers me to give thought to the sorts of questions and approaches that would engage the audience and I am really enjoying that exercise because it even helps me to ponder over the sorts of things one would raise in a text book for that very purpose.
 
Depending on whom I'd be addressing and assuming that the main audience would be pupils, my interest would have to do with taking a cursory look at both (or the various) sides of the question that concerns Great Britain, and the implications for the students themselves.  I am really good with interactive discussions and this subject may more likely be tackled successfully in smaller groups of 30 to 40 (than in large ones the like of which I recall we used to have in Big School at the end of the week).  Introducing a point of view may be easier and more useful than to end up doing a general or a more academic talk, leading to the fielding of some pretty cantankerous questions that could turn the session into a debate which should be avoided.  The purpose of my wanting to share is to bring the two worlds closer and to bridge them, where possible.
 
If one were restricted to say, one session in a classroom, then there would be a handout that would introduce some basic common religious or social questions the students could choose from.  It would be up to the person leading the class to assemble some material that would inspire individual engagement to follow up the limited amount of class time. 

It could also be structured as a Close Encounter of the Qur'anic/ Shi'i/Fatimid Kind too.  This could draw on a period in Islamic history when interaction between the three Abrahaminic faiths were inevitable, on readings or comparative readings of their texts. I could, actually, use a reading assignment and, depending on the age group, share a personal experience as a Muslim in completely Christian environment in 1965 - since I was a St A's boy as well, and a proud owner of my own Crusader bible. Certainly, not only reading but any medium that the class would like to use to engage the problem would be a point of access. 

In a course - to differentiate this from a class - there would be several wonderful options which, for me, would be very exciting.

Suppose pupils chose to engage Islam in an art class then there are several expressions we'd look at including iconoclasm, calligraphy and even things like tattoos or the destruction of the giant Buddhas in Afghanistan  (which could take a historical question about Buddhism forward to the present day practices of the Taliban).  In music (as I am also a musician) I should look at, for example, Sufism and bring some materials with me that may... blow their minds (ie help them feel a sense of wonder for the subject) for a few minutes for, Sufism is quite amenable to comparison with Hinduism (perceived by some Muslim groups as idolatry) and atheism.  A list of important authors who have contributed to the study of Islam, Near and Middle Eastern, Asian and South Asian cultures in the contemporary context would be de rigueur.

I would first be interested to see the curriculum for the relevant Divinity, RE, PoliSci or other subjects that are offered in IGCSE, or IB, if they are applicable, to make the class even more specific, and to know in which way to limit and develop the lesson plan in a manner that serves to increase the pupils' confidence in their preparatory study of comparative religion and Islam in particular.

Does Dells offer IB and what are the reasons?

Looking at Islam through the lens of Christianity is also very interesting and there would be much to gain from the perspective of the students with their varied backgrounds.   I had the opportunity to do that myself in practical terms and my experience was unique.

Anything is possible actually:  but, obviously, I'd have to restrict minimum time given to me to, say, one medium (like a poem or a treatise or a historical event)  In preparatory consultations it may help to decide to what degree it would behoove the students to delve into radical anti-Islamic literature that attempts to understand the current crisis and why terrorism is being conflating with Islam as a whole.  What are the political forces at play?


My work would be to sift through the material and to find something relevant to the time and place in which I would bring it.


This last thread - extremism - has got to be addressed at some point to give as much information about both positions as possible, as the two extremes are about to get at each other's throats which is of serious concern to a lot of people in the middle.  The children do not want to inherit the risks we have put them in by our parochial, isolationist or insular lifestyles as parents, and we have no right to bequeath such risks in daily life to them.  I think we can all see that the problem has to be faced and lanced.  But the lancing, if it is to be approached with preventing violence in mind, may turn out to be an endeavour of generations.

 
Did you know that it is being said that 40% of Britons today are preparing for civil war because of the rise of Islam in Europe?  Crikey.  One of the most important questions that needs to be looked at and simplified is, "What, then, is Islam, and why does it ring of terror in the hearts of peace-loving people who come from idyllic antecedents? What's going on?"  To simplify an understanding of the forces at play would be my job.
 
Thanks for provoking my response!
Mohamed