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Wednesday, October 3, 2007

[vinnomot] Secular Perspective

IDENTITY AND SOCIAL EXCLUSION-INCLUSION – A MUSLIM PERSPECTIVE

 

Asghar Ali Engineer

 

(Part (1)

 

(Secular Perspective October 1-30, 2007)

 

In multi-religious, multi-cultural democracies problem of identity and social exclusion-inclusion become extremely important. Under authoritarian societies due to suppression problem of exclusion remains hidden and does not surface until it is gravely aggravated. But a democratic society, being open and based on rights, question of identity and social exclusion and inclusion becomes very important and even determines its very dynamics. A vibrant democratic society always remains sensitive to the question of exclusion of any section of society.

 

For social exclusion several factors play their role. A caste hierarchy can account for neglect of those at the bottom; a class society may ignore those who belong to lower classes. A multi-religious society may work against those belonging to religious minorities and multi-ethnic or multi-cultural societies may marginalize ethnicities which do not constitute core culture or ethnicity.

 

In economically backward and under-developed countries the problem of exclusion becomes much more acute in view of scarce resources. Even in advanced economies like those of Western countries exclusion both on the basis of race and class is a well-known phenomenon. The African Americans in America are victims of racial prejudice even today and incidence of poverty among them continues to be very high. America is not only a highly developed country but also economically most advanced. It has highly developed democratic institutions. And yet it cannot claim total inclusion of all sections of society. White majority monopolizes major chunk of all resources.

 

The western countries were mono-religious and mono-cultural for centuries. The very concept of pluralism and multi-culturalism was unknown among them. The term multi-culturalism was coined by western social scientist only in post-colonial era when large number of workers from ex-colonies began to migrate to metropolitan countries. The western countries like U.K., France, Germany, Sweden, Holland etc. became multi-cultural as migrants were from African and Asian countries.


Another term coined was pluralism, which signified multi-religious and multi-cultural nature of these post-colonial western countries. Post-Second World War there was great demand for workers in these European countries to meet requirement for human resources as due to war large number of Europeans were killed resulting in shortage of human power and reconstruction of economies needed more and more human power. However, later on children of these migrant workers were borne and educated in these metropolitan countries and became their natural citizens with awareness of their rights and privileges.

 

They began to demand equal rights and equal job opportunities, though not equal share in power as they were mostly tiny minorities. This resulted in racial tension, particularly in U.K., France and Germany. These countries continue to experience these racial and cultural conflicts and the question of exclusion and inclusion has become very important. In France there was revolt by some youth last year and the violence, including burning cars and stoning police went on for several weeks and police found it very challenging to control it.

 

The sociologists pointed out that the reason for this violence by the youth was their marginalization, high rates of unemployment among them or generally getting low paid jobs which other French people refuse to take up. These young African Muslims were mostly borne in France though their parents had migrated from Algeria, Morocco etc. The Government had to announce series of measures to contain this conflict. Though these measures were far from satisfactory yet these measures gave them some sense of inclusion and the violence abated.

 

The bombings on 7/7 on London underground was also explained by many scholars in the light of marginalization of these young Pakistanis in U.K., though that was not the   only reason. Brainwashing such marginalized youth becomes much easier. They are made to see the White majority as the 'enemy' and unacceptable other. They also become enemy in faith and killing them is justified. Thus there are very complex factors involved in terrorism and terrorist acts.

 

Whenever such acts of terrorism take place the western leaders (Bush and Blair included) give statements 'our vales, our freedom, our democracy' is at stake and President Bush said, after 9/11 why they (the terrorists) 'hate us, hate our freedom and democracy'. After 7/7 Blair also spoke similar language. The obvious assumption is we westerners have universal values like freedom and democracies and these Afro-Asians hold authoritarianism dear to themselves and reject concepts of freedom and democracy.

 

Thus though western social scientists did coin terms like multi-culturalism and religious pluralism, the westerners as a whole, have hardly imbibed these concepts or even while accepting them mentally, these concepts have not touched their hearts and souls. Thus in western societies the problem of exclusion of primordial-identity based minorities is very deep rooted and will not go away easily.

 

Many Indians have richly contributed to economies and services in U.K., USA and Canada, yet they are victims of social prejudices. They are still far away from being fully integrated in social, cultural and economic sense. They are full citizens of these western countries yet they experience social and cultural exclusion. Racial prejudices still continue to be powerful barriers to full integration in western societies.

 

Thus it will be seen that social exclusion is playing important role universally. In most of the countries religious and cultural minorities are experiencing social exclusion. One can say social exclusion is to some extent natural (though it should not be) as cultural and religious minorities are migrants from outside and these migrations are just half a century old. These migrations had begun just after 2nd World War. It will take long time for these minorities to become completely naturalized.

 

In case of India and other Asian countries it is not so. The Asian countries in general and India in particular has always been multi-cultural, multi-religious and multi-ethnic. India has been bewilderingly diverse in this sense for thousands of years. Be they Buddhists, Jains, Christians or Muslims, they have existed in this country and have not, unlike western countries, migrated from outside.

 

Some Muslims who came as invaders from outside centuries ago, or accompanies these invaders from Central or Western Asia have long become integral part of this country and totally forgotten their foreign identity. No Muslim in India has any awareness of his foreign origin nor he tries to trace his ancestry to outsiders, be they Syeds, Sheikhs or Pathans. And those who came from outside centuries ago are a small minority and an overwhelming majority is of Muslims who converted from Indian stock and belong to lower castes.

 

The Christians too are not of foreign origin and they are also mostly converts either from low caste Hindus or tribals. The Christians of foreign origin never settled down in India. They kept their distance from Christians of local origin. The Buddhists, Jains and Sikhs are, of course, all Indian origin. Yet the question of exclusion remains important for all minorities but much more so for Christians and Muslims. Christians are a small minority whereas Muslims are a very large minority and hence their exclusion from social, cultural, economic and political processes poses much greater problems.

 

Democratic processes create greater awareness among people and greater the awareness, greater will become nature of the problem. Also after independence modern secular education has spread much faster than before and though percentage of education among Muslims is lower than average, yet it has increased considerably. Education certainly increases awareness and increased awareness about social, economic or political exclusion creates greater challenges for political management.

 

 

 

Part (II)

 

SOCIO-POLITICAL EXCLUSION MAIN CAUSE OF PARTITION.

 

Our country saw the tragedy of partition at the time of independence. This partition was also direct result of sense of socio-political exclusion and fear of further exclusion in united independent India on the part of Muslim educated elite. The British colonial rule provided opportunities for more education, particularly to the scions of jagirdars ;(feudal lords) and it was this educated Muslim elite which headed partition movement.

 

It is interesting to note that Muslim Ulama who had their roots among poor and illiterate masses never provided any leadership to the partition movement. On the contrary, they vehemently opposed it. The Jami'at-ul-Ulama-i-Hind (JUH) remained staunch ally of the Indian National Congress and even accepted leadership of Mahatma
Gandhi and opposed the two-nation theory of Jinnah. Maulana Husain Ahmed Madani, then chief of JUH wrote a book Muttahida Qaumiyyat aur Islam (Composite Nationalism and Islam) and exposed the fallacies of two nation theory.

 

Thus partition was direct result of sense of exclusion from economic and political share in power among the educated elite and Jinnah, a western educated Muslim and a trained lawyer from England, rather than any religious leader provided both theoretical and political leadership to the Pakistan movement. The Ulama, on the other hand, led by Maulana Abul Kalam Azad and Maulana Husain Ahmad Madani, opposed partition vehemently putting full faith in the programme of Indian National Congress and its secular philosophy.

 

No doubt, the Constitution of India promulgated on 26th January 1950 fulfilled the promise the Congress leaders made to minorities. The constitutional philosophy is all inclusive. Even Scheduled Castes and Tribes were given reservations. But the Constitutional spirit was never translated into practice. In practice there was not only non-fulfillment of constitutional promise but downright neglect of minorities, especially the Muslims.

 

The Christians and Muslims, and particularly the Muslims suffer from double disadvantage: they are converts from low caste Hindus and traditionally low caste Hindus suffered from total exclusion and Christians and Muslims also became victims of religious prejudices, thanks to communal propaganda. Thus Christians and Muslims have been doubly excluded from socio-economic and political processes.

 

For forty years the Congress wielded power at the Centre and also in many states but despite its pro-minority sympathy and commitment to secularism, Muslims were subjected to deliberate neglect. Undoubtedly the Congress propounded secular ideology but it could not even provide even security of life and property to Muslims, let alone ensure their due participation in economic development and educational achievements.

 

A series of communal riots started from Jabalpur in 1961 onwards and decade of eighties was full of communal violence from Moradabad in 1980 to Mumbai riots of 1992-93. In between many major riots took place in Biharsharif, Meerut, Baroda, Neli (Assam), Bhivandi-Mumbai, Ahmedabad, Meerut (in 1987 again), Bhagalpore and 300 riots when   Mr. L.K.Advani took out Rathyatra (which Times of India described as bloodyatra). Thus whole decade of 1980s was a bloody decade and Muslims began to feel terribly insecure.

 

In post-partition riots more than 35,000 lives were lost and properties worth hundreds of crores destroyed. The Congress swore by secularism but could not effectively provide protection to Muslims from communal violence. Let alone inclusion of Muslims in economic development, the government could not even provide security of life to them.

 

Also, communal forces of Sangh Parivar continued to question loyalty of Muslims on one hand, and, accused the Congress 'appeasement of Muslims', on the other. This was most ridiculous of all communal propaganda. The Muslim minority was continually falling behind both in economic and educational field and yet the BJP launched an aggressive propaganda offensive of appeasement of Muslims. Nothing could be more absurd.

 

That Muslims were very backward, falling behind Dalits, who at least benefited to some extent from reservation policy, Muslims could not even avail of reservation. They did avail of reservation in educational institution in some southern states like Tamil Nadu, Kerala and Karnataka and that is why educational status of Muslims in these states is far better than that of Muslims in north.

 

The Muslims, generally being converts from low caste Hindus continued to follow those caste-based professions like weavers (large number of Muslims in India are weavers), dyers, bangle-makers, Malis, Faqirs, lalbegis, grave diggers, carders dhobis and so on. They are naturally mostly self-employed. These artisans and manual workers are facing acute crisis due to liberalization and globalization also.

 

The Gopal Singh High Commission report in early eighties and Sachar Committee report in 2006 have provided wealth of data on economic and educational data on Indian Muslims to show backwardness of Muslims in socio-economic status. Both these reports bring out vividly exclusion of Muslims in these fields. In political field too Muslims never got representations in proportions to their population. The number of M.P.s did not even reach 10 per cent in any elected Parliament. It is even worse when it comes to state assemblies. In BJP ruled state of M.P. there is a single MLA though there is Muslim population of 7 per cent in M.P. This speaks volumes about exclusion of Muslims even from political power.

 

The Gopal Singh High Power commission report was put in cold storage and was not even tabled in Parliament. When Shri V.P.Singh became Prime Minister and convened a meeting of Muslim leaders and intellectuals, I asked him about implementation of Gopal Singh High Powered Commission report. He, to my shock, was not even aware of any such report. He promised to table it in Parliament and he seemed to be sincere about it but his government fell before he could table it. And it was quietly forgotten during the period of Narsimha Rao. It was never tabled. And one could not expect it to be tabled during the BJP led government.

 

When the UPA government came to power it promised to take concrete steps for welfare of minorities and Sachar Committee was appointed. The Committee has done its work painstakingly and submitted its report but big question is whether this time it would be implemented.

 

The Muslim leadership at various levels is holding seminars, meetings and demonstration for implementation of Sachar Committee report. Prime Minster Shri Manmohan
Singh has also given assurance for its implementation. But no concrete steps have been announced so far. May be these steps will be announced nearer 2009 elections as a political soap.

 

It is because of this exclusion of certain castes and communities that identity becomes such an important player in democratic politics. Among religious communities there is question of exclusion of Christians and Muslims, more so Muslims, among caste communities there is exclusion of Dalits and backwards and among regional communities there is exclusion of certain regions like North-East etc.

 

The excluded communities mobilize their respective identities for putting pressure on the system. Immediately after independence many people felt that we should emphasize only one identity and that is national identity, all other identities should be de-emphasized, if not forgotten. But it was mere idealistic talk. As long as there is exclusion of some, identities will come into play.

 

Both Muslim and Dalit identities played very powerful role in pre-independence days. Jinnah mobilizing Muslim and Ambedkar Dalit identities. While
Ambedkar could win reservations by way of Poona pact in 1935 there was no such luck for Muslim separatist movement and our country fell apart before independence.

 

Thus in a democratic society identities can play constructive and creative as well destructive role. If corrective steps are not taken in time to do away with exclusion, identity mobilization is the only alternative left. Injustices leading to exclusion can be fought only by appeal to the concerned identity. One cannot talk of only national identity unless national policies are inclusive of all sections of society contained in the nation. Thus in today's India we cannot expect Nation. Those who monopolize all resources can talk of national identity but those left out cannot.

 

In political field even upper castes are mobilizing people of their caste on the basis of caste identity. Identity has become a potential weapon in the hands of politicians today. Whole politics in first past the poll parliamentary system is based unabashedly on caste and communal identities without even any honorable exception. Mayavati in U.P. came to power by first invoking Dalit identity and raising abusive slogans like tilak tarazu talwar (i.e. Brahmins, Banya and Rajput) inko maro jute char and then subsequently by raising placating slogan for these upper caste (hathi nahin ganesh hai).

 

Ideally speaking the question of exclusion should not have arisen but thanks to it these identities are playing powerful role in our political system. Not only that reservations for jobs for excluded sections cannot be done away with, more and more categories will have to be included and even there is talk of including private sector in reservation of jobs. It may not be possible immediately but either the private sector will have to come forward voluntarily with some scheme to include these low castes and tribes in offering jobs or government may have to take steps.

 

Of course Muslims have no chance to be included in reservation but some sections of Muslims constituting most backward castes among them or Dalits among them (about 4 per cent according to Sachar Committee) may have to be offered reservation. The Sachar Committee has recommended this measure.

 

All parties are based on vote banks of their own or coalition of certain castes and communities. This is very essential in a way for correcting historical injustices as far as low caste and backward religious communities are concerned. Muslims are now being wooed by several caste and regional parties. Both RJD in Bihar and SP and BSP in U.P. have tried to attract Muslims along with OBCs and Dalits. Still Muslims have not got much out of it as far as economic inclusion is concerned but have at least earned security of life and property to some extent.

 

Thus it will be seen that exclusion and inclusion in our complexly diverse society will continue to play important role in political dynamics of our country. Total exclusion of any caste or community can prove disastrous for our democratic polity. Political wisdom demands that our politicians should take steps for gradual inclusion of all backward sections of our society. Even incremental inclusion will greatly help in stabilizing our polity.

===============================

Centre for Study of Society and Secularism

Mumbai.

E-mail: csss@mtnl.net.in

 

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[ALOCHONA] Re: AN URGENT CALL TO AWAMI LEAGUE MEMBERS ABROAD

Dear Alochoks

I am glad the message from brother Shamim was released. There are a
lot of other things that need to happen before we can brand Alochona
a notice board for any party. In the first place opponents of status
quo politics, such as you and I and many others, need to be silenced
on the forum!

That ain't happening!

Shamim's email was also not an official AL document.

Most importantly I feel the message gives a good indication – or for
most of us a reminder - of how AL supporters are thinking.

The message bears all the traits of Awami League that has kept this
great political party away the cutting edge of power and change in
Bangladesh.

Whilst there is no lack of sincerity – let us be generous in the
month of Ramadan – there is a total lack of any sense of
introspection, responsibility or context. The revolutionary party
continues to dream of actual past glories and dream of possible
future glories. For the present AL can only offer dreams and
agitation. A coherent, integrated plan for the country must wait for
pragmatists who may surface after another 2 terms of AL in
government. AL supporters can wait that long for their pragmatists –
we cannot! Lets hope they wake up soon!

Here in Kuwait Awami League is alive and well. Split into 2 groups.
One led by a crazy guy who fixes watches. Another led by an arrogant
engineer. Both MUST BE presidents of their faction and have been
fighting for years. Both are sponsored by the worst agents in the
manpower business and the biggest culprits in the money laundering
business. Both are supported by important AL leaders in desh who
visit Kuwait for a fee.

They sure know how to follow their role models!

Mediocrity begets mediocrity.

We pray for reform in Awami League - reform that takes this great
party to proper and pragmatic leadership of our great country.

HASINA! OUT! OUT! OUT!

Ezajur Rahman
Kuwait


--- In alochona@yahoogroups.com, <zubair.najib@...> wrote:
>
> I guess Mr. Chowdhury and his gang is ready to plunder by any
means.
>
> -----Original Message-----
> From: alochona@yahoogroups.com
[mailto:alochona@yahoogroups.com]
> On Behalf Of Mohammad Akhtaruzzaman (Zaman)
> Sent: September 12, 2007 11:01 AM
> To: alochona@yahoogroups.com
> Subject: Re: [ALOCHONA] AN URGENT CALL TO AWAMI LEAGUE
MEMBERS
> ABROAD
>
>
>
> Dear Mr. Chowdhury,
>
> Is it not better to leave partisan politics at water's edge?
>
> I think we are doing a disservice to our beloved mother land
by
> doing dirty party politics over here.
>
> zaman
>


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[ALOCHONA] Bangladesh takes top prize at Qur'an competition

Bangladeshi takes top prize at Quran competition
By Siham Al Najami, Staff Reporter
Published: October 02, 2007, 23:09
 
Dubai: A Bangladeshi contestant has ranked first at the 11th Dubai International Holy Quran Award.
 
His Highness Shaikh Mohammad Bin Rashid Al Maktoum, Vice-President and Prime Minister of the UAE and Ruler of Dubai presented the awards to the top 10 winners of the competition in a ceremony held yesterday at the Dubai World Trade Centre.
Shaikh Mohammad also honoured the Syrian scholar Shaikh Mohammad Ali Al Sabooni, who was named Dubai International Holy Quran Award's (DIHQA) 11th Islamic Personality of 2007.
 
Mohammad Fadil Rabi, from Bangladesh , who won the first place is the first contestant from Bangladesh to win the DIHQA. He is also ranked fourth among five nominees for having a beautiful voice in reciting the Quran.
 
 
 


 


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[vinnomot] Humanism and Psychology: (Basic 4): Implications of Genes, Learning, and Trauma

 
Understanding Ourselves and Our Universe: How Psychology Can Turn the "Mysteries of Human Nature" into Useful Tools for Self Improvement and Success in Life
 
Part 4: Humanistic implications of the 3 natural psychological determinants
s
At this point, you should have a good, clear, basic understanding of each of the three natural determinants of human psychology, all the basic terms and concepts, and how they affect the development of a person's psychological repertoire. If you don't, you may want to review the previous three lessons. They are all prerequisite to your developing the kind of understanding of yourself, other people, and how people understand other people and their universe, that this discussion is designed to achieve.
Two other important aspects of this discussion are to enable you to apply this knowledge to benefit you in your life, and also to use these natural principles of psychology to be a better human and better humanist (and, thus, benefit others and your world). This last lesson of the Basic Module, although brief, is intended to help guide you in that important task. The better you understand human genes, learning, and trauma, the more critical information you have to explain and predict any human thought, feeling, or behavior, including humanistic components of anyone's psychological repertoire. Now all you need to do is to develop your skills at applying that knowledge successfully to real world issues, and the best way to develop those skills is to repeatedly practice them. That's one of the core purposes of this course, too, so let's get to it!
As you refine or update your knowledge about how and why people think, feel, and act, as they do, you should constantly be testing these principles against your own experience and what you've observed in others, and applying them to your own experience and the principles and values of humanism. Read again the "fundamentals of humanism"posted earlier under the title : « What is Humanism » I,II..
Humanism is a human philosophy which based on the faith that human are able to solve their problems with their human potential without any fictional supernatural interference. Some core humanistic principles are that humans should be self-reliant, self-responsible, socially responsible, well educated and versed in the arts and sciences, and motivated to use their talents and abilities for the betterment of humankind. As you study the SciPsy approach to understanding human psychology, you should continuously ask yourself how genes, learning, and trauma affect the development of such humanistic attributes. Let's analyze one example first, and then you'll have a chance to generalize what you've learned here to other similar issues and attributes in humanism.
For example, how does one become self-reliant? To answer that question scientifically, one must first be analytical in identifying and prioritizing the key elements of the question. Then one must synthesize the specifics into generalizable principles and themes with wider applications. (What exactly is self-reliance? How is it operationally defined -- i.e., what thoughts, feelings, and behaviors constitute self-reliance? Under what conditions do those desirable self-reliant thoughts, feelings, and behaviors develop, or not develop? And if one is not self-reliant, how can that be developed?)
As your study here continues up through the more advanced modules, the specifics of exactly how the various components of self-reliance -- and every other human trait -- should become more evident, but even here, at this relatively early level of study, you should have some general ideas of which aspects (if any) of self-reliance are genetically pre-programmed, which are programmed by learning, and if and how trauma can influence the development of self reliance. Let's address those one at a time, and then see what broad principles -- consistent with this study - we can derive:
First, we'll operationally define self-reliance as having three main components:
1.  self-competence (being able to successfully solve most problem situations one encounters)
2.  self-understanding (accurately keeping track of one's success and failure ratio in problem solving)
3.  valuing and enjoying being self-reliant (being motivated to solve problems by oneself, and finding problem-solving enjoyable, and failing to solve a problem by oneself deflating or embarrassing)
Now how do we decide whether each of these components is most likely genetic, learned, or due to trauma? Well, we can inform this decision in two ways: our lifetime of experience with ourselves and others. Is self-competence genetic? Based on what we've learned thus far, it should be clear that one's skill-development potentials are genetic, but the specific problem-solving skills for each situation must be learned from experience. Thus, barring any unusual evidence that trauma has actually aided our problem-solving skills, self-competence is partly genetic but mostly learned.
If one suffered brain damage due to genetic flaws or early trauma, one might well not develop self-competence in one or more areas of problem solving! For example, a close friend of mine has a very poor sense of direction that has not proved amenable to training or experience. That lack of competence, and consequent lack of self-reliance in finding her way around in strange locales, is almost certainly due to a genetic flaw and/or pre-natal trauma. It's very difficult to imagine how one could be systematically reinforced for getting lost, being afraid, and feeling incompetent, which would mean it might be learned.
Using the same process of matching the current question's elements with our best information, we can also deduce that accurately monitoring one's problem-solving history and keeping track of what works and what doesn't is mostly learned. We can't be certain that there's no genetic component of "competence motivation," but we know for sure that that attribute can be trained and reinforced (thus producing both motivation to be a good problem-solver, and to be reinforced by success). Thus, we can conclude that barring any significant evidence of trauma, and the general principle that self-reliance may well have major genetic underpinnings, the specific instances of problem-solving successes (or failures) without significant assistance from others is the main factor in developing self-reliance, and that is mostly learned.
And since anything learned can be modified or even un-learned, one can modify one's own or someone else's self-reliance by effective training and reinforcement. We can also deduce that people who are not self-reliant, and are not limited in their self-reliance by genetic or traumatically induced disabilities, must have learned to be that way. That means that either they have not had many successful problem-solving learning opportunities on their own, or that they haven't been taught or learned good problem-solving knowledge and skills, or that they've been non-reinforced for trying -- perhaps even succeeding -- in self-reliant problem solving. While these are clearly instances of pathogenic (problem-creating) learning experiences, you shouldn't have to think very long or very hard to recall instances in which you've observed exactly that kind of deficient conditioning demonstrated by overly protective parents, dominating spouses, strictly fundamentalist religious families, authoritarian teachers, and/or members of anti-achievement "entitlement" subcultures. Right?
Such instances of genetic abilities/disabilities, adaptive/maladaptive learning experiences, and dysfunctions due to trauma, are all around us every day of our lives. In fact, if we're honest, each of us can recall examples of all these determinants which have enhanced/inhibited our own development as successful adults and effective humanists. To take full advantage of this study, you must conscientiously operationalize, analyze, and apply these SciPsy principles to your daily life and humanistic issues throughout your studies. You and your world will be much better for the experience if you do! 
 
 


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[vinnomot] Fwd: Fw: How to fight junk mail



Note: forwarded message attached.


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[vinnomot] Fwd: Canada muslims edicts against west holidays!

Saleem Samad wrote:

From: Saleem Samad
To: Jahed Ahmed <worldcitizen73@yahoo.com>
Subject: Canada muslims edicts against west holidays!
Date: Wed, 3 Oct 2007 09:43:35 -0400

Dear Jahed
 
Look what I have found in today's the National Post.
 
Mosque says to avoid Western holidays
 
I am sending the article in attached document.
 
The newspaper mentioned of the site where they have found racist, intolerant Islamic edict against North American culture, or in other words the West.
 
Please browse the site: Click
12/19/2003 Q027 - Wishing Non-Muslims Happiness on their Holidays
and their fatwa against the West cutlural practices.
 
http://www.icgt.org/Questions/Main.htm

.................
Cheers/
Saleem


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[vinnomot] freedom

freedom

[vinnomot] Write up: Shaheed Qudri and his poems

Dear readers,

Please see the attached write up in pdf and ms word
form. By the way this write up was also published at
the current issue of literary mag. Kali o Kolom.

Thanks
adnan syed



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[vinnomot] Hasan Mahmuder Natok by Lutfor Rahman Riton

From: Jamal Hasan [mailto:poplu@hotmail.com]
An interesting Bangla essay "Hasan Mahmuder Natok" by Lutfor Rahman
Riton

http://www.shodalap.com/LRR_Hasan_Mahmuder_Natok.pdf
<http://www.shodalap.com/LRR_Hasan_Mahmuder_Natok.pdf>


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[vinnomot] A question for Mr. Shah Abdul Hannan

 
Respected Mr. Hannan,
 
I have read your response in Banglarnari and Mukto-mona to Mr. Hasan's question and understood your position on Maulana Mududi. Recognizing the fact that he wields tremendous influence over the Muslims of the Indian sub-continent, I am addressing this post to you to find out your views on his comment on the following verse of the Quran:
 
[And those of your women as have passed the age of monthly courses, for them the 'Iddah (prescribed period), if you have doubts (about their periods), is three months, and for those who have no courses [(i.e. they are still immature) their 'Iddah (prescribed period) is three months likewise, except in case of death] . And for those who are pregnant (whether they are divorced or their husbands are dead), their 'Iddah (prescribed period) is until they deliver (their burdens), and whosoever fears Allâh and keeps his duty to Him, He will make his matter easy for him] (65:4; translation done on behalf of Saudi govt).
 
Maulana Mududi's explanation reads: [... They may not have menstruated as yet either because of young age, or delayed menstrual discharge as it happens in the case of some women, or because of no discharge at all throughout life, which though are rare, may also be the case. In any case, the waiting-period of such a woman is the same as of the woman who has stopped menstruation, that is three months from the time of divorce as pronounced.
 
Here, we should bear in mind the fact that according to the explanation given in the Quran the question of the waiting-period arises in respect of the women with whom marriage may have been consummated, for there is no waiting-period in case divorce is pronounced before the consummation of marriage (33:49). Therefore, making mention of the waiting-period for the girls who have not yet menstruated clearly proves that it is not only permissible to give away girls in marriage at this age but it is also permissible for the husbands to consummate the marriage with her. Now, obviously no Muslim has the right to forbid a thing, which the Quran has held as permissible.] (Tafhimul Quran; vol. 5, pp. 570-571).
 
Now, my questions to you are: (1). Do you agree with what Maulana Mududi has stated in his comment on the marriage of the girls who have not yet reached their puberty with young and old men as well as on the consummation of the marriage with them? (2). Do you consider any attempt to prevent the Muslim parents from giving away their child-daughters in marriage as un-Islamic and a violation of the Quranic injunction on them? (3). If you do, then what prevents you from raising your voice against the mass campaign the government of Bangladesh has been carrying on for quite some time against child marriage?
 
Kindly let me read your response as soon as possible.
 
Regards,
 
Mohammad Asghar




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[vinnomot] Humanism and Psychology: (Basic 3): What is Psychological Trauma?

 
Understanding Ourselves and Our Universe: How Psychology Can Turn the "Mysteries of Human Nature" into Useful Tools for Self Improvement and Success in Life
 
Part 3: Psychological trauma
 
If you are a typical reader, you've probably been conditioned to think of "psychological trauma" as something metaphysical and mysterious, contrasted with the much more concrete concept of "physical trauma" like broken arms, or lung disease, or blindness, or battering. If so, you need to change your way of thinking to fully grasp and appreciate the important concept of trauma, because while its cause is just as physical as a broken leg, it affects one's cognition, affect, and usually behavior as well (which makes it "psychological" in effect).
Psychological Trauma is defined as physical damage that decreases ones cognitive, affective, or behavioral repertoire. Types of trauma include injuries, illnesses, and other disorders involving the central nervous system (CNS), and they may be minor, mild, moderate, major, or severe in their effects on one's psychological repertoire. Trauma usually de-programs a person's genetic and/or learned abilities -- i.e., worsens or destroys some capability of thought, feeling, or behavior (although it is possible to "beneficially damage" the CNS, such as in brain surgery, and actually increase one's psychological repertoire as a result). But outside of surgery or rare serendipity, significant trauma is almost always a negative determinant that decreases one's psychological repertoire and disables one's adaptive development. (There are some remarkable exceptions to this "trauma = some-degree-of-disability" rule, some of which we'll reveal after further elaboration on the core concept of trauma.)
Regardless of what type of trauma one experiences (e.g., injury or illness), there are two broad subcategories of trauma that actually produce the damage at the cellular -- and even intra-cellular or intra-nuclear -- level(s): stress (which at its simplest means too much of a stimulus) and deprivation (which is too little of a stimulus). For some stimuli such as toxins in the brain, any amount is likely to be traumatic. Likewise, there are some stimuli like oxygen in the brain where even tiny losses may produce significant or even severe trauma. Trauma by definition always damages, but intact and healthy humans can be resistant to trauma and resilient in their recovery from trauma.
The five key factors in scientifically understanding, treating, and predicting recovery from the effects of psychological trauma are
1.  the quality of the trauma (the severity of the traumatic event; e.g., are CNS cells just slightly damaged, or are they destroyed?)
2.  the quantity of the trauma (how many cells are damaged or killed; e.g., 10 or 10,000?)
3.  the site of the trauma (what part of the body is damaged; e.g., the big toe, or the frontal lobe of the brain?)
4.  the duration of the trauma (how long the damaging event lasts; e.g., seconds, or years?)
5.  the timing of the trauma (at what developmental period the damage occurs; which is highly correlated with the subject's age)
The first four factors are probably obvious; the greater the quality and/or quantity of damage, the greater the detrimental effects the trauma is likely to have. And the brain and CNS are clearly more important body parts to normal psychological development than are the skin or hair or feet. But the fifth key factor is little known -- or misunderstood -- and underappreciated by most people, so let's give it more attention.
All other traumatic factors being equal, the timing of traumatic events, especially in the all-important CNS, can be critical in determining the effects of psychological trauma. For example, assume that a powerful virus (like German Measles) attacks the occipital lobe of one's brain and damages or kills 100,000 nerve cells (neurons) in the brain. Further assume that it attacks identical quintuplets (five siblings with identical genes) and has the exact same quality, quantity, and duration of damage at the exact same site in the brain. But what if it attacks Quint #1 at 3 weeks after conception, Quint #2 at 3 months after conception, Quint #3 at 3 months after birth, Quint #4 at 33 years after birth, and Quint #5 at 83 years after birth?
Possible effects might be for:
Quint #1 to suffer absolutely no long term damage;  
Quint #2 to be partially or completely blinded;
Quint #3 to have improved vision;
Quint #4 to experience only minor, if any traumatic effects;
Quint #5 to be killed by the infection.
What on earth could explain this extreme variety of effects? What natural processes underlie these remarkable results?
The key to understanding this apparent mystery is the concept of genetically pre-programmed developmental periods. Every cell of every organ system in the human body undergoes a basic 4-step sequence of development:
1.  pre-formation (the cells are not yet specialized to their eventual function)
2.  critical period (the cells have started specializing and begun to form the critical components of the organ)
3.  sensitive period (the organ has formed, is functioning at its peak level, but has numerous unspecialized cells still available -- a period of "plasticity" or modifiability of the organ cells)
4.  maturity (specialization is complete and the organ is functioning routinely as a fully developed, specialized system)
The human occipital lobe in the back of the brain is the primary reception and association area for the sense of vision. Thus, this major German Measles infection hit Quint #1 during pre-formation; other cells took the place of the unspecialized cells that were destroyed, and normal development continued unabated. It hit Quint #2 in her critical period; specialized cells were killed, and no others took their place, causing blindness (despite having normal eye functions). Quint #3 was in her sensitive period; a few defective specialized cells that were killed were replaced by perfect unspecialized cells, actually improving her eventual visual abilities. Quint #4 caught the measles in adulthood, and his immune system shook off the infection with just a little fever. But Quint #5 was a debilitated elderly person with numerous other major illnesses, and the measles infection was the "last straw" in a series of serious physical disorders that proved fatal. (The first four examples represent the four developmental periods; the last example was just a case of any major infection being too much for Quint #5 to survive.)
This series of examples demonstrates not only the critical role of timing in psychological trauma, but also the way trauma routinely interacts with one's genes -- and more rarely, learning experiences -- to determine the effects on development. Just as a traumatic infection of the brain like this can slightly or totally decimate a sensory function, so too can significant stress or deprivation disrupt, debilitate, or destroy learned abilities.
For example, a stroke can destroy one's learned language skills. But we must also appreciate that lack of access to education can not only deprive one of specific knowledge, but can also retard one's learning abilities for that whole type of knowledge in the future (even though that brain could have learned that knowledge were it not deprived of the opportunities, too much and/or for too long). Likewise, extreme stress (such as verbal or physical abuse, malnutrition) during learning experiences can re-program a normal brain to respond to punishing or reinforcing experiences in the future in abnormal ways. These complex interactions among one's genes, learning experiences, and trauma -- which totally determine how we naturally develop into who we are, and who we can and can't become -- will be covered in much greater detail in the Comprehensive Module.  
 
 


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