Gaddafi, who is the Devil now?

by Nazim Baksh
Source: Nazim Baksh Blog

Feb 28 2011

There are two portraits on this page. Both are Libyans but a world of difference separates them. I believe one is the image of piety, the other, despicable evil. The image on the right is Sayyid Muhammad Idris Al-Mahdi As-Sanusi. He was born circa 1889 in Jaghbub when Libya was part of the Ottaman Khilafah. He was the first and only King of Libya. Those who knew him said he prayed Tahajjud every night and was outwardly pious. In 1969 the man on the left, Muammar Al-Gaddafi, who has over 200 spelling of his name and whom the world will soon forget, staged a military coup and toppled Sidi Muhammad Idris. At this time Sidi Muhammad was in Turkey seeking medical treatment. After the coup the King was granted asylum in Egypt. He died on May 25, 1983 at the age of 94. He was buried in Madina Al-Munawwarah in the company of the best of God’s creation. His grandfather was the founder of the Sanusiyah Brotherhood (Tariqa). After Sidi Muhammad’s father died in 1902, he became the leader of the Sanusiyah Tariqa and its active leader when he 16. Following the Italian invasion of Libya in 1922 he was forced into exile in Egypt where he continued to lead his people.

During WWII the exiled King recruited Libyan fighters to aid the Allied forces against Nazi Germany and the Axis. In 1947 he returned home and in 1949 the United Nations determined that representatives of three provinces should meet in a national assembly to decide their future. The assembly met and decided on a constitutional monarchy and offered the reign to Sidi Muhammad. In 1951 Libya declared its independence. The army rose up against the King dubbing him “Idris Iblis.” Those were the famous words of Gaddafi, “Idris wala Iblis,” meaning he would rather the Devil than King Idris.

Shaykh Ahmad Ibrahim Al-Zarruq Ehwass

A senior member of the 1969 coup along with Gaddafi was a young army Major named Ahmad Ibrahim Al-Zarruq Ehwass. He was my first serious Arabic and Islamic studies teacher. In those years he was the Libyan ambassador to Guyana (1977-1981), the country of my birth. Shaykh Ahmad was a pious man. He was a learned scholar, charismatic, generous, patient and kind. The youth of Guyana loved him and his regular weekly classes drew teenagers from remote regions of the country. Many travelled long distances risking their safety to attend his weekend classes in Georgetown.

Shaykh Ahmad Ibrahim Al-Zarruq Ehwass

The elders respected him, but he was a stranger they never really got to know. He played cricket with us, but preferred soccer. He ate what we ate and sat on the floor to teach us the rules of Tajwid. In return, we taught him many Guyanese terms. He fell in love with our poor tropical third world country and was so involved in the affairs of its community that he adopted an orphaned infant raising him as his own. He and his wonderful wife didn’t have any children.

I never saw him get angry. He was a Hafiz of the Quran and recited it every night in prayers. Long after bedtime we would hear him reciting verses of the Quran from memory. He fasted every Monday and Thursday. He followed the Maliki Madhab, but knew enough of the Hanafi fiqh and adopted it in prayers so as not to cause disunity in our small vibrant community. He stood up when the majority of Muslims would stand to send Salat and Salam on the Prophet during the annual Mawlid celebrations. He considered Gaddafi’s Green Book garbage and it was. I knew that when I was 15-years-old.

After the 69′ coup, Shaykh Ahmad came to see Gaddafi for what he was, a tyrant who did not deserve what he coveted. Convinced that the real “Iblis” was about to turn Libya into hell on earth, he spoke out and was jailed. Unable to keep him incarcerated, Gaddafi assigned him to a host of diplomatic positions in Denmark, North Yemen, Somalia, South Yemen, Malaysia and finally Guyana. Ten years after the coup Shaykh Ahmad formed the Islamic Salvation Front for the Liberation of Libya. He was determined to correct the mistake of 1969 by force if necessary.

He quit his position as ambassador in 1981 and left Guyana. None of his many students who are now community activists in Florida, NY, Toronto and throughout the Caribbean, would ever see him again. I was the sole exception. At the ISNA conference in Sept. 1983 I met Shaykh Ahmad in Indianapolis. He was serious. Intense. Scarry in some ways. He was in the company of many Libyan men and some ‘shy’ Americans whom I later realized were masters at the dark art of espionage. I was 19 and none of it made sense to me at the time.

What became evident much later was that in the shadows of the Islamic conference Shaykh Ahmad was planning a coup. King Idris would have been proud of the moral backbone of this son of Libya who so hated the injustices of Gaddafi that he was determined to oust him. King Idris died that same year and knew that Gaddafi was conducting a brutal campaign of assassination against hundreds of opponents to his regime. Human Rights organizations accounted for Libyan ‘Ulema who were killed by Gaddafi, many during the Hajj in the most sacred Islamic cities. Eight months (May 8, 1984) after ISNA, Shaykh Ahmad and a group of armed fighters staged a failed coup at Bab Al-Aziziya. Media reports said they killed 30 bodyguards of Gaddafi but did not succeed in getting him. Shaykh Ahmad was killed and Newsweek printed a picture of him with a story that hinted at the possibility that the men might have been betrayed.

What he started 30 years ago and ultimately gave his life to achieve, hundreds, perhaps thousands of Libyans, have sacrificed their lives trying to complete. I heard an Imam in Tripoli use the mimbar today (Feb. 25) to remind worshippers that the Prophet Muhammad, peace and blessings be upon him, is reported to have said: If you disapprove of your leaders do not raise your voices nor your swords in protests, otherwise you should be killed (i.e. capital punishment).” Someone should have reminded the young Colonel Gaddafi of this in 1969. It’s a little too late now.

4 Reasons to Change the Way We View Education

Tuesday, September 14, 2010
4 Reasons to Change the Way We View Education

Mary Hickcox
Activist Post

The way in which we view education has a lot to do with our past; how we grew up, societal influences, and the way we were schooled ourselves. It is the legacy that we pass on to our children. Tragically, the current way our education system is engineered, it appears our children seem doomed to be unsuccessful.

We live in a time where our schools are failing, our children are unhappy and overworked, and the current system becomes more obsolete every year. Something needs to change if we want our children to be happy, and our country to be successful, once again. The system we have now was built on a fault line and it has become increasingly evident that the cracks are growing exponentially. It isn’t too late to change that model.

We could talk about how to improve schools, maybe more money or less political involvement, but in the long run those are not the things that stand in the way of our children’s futures. What stands in the way is an archaic mindset build on false education and an inability to look past the norm. With our country in a dire economic situation with mass joblessness and stifled innovation, it is time to step outside of the box that public education has put us in to find solutions.



1. Our schools are failing miserably: That's not to say that some students do not do well in public school and end up happy, but statistics do not lie. At an annual average cost of over $10,000 per student, the U.S. is lagging behind countries that don’t spend half that much. Money does not appear to be the problem, so throwing more into a broken system is just adding fuel to the fire. No Child Left Behind has been a total failure, where states are suing the federal government over this catastrophe. NCLB puts extreme emphasis on tests -- as if still trying to churn out worker bees -- yet, the U.S. ranks far below most industrialized nations. We seem to be wasting money letting political agendas decide what is best, rather than the parents or teachers who know what children need.

Unsettling Education Statistics
Students are not faring well on national assessments. The most recent NAEP assessments indicate that less than one third of U.S. fourth graders are proficient in reading, mathematics, science, and American history.
More than half of low-income students cannot even demonstrate basic knowledge of science, reading, and history.
U.S. eighth graders ranked 19th out of 38 countries on mathematic assessments and 18th in science.
U.S. twelfth graders ranked 18th out of 21 countries in combined mathematics and science assessments (Source: The Heritage Foundation)
History shows that modern-day schooling started with the Industrial Revolution, but many still refuse to accept that the people who funded its inception did not have children’s education as their main priority. Men like Rockefeller and Carnegie wanted good obedient workers to take the jobs they needed filled. They didn’t want free-thinking students to reach their potential; they wanted a large dumbed-down class, just disciplined and smart enough to show up on time and work their factory jobs.

John Taylor Gatto, teacher for over 30 years, NY Teacher of the Year, bestselling author, and homeschooling supporter, states: “The secret to American schooling is that it doesn’t teach the way children learn, nor is it supposed to. Schools were conceived to serve the economy and the social order rather than kids and their families….that is why it is compulsory.” This is a system set up for all the wrong reasons, and it is a system whose goals were set deep inside of ulterior motives and still are today. Maybe schools are not the best places for our children to gain knowledge.

2. Our children are unhappy: Our children are unhappy, overworked, and not learning what they need in order to be successful. The first thing that needs to change is how we define that word success. We hear it all the time used as a measure of how our children are doing in life, but what if the way we define success has been wrong all along? What exactly are we as parents supposed to focus on? Is happiness even on the radar screen when success is discussed?

It seems most parents these days get so caught up in competition that they can forget that our ultimate goal should be our children’s happiness. Who's to blame them, as we are all conditioned to survive in the rat-race dog-eat-dog economy. But this ultra-competitive model seems to make school an unhappy place, as a record number of children are now on mood-altering drugs to handle their pressure-cooker lives. It is a place where strangers with corporate-government mandates are controlling the minds and bodies of our children.

We cannot expect our children to be free-thinking independent adults if they are kept under lock and key, segregated by age, fully controlled by rules, and forced to learn a federally-mandated curriculum. It is an institutional and cold conditioning of the mind. Americans have been taught to think of the word success as being dependent on excelling at school, but it seems societal success is more dependent on knowledge -- and the two are not synonymous. If we can change our thinking about success then it can equal happiness -- the ultimate human success.

In 2007, for the first time, UNICEF did a study on the wellbeing and happiness of children in 21 industrialized nations. The US and UK, two of the wealthier nations on the list, came in dead last. This alone should raise some eyebrows and prove the point that our children are not happy, and that more money is not the answer to the problem.

Another study was conducted in 2009 by the American Psychological Association to survey stress levels in children; they found some alarming information. To start, it showed that stress levels in adults and children have risen dramatically over the past few years, but even more upsetting is that parents seemed mostly clueless to the fact that their children were stressed at all. What were the main issues causing stress in children? Worry about grades, about getting into college, and family finances top the list. These problems are causing children to experience headaches, nausea, and trouble sleeping. If our goal is happiness, the school system is again, a failure.

3. School has become obsolete: The last 10 years has seen more technological advancement than in the entire century before. All of the world's information is now literally available in the palm of our hands. Almost the entire world’s wealth of knowledge is accessible through the Internet and integrated into our everyday life. Small improvements have occurred to incorporate this new lifestyle, but not nearly enough to catch up with the rest of the world. In fact, some researchers suggest that students would be better off with self-directed learning using the Internet, because we all learn better when it is something that we are interested in.

The current system is repetitive, memorization and test driven, and downright boring. It’s a place that resembles prison where, “Very little of what is taught is learned, very little of what is learned is remembered, and very little of what is remembered is actually used," as John Holt states in How Children Learn. Couple that with the fact that 50% (technological knowledge) of what is learned in the first year of college is worthless by graduation, and you just have to ask yourself: What is the point? And can’t we do better than this? Our children not only deserve better, they require better in order to compete in a market with nearly 10% official unemployment.

College seems to be less cost-effective every year. Rising college costs put our children in insurmountable debt due to the lack of viable employment. Tuitions have skyrocketed in the past few years (Harvard University is now $60,000 per year). To make matters worse, universities are now making kickback profits from credit card companies, while graduates aren’t even able to find jobs. With over 1/3 of college graduates now taking low-skill jobs, and over 65% graduating with crippling debt, it is now legitimate to question if college is the right path to put our children on.

4. The wrong people control the system for the wrong reasons: “The education system was deliberately designed to produce mediocre intellects, to hamstring the inner life, to deny students appreciable leadership skills, and to ensure docile and incomplete citizens in order to render the populace 'manageable.'" -- Charlotte Thomson Iserbyt, Sr. Policy Advisor for the US Dept. of Education, and whistleblower on government activities to deliberately dumb our children down.

She also notes that the system is set up to make good consumers, as well as standardize people to keep them predictable and easy to control. Does this sound like something you want to support? Do we really want our children controlled and held back in life?

The Morrill Acts of 1862 and 1890 were the first steps toward a large government role in education. What people failed to realize was that the money from these Acts became obligations to play by their rules and it continues today. Because the Feds were financially supporting the schools, they could control what was taught, thus bringing another facet of American life under their control. This is proven again and again when we see how difficult they make it for people to choose alternative education options for their own children.


It is clear that the purpose of school has become to serve corporations and government. This is evidenced most recently when we learn that BP played a role in writing the environmental curriculum in California. I think we all can agree that public schools should only serve the taxpayer's families and their children's best interests -- not the corporations that write the curriculum. When the day comes that the people in charge make families (and not greedy corporations) the priority then maybe, just maybe, our children will be learning what is really important, rather than learning how to serve the very people who set up this failing system.

Conclusion
In a time when our economy desperately needs more innovators, how can we change education to expand the potential of each child? It seems we must do some things we did NOT learn in school: Question assumptions about education; think for and believe in ourselves; speak up against what we know is wrong; and challenge what we've been taught to believe is right. It is each parent's right and responsibility to decide the best way to guide their child to maximum human potential.

It seems that our modern world provides all of the tools to support a child's natural curiosity to drive their own education. Homeschooling and unschooling may be the most powerful form of revolt against an establishment which is terrified of individuals that question authority and refuse to be good little worker bees. John Holt said it well: “To trust children we must first learn to trust ourselves . . . but most of us were taught as children that we could not be trusted.” We also must begin to trust our own abilities as parents to guide our children toward happiness and independence, not to blindly trust the failed government standards that have resulted in anxiety and stress conditioning.

It is time for all of us to look outside the box for solutions to our education system to ensure our children's happiness -- this should be deemed the ultimate success.

Author Mary Hickcox is an unschooling advocate, mother, and life guide to three sons (11, 7, 3).

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