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Stats not Stories: Problems with our Islamic History

Dr Muhammad Wajid Akhter

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Admit it. You’re bored by Islamic History. Sure, you might say that you find it fascinating, but the likelihood is that you are far more likely to be enamoured by the idea of what Islamic history should be like rather than the history itself.

How can I justify saying this? Well, lets take any other aspect of life that you are definitely not bored by. The latest Star Wars movie perhaps, Super Bowl 50 or all 7 Harry Potter books. Anything at all. Odds are that you can remember a lot about them in vivid detail. But if you’re asked the same thing about pretty much any aspect of Islamic history, the details are likely to be nowhere near as clear or captivating.

islamic history book

Outsold by the story of a wizard kid by a factor of a Million to 1

Relax. For once, it is not your fault.

Islamic history is the poor cousin of the Islamic sciences. It can often be poorly taught, poorly understood and even more poorly preserved. The blame for this partly falls on the shoulders of the Islamic historians themselves. Apart from some notable exceptions, many Islamic history books are dreary affairs over-filled with numbers, dates and exceptionally long names of individuals who sound very similar.

history quote

It is not that Islamic history itself is boring. On the contrary, I would make the case that no other history is as palpitation inducing, full of giddy highs and dramatic – seemingly bottomless – lows. However, even the most amazing thriller can go from awe to yawn if the main focus is on the factual details rather than the story itself.

explainafilmplotbadly

If the Dark Knight was described like your average text on Islamic history

In 2007 Deborah Small at the Wharton School of Business conducted an experiment to see how people would react to a charity campaign that was presented primarily using facts and figures as compared to the same campaign presented as a story. The outcome wasn’t even close. Stories trump stats every time. Or, as Stalin would say “The death of one man is a tragedy. The death of millions is a statistic.” He should know. He was kind of an expert on the subject.

stalin

Hipster Stalin – now he’s taken things too far.

In fact, we don’t need to look to modern research to prove this. The Quran itself is full of stories and lessons, but short on details. How many animals made it on to the Ark? Where exactly did Khidr live? What was the name of the Pharoah that was the arch-nemesis of Musa 'alayhi'l-salām (peace be upon him)? The lack of facts and figures detracts nothing from the power of these stories and their ability to inspire and transform those hearing them.

Allah subḥānahu wa ta'āla (glorified and exalted be He) was explicit on this point when it came to the stories of the Companions of the Cave. Allah admonishes those who debate on the exact number of those in the cave saying “Now some say they were three and the fourth one is their dog and some will say they were five and the sixth one is their dog, guessing randomly at the unseen.” It is unfortunate that we don’t heed this lesson when it comes to how we teach our own Islamic history.

stat-stories-vs-statistics

From “Made to stick” by Chip and Dan Heath

Maya Angelou said ‘I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.’ If we want our Islamic history to be relevant and life-changing, we need to put away the facts and figures and bring out the monsters and legends.

WAJiD Dr. Muhammad Wajid Akhter - Doctor, Medical Tutor (Social Media, History & Medicine) - Islamic Historian - Founder of, and current board member to Charity Week for Orphans and needy children. www.charityweek.com - Council member, British Islamic Medical Association

10 Comments

10 Comments

  1. Avatar

    Haadiya

    April 25, 2016 at 2:07 PM

    Why are muslim historians apologetic about Islamic History, if written, taught and related with zeal and strenght there is nothing more soul lifting and spirit raising than the events of our history. I wish some historian writes our Islamic history as it should be written, with courage and valour.

    • Avatar

      Tahera Salma

      April 26, 2016 at 2:52 AM

      This topic is so much needed and addressed and Infact it covered points what I have faced while studying Islamic history, I strongly feel the urge that Islamic history has to be retold, and brought to life, and should be added to syllabus as well where coming generations will know the facts and details and be guided. In sha Allah

  2. Avatar

    Shahin

    April 26, 2016 at 11:38 PM

    This reminds me of the time when I heard a lecture by someone about the statement of Abu Bakr (R) upon the death of the Prophet (sallallahu alayhi wa sallam): “For whoever worshiped Muhammad, know that Muhammad is dead. But for whoever worshiped Allah, then He is the Ever-Living and never dies!”
    This statement stayed with me forever; in fact, I can still remember the intonation of the speaker’s voice when he said it. And it is such a powerful piece of history preserved in equally powerful rhetoric.

    The way you learn about history is very important indeed!

  3. Avatar

    jean santerre

    April 28, 2016 at 3:56 AM

    Really interstink thanks. I’ve also written this paper on the enduring deeds, may be he’ll interst you.

    The Baqiyat Salehat, the Enduring Good Deeds In Hadith and Qur’an: سُبْحَانَ اللّهِ ، والْحَمْدُللّهِ ، وَ لا اِلهَ اِلَّا اللّهُ ، وَ اللّهُ اَكْبَرُ –
    ***************************************************************************

    “Remember Me, and I shall remember you” (2:152)

    Hadith: “Those that remember Me in their heart, I remember them in My heart; and those that remember Me in a gathering (i.e. that make mention of Me), I remember them (i.e. make mention of them) in a gathering better than theirs.”

    Hadith: When asked, “O Messenger of Allah, who are the single-hearted?” he replied, “The men and women who remember Allah abundantly.”

    http://sayyidunanouh.blogspot.com/2016/04/the-baqiyat-salehat-enduring-good-deeds.html

    Website
    http://sayyidunanouh.blogspot.com/

  4. Avatar

    Abdullah Muhammed

    April 29, 2016 at 9:16 AM

    A good way to learn ISlamic History is by attending this lecture in chicago about “We have always been here” ITs May 15th.

    The legacy of the Prophets of Islam from Adam (عليه السلام) to Muhammad (ﷺ) is deeply rooted in demonstrating activism through conveyance of the message from Allah (سبحانه و تعالى).

    We Muslims must arise to the call of Allah (سبحانه و تعالى) when He commands in the Qur’an:

    وَلْتَكُن مِّنكُمْ أُمَّةٌ يَدْعُونَ إِلَى الْخَيْرِ وَيَأْمُرُونَ بِالْمَعْرُوفِ وَيَنْهَوْنَ عَنِ الْمُنكَرِ وَأُوْلَئِكَ هُمُ الْمُفْلِحُونَ

    And let there arise among you a group, inviting to all that is good (Islam), commanding al-Marouf (good) and forbidding al-Munkar (evil); and those are the ones whom are the successful. -[Translated meaning of Surah Al-e-Imran 3:104]

    Indeed the Prophet (ﷺ) has also stated in a Hadeeth as narrated by Imam Bayhaqi (ra), “There will be from the end of my Ummah a people that will be rewarded like the first generation as they enjoin the Maroof and forbid the Munkar”.

    Please join Hizb Ut-Tahrir-America at their annual Khilafah Conference titled “Muslim Political Activism- Aspiring to the work of the Prophets”.

    From Adam (عليه السلام) to Mohammed (ﷺ): continuing the call of the Prophets and Messengers
    “We have ALWAYS been here”: Recognizing our Muslim roots of Reverence and Perseverance
    Beyond Ballots: Political Activism in Islam
    Chicago, IL USA
    Sunday, May 15, 2016
    2-5 p.m.

    Hizb Ut-Tahrir-America
    https://hizb-america.org/

  5. Avatar

    Sakina

    April 29, 2016 at 10:18 AM

    I actually love history, and learning about Islamic history. Perhaps it is the materials that I have. I recommend anything written by Dr. Ali As-Sallabee as the translator does a great job, making the text wonderful to read. Also, many of his books have been made into movie series, such as the Umar ibn al Khattab series. They are in Arabic but have English subtitles and really bring you into history. I teach my children Islamic history as part of our lessons, and I narrate and read to them in language they understand. There are resources that we have that are dry and boring, so we don’t use them. There is actually a lot out there, you just have to look, and read more.

    • Avatar

      Khalida

      May 10, 2016 at 9:32 AM

      That’s interesting, Sakina!
      Although I’ve been learning Seerah since a young age, I never felt much of a connection to it. I couldn’t really understand why. I only truly started to love it when the teachers I started later studying under taught it differently. They didn’t simply mention historical incidents; they reflected on each event, each personality, and brought them to life for me. They taught me to make a personal connection with history, to see myself in their shoes and learn life lessons from them.

  6. Avatar

    Feresh

    May 7, 2016 at 3:51 PM

    100% agreed. Could anyone recommend some sources easy to read? Especially in the German sphere this topic seems to be abandoned (or at least that’s my perception).
    BTW, public speaking courses also teach you to use narrative formats as they catch the audience’s attention.

  7. Avatar

    Taban

    May 23, 2016 at 7:13 AM

    spot on !!!!actually today just i was watching quran cover to cover of surah israh by nouman ali khan … he was sharing a large part of history of both jews and muslims and their comparison…..i got bored and i felt gulity that i got bored…. Rest was all excellent but history part was boring

  8. Avatar

    Taban

    June 11, 2016 at 7:21 PM

    well his ramadan series of surah baqarah is excellent…he is giving detailed account of history in an enjoyable way….May Allah bless him Aameen

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#Life

Challenges of Identity & Conviction: The Need to Construct an Islamic Worldview

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islamic online high school

He squirmed in his seat as his Middle East history professor–yet again–made a subtle jab about Islam, this time about the jizyah.  This professor claimed to be pro-Arab and pro-Islam and was part of a university department that touted itself for presenting history and narratives that are typically left out of the West’s Eurocentric social studies sequence. Still, she would subjectively only present an Orientalist interpretation of Islam. Ahmad* sighed. He felt bad just thinking about what all his classmates at this esteemed university thought about Islam and Muslims. He was also worried about fellow Muslims in his class who had not grown up in a practicing household-what if they believed her? He hated how she was using her position as the “sage” in the room to present her bias as absolute truth. As for himself, he knew deep down in his bones that what his professor was alleging just could not be true. His fitrah was protesting her coy smile as she knowingly agitated the few Muslims in her class of one-hundred-fifty.  Yet, Ahmad had never studied such topics growing up and felt all his years of secondary education left him ill-equipped as a freshman in college.  He tried to search for answers to her false accusations after class and approached her later during office hours, but she just laughed him off as a backward, orthodox Muslim who had obviously been brainwashed into believing the “fairy tale version” of Islam. 

***

Asiyah* graduated as class valedictorian of her Islamic school. She loved Biology and Physics and planned to major in Engineering at a top-notch program. While both family, friends, and peers were proud of her (some maybe even wishing they were in her shoes), they had no idea of the bitter inner struggle that was eating away at her, tearing her up from the inside out. Her crisis of faith shook her to the core and her parents were at their wits’ end. While she prayed all her prayers and even properly donned her hijab, deep down she felt……..sort of….……atheist.  Physics was her life–her complete being. She loved how the numbers just added up and everything could be empirically proven. But this led to her greatest anguish: how could certain miraculous events during the time of the Blessed Prophet ṣallallāhu 'alayhi wa sallam (peace and blessings of Allāh be upon him) have occurred? How could she believe in events that were physically and scientifically impossible?  She felt like an empty body performing the rituals of Islam.

*names changed

***

An Unwelcome Surprise

Islam is a way of life. Its principles operate in every avenue of one’s life. However, English, History, Science and Mathematics are often taught as if they are beyond the scope of Islam. It is commonly assumed that moral teaching happens, or should happen, only in the Islamic Studies class. Yet, if we compare what is being taught in the Islamic Studies class with what is being taught consciously or unconsciously in other classes, an unwelcome surprise awaits us. Examining typical reading material in English classes, for example, reveals that too much of the material is actually going against Islamic norms and principles. Some of the most prominent problems with traditional English literature (which directly clash with Islamic moral and ethical principles) include: the mockery of God and religion, the promotion of rebellion against parents and traditional family values, the normalization of immoral conduct such as lying and rude behavior, and the condoning of inappropriate cross-gender interactions. Additionally, positive references about Islamic culture are either nonexistent or rare. Toxic themes of secularism, atheism, materialism, liberalism, and agnosticism are constantly bombarding our young Muslim students, thus shaping the way in which they view and interact with the world.

Corrective Lens: The Worldview of Islam

We need our children to develop an Islamic worldview, one that provides a framework for Muslims to understand their world from the perspective of the Qur’an.  It is impossible for the Islamic Studies classes alone to successfully teach Islamic behavior and nurture moral commitment unless the other classes also reflect the Islamic worldview- an outlook that emphasizes the idea that all our actions should be focused on pleasing Allah and doing good for ourselves and others. Therefore, the majority of what is taught in all academic disciplines should be based on Islamic values, aiming to improve the life of the student by promoting sublime ethical conduct. The unfortunate reality is quite the opposite: a typical child in a school in the West spends a minimum of 576 periods (16 periods of core classes/week * 4 weeks/month * 9 months) of classroom instruction annually on academic subjects that are devoid of Islam and contain minimal teaching of morality that aligns with Islamic principles. How much Islam a child learns depends on whether their parents choose Sunday school, Islamic schools, and/or other forms of supplementation to provide religious knowledge. However, rarely does that supplemental instruction undo the thousands of hours of the atheistic worldview that children soak in by the time they finish high school through the study of secular subjects. By not having an Islamic worldview and not having Muslims’ heritage and contributions to humanity infused into the teaching of academic subjects, we witness the problems experienced by the likes of Ahmad* and Asiyah*–problems that plague modern Muslim youth.

Identifying the Unlikely Suspect

This realization is perhaps the missing piece in the puzzle when it comes to our bewilderment: how are large swaths of youth from some of the kindest, sweetest, practicing Muslim families going astray and getting confused? When we shepherd our flock and find one or more of our “sheep” lost and off the beaten path, we think of the likely suspects, which include negative influences from peers, family, movies, social media, etc. We may even blame the lack of inspiring role models. We are less likely to suspect that the very literature that our children are consuming day in and day out through our well-intentioned efforts to make them “educated” and “sophisticated” could cause them to question Islam or fall into moral abyss.

Ibn ‘Umar reported that the Prophet, may Allah bless him and grant him peace, “All of you are shepherds and each of you is responsible for his flock. A man is the shepherd of the people of his house and he is responsible. A woman is the shepherd of the house of her husband and she is responsible. Each of you is a shepherd and each is responsible for his flock.”

Islamic Infusion in Academic Study as a Solution

There have been efforts across the globe to infuse Islam into academic study of worldly subjects. Universities such as the International Islamic University of Malaysia(IIUM), which has a dedicated “Centre for Islamisation (CENTRIS),” is an example. At the secondary school level, most brick and mortar Islamic schools do offer Arabic, Qur’an, and Islamic studies; however, few Muslim teachers are trained in how to teach core academic subjects using principles of Islamic pedagogy.

How exactly can educators infuse an Islamic perspective into their teaching? And how can Muslim children have access to high quality education from the worldview of Islam, taught by talented and dynamic educators?

Infusing Islam & Muslim Heritage in Core Academic Subjects, According to the Experts:

  • Dr. Nadeem Memon, professor of Islamic pedagogy, states that for a pedagogy to be Islamic, it should not contradict the aims, objectives and ethics contained in revelation (Qur’an) and should closely reflect an Islamic ethos that is based on revelation, the sunnah of the Prophet(pbuh), and the intellectual and spiritual heritage of his followers. It should also effectively develop the student’s intelligence (`aql), faith (iman), morality and character (khuluq), knowledge and practice of personal religious obligations (fard ain) and knowledge, skills and physical abilities warranted by worldly responsibilities and duties (Ajem, Ramzy and Nadeem Memon, “Prophetic Pedagogy: Teaching ‘Islamically’ in our Classrooms”)
  • Dr. Susan Douglass, expert in Social Studies, promotes a panoramic study of the world by global eras–emphasizing the interdependence of nations–rather than an isolationist civilizations approach (which in Western societies focuses only on Western civilization). Such study includes Islamic history and Muslims’ contributions to humanity throughout the ages.
  • Dr. Freda Shamma, pioneer in promoting culturally inclusive and ethical literature, emphasizes that English classes should carefully select literature aligned with Islamic moral values and include works by both Western authors and those from other cultures, i.e. literature that 1-features Muslim main characters and 2- is authored by Muslims.
  • Dr. Nur Jannah Hassan at CENTRIS, stresses that Science classes should be designed to awaken the student’s mind, to inspire a complete awe of and servitude towards the Creator and Sustainer, to instill the purpose of creation, vicegerency and stewardship of the earth and its inhabitants, to enable students to decipher God’s Signs in nature and in the self, to infuse responsibility in sustaining balance and accountability, and should include Muslims’ legacy in the field.
  • Dr. Reema alNizami, specialist in Math Education, advocates that Math classes should instill creative thinking, systematic problem solving and an appreciation of balance; include a survey of Muslims’ contributions to the field; and utilize word problems that encourage charitable and ethical financial practices.

Technology Enables Access to Islamically Infused Schooling for grades 6-12

Technology has now enabled this Islamic infusion for middle schools and secondary schools to become a reality on a global scale, alhamdulillah. Legacy International Online High School, a college preparatory, online Islamic school serving grades 6-12, whose mission is “Cultivating Compassionate Global Leaders”, offers all academic subjects from the Islamic worldview. Pioneered by leading Muslim educators from around the globe with background in Islamic pedagogy and digital learning, Legacy is the first of its kind online platform that is accessible to:

  • homeschooling families seeking full-time, rigorous, Islamically infused classes
  • Public school families looking for a part-time Islamic studies or Arabic sequence
  • Islamic schools, evening programs, and Sunday schools that are short-staffed and would like to outsource certain courses from the Islamic worldview
  • Schools and entities needing training/workshops to empower Muslim educators on how to teach from the Islamic worldview

Alhamdulillah, Legacy IOHS is an accessible resource for families with children in grades 6-8 who are seeking curriculum and instruction that is Islamically infused.

Strengthening Faith & Identity in College and Beyond

For those seeking supplementary resources to address the most prevalent hot topic issues plaguing young Muslims of our times, Yaqeen Institute, whose initial publications were more targeted towards a university audience, is now working to make its research more accessible to the general public through both its Conviction Circles initiative and its short videos featuring infographics.

Another online platform, California Islamic University, offers a comprehensive course sequence which allows college students to graduate with a second degree in Islamic studies while simultaneously completing their undergraduate studies at any accredited community college or university in the United States. Qalam and AlMaghrib Institute also offer online coursework in Islamic studies.

What We Hope to Avoid

While volunteering at his son Sulayman’s* public school with ten student participants, Ibrahim* was saddened when he met a young boy named Chris*. When Chris met Ibrahim, he piped up and eagerly told Ibrahim, “my grandparents are Muslim!” Through the course of the conversation, Ibrahim realized that he knew Chris’ grandparents, a very sweet elderly couple (and currently very practicing) who had not made the Islamic worldview a priority early on in their children’s lives. A mere two generations later, Islam is completely eliminated from their family.  *names changed

Our Resolve

Legacy IOHS recommends the following to Muslim families/educators and Islamic schools:

  1. Instill in our children a strong grasp of the foundational sciences of Islam, while preparing them with the necessary contemporary knowledge and skills
  2. Teach our children in their formative years to view the world (including their “secular” academic study) through the lens of Islam
  3. Follow this up with relevant motivational programs that assist them in understanding challenging issues of today and coach them on how to respond to the issues in their teenage years.

We pray that with the above, we will have fulfilled our duty in shepherding our flock in a comprehensive way, with utmost care. It is Allah’s help we seek in these challenging times:

رَبَّنَا لَا تُزِغْ قُلُوبَنَا بَعْدَ إِذْ هَدَيْتَنَا وَهَبْ لَنَا مِنْ لَدُنْكَ رَحْمَةً ۚ إِنَّكَ أَنْتَ الْوَهَّابُ

‘Our Lord, do not let our hearts deviate after You have guided us. Grant us Your mercy: You are the Ever Giving. [Qur’an 3:8]

 رَبَّنَا هَبْ لَنَا مِنْ أَزْوَاجِنَا وَذُرِّيَّاتِنَا قُرَّةَ أَعْيُنٍ وَاجْعَلْنَا لِلْمُتَّقِينَ إِمَامًا

‘Our Lord, give us joy in our spouses and offspring. Make us good examples to those who are aware of You’. [Qur’an 25:74]

يَا مُقَلِّبَ القُلُوبِ ثَبِّتْ قَلْبِيْ عَلَى دِيْنِكْ

“O turner of the hearts, keep my heart firm on your religion.”

Freda Shamma has a M.A. from the University of California, Berkeley, and an Ed.D. from the University of Cincinnati in the area of Curriculum Development. A veteran educator, she has worked with educators from the United States, South Africa and all over the Muslim world to develop integrated curricula based on an Islamic worldview that meets the needs of modern Muslim youth. She serves as Curriculum Advisor for Legacy International Online High School.

An avid student of the Islamic sciences, Zaheer Arastu earned his M.Ed from The George Washington University and completed his training in Educational Leadership from the University of Oklahoma. his experience in Islamic education spans over 15 years serving as both teacher, administrator, and dean of innovation and technology. He currently serves as the Head of School for Legacy International Online High School.

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Mass Shootings in America: All of the Above

Imam Zaid Shakir

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We express our deepest condolences to the families of those who have perished in the latest instances of mass slaughter in our public square, this time in El Paso, Texas and Dayton, Ohio. We further pray that all of those wounded recover from their injuries. This violence, which can increasingly be described as American as apple pie, is a tragic example of a society wrestling with a debilitating spiritual disease.

Just as tragic as the violence are the narrow, mutually exclusive frames that seem to trap our pundits, polemicists, and politicians when attempting to meaningfully analyze what is happening. Liberals declare the problem is rooted in racism, aided and abetted in part by the President’s rhetoric and actions, along with a lack of any meaningful gun control. Conservatives say it is an issue whose root cause is found in mental health, video games, and the erosion of the family. Each side dismisses the arguments of the other. If we are fair, we must admit that all of the above-mentioned factors, and perhaps others, contribute to the problem.

Anyone who dismisses the rhetoric and actions of President Trump as a factor contributing to the climate of racial and anti-immigrant animosity growing in this country cannot be taken seriously. Certainly, not all of the now 251 mass shootings that have occurred in the country this year were racially motivated. For those that were, it is clear from the screeds left by the perpetrators of these atrocities, their online activity, the groups and individuals they identify with, as well as the warped ideology they espouse that there is an overlap between their words and ideas and many of those expressed by the President. That overlap is owed to a conscious policy pursued by President Trump.

The President understands that there are large numbers of radical White nationalists who, like many on the extreme left, have become disenchanted with mainstream politics as well as the two mainstream parties. He knows that they can be encouraged to become supporters of the Republican Party if the Republican Party supports them. Encouraged by the likes of Steve Bannon and Steve Miller, Trump sends messages to this growing constituency to ensure that issues concerning them will be represented by his administration. Hence, rhetoric and policy prescriptions formerly confined to the dark dungeons of the internet have become mainstreamed under the current administration.

It is not the least ironic that the very day of the El Paso shooting, President Trump retweeted a message from the fear-mongering, hate-inspiring, British anti-Muslim bigot, Katie Hopkins. Among other things, Hopkins, has called for a “final solution” for Muslims in the aftermath of the suicide bombing of a Manchester pop concert in 2017. This past May, when an audience member at one of his rallies shouted, “shoot them” in response to Trump’s question as to how to stop migrants from entering the country, the President joked approvingly. His effort to end birth right citizenship and his staunch support of voter suppression, both designed to undermine the growing political strength of expanding minority populations, can only be described as racially motivated.

Such actions, coupled with the President’s words decrying immigrant populations as rapists, murderers, and invaders, calling for a ban on Muslims entering the country, his praise and support for white nationalists, both nationally and globally, his describing countries the US has historically helped to under-develop, such as Haiti, as s—t hole countries and a long list of other open and “dog-whistle” racist statements send a clear message to racists that bigoted hatred is not only fine, it has an ally in the White House.

Many failed to grasp Trump’s racism because they do not fully realize its nature. The brilliant African American novelist, Toni Morrison, who passed away earlier this week, captured the essence of racism when she said, “Racism is not a goal it is a path, a path to power and money, a manipulation and a tool…” Throughout his career and now as President this is exactly what Trump’s racism is and has been.

While it would certainly be a stretch to claim that Trump’s words are directly responsible for the actions of white supremacist terrorists, it is increasingly incredulous to claim that the President’s rhetoric is not a factor in massacres such as the recent one in El Paso. Words convey meanings and those meanings matter. Consider this recent excerpt from a letter penned by the leaders of the National Cathedral:

Make no mistake about it, words matter. And, Mr. Trump’s words are dangerous. These words are more than a “dog-whistle.” When such violent dehumanizing words come from the President of the United States, they are a clarion call, and give cover, to white supremacists who consider people of color a sub-human “infestation” in America. They serve as a call to action from those people to keep America great by ridding it of such infestation. Violent words lead to violent actions.

It is similarly incredulous to claim that significantly tighter gun control policies, such as strict background checks, bans on assault rifles and large-capacity magazines, would do nothing to stem the growing frequency of deadly mass shootings in America. In response to a shooting that left 35 people dead in Tasmania in 1996, Australia overhauled its gun laws, significantly tightening them. Since then, there has only been one mass shooting in that country, in June of this year. That incident resulted in four fatalities.

Critics of more stringent gun laws will argue that states here in America with tight gun laws do not necessarily experience fewer gun-related fatalities than those with lax laws. I would counter that a uniform national plan would yield significantly different results. What does it mean for California to have tough gun laws when a potential killer can go to Nevada and purchase a weapon banned in California–as happened last month with the Gilroy Garlic Festival shooter.

A seldom-discussed issue is the fact that there was an assault rifle ban in the United States for ten years, from 1994-2004. During that period, overall gun-related homicides were not significantly reduced; however, a recent study (DiMaggio, et al. 2019) concludes that mass shooting fatalities, 86% of which involve assault rifles, were down 70%. That percentage would likely have been much higher had it been accompanied by an effort to get rifles purchased before the ban off the street. It is time for more conservatives to listen to the voices of those on the left who advocate such policies.

So too would those on the left do well to listen to conservatives who are arguing that video games are a major factor in desensitizing young people to killing. Anyone who thinks otherwise should read Lt. David Grossman’s insightful book, On Killing. During World War II, only fifteen to twenty percent of American soldiers engaged in combat would fire their weapons at the enemy. Grossman shows how insights from behavioral psychology, derived primarily from the work of B. F. Skinner and I.P. Pavlov, were employed by the military to raise the firing rate to over 90% in Vietnam. Video game manufacturers employ those same techniques to create in our children the potential to likewise become desensitized killers.

Grossman writes these chilling words, words which should cause us to drop our polarizing political posturing and come together for the sake of our children:

Through operative conditioning B.F. Skinner held that he could turn any child into anything he wanted to. In Vietnam the U.S. armed forces demonstrated that Skinner was at least partially correct by successfully using operant conditioning to turn adolescents into the most effective fighting force the world has ever seen. And America seems intent on using Skinner’s methodology to turn us into an extraordinarily violent society (Grossman, On Killing, p. 316).

We should note that the same psychological techniques employed by the military to turn passive civilians into mindless killers are employed by the makers of video games. While it is certainly true that not all video gamers become mass murderers many if not most of our recent mass shooters have been video game addicts. More research has to been done to establish if there is a direct causal link between video games and mass killings, however, there is enough evidence to suggest that this is an issue not to be glibly dismissed when we examine the causes of the epidemic of mass killings sweeping this nation.

As for mental illness, studies show that the majority of mass shooters, for a wide variety of reasons, suffer from some form of mental illness, the most common being depression, suicidality, and various thought disorders. This is a sensitive issue; however, it is one that must be actively countenanced for this is the area where we find the most easily detectible “red flags” which alert us to the descent of a person into the dark states that give birth to the kinds of atrocities we have been witnessing all too often. Saying this is not to deny the fact that a person suffering from a mental illness is far more likely to be a victim of violence than a perpetrator.

Concerning the breakdown of the family, this factor is oftentimes neglected in the intensifying debate around mass shootings. The most worrying consequence of that breakdown is the eradication of the societal forces that civilize males. Those forces are eroding in the face of a withering assault on the traditional family. One of the justifications for that assault is that the traditional family is currently being blamed for fostering the qualities associated with “toxic masculinity.” Therefore, it has to be destroyed. In fact, masculine toxicity, as defined by those advocating its eradication, can be viewed as a direct result of the unrelenting assault on the traditional family.

That assault is being pushed by those whose stated goal is the destruction of society as we know it. Consider these words by the pioneering feminist activist, Betty Friedan:

The changes necessary to bring about equality were, and still are, very revolutionary indeed. They involve a sex-role revolution for men and women which will restructure all our institutions: child rearing, education, marriage, the family, medicine, work, politics, the economy, religion, psychological theory, human sexuality, morality and the very evolution of the race. (quoted from, New York Times Magazine, March 4, 1973)

In the almost forty years since Friedan issued this declaration of war on the traditional family and society, the forces she helped to lead have wreaked havoc in all of the areas she identified. Perhaps the most worrying reality concerning the war she declared is that those who have assumed leadership after her generation ceded command are exponentially more radical and reckless in their vision for society and gender relations.

The greatest casualty in this war, by design, has been the properly socialized male. By removing the male from his traditional role of a protector and maintainer of women, a role codified in the Qur’an (4:34), we open the door to the uncivilized, barbaric, “toxic” male, adding another factor to the many conditions which make mass shootings possible.

In the prescient words of George Gilder:

Such single males–and married ones whose socialization fails–constitute our major social problem. They are the murderers, the rapists, the burglars, the suicides, the assailants, the psychopaths…         (George Gilder, Sexual Suicide, p. 105)

Hence, we find that virtually all of our recent mass shooters have been males who were unable to affirm their sexuality in normal ways through normal relationships. Like all of the other factors mentioned above, as a society, we will have to address this factor also, no matter how unpopular or controversial.

In conclusion, let me repeat, all of the above factors contribute to the uniquely American problem of mass shootings. To effectively begin to work towards eliminating them, we will need to remove ourselves from the left/right false dichotomy that limits our creativity, civility, and intellectual honesty. That should be easy for members of the “Middle Community.” Our primary objective in how we approach the vexing issues of today should be finding credible solutions and not confirming dead end political orthodoxies. Those solutions do not belong exclusively to the political party advocating them. Let us put aside the stultifying partisan nonsense tearing us apart, claim what is rightfully ours, and put it to work for the betterment of our society.

“The word of truth, wisdom, is the lost property of the believer. Wherever he finds them he has more right to them.”

Prophet Muhammad

Imam Zaid Shakir

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Ten Things You Didn’t Know About The Kaaba- Video

Dr Muhammad Wajid Akhter

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Kaaba

Every Muslim knows the Kaaba, but did you know the Kaaba has been reconstructed several times? The Kaaba that we see today is not exactly the same structure that was constructed by Prophets Ibrahim and Ismail, may the peace and blessings of Allāh be upon them. From time to time, it has needed rebuilding after natural and man-made disasters.

Watch to learn ten things that most people may not know about the Ka’aba, based on the full article Ten Things You Didn’t Know About the Ka’aba.

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