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Monday, December 7, 2015

On the child-victims of drone-wars

CHILD OF WAR

Maryam Sakeenah

Child of war!
If you could speak
From your midget-coffin...
If your sweet voice could carry through 
Your little mouth 
Cavernous and hollowed out by death,
Encrusted with old blood
Stopped in its tracks between pearly new teeth
That once shone when your rosy face blossomed into smiles;
Or enlivened with laughter
Over some little silliness, some little surprise-
Those little things, before scary big things took over-
Big feuds between little people over little things
Made to seem big.

If you could speak
From beneath the settling dust of oblivion
Falling, falling quietly over hearts-
You'd speak of
When the sky lit up with fires
Malevolent and blind; raining death
Leaving the trail of bloodied corpses
And shellshocked mourners,
And often, battered little bodies
Timorous and traumatized,
Confounded by unanswered questions.

You'd speak of 
The desperate, endless waiting
For a healing hand-
Perhaps mummy's finger to cling on to,
A warm breath to reassure
"It'll be all right"-
But the breath was cold, 
The hand lifeless and brittle.

You'd speak of 
The stinging, deep pain 
Of a disconsolate helplessness
And the terrifying abyss of cruel questions
Hulking all around you 
Pressing upon your battered self,
Confounding your infantile senses.

You'd speak of 
How death took so long to reach
As you writhed in your own blood.

If you could speak-
The layered silences 
Over the tiny mound of earth 
That shrouds you
Would be ripped through
By the still, small voice... 
Piercing, shattering, tearing, shuddering
To ask of us
An overwhelming question-
Why? 

Monday, November 9, 2015

Liberation in the Age of the Selfie

LIBERATION IN THE AGE OF THE SELFIE

Maryam Sakeenah

I like the word ‘selfie’- It is an honest word characterized by the ‘self’ ringing through it. The selfie is a phenomenon that defines our age.

As I browse through the abyss of self photographed profile pictures on social media, I am struck by the remarkable similarity of their plastic perfection. Yet beneath the painted pouts and smiles is a hollowness that consumes, a dearth of self-assurance and contentment with and within oneself, hence the obsessive need for self appraisal by presenting oneself thus and awaiting the ego-boosting ‘like’. The faces are also incredibly one dimensional in how they signify an inordinate preoccupation with the physical and outward- as if human beings were mere faces; as if a done up face defines who we really are.

The Age of the Selfie and the naïve enthusiasm with which we have embraced the selfie engenders a culture of narcissism in which one’s appearance is one’s defining trait overshadowing all human virtues. The ease of communication makes these images be shared for appraisal. Then come the flattering comments so indiscriminate in their appreciation of what is truly beautiful. The ego bloats up as the words of praise fall like a sedative that one cannot function without, the need for which keeps increasing.

To get that abundantly ‘liked’ selfie, we go to great lengths; we struggle to somehow fit into the terribly limiting mould of contemporary beauty. And often, if the look is not quite like the tabloids, we are oppressed by low self esteem, self-deprecation and unhappiness. All this is utterly avoidable if only we recognize that beauty is a relative concept and cannot be defined; and that we are more than what is on our skins.

The Greeks had known that self obsession with appearances was ruinous when they came up with the myth of Narcissus- the vain god who stared at his own image and met a disastrous end.

My prophet (PBUH), on standing before the mirror, prayed, ‘O Allah! Make my character beautiful just as you have made me beautiful.’ It reflects a contentment with how Allah created us, and more importantly, a vital realization that physical appearance is not our be-all and end-all. The Prophet (PBUH) asked Allah for a more meaningful and enduring beauty that springs from the spirit and manifests itself in our values, thoughts, actions, manners, choices.

The little prayer holds the key to resisting the maddening tide of the Selfie and its connotations: to be at peace with the way God created us, for we come from Him- one unique shade in the spectrum of His masterful creation. This understanding is immensely peace-giving and liberating in how it frees us from the endless tortuous mimicry of tabloid images of cosmetic beauty. The other aspect is the vital understanding that it is our values and our character that defines us, and that true beauty lies within, radiating from the soul that is at peace, while what is on the skin wears off and ought not to define who we are and how we perceive ourselves. True inner beauty and purity is from how capable one can be of altruism and selflessness, how much one can transcend above base selfish instincts and be liberated thereby. This is what endures about the human being: what touches other lives, makes all the difference and is remembered in the end. The 'epitaph' virtues are what endure- like a fragrance that effuses long after.

The Selfie is emblematic of a culture of narcissism, self love and obsession with the material, temporal and physical. A liberation from it is possible by attaching worth to the spiritual which endures, in toning down our narrow, self destructive self-obsession and in refusing to find self-worth in how others perceive how we appear to be. 

Wednesday, October 7, 2015

How Standardized Education Kills Diversity of Skills

KILLING HUMAN DIVERSITY


Maryam Sakeenah


It did not take me a long time as a school teacher to observe that the way we educate is fundamentally flawed. In my very first year as a teacher I was asked to take extra classes for a badly performing group of students. I was told that the objective was just to help them somehow secure a passing grade. The lessons left me drained out at the end of the day with a sense of frustration over the extremely slow progress, if at all, of the students. However, there was something else I figured out- each of these students classified as poor performers and persistent failures, had a gift of his own- one of them who had partial cerebral palsy was a brilliant calligrapher; others could draw extraordinary well, or do wonders in the sports field, while one other loved caring for animals. I realized the pointlessness of compelling these gifted children to do Math or English or History when academic pursuits were not their forte. But the tragedy was that the education system did not value what they possessed, and hence labeled them as failures for what they were not meant to do in the first place. I asked to meet the parents of these children, convincing each one of them that their children were gifted and talented in diverse skills which the parents must allow them to pursue. All of the parents scoffed at the notion, saying that whatever talent they had ‘will not get them anywhere in life’, and that they must, by any means, be forced to do well in the disciplines acknowledged by the education system.

Although I didn’t have much luck with helping these students recognize and explore their true talent owing to stiff resistance from school administrations and families, I learnt how the way we educate refuses to recognize natural human diversity and narrows down ability exclusively to academic disciplines. This is not only unjust and uninsightful, it is fundamentally perverse and limiting. It classifies human talents and abilities on a scale inconsistent with human nature,  that places academic intelligence, literacy and numeracy at the top. It is built on the fallacy that all human beings are meant to excel at reading, writing, calculating, memorizing and reproducing and those who do not, are of less ability and value.
Such a system oppresses those countless human beings that God has constructed more creatively- those who are more artistic or sporty or possess unconventional intelligence. The system discards them as worthless. There are so many real life horror stories of students giving up on themselves and developing low self esteem or other psychological problems because the school forced them to perform academically while what nature had intended for them was different. Their lack of academic interest and ability led to them being labeled as failures which in turn became a self-fulfilling prophecy as these individuals were consigned to the fringes of a system which mainstreams only a certain kind of intelligence. A simple analogy invoked in this context is quite striking… How would a fish feel about itself if it was judged for its ability to climb trees, when it was meant to swim? When we put the ability to climb trees as the only ability of worth, the birds that fly and the fish that swim and the plants that bear fruit are all trashed in one fell sweep. That is what we have been doing to millions of human beings for hundreds of years.


Not only does this stark reality we have lived with for so long need to be recognized, there needs to be a radical reformation of the way we educate. Human intelligence needs to be redefined to recognize innate diversity. It needs to accommodate and acknowledge and appreciate the many colours and shades that make up the spectrum of our humanity. Ken Robinson has done some great work to highlight the phenomenon of how schools kill creativity. In Europe and the United States, some work on revamping the system along these lines has begun, but in our part of the world we still have to recognize the problem. Our education should stop stifling human individuality and awarding success only to those who fulfill its narrow definition of ability. Education must recognize that academic ability is not the standard human trait we must pursue and develop in all human beings indiscriminately, and that success is attainable in ways other than academic achievement. The creative arts, physical education and manual labour all need to be given their due place and value not only as recognized fields of learning but also as well respected career paths. Vocational education must be given to those who are not academically oriented, and such an education should have as much prestige as a college education. We need to identify diverse talents in individuals and allow them to excel in those by not only providing opportunity but also recognition and value to non academic pursuits. Only this will help end the silent oppression that stifled natural human diversity since human beings invented standardized education.