Tag Archives: Discrimination

Dying to Learn: Why Malala Yousafzai’s Cause is a Fard Kifaya for the Worldwide Ummah – Part 2

“We created man from sounding clay, from mud molded into shape.”
The Noble Qur’an, Sura Al-Hijr, Ayat 26

“The seeking of knowledge is obligatory for every Muslim…Whoever has a daughter, tutors her on good morals, educates her well and feeds her properly;she will be a protection for him from hell fire.”
–Prophet Muhammed (s)

“I think of it often and imagine the scene clearly. Even if they come to kill me, I will tell them what they are trying to do is wrong, that education is our basic right.”
–Malala Yousafzai on confronting the Taliban

Includes adaption from Genesis of New American Leadership – The Book

(Continued from Part 1)… Muslims must be diligent in the pursuit of knowledge irrespective of its origin or realm. Origin refers to knowledge originating from different peoples and realm refers to secular or spiritual knowledge.

The Prophet (SAW) said: “Seek knowledge from the cradle to the grave. Adopt knowledge from wherever it comes. Seek knowledge even unto China. No poverty is worse than ignorance; no wealth is better than intelligence. Whoso pursues the road of knowledge, God will direct him to the road of Paradise; and verily the angels spread their arms to receive him who seeks after knowledge; and everything in heaven and earth will ask grace for him…

Verily the superiority of a learned man over a mere worshipper is like that of the full moon over all the stars. Acquire knowledge for it enables the possessor to distinguish right from wrong; it lights the way to heaven; it is our friend in the desert, our society in solitude, our companion when friendless; it guides us to happiness; it sustains us in misery; it is an ornament among friends and an armor against enemies.”

The above words from the Prophet (s) convey to the individual and society that one must be driven to learn; that government must devote resources and arrange priorities such that the individual is enabled and encouraged to meet the personal responsibility of education.

Valuation and Protection

The final responsibility for cultivating a climate of educational excellence is to preserve or safeguard that which has been learned and to preserve the process that leads to discovery and improvement. The first level of this responsibility is valuation and it means having the requisite respect for intellectual leadership.

Valuation occurs when the group recognizes that its strength and viability is dependent upon the intellectual development of all its members. The successful group will place a premium upon and devote resources for the protection and utilization of its intelligentsia.

The global history of our religion certainly reflects a deep respect for scholars and teachers and for the leaders who supported them. We do not need to go too far back to see what happens when intellectual leadership is stifled. Perhaps the best contemporary example of what can happen to a people when it loses its best minds is seen in the tragic annihilation of Cambodia’s intellectual resources (human and material) by the late dictator Pol Pot and his Khmer Rouge.

From my own ethnic experience, the great scholar, W. E. B. Du Bois, placed a premium upon intellectual valuation. Du Bois’ proposition of the “Talented Tenth” was an assertion that a progressive African-American community is inexorably linked to the development of an African-American intellectual leadership.’

I am not sure whether the percentage is one tenth, a fourth or a third, but all people need a critical mass of competent and sincere leadership or as Brown states, a “truth brigade” that understands the importance of intellectual valuation and protection. But you can’t sustain a truth brigade or a talented tenth until less you expand educational opportunity to the masses.

After valuation, the second level of responsibility is protection and advancement of knowledge through the written word. Next time, the power of the pen. (To be continued).

Left open for further thought and research…Peace until next time.

Sincerely & respectfully,

Mukhtar
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Dying to Learn: Why Malala Yousafzai’s Cause is a Fard Kifaya for the Worldwide Ummah – Part 1

“We created man from sounding clay, from mud molded into shape.”
(The Noble Qur’an, Sura Al-Hijr, Ayat 26)

“The seeking of knowledge is obligatory for every Muslim…Whoever has a daughter, tutors her on good morals, educates her well and feeds her properly; she will be a protection for him from hell fire.”
–Prophet Muhammed (s)

“I think of it often and imagine the scene clearly. Even if they come to kill me, I will tell them what they are trying to do is wrong, that education is our basic right.”
–Malala Yousafzai on confronting the Taliban

Includes adaption from Genesis of New American Leadership – The Book

It’s a sad state of affairs indeed when a fourteen-year old has to take the lead in cultivating a national climate for educational excellence. Her story hearkens back to a time in our own country when people were literally dying to read. Malala’s story is one of courageous leadership and an important reminder of why in Al-Islam, freedom of speech is fundamental to the protection and progress of the group intellect and by extension, the society.

Fortunately Malala is not all alone in Pakistan as people express their outrage and she herself follows in the footsteps of other heroines like Malalai Joya of Afghanista or the martyr Meena Keshwar Kamal (ra).

There are many social justice elements present in Malalas’s story, but since Malala’s most recent saga comes in the wake of the freedom of speech outrage that stoked protests across the Muslim world and gripped the global news (see the September 19, 2012 blogpost, Freedom of Speech in the Context of Human Relations and the Body Politic), we’re going to focus on freedom of speech because the attempted assassination of a fourteen-year old by cowards was an attempt to silence her.

The assassination attempt is also an assault on the right to freedom of speech we have all been endowed with by our Creator. Malala’s story must be a galvanizing force for leaders at every level of responsibility to improve access to education and institute safeguards to protect freedom of speech.

Leadership’s responsibility for education is inherent in its responsibility to cultivate a climate for organizational  excellence. All leaders (right down to parents), must work to remove obstacles that undermine the value of education. Steps must be taken to reinforce the Divine right and obligation of the individual to educate him and herself.

In studying the Qur’an, the life of Prophet Muhammed (s), and the early Sahaba (ra), we find that Al-Islam bridges the critical link between education and organizational excellence through four functions that cultivate a climate for educational excellence. They are:

1. Attainment, Acquisition, or search (of knowledge).
2. Use of a standard Qualitative Comparison.
3. Dissemination or Exchange of Information.
4. Protection and Valuation.

For this discussion, we will focus on 1 and 4.…To be continued.

Left open for further thought and research…Peace until next time.

Sincerely & respectfully,

Mukhtar
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Trusting in the Group Intellect: A Critical Component of Faith – Part 1

“While the European renaissance was a result of the intellectual power of Al-Islam, the Muslim community struggled under its periods of intellectual repression. I believe after review that the beginning of the decline of the Muslim empire after the 13th century, although attributed to various secondary causes, resulted from a fundamental error committed by many Muslim governments: the rejection of the group intellect as a governing authority in Al-Islam.” Genesis of New American Leadership, p. 95.

When we talk about faith, we normally have the discussion within the context of faith in the Creator. For Muslims and Christians whose native tongue is Arabic, we say faith in Allah (the Most High). But there is another component of faith that is essential to group dynamics and progress at every level of human relations…and it is that the leaders and the followers must have faith in the group intellect.

And when this faith component is absent, the group’s progress will be stifled.

How important is trust in the group intellect? To answer the question, it is helpful to ask first, how important is trust in the individual intellect?

“G-d has not created anything better than Reason, or anything more perfect or more beautiful than Reason. The benefits which Allah gives are on its account, and understanding is by it; and Allah’s displeasure is caused by it; and by it are rewards and punishments. Verily a man has performed prayers, fasts, charity, pilgrimage, and all other good deeds; but he will not be rewarded but in proportion to the sense he employs.” (Prophet Muhammed, pbuh)

Another word for trust is faith. I may say I trust you, or I can say I have faith in you. But trust is a bit more nuanced and goes beyond faith. Trust can be a noun or verb and the fact that it can be turned into an action is the difference I am referring to. If I say I trust you, it means I am willing to demonstrate my faith in you in a tangible way:

1. Allowing your voice to be heard.
2. Allowing you to contribute your knowledge, skills, abilities, and proposed solutions.

And not only allowing you, but trusting that you have the sensitivities, the sincerity, and the capacity to contribute as well or better than me. And unless you demonstrate some flaw in character or competency that endangers the group, I should help create the environment or shared freedom space, as Imam W. Deen Mohammed (ra) phrased it, for you to contribute.

And I should believe in the fruits that will occur from your contribution. I should believe that G-d will bless your contribution to be beneficial. I should have that expectation, just as I have that expectation of my own contributions.

This idea of trust in the group intellect is a theme that occurs throughout the Qur’an and the Life Example and Recorded History of Mohammed the Final Prophet (peace be upon him). The benefits of trusting in the group intellect has also been proven in human history as an advantage in societal development. Groups, organizations, institutions, societies, etc. that do not value trust in the group intellect cannot build long-term sustainable civilizations today. I say today because like the individual soul and intellect that develops over a period of time, the group intellect also develops over a period of time. The collective intellect of man today is not the collective intellect of man a thousand years ago. One thousand years ago, the biggest problem facing the human intellect was literacy.

Now literacy is still an issue in certain places of the globe, but the biggest problem facing the collective intellect today is a voice crying out like sounding clay tempered with the heat of frustration in that those very voices are not being heard. Today the problem facing the collective intellect is how best to structure evolved systems of leadership, governance, and accountability that trust in the group intellect and respect the voice of the common man. It is also the biggest problem in our masajid, the biggest problem in our national Islamic community, in our nation, and in the world.

Consider this for a moment: What was the catalyst of the struggle against the human being and the attempt to bring about the destruction of G-d’s man from the very beginning? In Islamic and biblical theology, the source of the destructive prejudice and unfair discrimination against man began with a creature who felt man did not deserve the leadership role. In the Qur’an, Iblis becomes the satan that challenges G-d’s plan for man and humanity, not on the basis that Iblis did not have faith in G-d.

The satan did not express disbelief in G-d, he expressed by default a disbelief in the Plan of G-d, because of his arrogance that he was better than man. Satan or shaitan was blinded by his own arrogance, in his belief that he was better than man. Remember we have been taught that man means mind. In Islam, Iblis approached the collective Adam and tried to get him to disobey his Lord. Iblis by default was also ignorant of G-d’s plan and by extension the ability and capacity of man to carry out great work. Satan did not believe in man, even though he believed in G-d. Now the odd thing about this conundrum of belief is that one can say he believes in G-d, yet fail to trust in Him with all his heart and soul and faith.

We as believers have to trust that the Word of G-d is true and that G-d, since He created us, knows us better than we know ourselves; and we can know only by His Grace and ultimately, He knows best. In Al-Islam, one of the attributes of the Creator is that He is Al-Mu’min, The Believer. He is the first to believe. Believe in what. Believe in what He has created and in the capacity of what He has created to fulfill its role…to live up to its potential. In Al-Islam, G-d believes in man.

Now it was G-d Who gave the gift of the intellect to the individual. Didn’t He also give the gift to the group both implied and explicitly?

We are cautioned in Qur’an on two personalities (types) who lived during the time of Jahilliyah or the Period of Ignorance that refers to the devolution of human civilization following the mission of the Christ (peace be upon the noble Messenger and his mother) until the advent of the Revelation of Qur’an. The two persons are Abu Jahl (father of ignorance) and Abu Lahab (father of arrogance); the arch enemies of Al-Islam.

In reality, Abu Jahl and Abu Lahab have been around much longer than the Dark Ages, and they are mentioned in the Qur’an for all times as arch enemies of Al-Islam and the Life Example of Muhammed (pbuh) to warn humanity that if we want darkness, backwardness, and ignorance, and if we wish to be so arrogant as to reject what G-d has given us as a gift, then

1. Deny the right of the group intellect.
2. Lose faith in the group intellect.
3. Don’t trust the group intellect.

And what are some of the actions that typify a loss of faith in the group intellect:

1.Subjugating half of the group intellect by gender and denying them even the right to literacy, much less an education.

2. Subjugating other parts of the group intellect and denying them a voice in the affairs of state based on their color, caste, and religion.

3.Failing to prioritize the allocation of the public treasury to make education affordable at all levels (from pre-school through graduate education) to all citizens.

4. Succeeding to governing leadership by genetic birth right and essentially espousing the de facto declaration that only those who come from my loins are wise and sincere enough to lead.

5. Investing more in prisons than you do in education.

The list above is not all-inclusive. Are there signs in your masjid that the group intellect can’t be trusted? Are there signs in our national Islamic community life that the group intellect can’t be trusted? Are there signs in the international ummah that the group intellect can’t be trusted?

–To be continued.

Left open for further thought and research…Peace until next time.

Sincerely & respectfully,

Mukhtar
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