Bloom’s taxonomy

Bloom’s taxonomy is a way of distinguishing the fundamental questions within the education system. It is named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals.[1] [2]

Bloom’s taxonomy is a way of distinguishing the fundamental questions within the education system. It is named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals.[1]

[2]

National Measurement and Flourishing

Published on Mar 20, 2014 National Measurement and Flourishing Dr Felicia Huppert Flourishing Across Europe: Application of a New Conceptual Framework for Defining Well-Being Felicia A. Huppert and Timothy T. C. So Author information ► Article notes ► Copyright and License information ► This article has been cited by other articles in PMC. Go to: […]

Published on Mar 20, 2014
National Measurement and Flourishing
Dr Felicia Huppert

Abstract

Governments around the world are recognising the importance of measuring subjective well-being as an indicator of progress. But how should well-being be measured? A conceptual framework is offered which equates high well-being with positive mental health. Well-being is seen as lying at the opposite end of a spectrum to the common mental disorders (depression, anxiety). By examining internationally agreed criteria for depression and anxiety (DSM and ICD classifications), and defining the opposite of each symptom, we identify ten features of positive well-being. These combine feeling and functioning, i.e. hedonic and eudaimonic aspects of well-being: competence, emotional stability, engagement, meaning, optimism, positive emotion, positive relationships, resilience, self esteem, and vitality. An operational definition of flourishing is developed, based on psychometric analysis of indicators of these ten features, using data from a representative sample of 43,000 Europeans. Application of this definition to respondents from the 23 countries which participated in the European Social Survey (Round 3) reveals a four-fold difference in flourishing rate, from 41% in Denmark to less than 10% in Slovakia, Russia and Portugal. There are also striking differences in country profiles across the 10 features. These profiles offer fresh insight into cultural differences in well-being, and indicate which features may provide the most promising targets for policies to improve well-being. Comparison with a life satisfaction measure shows that valuable information would be lost if well-being was measured by life satisfaction. Taken together, our findings reinforce the need to measure subjective well-being as a multi-dimensional construct in future surveys.

Keywords: Well-being, Flourishing, Population sample, Europe, Measurement, Survey

The Science of Well-being
Wed, 17th May 2006

Felicia Huppert
How much do we know about what makes people thrive and societies flourish? While a vast body of research has been dedicated to understanding social problems and psychological disorders, we know remarkably little about the positive aspects of living – about what makes our life happy and meaningful. Felicia Huppert takes us on a tour of her new book, The Science of Well-being, in which she and her co-writers search for the answers to these questions

power

Published on Aug 14, 2014 Far too many Americans are illiterate in power — what it is, how it operates and why some people have it. As a result, those few who do understand power wield disproportionate influence over everyone … Continue reading

Published on Aug 14, 2014
Far too many Americans are illiterate in power — what it is, how it operates and why some people have it. As a result, those few who do understand power wield disproportionate influence over everyone else. “We need to make civics sexy again,” says civics educator Eric Liu. “As sexy as it was during the American Revolution or the Civil Rights Movement.”

The morality of evolution

The Descent of Man, and Selection in Relation to Sex is a book on evolutionary theory by English naturalist Charles Darwin, first published in 1871. It was Darwin’s second book on evolutionary theory, following his 1859 work, On the Origin of Species, in which he explored the concept of natural selection. In The Descent of Man, Darwin applies evolutionary theory to human evolution, and […]

The Descent of Man, and Selection in Relation to Sex is a book on evolutionary theory by English naturalist Charles Darwin, first published in 1871. It was Darwin’s second book on evolutionary theory, following his 1859 work, On the Origin of Species, in which he explored the concept of natural selection. In The Descent of Man, Darwin applies evolutionary theory to human evolution, and details his theory of sexual selection, a form of biological adaptation distinct from, yet interconnected with, natural selection. The book discusses many related issues, including evolutionary psychologyevolutionary ethics, differences between human races, differences between sexes, the dominant role of women in choosing mating partners, and the relevance of the evolutionary theory to society.


As a watchman on the tower, I feel to warn you that one of the chief means of misleading our youth and destroying the family unit is our educational institutions. There is more than one reason why the Church is advising our youth to attend colleges close to their homes where institutes of religion are available. It gives the parents the opportunity to stay close to their children, and if they become alerted and informed, these parents can help expose some of the deceptions of men like … Charles Darwin.

Ezra Taft Benson

More than other modern societies, United States relies, even depends, on myth to cement its confidence. Americans are profoundly ahistorical.

Our national myths are representations of identity and the actual instrument of acculturation. This process of acculturation through myth, moreover, is achieved through entertainment: television and movies. The culture of a society—its ethos—defines distinctive patterns of individual and group behavior. Culture shapes the way we look at the world. Whatever our immediate group membership, our final sense of identity is shaped by larger cultural patterns. If we define ourselves according to myth, what kind of worldview has it given us?

First, at the core,  the United States has an essentially religious value system. The primal myth of our origin is that of the “Pilgrim’s Progress,” with the Plymouth Colony completely overshadowing Virginia and its lineal transplanting of British class and caste. We believe that the source and inspiration of America is bound up in religion: religious freedom, but also the moral vantage of Calvin. The impact of Protestant thought is felt in the ways we talk about mission, service, sacrifice, restraint. It underlies the sense that Americans share of serving a higher calling. This underpinning remains dominant today even though it is highly secularized, and transmuted into legal, constitutional language.

Second, Americans still hew a set of specific myths about the United States. One of these is that America is the source of human progress and can achieve perfection as a society. Americans believe that there has never been a society quite like our own. This American “exceptionalism” suggests that we are a people graced with unusual natural endowments. We think of ourselves literally as a “people of plenty.” But our mythology also reminds us that this land was a great “untamed wilderness,” a “land of savagery.” It was the exceptional will, unity and vision of the American people and their beliefs that transformed the landscape. The twin icons of national bounty and national achievement have inspired two senses of an American national purpose: a conviction that the United States should serve as an example to the world, that America and its people are the model for all human development; and an impulse to change the world for good, to become the active agency of human progress. Tyranny and resistance to change are so entrenched in the world that only direct American intercession can shift the direction of history. America’s gifts demand that it assume a missionary role.

In the United States at the turn of the 20th century, Darwinism was greeted with glee because it seemed so compatible with the prevailing ideology of theday,  where robber-baron capitalists like the Carnegies, Mellons, Sumners, Stanfords and yes, even Jack London, could not stop rattling on about how the “survival of the fittest” justified crushing unions, exploiting immigrant labor or being left unregulated to amass huge fortunes while administering monopolies. In the popular ethos of the United States, there is a confusion of Capitalism with the American worship of the individual and the nuclear family. It can be argued that these ideas are related but they are different and independent. According to the American work ethic you only get what you work for, but this is not what Capitalism is. Capitalism is the idea that market forces, carried out by intelligent agents looking for profit (self interest), let by themselves will generate wealth and prosperity for society as a whole. The dichotomy Capitalism/Socialism is actually dated. If one understands socialism as government control of the economy, all, 100%, of the world’s governments are socialist to some degree. In any case, we now live in a competitive society and are often told that to get ahead we require drive, commitment and determination, that we must expend a great amount of energy and, if necessary, use force to get what we want. A ‘survival of the fittest’ mentality is deeply entrenched in our culture. Despite the fact that this Wild West mentality  is a historical byproduct, it is now attributed to Darwin’s Origin of the Species.

Religious fundamentalists are sincere on their view of the World as a battleground between Good and Evil. For them anything that undermines faith in God, specially with regards to children, is utterly evil. The teaching of Science to children, in particular Evolution, is seen as a threat to children indoctrination. Nonetheless,  the attack on Evolution is an attack on Science as a whole. Science is not about what to believe but rather a method to perceive Reality. It is the critical objective look at reality aspect of Science that is perceived as a treat by the religious establishment. However, teaching religious ideas as an alternative to factual descriptions of reality undermines science education by misinforming students about the scientific method — the basis for science literacy.

The scientific method teaches students the fundamentals of science — how to observe data, perform experiments and form scientific theory. Religious explanations for creation are not science – they cannot be confirmed or denied by the scientific method. Teaching them as science confuses and misleads students about the scientific method, thereby warping their ability to live in a technology-driven society

Most people don’t read scientific papers because they are extremely complex. Even college science students have a hard time digesting scientific papers. But what is easy to understand is that, since the bible says this, science says that, therefore science is the devil, and since we hate the devil and our job is to fight him, we must hate science and fight it. Christian leaders can be blind sighted to the outside world at times. All this commotion about a science that goes against the bible. The Bible today, still says that the Earth does not move around the sun as much as it did thousands of years ago. The Bible did not change. At the end of the Middle Ages, Christian leaders threatened heavy punishment to Galileo for suggesting that, based on his scientific evidences, the Earth revolved around the Sun.

Any effort to introduce a theological doctrine into public school science curricula would inevitably offend some teachers and students. After all, a Protestant fundamentalist’s “literal” reading of Genesis would likely differ markedly from that of a Catholic or an Orthodox Jew. Both public school educators and religious leaders should be concerned about the prospect of biology lessons degenerating into debates on Biblical or religious interpretation.

Evolution by natural selection, at its core, works like this: living organisms are characterized by heritable variation for traits that affect their survival and reproductive abilities. This heritable variation originates from the (truly random) process of mutation at the level of DNA. The process of evolution turns out to be largely the result of two components: mutations (which are random) and natural selection (which, again, is not random). It is the joint outcome of these two processes that—according to evolutionary theory—explains not only the diversity of all organisms on Earth, but most crucially the fact that they are so well adapted to their environment: those that weren’t did not survive the process. Because the environment changes overtime, and therefore, what characteristics of life forms are better changes, and it cannot be said in absolute terms that extinct forms are inferior to those present today.

You may find it intuitively difficult to believe that two relatively simple natural processes can produce the complex order we observe in living organisms. But the beauty of science is that it so often shows our intuitions to be wrong. Because nature does not always function according to our common sense or intuition, the scientific method a necessity on the quest of the human race for survival.

Evolution is both a theory and a fact, contrary to simplistic creationist views. How can this be? Evolution is a fact in the sense that it is beyond reasonable doubt that living organisms have changed over time throughout the history of the earth. It is a theory in the sense that biologists have proposed a variety of mechanisms (including, but not limited to, mutation and natural selection) to explain the fact of evolution.

The theory of evolution is a fundamental concept of biology and it is supported by the overwhelming weight of scientific evidence. Simply eliminating evolution from the public school curriculum in order to ease community tensions would do a great disservice to all students. It would deny public school students an adequate science education – which is more and more becoming a necessity for professional success in a high-tech world.

It must be said that there is a propagandistic perversion of language, and there are religious groups that use the language of science to mislead and actually undermine a scientific conceptualization of Reality. Religious opponents of evolution have cloaked religious beliefs in scientific sounding language and then mandating that schools teach the resulting “creation science” or “Intelligent Design” as an alternative to evolution. Intelligent Design organizations are fundamentalist religious entities that consider the introduction of creation science into the public schools part of their ministry. Creation science rested on a “contrived dualism” that recognized only two possible explanations for life, the scientific theory of evolution and biblical creationism, treated the two as mutually exclusive such that “one must either accept the literal interpretation of Genesis or else believe in the godless system of evolution,” and accordingly viewed any critiques of evolution as evidence that necessarily supported biblical creationism. Creation science is simply not science because it depends upon supernatural intervention, which cannot be explained by natural causes, or be proven through empirical investigation, and is therefore neither testable nor falsifiable.

The argument for Intelligent Design (ID) is not a new scientific argument, but is rather an old religious argument for the existence of God, traced back to at least Thomas Aquinas in the 13th century, who framed the argument as a syllogism: Wherever complex design exists, there must have been a designer; nature is complex; therefore nature must have had an intelligent designer. Although proponents of ID occasionally suggest that the designer could be a space alien or a time-traveling cell biologist, no serious alternative to God as the designer has been proposed. The writings of leading ID proponents reveal that the designer postulated by their argument is the God of Christianity. Dramatic evidence of ID’s religious nature and aspirations is found in what is referred to as the “Wedge Document.” The Wedge Document, developed by the Discovery Institute’s Center for Renewal of Science and Culture. The Discovery Institute, the think tank promoting ID whose CRSC developed the Wedge Document, acknowledges as “Governing Goals” to “defeat scientific materialism and its destructive moral, cultural and political legacies” and “replace materialistic explanations with the theistic understanding that nature and human beings are created by God.”

ID fails on three different levels, any one of which is sufficient to preclude a determination that ID is science. They are: (1) ID violates the centuries-old ground rules of science by invoking and permitting supernatural causation; (2) the argument of irreducible complexity, central to ID, employs the same flawed and illogical contrived dualism that doomed creation science in the 1980′s; and (3) ID’s negative attacks on evolution have been refuted by the scientific community.

Because Science wins over Religion on factual description of Reality, the attack on Science is made nowadays on moral grounds.  From the point of view of religious fundamentalists, Science is a competing religion, although a silly one at that. Then the scientific community is under attack with this straw-man argument against evolution:

But if design, conversely, is rational, why do so many scientists reject it? Because this is not an issue of science, but of religion. Their religion is that of materialism and naturalism, and they are under no illusions as to the implications of design.

James M Tour, in the blog entry Layman’s Reflections on Evolution and Creation. An Insider’s View of the Academy, claims insufficient understanding of what he calls Macroevolution. Macroevolution is evolution on a scale of separated gene pools.[1] Macroevolutionary studies focus on change that occurs at or above the level of species, in contrast with microevolution,[2] which refers to smaller evolutionary changes (typically described as changes in allele frequencies) within a species or population. However, contrary to claims by creationists, macro and microevolution describe fundamentally identical processes on different time scales.

Russian entomologist Yuri Filipchenko first coined the terms “macroevolution” and “microevolution” in 1927 in his German language work, “Variabilität und Variation”. Since the inception of the two terms, their meanings have been revised several times and the term macroevolution fell into limited disfavour when it was taken over by such writers as the geneticist Richard Goldschmidt (1940) and the paleontologist Otto Schindewolf to describe their orthogenetic theories.[7]

A more practical definition of the term describes it as changes occurring on geological time scales, in contrast to microevolution, which occurs on the timescale of human lifetimes.[8] This definition reflects the spectrum between micro- and macro-evolution, whilst leaving a clear difference between the terms: because the geological record rarely has a resolution better than 10,000 years, and humans rarely live longer than 100 years, “meso-evolution” is never observed.[8]

As a result, apart from Dobzhansky, Bernhard Rensch and Ernst Mayr, very few neo-Darwinian writers used the term, preferring instead to talk of evolution as changes in allele frequencies without mention of the level of the changes (above species level or below). Those who did were generally working within the continental European traditions (as Dobzhansky, Ernst Mayr, Bernhard Rensch, Richard Goldschmidt, and Otto Schindewolf were) and those who didn’t were generally working within the Anglo-American tradition (such as John Maynard Smith and Richard Dawkins). Hence, use of the term “macroevolution” is sometimes wrongly used as a litmus test of whether the writer is “properly” neo-Darwinian or not.

At the end of his article, Tour makes a reference to the movie, “Expelled. No Intelligence Allowed.”, a pro-intelligent design movie, which among other claims, strongly implies that Charles Darwin‘s ideas led to Adolf Hitler‘s atrocities. Tour asserts that a subset of the scientific establishment is retarding the careers of Darwinian skeptics. He closes citing  Viktor Frankl , The Doctor and the Soul with the comment If Frankl is correct, God help us:

“If we present a man with a concept of man which is not true, we may well corrupt him. When we present man as an automaton of reflexes, as a mind-machine, as a bundle of instincts, as a pawn of drives and reactions, as a mere product of instinct, heredity and environment, we feed the nihilism to which modern man is, in any case, prone.
“I became acquainted with the last stage of that corruption in my second concentration camp, Auschwitz. The gas chambers of Auschwitz were the ultimate consequence of the theory that man is nothing but the product of heredity and environment; or as the Nazi liked to say, ‘of Blood and Soil.’ I am absolutely convinced that the gas chambers of Auschwitz, Treblinka, and Maidanek were ultimately prepared not in some Ministry or other in Berlin, but rather at the desks and lecture halls of nihilistic scientists and philosophers [emphasis added].”

The movie Expelled main theme is that what it calls Darwinism inherently contain the seeds of Nazism, and even more Darwinism equals Nazism. This frighteningly immoral narrative is capped off a la Moore, with shots of the Berlin Wall, old stock footage of East German police kicking around those trying to escape through the wall to the West and some solemn blather by Ben, who calls upon each one of us to rise up in defense of freedom and knock down a few walls in order to get creationism back into the curriculum at American Schools.

From Darwin to Hitler: evolutionary ethics, eugenics, and racism in Germany is a 2004 book by Richard Weikart, a historian at California State University, Stanislaus,[1] and a senior fellow for the Center for Science and Culture of the Discovery Institute.[2] The work is controversial.[3] Graeme Gooday, John M. Lynch, Kenneth G. Wilson, and Constance K. Barsky wrote that “numerous reviews have accused Weikart of selectively viewing his rich primary material, ignoring political, social, psychological, and economic factors” that helped shape Nazi eugenics and racism.

The Discovery Institute, the hub of the intelligent design movement, “provided crucial funding” for the book’s research.[5] The Institute operates DarwinToHitler.com, which promotes the book and intelligent design.[6] Prominent historian and critic of the intelligent design movement, Barbara Forest, states that the book is tied to the DI’s ‘wedge strategy‘ of attacking Darwinian science as morally corrupting.[7] This strategy aims to “defeat [the] materialist world view” represented by the theory of evolution in favor of “a science consonant with Christian and theistic convictions.”[8]

Weikart has appeared in creationist films promoting the book. In 2006, Weikart appeared in Coral Ridge Ministriescreationist film Darwin’s Deadly Legacy in which Weikart claims “Darwinian ideology is the core” of Nazism and D. James Kennedy concludes: “To put it simply, no Darwin, no Hitler.”[9][10] In 2008, Weikart, a supporter of intelligent design,[11] also appeared in Expelled: No Intelligence Allowed.  In fact, scientific theories, even those like Darwin’s that address organic life, are morally neutral.”   Creationist organizations, like Creation Ministries International cite Weikart’s work claiming it shows “extensive documentation of the Darwin–Hitler link.”

There were many nations, such as Britain which embraced Darwinism but saw a considerable number of their population killed trying to eliminate Nazism. There were other nations, such as the Soviet Union, where Darwinism was seen as so dangerous and subversive to State sponsored dreams of social engineering that those who espoused it were killed or exiled and a complete biological fairy tale, Lysenkoism, put into classrooms and agricultural policy ultimately leading to the deaths of millions from starvation.

Now, Christian groups are tying a neutral scientific theory to racism, antisemitism and xenophobia.That is extremely irresponsible and untrue. In fact, Christianity has a stronger link to anti-semiticism and xenophobia than Evolution which is a scientific theory that purports every man is from the same ancestor.

Throughout history, especially in the Crusades, European Christianity has consistently been a xenophobic culture – Jews were expelled out of England, were treated as second class citizens by Christians, and were not allowed to own lands. Black people were expelled by the Protestant Queen Elizabeth during the food shortage in England. Nazi Hitler, had Christianic themes in support of his treatment of the Jews.

The linking of Nazism to Evolution is a dishonest and cheap attempt at trying to personify a scientific theory as the root of all evil in the world. Evolution implies is that every human came from a single ancestor. Darwin himself was anti-slavery and he said that there was “no clear distinctive characteristics to categorize races as separate species, and that all shared very similar physical and mental characteristics indicating common ancestry”. However this went against Christian beliefs of that time. A German philosopher, Georg Wilhelm Friedrich Hegel, who wrote “Life of Jesus”, “The Positivity of the Christian Religion” and thought to be Christian by many critics believed that scientific racism – or the use of science to propose that other races such as blacks are of different heritage and descended from apes “fitted well with the Christian belief of a divine Creation following which all of humanity descended from the same Adam and Eve.

The Bible sanctions slavery, and from the 1820s to the 1850s it was cited in the Southern States of the United States of America to support the idea that negroes had been created unequal, suited to slavery, by writers such as the Rev. Richard Furman, Joseph Smith Jr. and Thomas R. Cobb.” (http://en.wikipedia.org/wiki/Scientific_racism).

Christians are very uncomfortable with the idea that Adam and Eve were Africans – who, by the now debunked scientific racism are deemed to be descendants of apes. This was a central Christian tenet for much more years than evolution was around, and it was the catalyst for the systematic degradation of a particular group of people – the fact that black people were descendants of apes, gave Christians the biblical right to rule over them. Now that evolution has equalized and showed that all men are equal, and given the current taboo of identifying oneself as racist as well as the demise of Scientific racism. Many xenophobic people turn to Intelligent Design as their last ditch attempt to salvage some element of supernatural support for dominion over a certain group of people. This does not mean all Intelligent Design supporters are racists, but it is certainly a comfortable place for xenophobic individuals to channel their energies to.

Common Core Math

Published on Apr 14, 2013 Presented by Joy Pullmann Managing Editor of School Reform News and an Education Research Fellow at The Heartland Institute Uploaded on Nov 7, 2011 Talk title: Why math instruction is unnecessary John is a teacher … Continue reading


Published on Apr 14, 2013
Presented by Joy Pullmann
Managing Editor of School Reform News and an Education Research Fellow at The Heartland Institute

Uploaded on Nov 7, 2011
Talk title: Why math instruction is unnecessary

John is a teacher of math and a homeschooling parent who offers a radical-sounding proposal: that we cease to require math instruction in middle and high school. He came to this point of view over a number of years, as he attempted (and failed) to convince students that the math they were learning was beautiful, useful, or an imperative component of their future prosperity. When he stopped trying to connect math with students and simple tried to connect with the students themselves, he made a profound discovery – kids are suffering from “math anxiety.” If the goal of teaching math is to teach us deductive and inductive reasoning, might games and puzzles be equally effective in developing kids’ reasoning skills – and allow them to fulfill their life missions? “We want to reawaken analytical and critical thinking schools that have been anesthetized by the standard curriculum,” says John.

John Bennett is a math teacher in the San Francisco Bay Area and a home-schooling father of four. An outspoken advocate of education reform, he has presented lectures and workshops throughout California. He uses logic puzzles and strategy games in the classroom (and at home) to supplement the traditional mathematics curriculum. John has written three volumes of Pentagrid Puzzles, a new puzzle form he created to challenge deductive logic and visual-spatial reasoning.

Uploaded on Jan 15, 2007
M.J. McDermott is speaking about the current state of math education, as a private citizen .

The main argument for the new way of teaching Mathematics is that this isn’t the 1950’s and nobody does numerical calculations by hand anymore. Scientists, engineers, economists, etc. all use computer programs to do their calculations. If you spend too much time teaching kids how to calculate, you aren’t teaching them mathematics, yAt the core (not pun intended) of this discussion is a basic misunderstand about what it means to understand. Experts at whatever can never explain how they do what they do. Expert knowledge is in the form of pattern recognition procedures regulated by the basal ganglia and not in the form of explicit coding of rational rules. Yet a rich area of research, what is the best way to teach children math in the era of smartphones?

The Tea Party has found another front to attack the Obama administration: elementary arithmetic. The 32-12 problem is making the rounds. I do not know the source and I do not know anything about the core math curricula. There is no context to understand where this example comes from or even if it is really in some workbook. What is the rule? What is the purpose of the exercise? What level? It is not possible to discuss the merit of the method without the context. In any case the video is misleading as “old fashioned” method shown is shorthand for a complicated procedure with the complexity of “borrowing.”

For example 32-17:

17 = 10 + 7

12-7 = 5

32-12 =20

20- 10 = 10

10+5=15

Whereas the new method seems to be

17+3 = 20;

20+10 = 30;

30+2 = 32;

(3+10+2 = 15)

Arkansas is well down in the bottom half of states in educational achievement. The woman doing the presentation doesn’t even realize what she is presenting. What she’s showing is what they teach so kids understand the PRINCIPLES underlying multiplication and division. The kids will eventually do it the “normal” way. A geometric visual explanation of the meaning of addition and multiplication is misconstrued as a procedure to do the calculations.

I am not qualified to discuss how to teach children but I am a parent myself. The fact that a parent gets emotional or pokes fun at the way their children are taught does not make her opinion valid.


objective morality

Is there an absolute objective moral value? This is one of the first unsolvable questions of Philosophy. There are claims made by some that without God there would be no absolute morality. I do not follow the argument. The gist … Continue reading

Is there an absolute objective moral value? This is one of the first unsolvable questions of Philosophy. There are claims made by some that without God there would be no absolute morality. I do not follow the argument. The gist seems to be that since there is no objective basis for an absolute morality, and since an absolute morality seems to be a good thing, and since the existence of God would be an absolute reference, then God exists. There are two problems with this approach.

For one, there is a conceptual difficulty referred as the Euthyphro dilemma, found in Plato‘s dialogue Euthyphro, in which Socrates asks Euthyphro, “Is the pious (?? ?????) loved by the gods because it is pious, or is it pious because it is loved by the gods?”  The dilemma has had a major effect on the philosophical theism of the monotheistic religions, but in a modified form: ” Is what is morally good commanded by God because it is morally good, or is it morally good because it is commanded by God?”

One the other, once moral good and evil is defined, there is necesarly Evil. The “Epicurean paradox,” or the problem of evil,   is a trilemma argument (God is omnipotent, God is good, but Evil exists), commonly seen as this quote:

Is God willing to prevent evil, but not able?
Then he is not omnipotent.
Is he able, but not willing?
Then he is malevolent.
Is he both able and willing?
Then whence cometh evil?
Is he neither able nor willing?
Then why call him God?

This argument was a type favored by the ancient Greek skeptics, and may have been wrongly attributed to Epicurus by Lactantius, who, from his Christian perspective, regarded Epicurus as an atheist.  It has been suggested that it may actually be the work of an early skeptic writer, possibly Carneades. The earliest extant version of this trilemma appears in the writings of the skeptic Sextus Empiricus 160 – 210 AD.

In the Tetrapharmakos (Greek: ?????????????), or, “The four-part cure,”  the Greek philosopher Epicurus‘ (341 BC,Samos – 270 BC, Athens) offerd four remedies for healing the soul:

?????? ? ????,
????????? ? ???????
??? ??????? ??? ????????,
?? ?? ?????? ??????????????
(PhilodemusHerculaneum Papyrus, 1005, 4.9–14)

“The fundamental obstacle to happiness, says Epicurus, is anxiety,” writes D. S. Hutchinson

Don’t fear god,
Don’t worry about death;
What is good is easy to get, and
What is terrible is easy to endure
(PhilodemusHerculaneum Papyrus, 1005, 4.9–14)

Kahlil Gibran expressed this ideas like this:

“Don’t call the physician, for he might extend my sentence in this prison by his medicine. The days of slavery are gone, and my soul seeks the freedom of the skies. And do not call the priest to my bedside, because his incantations would not save me if I were a sinner, nor would it rush me to Heaven if I were innocent. The will of humanity cannot change the will of God, as an astrologer cannot change the course of the stars. But after my death let the doctors and priest do what they please, for my ship will continue sailing until it reaches its destination.”

The moral imperative You shall not murder, included as one of the Ten Commandments in the Torah, it is qualified by context and claims of self defense. The imperative is against unlawful killing resulting in bloodguilt. The Hebrew Bible contains numerous prohibitions against unlawful killing, but also allows for justified killing in the context of warfarecapital punishment, and self-defense. In fact, religious texts sometimes define piety by the willingness to kill at God´s command. The Book of Mormon starts with this concept. In Chapter 4 of the Book of Nephi, it says:

10 And it came to pass that I was constrained by the Spirit that I should kill Laban; but I said in my heart: Never at any time have I shed the blood of man. And I shrunk and would that I might not slay him.

11 And the Spirit said unto me again: Behold the Lord hath delivered him into thy hands. Yea, and I also knew that he had sought to take away mine own life; yea, and he would not hearken unto the commandments of the Lord; and he also had taken away our property.

12 And it came to pass that the Spirit said unto me again: Slay him, for the Lord hath delivered him into thy hands;

13 Behold the Lord slayeth the wicked to bring forth his righteous purposes. It is better that one man should perish than that a nation should dwindle and perish in unbelief.

14 And now, when I, Nephi, had heard these words, I remembered the words of the Lord which he spake unto me in the wilderness, saying that: Inasmuch as thy seed shall keep my commandments, they shall prosper in the land of promise.

15 Yea, and I also thought that they could not keep the commandments of the Lord according to the law of Moses, save they should have the law.

16 And I also knew that the law was engraven upon the plates of brass.

17 And again, I knew that the Lord had delivered Laban into my hands for this cause—that I might obtain the records according to his commandments.

18 Therefore I did obey the voice of the Spirit, and took Laban by the hair of the head, and I smote off his head with his own sword.

The Old Testament establishes the holiness of Abraham by his willingness to kill his own son. The Binding of Isaac (in Hebrew the ???????? ???????, Akedát Yitz?ák, also known as “The Binding” ??)????????), the Akedah or Aqedah,[1][2]or in Arabic as the Binding of IshmaelDhabih (????) or “Slaughter”), is a story from the Hebrew Bible in which God asks Abraham to sacrifice his son, Isaac, on Mount Moriah. The account states that Abraham “bound Isaac, his son”[3] before placing him on the altar.

According to the Hebrew Bible, God commands Abraham to offer his son Isaac as a sacrifice. (Genesis 22:5 and 22:8). After Isaac is bound to an altar, the angel of God stops Abraham at the last minute, saying “now I know you fear God.” At this point Abraham sees a ram caught in some nearby bushes and sacrifices the ram instead of Isaac.

An angel prevents the sacrifice of Isaac.Abraham and IsaacRembrandt, 1634

The Book of Genesis does not tell the age of Isaac at the time. The Talmudic sages teach that Isaac was thirty-seven, likely based on the next biblical story, which is of Sarah’s death at 127, being 90 when Isaac was born.

Genesis 22:14 states that the event occurred at “the mount of the LORD”. 2 Chronicles 3:1Psalm 24:3Isaiah 2:3 & 30:29; and Zechariah 8:3, identify the location of this event as the hill on which Solomon was said to later build the Temple, now believed to be the Temple Mount in Jerusalem.

The majority of Jewish religious commentators argue that God was testing Abraham to see if he would actually kill his own son, as a test of his loyalty. However, a number of Jewish Biblical commentators from the medieval era, and many in the modern era, read the text in another way.

The early rabbinic midrash Genesis Rabbah imagines God as saying “I never considered telling Abraham to slaughter Isaac (using theHebrew root letters for “slaughter”, not “sacrifice”)”. Rabbi Yona Ibn Janach (Spain, 11th century) wrote that God demanded only a symbolic sacrifice. Rabbi Yosef Ibn Caspi (Spain, early 14th century) wrote that Abraham’s “imagination” led him astray, making him believe that he had been commanded to sacrifice his son. Ibn Caspi writes “How could God command such a revolting thing?” But according to Rabbi Joseph H. Hertz (Chief Rabbi of the British Empire), child sacrifice was actually “rife among the Semitic peoples,” and suggests that “in that age, it was astounding that Abraham’s God should have interposed to prevent the sacrifice, not that He should have asked for it.” Hertz interprets the Akedah as demonstrating to the Jews that human sacrifice is abhorrent. “Unlike the cruel heathen deities, it was the spiritual surrender alone that God required.” In Jeremiah 32:35, God states that the later Israelite practice of child sacrifice to the deity Molech “had [never] entered My mind that they should do this abomination.”

The Sacrifice of Isaac, a painting on the floor ofBeit Alfa Synagogue

Other rabbinic scholars also note that Abraham was willing to do everything to spare his son, even if it meant going against the divine command: while it was God who ordered Abraham to sacrifice his son, it was an angel, a lesser being in the celestial hierarchy, that commanded him to stop. However, the actions and words of angels (from the Greek for “messenger”) are generally understood to derive directly from God’s will.

In some later Jewish writings, the theology of a “divine test” is rejected, and the sacrifice of Isaac is interpreted as a “punishment” for Abraham’s earlier “mistreatment” of Ishmael, his elder son, whom he expelled from his household at the request of his wife, Sarah. According to this view, Abraham failed to show compassion for his son, so God punished him by ostensibly failing to show compassion for Abraham’s son. This is a somewhat flawed theory, since the Bible says that God agreed with Sarah, and it was only at His insistence that Abraham actually had Ishmael leave. In The Last Trial, Shalom Spiegel argues that these commentators were interpreting the Biblical narration as an implicit rebuke against Christianity’s claim that God would sacrifice His own son.

The Tzemach Tzedek[4] cites a question asked by Rabbi Menachem Mendel of Vitebsk: At first glance, this appears to have been mainly a test of Isaac, for he was the one to be giving up his life al kiddush Hashem (in order to sanctify God’s Name). However the Torah states (Gen. 22:1) that God meant to test Abraham, not Isaac? Rabbi Menachem Mendel answers that although it is a very great Mitzvah to give up one’s life, it is unremarkable in the annals of Jewish history. Even the most unlettered and “ordinary” Jews would surrender their lives in martyrdom. Thus, as great a Mitzvah as it is, this test is considered trivial for someone of the spiritual stature of Isaac, who, as one of our forefathers, was likened to God’s “chariot” (Gen. Rabba 47:6) for he served as a vehicle for the divine traits of kindness, strictness, and compassion.

Rather, at the binding the main one tested was Abraham. It was a test of faith to see whether he would doubt God’s words. Abraham had been assured by God that “Your seed will be called through Isaac” (Gen. 21:12), i.e., Isaac (and not Ishmael) would father a great nation—the Jewish people. However, Abraham could apparently have asked a very glaring question: at the time that God commanded him to offer up Isaac as a sacrifice, Isaac was still single, and if Isaac would die now, how could he possibly father the nation which was to be born from Abraham? Moreover, isn’t God eternal and unchanging, as God declares: “I have not changed” (Malachi 3:6), implying that He does not change His mind?

Abraham believed with faith that if this is what God was telling him to do now, this was surely the right thing to do. It was passing this test that was remarkable even for someone of Abraham’s stature.

In The Binding of Isaac, Religious Murders & Kabbalah, Lippman Bodoff argues that Abraham never intended to actually sacrifice his son, and that he had faith that God had no intention that he do so. Others suggest[who?] that Abraham’s apparent complicity with the sacrifice was actually his way of testing God. Abraham had previously argued with God to save lives in Sodom and Gomorrah. By silently complying with God’s instructions to kill Isaac, Abraham was putting pressure on God to act in a moral way to preserve life. More evidence that Abraham thought that he won’t actually sacrifice Isaac comes from Genesis 22:5, where Abraham said to his servants, “You stay here with the ass. The boy and I will go up there; we will worship and we will return to you.” By saying that we (as opposed to I), he meant that both he and Isaac will return. Thus, he didn’t believe that Isaac would be sacrificed in the end.[5]

In The Guide for the PerplexedMaimonides argues that the story of the Binding of Isaac contains two “great notions.” First, Abraham’s willingness to sacrifice Isaac demonstrates the limit of humanity’s capability to both love and fear God. Second, because Abraham acted on a prophetic vision of what God had asked him to do, the story exemplifies how prophetic revelation has the same truth value as philosophical argument and thus carries equal certainty, notwithstanding the fact that it comes in a dream or vision

In Glory and Agony: Isaac’s Sacrifice and National NarrativeYael S. Feldman argues that the story of Isaac’s Binding, in both its biblical and post-biblical versions (the New Testament included) has had a great impact on the ethos of altruist heroism and self-sacrifice in modern Hebrew national culture. As her study demonstrates, over the last century the “Binding of Isaac” has morphed into the “Sacrifice of Isaac,” connoting both the glory and agony of heroic death on the battlefield.

Jihad (English pronunciation: /d???h??d/Arabic: ????? ?ih?d [d?i?hæ?d]), an Islamic term, is a religious duty of Muslims. In Arabic, the word jih?d translates as a noun meaning “struggle” or “resisting”. The word jihad appears in 23 Quranic verses.[1] Within the context of the classical Islam, particularly the Shiahs beliefs, it refers to struggle against those who do not believe in the Abrahamic God (Allah).[2] However, the word has even wider implications and interpretations.

Jihad means “to struggle in the way of Allah”. Jihad appears 41 times in the Quran and frequently in the idiomatic expression “striving in the way of God (al-jihad fi sabil Allah)“.[3][4][5] A person engaged in jihad is called a mujahid; the plural is mujahideen. Jihad is an important religious duty for Muslims. A minority among the Sunni scholars sometimes refer to this duty as the sixth pillar of Islam, though it occupies no such official status.[6] In Twelver Shi’a Islam, however, Jihad is one of the 10 Practices of the Religion.

There are two commonly accepted meanings of jihad: an inner spiritual struggle and an outer physical struggle.[3] The “greater jihad” is the inner struggle by a believer to fulfill his religious duties.[3][7] This non-violent meaning is stressed by both Muslim[8] and non-Muslim[9] authors. However, there is consensus amongst Islamic scholars that the concept of jihad will always include armed struggle against persecution and oppression.[10]

The “lesser jihad” is the physical struggle against the enemies of Islam.[3] This physical struggle can take a violent form or a non-violent form. The proponents of the violent form translate jihad as “holy war”,[11][12] although some Islamic studies scholars disagree.[13] The Dictionary of Islam[3] and British-American orientalist Bernard Lewis both argue jihad has a military meaning in the large majority of cases.[14] Some scholars maintain non-violent ways to struggle against the enemies of Islam. An example of this is written debate, often characterized as “jihad of the pen”.[15]

According to the BBC, a third meaning of jihad is the struggle to build a good society.[7] In a commentary of the hadith Sahih Muslim, entitled al-Minhaj, the medieval Islamic scholar Yahya ibn Sharaf al-Nawawi stated that “one of the collective duties of the community as a whole (fard kifaya) is to lodge a valid protest, to solve problems of religion, to have knowledge of Divine Law, to command what is right and forbid wrong conduct”.

The Quran contains at least 109 verses that call Muslims to war with nonbelievers for the sake of Islamic rule.  Some are quite graphic, with commands to chop off heads and fingers and kill infidels wherever they may be hiding.  Muslims who do not join the fight are called ‘hypocrites’ and warned that Allah will send them to Hell if they do not join the slaughter.

In the US most pro-lifers are at the same time pro-gunners. In fact, pro-life, pro-gun, and anti-homosexuality is the tripod base of the moral issues that define the conservative right in the US. The same voices that claim that God is the source is the source of morality proclaim that Science is the source of Evil:

As a watchman on the tower, I feel to warn you that one of the chief means of misleading our youth and destroying the family unit is our educational institutions. There is more than one reason why the Church is advising our youth to attend colleges close to their homes where institutes of religion are available. It gives the parents the opportunity to stay close to their children, and if they become alerted and informed, these parents can help expose some of the deceptions of men like … Charles Darwin.

Ezra Taft Benson

In the United States at the turn of the 20th century, Darwinism was greeted with glee because it seemed so compatible with the prevailing ideology of theday,  where robber-baron capitalists like the Carnegies, Mellons, Sumners, Stanfords and yes, even Jack London, could not stop rattling on about how the “survival of the fittest” justified crushing unions, exploiting immigrant labor or being left unregulated to amass huge fortunes while administering monopolies. A ‘survival of the fittest’ mentality is deeply entrenched in our culture. Despite the fact that this Wild West mentality  is a historical byproduct, it is now attributed to Darwin’s Origin of the Species.

Religious fundamentalists are sincere on their view of the World as a battleground between Good and Evil. For them anything that undermines faith in God, especially with regards to children, is utterly evil. The teaching of Science to children, in particular Evolution, is seen as a threat to children indoctrination. Nonetheless,  the attack on Evolution is an attack on Science as a whole. Science is not about what to believe but rather a method to perceive Reality. It is the critical objective look at reality aspect of Science that is perceived as a treat by the religious establishment. However,  teaching religious ideas as an alternative to factual descriptions of reality undermines science education by misinforming students about the scientific method — the basis for science literacy. It must be said that there is a propagandistic perversion of language, and there are religious groups that use the language of science to mislead and actually undermine a scientific conceptualization of Reality.

Because Science wins over Religion on factual description of Reality, the attack on Science is made nowadays on moral grounds.  From the point of view of religious fundamentalists, Science is a competing religion, although a silly one at that. Then the scientific community is under attack with this straw-man argument against evolution:

But if design, conversely, is rational, why do so many scientists reject it? Because this is not an issue of science, but of religion. Their religion is that of materialism and naturalism, and they are under no illusions as to the implications of design.

James M Tour, in the blog entry Layman’s Reflections on Evolution and Creation. An Insider’s View of the Academy, claims insufficient understanding of what he calls Macroevolution.  At the end of his article, Tour makes a reference to the movie, “Expelled. No Intelligence Allowed.” He asserts that a subset of the scientific establishment is retarding the careers of Darwinian skeptics. He closes citing  Viktor Frankl , The Doctor and the Soul with the comment If Frankl is correct, God help us:

“If we present a man with a concept of man which is not true, we may well corrupt him. When we present man as an automaton of reflexes, as a mind-machine, as a bundle of instincts, as a pawn of drives and reactions, as a mere product of instinct, heredity and environment, we feed the nihilism to which modern man is, in any case, prone.

“I became acquainted with the last stage of that corruption in my second concentration camp, Auschwitz. The gas chambers of Auschwitz were the ultimate consequence of the theory that man is nothing but the product of heredity and environment; or as the Nazi liked to say, ‘of Blood and Soil.’ I am absolutely convinced that the gas chambers of Auschwitz, Treblinka, and Maidanek were ultimately prepared not in some Ministry or other in Berlin, but rather at the desks and lecture halls of nihilistic scientists and philosophers [emphasis added].”

 

The movie Expelled main theme is that what it calls Darwinism inherently contain the seeds of Nazism, and even more Darwinism equals Nazism. This frighteningly immoral narrative is capped off a la Moore, with shots of the Berlin Wall, old stock footage of East German police kicking around those trying to escape through the wall to the West and some solemn blather by Ben, who calls upon each one of us to rise up in defense of freedom and knock down a few walls in order to get creationism back into the curriculum at American Schools.

The morality of Science is best exemplified by the words of Bertrand Russell:

“I should like to say two things, one intellectual and one moral. The intellectual thing I should want to say is this: When you are studying any matter, or considering any philosophy, ask yourself only what are the facts and what is the truth that the facts bear out. Never let yourself be diverted either by what you wish to believe, or by what you think would have beneficent social effects if it were believed. But look only, and solely, at what are the facts. That is the intellectual thing that I should wish to say.

The moral thing I should wish to say… I should say love is wise, hatred is foolish. In this world which is getting more closely and closely interconnected we have to learn to tolerate each other, we have to learn to put up with the fact that some people say things that we don’t like. We can only live together in that way and if we are to live together and not die together we must learn a kind of charity and a kind of tolerance which is absolutely vital to the continuation of human life on this planet.”

— BBC’s Face to Face interview of Bertrand Russell, British philosopher, logician, mathematician, historian, Nobel Prize

However, one must accept that there is a danger on overplaying the objectivity of Science. A lot of modern development of technology has been payed by the arms industry. The Wind Rises (???? Kaze Tachinu?) is a 2013 Japanese animated historical drama film written and directed by Hayao Miyazaki, that deals with this ambiguity.  The Wind Rises is a fictionalized biography of Jiro Horikoshi (1903–1982), designer of the Mitsubishi A5M and its successor, theMitsubishi A6M Zero; both aircraft were used by the Empire of Japan during World War II. Jiro Horikoshi’s first work was the flawed Mitsubishi 1MF10, an experimental aircraft that never passed the prototype stage after some flight tests. However, lessons learned from this design led to the development of the far more successful Mitsubishi A5M (Allied codename “Claude”) which entered mass production in 1936. Some time later Horikoshi and his team at Mitsubishi were asked, in 1937, to design Prototype 12 (corresponding to the 12th year of the Showa era). Prototype 12 was completed in July 1940, and it was accepted by the Imperial Japanese Navy. Since 1940 was theJapanese year 2600, the new fighter was named as “Model 00″ or “Zero” or A6M Zero, in Japan also known as the “Rei-sen” (literally meaning “zero fight”, shortened for Model zero fighter airplane). Subsequently, he was involved in many other fighters manufactured by Mitsubishi, including the Mitsubishi J2M Raiden (Thunderbolt) and the Mitsubishi A7M Reppu (Strong Gale). Despite Mitsubishi’s close ties to the Japanese military establishment and his direct participation in the nation’s buildup towards the Second World War, Horikoshi was strongly opposed to what he regarded as a futile war. Excerpts from his personal diary during the final year of the war were published in 1956 and made his position clear:

When we awoke on the morning of December 8, 1941, we found ourselves — without any foreknowledge — to be embroiled in war…Since then, the majority of us who had truly understood the awesome industrial strength of the United States never really believed that Japan would win this war. We were convinced that surely our government had in mind some diplomatic measures which would bring the conflict to a halt before the situation became catastrophic for Japan. But now, bereft of any strong government move to seek a diplomatic way out, we are being driven to doom. Japan is being destroyed. I cannot do [anything] other but to blame the military hierarchy and the blind politicians in power for dragging Japan into this hellish cauldron of defeat.[2]

I believe that moral values are a social construct and that they are the distillation of the knowledge of millennia of what behavior supports an stable society. Every time we engage in activities that hurt others, we will at the end hurt ourselves. This is the ultimate meaning of morality: what is good for ourselves. Epicurus emphasized minimizing harm and maximizing happiness of oneself and others as the basis for morality:

It is impossible to live a pleasant life without living wisely and well and justly (agreeing “neither to harm nor be harmed”), and it is impossible to live wisely and well and justly without living a pleasant life.

Malala Yousafzai

Posted by April Hamlin on 18 Dec 2015 Sireen Hashem, a high school teacher in New Jersey, has been fired for having the audacity to teach history and current events while Muslim. Hashem, who describes herself as a “Muslim American … Continue reading

Posted by April Hamlin on 18 Dec 2015

Sireen Hashem, a high school teacher in New Jersey, has been fired for having the audacity to teach history and current events while Muslim.

Hashem, who describes herself as a “Muslim American of Palestinian descent,” filed a lawsuit against Hunterdon Central Regional High School on Dec. 14, claiming in short that she was fired for teaching the same curriculum as her white counterparts, who received no reprimand.

The curriculum in question? Namely, a video of Nobel Peace Prize winner Malala Yousafzai. That’s right. Teaching students about a girl who survived being shot in the head by the Taliban, and who has gone on to earn one of the highest honors in the world by fighting for the right of children — especially young girls — to receive an education.

HASHEM BEGAN TEACHING IN THE HISTORY DEPARTMENT AT HUNTERDON FULL TIME IN SEPTEMBER 2013, AND PROBLEMS WITH THE ADMINISTRATION BEGAN NOT LONG AFTER.
Lindsay Wagner, a fellow teacher at the school, had shown her students a video about Yousafzai and her advocacy. At Wagner’s suggestion, Hashem showed the same video to her own students. Complaints from parents and administrators about Hashem’s airing of the video came almost immediately, although there was no concern about Wagner doing the same.

According to Hashem’s suit, “[Principal] Suzanne Cooley received a complaint from the parent of a student about Plaintiff’s use of the Malala Yusufzai video during a lesson.” The suit goes on to state that Hashem’s supervisor told her “that she could not teach current events in the same manner as her non-Arab, non-Palestinian and non-Muslim colleagues.”

One child, one teacher, one book, one pen can change the world.

Published on Oct 10, 2013
In this exclusive, unedited interview, “I Am Malala” author Malala Yousafzai remembers the Taliban’s rise to power in her Pakistani hometown and discusses her efforts to campaign for equal access to education for girls. Malala Yousafzai also offers suggestions for people looking to help out overseas and stresses the importance of education.

Full Text of the Taliban Letter to Malala Yousafzai

IN THE NAME OF ALLAH THE MOST MERACIFULL AND BENEFICEINT

From Adnan Rasheed to Malala Yousafzai

Peace to those who follow the guidance

Miss Malala Yousafzai

I am writing to you in my personal capacity this may not be the opinion or policy of Tehreek e Taliban Pakistan or other jihadi faction or group.

I heard about you through BBC Urdu service for the first time, when I was in bannu prison, at that time I wanted to write to you, to advise you to refrain from anti-Taliban activities you were involved in. but I could not find your address and I was thinking how to approach you with real or pseudo name, my all emotions were brotherly for you because we belong to same Yousafzai tribe.

Meanwhile the prison brake happened and I was supposed to be in hiding. when you were attacked it was shocking for me I wished it would never happened and I had advised you before.

Taliban attacked you, was it islamically correct or wrong, or you were deserved to be killed or not, I will not go in this argument now, let’s we leave it to Allah All mighty, He is the best judge.

Here I want to advise you as I am already late, I wish I would have advised u in my prison time and this accident would never happened.

First of all please mind that Taliban never attacked you because of going to school or you were education lover, also please mind that Taliban or Mujahideen are not against the education of any men or women or girl. Taliban believe that you were intentionally writing against them and running a smearing campaign to malign their efforts to establish Islamic system in swat and your writings were provocative.

You have said in your speech yesterday that pen is mightier than sword, so they attacked you for your sword not for your books or school.

There were thousands of girls who were going to school and college before and after the Taliban insurgency in swat, would you explain why were only you on their hit list???

Now to explain you the second point, why Taliban are blowing up schools? The answer to this questions in that not only Taliban in KPK or FATA are blowing up the schools but Pakistan Army and Frontier Constabulary is equally involved in this issue. The reason for this action is common between them that is turning of schools into hide outs and transit camps once it comes under control of either party Pakistan Army or Taliban.

In 2004 I was in Swat, I was researching on the causes of failure of the first revolution attempt by Sufi Muhammad. I came to know that FC was stationed in the schools of swat in tehsil Matta and FC was using schools as their transit camps and hid outs. Now tell me who to blame???

Dozens of schools and colleges are being used by Pakistan Army and FC as their barracks in FATA, you can find out easily if you like. So when something sacred is turned lethal it needs to be eliminated this is the policy of Taliban.

Blowing up schools when they are not using strategically is not the Taliban job, some black sheep of local administration may be involved to extract more and more funds in the name of schools to fill their bank accounts.

Now I come to the main point that is EDUCATION, it is amazing that you are Shouting for education, you and the UNO is pretending that as you were shot due to education, although this is not the reason, be honest, not the education but your propaganda was the issue and what you are doing now, you are using your tongue on the behest of the others and you must know that if the pen is mightier than the sword then tongue is sharper and the injury of sword can be hailed but the injury of the tongue never hails and in the wars tongue is more destructive than any weapon.

I would like to share with you that Indian sub-continent was highly educated and almost every citizen was able to read or write before British invasion. Locals used to teach British officers Arabic, Hindi, Urdu and Persian. Almost every mosque was acting as school too and Muslim emperors used to spend a huge sum of money on education. Muslim India was rich in farming, silk, and jute and from textile industry to ship building. No poverty, no crises and no clashes of civilization or religion. Because the education system was based on noble thoughts and noble curriculum.

I want to draw your attention to an extract from the minute written by Sir T.B Macaulay to British parliament dated 2nd February 1835 about what type of education system is required in Indian sub-continent to replace the Muslim education system.

He stated “We must at present do our best to form a class who may be interpreters between us and the millions whom we govern, –a class of persons Indian in blood and color, but English in tastes, inopinions, in morals and in intellect”

This was and this is the plan and mission of this so called education system for which you are ready to die, for which UNO takes you to their office to produce more and more Asians in blood but English in taste, to produce more and more Africans in color but English in opinion, to produce more and more non English people but English in morale. This so called education made Obama, the mass murder, your ideal. isn’t it?

Why they want to make all human beings English? because Englishmen are the staunch supporters and slaves of Jews. Do you know Sir Syed Ahmed Khan, the founder and symbol of English education in India was a freemasons.

You say a teacher, a pen and a book can change the world, yes I agree with, but which teacher which pen and which book? It is to be specified, Prophet Muhammad Peace be upon him said I am sent as a teacher, and the book He sent to teach is Quran. So a noble and pious teacher with prophetic curriculum can change the world not with satanic or secular curriculum.

You have given the example that once a journalist asked a student that why a talib afraid of this education he replied a talib didn’t know what was in this book. The same I say to you and through you to whole world that why they afraid from the book of Allah because they don’t know what is in it.

Taliban want to implement what is in the book of ALLAH and UNO want to impleme nt what they have in man-made books. We want to connect the world to their creator through the book of Allah and UNO want to enslave the world to few evil creatures.

You have talk about justice and equality from the stage of and unjust institution, the place where you were standing uttering for justice and equality, all the nations are not equal there, only five wicked states have the veto power and rest of them are powerless, dozens of time when all the world untied against the Israel only one veto was enough to press the throat of justice.

The place you were speaking to the world is heading towards new world order, I want to know what is wrong the old world order? They want to establish global education, global economy, global army, global trade, global government and finally global religion. I want to know is there any space for the prophetic guidance in all above global plans? Is there any space for Islamic sharia or Islamic law to which UN call inhumane and barbaric?

You have talk about attack on polio team, would you explain why the then American foreign secretary of state Henry Kissinger, a Jew, said in 1973 to reduce the third world population by 80%.Why the sterilization and eugenics programs are running in different countries in one way or another under the umbrella of UNO. More than 1 million Muslim women have been sterilized in Uzbekistan forcibly without their consent.

Bertrand Russell writes in his book the impact of science on society, “diet, injections and injunctions will combine, from a very early age, to produce the sort of character and sort of beliefs that the authorities consider desirable and any serious criticism of power that be will become psychologically impossible”. This is why we have the reservation on so called polio vaccination program.

You say Malala day is not your day it is the day of every person who has raised voice for their rights, I ask you why such a day in not assigned to Rachel Corrie, only because the bulldozer was Israeli? Why such a day in not assigned to Affia Siddique because the buyers are Americans? Why such day is not assigned to Faizan and Faheem because the killer was Raymond Davis? Why such a day in not assigned to those 16 innocent afghan women and children who were shot dead by an American Robert Belas because he was not a talib.

I ask you and be honest in reply, if you were shot but Americans in a drone attack, would world have ever heard updates on your medical status? Would you be called ‘daughter of the nation? Would the media make a fuss about you? Would General Kiyani have come to visit you and would the world media be constantly reporting on you? Would you were called to UN? Would a Malala day be announced?

More than 300 innocent women and children have been killed in drones attacks but who cares because attackers are highly educated, non-violent, peaceful Americans.

I wish, the compassion you learnt from Prophet Muhammad peace be upon him should be learnt by Pakistan Army so they could stop shedding of Muslim blood in FATA and Baluchistan. I wish, the compassion you learnt from Prophet Jesus should be learnt by USA and NATO so they should stop shedding blood of innocent Muslims across the world and I wish the same for followers of Buddha to stop killing of innocent unarmed Muslims in Burma, and Sri Lanka and wish the same for Indian army to follow Gandhi jee and stop genocide in Kashmir, And yes, The followers of bacha khan, the ANP has an example of non-violence in their five years regime in KPK province, for example Swat, where a single shot was not fired and we witnessed the followers of bacha khan implemented the philosophy of nonviolence in its true soul, with support of jets, tanks and gunships.

At the end I advise you to come back home, adopt the Islamic and pushtoon culture, join any female Islamic madrassa near your home town, study and learn the book of Allah, use your pen for Islam and plight of Muslim ummah and reveal the conspiracy of tiny elite who want to enslave the whole humanity for their evil agendas in the name of new world order.

All praises to Allah the creator of the Universe.