This was shared in one of the groups that I am part of. Copyrights belongs to the original creator. Khusho means “submission, reverence and devotion to Allah in prayers”.
Recently, in an enlightening speech, Justice Markandey Katju mentioned that, ‘90% of the Indians are idiots’ as an honest feedback. However, as usual, some people mistook his words of wisdom and sent legal notice to him. In Justice Markandey Kajtu was a Muslim, people would have labeled him anti-national. I say this, because, once in a seminar, I spoke about the status of science in India and criticized the current standard of science in India… after the seminar… a lady walked up to me and started labeling me as antinational. Anyhow, some idiots can’t take feedback. Below is the letter written by Justice Kajtu to the people that have sent him legal notice.
Dear Tanaya and Aditya,
I have received your email, and am giving my reply, but before doing so in detail I wish to make some preliminary remarks:
I have been misquoted in the press reports, but it is true that I have said that 90% Indians (not all) are fools. My intention in saying so was not to hurt anyone but to awaken people to the realities, that is, the widespread casteism, communalism, superstitions, and other backward traits in the mindset of a large section of our people which is blocking our progress and keeping us poor.
The figure 90% is not a mathematical figure, it simply means that in my opinion a large proportion of Indians (and again I repeat, not all) are fools.
I never named you, nor any community, caste, or sect, and I never said that you are in the category of 90%. Hence I do not see how you are defamed.
I made this comment not to humiliate or harm anyone but because I love the Indian people, they are my people, and I wish them to prosper and have decent lives, which is only possible if the Indian masses develop the scientific outlook and scientific temper and give up casteism, communalism, superstitions and other mental attitudes which a large part (not all) of them presently suffer from. I wish to see India in the front ranks of the advanced industrialized nations of the world, with our people having a high standard of living, instead of suffering from the present evils of massive poverty, unemployment, price rise, corruption, farmer’s suicides, child malnutrition, absence of health care and good education, casteism etc. So you see I made that statement not to harm the Indian people, whom I love, but to benefit them. The truth is sometimes bitter, but sometimes bitter medicine has to be given to an ailing person.
Having said this, I may proceed to give a more elaborate explanation.
I wish to first of all clarify that I do not regard Indians as inherently stupid or foolish. It is only at present that large parts of our people are foolish. But there was a time when we were leading the whole world in science and technology, and India was perhaps the most prosperous country in the world. It is now that we are having bad times, but we had a glorious past and shall have a glorious future too, but for that we have to get rid of casteism, communalism, superstitions and other backward traits in the mentality of a large part of our people (because of which I call them fools).
With the aid of science we had built mighty civilizations thousands of years ago when most people in Europe( except in Greece and Rome) were living in forests. We had made outstanding scientific discoveries e.g. decimal system in mathematics, plastic surgery in medicine, etc (see in this connection my article ‘Sanskrit as a Language of Science on my blog justickatju.blogspot.in and on the website kgfindia.com). However, we subsequently took to the unscientific path of superstitions and empty rituals, which has led us to disaster. The way out of the present morass is to go back again to the path shown by our scientific ancestors, the path of Aryabhatta and Brahmagupta, Sushrut and Charak, Panini and Patanjali, Ramanujan and Raman.
It is not necessary to mention here all the great achievements of our ancestors, but I may just mention a few.
The decimal system in mathematics was the most remarkable and revolutionary invention in the past, and it was created by Indians. To understand its significance, one must know that the ancient Romans, who built a great civilization (The civilization of Caesar and Augustus), felt very uncomfortable with numbers above 1000. This was because they expressed their numbers in alphabets, I standing for 1, V for 5, X for 10, L for 50, C for 100, D for 500, and M for 1000. There was no single alphabet expressing a number above 1000. Hence to write 2000 an ancient Roman had to write MM, to write 3000 he had to write MMM, and to write 1 million he had to write M one thousand times, which would drive him crazy.
On the other hand, our ancestors discovered the number 0, and hence to write 1 million they had simply to put 6 zeros after 1.
Plastic surgery was invented by Sushrut 2000 years ago, whereas Europeans invented it only about 100 or 200 years back.
The English alphabets are all arranged haphazardly, there is no reason why D is followed by E, or E by F, or F by G, etc. On the other hand Panini in the first 14 sutras of his Ashtadhyayi arranged the alphabets in Sanskrit scientifically. Thus , the first sequence of 5 consonants (the ka varga i.e. ka, kha, ga, gha, na ) are all sounds which emanate from the throat, the second sequence from the middle of the tongue, the third from the roof of the mouth, the fourth from the tip of the tongue, and the fifth from the lips. The second and fourth consonants in each sequence are aspirants in which the sound ‘ha’ is combined with the previous consonant e.g. ka+ha =kha.
5000 years ago in the Indus Valley Civilization the system of town planning was created with straight streets, covered drains, water and sewage system, etc.
Before the coming of the British India was a prosperous country. Its share in world trade in 1700 was about 30%, which fell to 2% by the end of British rule and is still not more than 3%.
Today there is no doubt that India is a poor country. While there are some pockets of affluence, about 80% of our people are afflicted with poverty, unemployment and other evils, and one major cause of this is the mental backwardness of a large part of our people.
(though there are also brilliant people like the Indian scientists and engineers in Silicon Valley) Consider the following:
When most of our people go to vote they cast their votes on the basis of caste or religion, not the merit of the candidate. What else is the meaning of vote banks? And this is exploited by some unscrupulous politicians who know how to manipulate and manage these vote banks. That is why many persons with criminal backgrounds get elected.
‘Honour’ killings are common in many parts of the country. This is a barbaric practice, and shows how backward many of us still are.
Dowry deaths are common in India, and as a former Judge I can tell you that our courts have a large number of cases of young married women who are murdered in a barbaric manner by their in laws for not getting dowry e.g. by pouring petrol on them and setting them on fire.
Scheduled castes are still often treated inhumanly, and an example is the recent attack on dalits in Dharmapuri district in Tamil Nadu.
Female foeticide is common in many parts of India. Often when a male child is born the relatives are happy and distribute sweets, but when a female child is born often relatives get dejected. This is also a sign of backwardness among many of us.
Communalism, which was almost non-existent in 1857, is widespread in our society today. Muslims often face discrimination in getting jobs, houses on rent, etc, as the Justice Sachar Committee report has highlighted. Muslims are often falsely implicated in bomb blasts and they have to spend years in jail though ultimately found innocent.As I mentioned, upto 1857 communalism was almost non-existent in India. There were no doubt differences between Hindu and Muslims, but there was no enmity between them. In the Mutiny of 1857 Hindus and Muslims jointly fought against the British. After crushing the Mutiny the British decided that the only way to control India was divide and rule.Consequently, the policy came from London to create hatred between Hindus and Muslims. The British Collector used to secretly call the Panditji and gave him money to speak against the Muslims, and similarly he gave money to the Maulvi Saheb to speak against Hindus. All communal riots began after 1857. The communal award in the Minto-Morley ‘Reforms’ of 1909 introduced separate electorates for Hindus and Muslims. Year after year, decade after decade, the communal poison was injected by the British into our body politic, and even after 1947 there are elements which continue this (see online ‘History in the Service of Imperialism’ and my article ‘What is India’ on my blog justicekatju.blogspot.in)Certain agent provocateurs take advantage of our backwardness to incite communal riots, and unfortunately many people fall prey to these evil designs and get emotionally carried away by communal propaganda and fight with each other.
Superstition is rampant in India. Most people believe in astrology, which is pure superstition and humbug. And it is not just the illiterates who believe in it, it is also most of the so called educated people in India. Many Ministers and Judges prefer to take oath of office at the ‘auspicious’ time.A few years back it was announced that Lord Ganesh is drinking milk, and there was a rush of people to offer milk to Ganesh. Earlier, a ‘miracle’ chapati was circulating.
A large section of the media, taking advantage of the backwardness of a large section of our people, dishes out lives of filmstars, cricket, etc as if these are the real issues before the people, when the real issues are socio-economic.
As I said above, when I called most people(not all) fools I did not wish to harm them, rather it was just the contrary. I want India to become a prosperous country, but this is possible only when the mindset of a large number of people changes, and their minds are rid of casteism, communalism, superstitions, and other backward ideas and they become scientific and modern.
By being modern I do not mean wearing a nice suit or a beautiful sari or skirt. By being modern I mean developing a modern mind, which means a rational mind, a scientific mind, and a questioning mind. As already stated above, at one time we led the whole world in science and technology, but today we are undoubtedly far behind the West and even China. How did this happen? Why were we left behind, why did we not have an Industrial Revolution like Europe? This is known as ‘Needham’s Question’ or ‘Needham’s Grand Question’, named after Prof. Joseph Needham of Cambridge University (1900-1995). It is high time Indians try to answer this question, instead of trying to evade the reality of the backwardness of most of us.
The worst thing in life is poverty, and 80% of our people are poor, which is largely because of the mental backwardness of most (not all) of us. To abolish poverty we need to spread the scientific outlook to every nook and corner of our country. It is only then that India will shine. And until that happens the vast majority of our people will continue to be taken for a ride.
Justice Markandey Katju
It’s been a while since I posted about my personal life. Honestly, there hasn’t been any progress in my life, so didn’t feel the necessity of posting. And I didn’t want to embarrass myself repeating same stuff again and again (although when I read my old posts, I find them poetic and intimidating). Even as I write this, there hasn’t been much change in my life. Still, my priorities are the same. But the failure to produce anything productive in last few years have taught me lot of things. The first and foremost being, the value of being able to convert the raw ideas into actionable items. Frankly I never had difficulties in producing new ideas, however, the fact that, I haven’t had much success in life testifies that I haven’t been able to convert my ideas into actionable items.
As one grows old, the need for stabilizing the life increases. You either have get adjusted with the direction in which your life is heading or you have to push the life towards the direction of your choice. I am working at Microsoft, earning reasonably good income and have a supporting family… there isn’t much to complain. Yet, I am finding it difficult to adjust with this life. This means, if I have to be happy, the other option is, I need to push my life towards the direction of my choice. In order to do so, I first need to identify the ‘direction’ of my choice. Otherwise, I will be trying out various things but that ‘happiness’ would still be elusive.
I did a mind-map of what exactly I want to accomplish during this life… the list of objectives when accomplished, I would feel satisfied with life. After lot of introspection, this is what I have got.
Essentially, there are four top priority goals. And each of these goals have a criteria for being successful. I don’t want to go in details about each of these things… but what this essentially means is that, I need to immediately reduce investing time in activities which aren’t my priorities.
The next step was to draft action items for each of these goals. Here’s what I have come up with so far.
Practice Islam: Action Items
Offer Salah punctually
Give away significant portion of earning in charity
· Stay away from Riba and Zina
· Read and Understand Tafsir of Holy Quran
· Read all six important books of Hadith
· Practice the values of mentioned in Holy Quran and books of Hadith.
Be a Good Son, Brother, Husband, etc.: Action Items
· Practice Islam and guide the family members towards the right path
· Love and respect the family members even if they don’t listen to me
· Support and fulfil the (halal) wishes of family members
· Be selfless and reduce ego
Make Discoveries: Action Items
· Be persistent in learning new stuff
· Convert ideas into research papers and publish in top journals (Nature, Phys. Rev. Letters)
To showcase intellectual leadership: Action Items
· Complete Masters and PhD.
· Connect with people and understand the issues faced at a civilization level
· Inspire and guide people through ideas and values
Will keep you posted about my progress. By the way, I do recommend you to try the above exercise if you are not happy with life.
Yesterday at around 12 noon, I posted the following message on my Facebook account and immediately my account got disabled.
For next three hours or so, I have receiving the following message when I logged on the Facebook account. The message said “The URL you requested has been blocked as per instructions from Department of Telecom (CHNN). URL = www.facebook.com/nextnewton”.
www.facebook.com/nextnewton happens to be my account profile page.
After some time, my Facebook account was up, however I was not able to find my post on Facebook. In the notifications tab, I found that someone had liked my post, before my Facebook account was disabled… so I clicked the notification and it redirected to this message.
Anyhow, by yesterday evening my account and my posts were reinstated.
An excellent article written by Krishna Kumar, Professor of Education at Delhi University and a former Director of NCERT, published in THE HINDU news paper.
———— Universities, ours and theirs ————–
As long as we discourage young talent, encourage an obsolete examination system and remain indifferent to research, we will continue to lag behind the West
There are four critical differences between universities of the western world and ours. The first is that they do all they can, when they recruit young faculty, to make way for excellence. We do everything to block its entry. We start discouraging talent early, but a few bright youngsters manage to come up despite our best efforts. They are the ones who face the greatest resistance from our institutions at the time of selection for vacancies. The norms and standards that western institutions apply for selecting young faculty focus on individualised assessment of potential. Senior people and administrators who make decisions make sure that the aspirants are assessed on the basis of what they have published, the quality of research they have done, and how passionate they seem about the pursuit of knowledge and teaching.
In our case, the initial criteria applied are purely mechanical. Any hint of trans-disciplinary interest means that the candidate loses the chance to be interviewed. And those who somehow escape this fate are ultimately sized up at the time of interview in terms of the lobbies they might belong to. Someone rare enough to be independent of personal as well as intellectual lobbies is the first to be eliminated. In the semi-final act of short listing, those lacking support from the dominant lobbies get weeded out. Then, in the ultimate moment, hard bargaining takes place and the institution’s future gets sealed. If there is someone with an unusual background or achievement, you can depend on the selection committee to find a technical ground to reject him or her. The only way he or she might get appointed is if a determined Vice-Chancellor forces the person in. Democratic procedures and correctness have become incompatible with respect for quality. Our universities feel comfortable with the labyrinth of eligibility norms that the University Grants Commission has nurtured with relentless energy to issue circulars over the decades. Selection committees debate over the finest of technicalities to justify the selection of the average, allowing anyone with sheen to get stuck and lost in the maze of criteria.
The second major difference between our universities and the western ones relates to the concept of teaching. We calculate teaching in terms of periods taken. The Radhakrishnan Commission had bemoaned the fact that our colleges work like higher secondary schools. More than six decades after the commission gave its report, life in our undergraduate colleges is just the same. The UGC demands 18 periods of teaching per week from an assistant professor. “Isn’t that reasonable?,” one might ask. Of course, it is, if you ignore what the word “teaching” means. The practice of calculating teachers’ daily work by counting the number of periods they stand beside the blackboard exposes the hollowness of our system and the concept of education. It also shows how little we have progressed since colonial days when accountability was tied to crude measures. How far Britain has moved away from the procedures it introduced in India long ago became apparent to me a year ago when I was invited to serve on a course evaluation committee in a British institute. After examining the course content, the recommended readings and the description of each lecture session taken through the year, the committee met groups of students from the previous three years. We also read the detailed feedback each student is required to give at the end of each course.
Our discussion with students and — separately — with their teachers was frank and detailed. We learnt how students assessed their teachers in terms of preparedness for each class, personal interest in the subject, the pedagogic strategies used to arouse interest, and not just regularity — which was, in fact, taken for granted. In India, we worry about attendance records to keep the student under pressure to attend classes that may be altogether devoid of intellectual stimulation. Despite attendance norms being stringent, there are classes without much attendance. There are also numerous cases of attendance without classes. An obsolete system of examination helps teachers who miss classes and make no effort to relate to students. There are many who take the number of periods required, but their classes have no soul or spark.
Concept of knowledge
The third critical difference between life in an Indian university and a university in the West arises out of the concept of knowledge embedded in the system. The crude measures our regulatory bodies such as the UGC apply in the name of accountability mask the epistemic sterility of the curriculum, the pedagogic process and examination. In the West, curriculum and pedagogy both follow the teacher’s own research interests. Even smaller universities with limited resources attempt to cultivate a research environment. Topics of research reflect the university’s concern for the social and natural world surrounding it. Research is seen as an inquiry to solve problems as well as to induct the young into a community of inquires. Keeping a record of hours spent on direct teaching becomes irrelevant in such a system, even in the case of undergraduate students. To keep their research interests alive and popular, senior professors engage with young undergraduates who bring fresh questions and perspectives to ongoing inquiries. In India, you stop teaching undergraduate classes as soon as you attain professorial status. Teaching and research are seen as two separate activities. While teaching is perceived as institutional work, research is viewed as a personal agenda for moving forward in one’s career. Not surprisingly, infrastructure and administrative procedures that might facilitate research do not exist. Obstacles do, and the teacher who makes the mistake of initiating a research project has to struggle all the way to its completion and the ritual of report submission to the funding agency. No one among colleagues or in the administration cares to know the findings, let alone their implications. Teaching goes on following the grooves of preset syllabi, like the needle boring into an old gramophone record.
The fourth critical difference lies in the library. In the West, even in the most ordinary universities, the library forms the centre of life, both for teachers and students. Librarians enjoy a high status as their contribution to academic life cuts across academic disciplines. They work closely with teachers and students in the various tasks involved in procurement of books and journals, keeping the library quiet and friendly, and ensuring speedy access. Our case is the opposite. The library exists on the margins of the classroom. In many universities, undergraduate students are not allowed to use the university library. Subscription to journals and magazines has dwindled over the years, and maintenance of past volumes is now seen as an obsolete practice because e-storage is available. We forget that the library is not merely a service; it is also a physical space whose ethos induces the young to learn the meaning of belonging to a community of scholars. Our reading rooms carry an unkempt, hapless look, with clanking ceiling fans and dog-eared books waiting to be removed. Book acquisition has been saturated with petty corruption and a crowd of spurious publishers has thrived on the outskirts of the academia.
These four critical differences are, of course, symptomatic of deeper problems entrenched in structures that govern higher education in India. Those who perceive all problems in financial terms miss the barren landscape of our campuses. Inadequacy of funds is, of course, worrisome, but it cannot explain the extent to which malice, jealousy and cussedness define the fabric of academic life in our country. There is a vast chasm that separates the Indian academia from society. Let alone the masses, even the urban middle class cares little for what goes on inside classrooms and laboratories.
The citizenry does not see higher education as an intellectual resource. Nor do political leaders. The only commonly understood purpose that the system of higher education serves is to alleviate — and keep under tolerable levels of discomfort — what the British economist, Ronald Dore, has called the ‘Diploma Disease’ in his 1976 classic on education in developing economies. Dore has explained why a country like ours will continue to lag behind the West in knowledge and technique so long as we keep using mark-sheets and certificates to screen the young for further education and employment. His insight that the valid goal of widening the pool of talent is defeated by bureaucratisation of selection continues to be pertinent across the colonised world.
Below story was shared with me on a forum and I felt I should share it with you all.
The Husband Who Was Too Shy To Look At His Wife (a moving story)
This story was recounted by Prof. Khalid Al-Jubeir, consulting cardiovascular surgeon, in one of his lectures:
Once I operated on a two and a half year old child. It was Tuesday, and on Wednesday the child was in good health. On Thursday at 11:15 am – and I’ll never forget the time because of the shock I experienced – one of the nurses informed me that the heart and breathing of the child had stopped. I hurried to the child and performed cardiac massage for 45 minutes and during that entire time the heart would not work.
Then, ALLAH decreed for the heart to resume function and we thanked HIM. I went to inform the child’s family about his condition. As you know, it is very difficult to inform the patient’s family about his condition when it’s bad. This is one of the most difficult situations a doctor is subjected to but it is necessary. So I looked for the child’s father whom I couldn’t find. Then I found his mother. I told her that the child’s cardiac arrest was due to bleeding in his throat; we don’t know the cause of this bleeding and fear that his brain is dead. So how do you think she responded? Did she cry? Did she blame me? No, nothing of the sort. Instead, she said “Alhamdulillah” (All Praise is due to ALLAH) and left me.
After 10 days, the child started moving. We thanked ALLAH and were happy that his brain condition was reasonable. After 12 days, the heart stopped again because of the same bleeding. We performed another cardiac massage for 45 minutes but this time his heart didn’t respond. I told his mother that there was no hope. So she said: “Alhamdulillah. O ALLAH, if there is good in his recovery, then cure him, O my Lord.”
With the grace of ALLAH, his heart started functioning again. He suffered six similar cardiac arrests till a trachea specialist was able to stop the bleeding and the heart started working properly. Now, three and a half months had passed and the child was recovering but did not move. Then just as he started moving, he was afflicted with a very large and strange pus-filled abscess in his head, the likes of which I had never seen. I informed his mother of the serious development. She said “Alhamdulillah” and left me.
We immediately turned him over to the surgical unit that deals with the brain and nervous system and they took over his treatment. Three weeks later, the boy recovered from this abscess but was still not moving. Two weeks pass and he suffers from a strange blood poisoning and his temperature reaches 41.2°C (106°F). I again informed his mother of the serious development and she said with patience and certainty: “Alhamdulillah. O ALLAH, if there is good in his recovery, then cure him.”
After seeing his mother who was with her child at Bed#5, I went to see another child at Bed#6. I found that child’s mother crying and screaming, “Doctor! Doctor! Do something! The boy’s temperature reached 37.6°C (99.68°F)! He’s going to die! He’s going to die!” I said with surprise, “Look at the mother of that child in Bed#5. Her child’s fever is over 41°C (106°F), yet she is patient and praises ALLAH.” So she replied: “That woman isn’t conscious and has no senses”. At that point, I remembered the great Hadith of the Prophet (Sallallaahu Alaihi Wa Sallam): “Blessed are the strangers.” Just two words… but indeed two words that shake a nation! In 23 years of hospital service, I have never seen the likes of this patient sister.
We continued to care for him. Now, six and a half months have passed and the boy finally came out of the recovery unit – not talking, not seeing, not hearing, not moving, not smiling, and with an open chest in which you can see his beating heart. The mother changed the dressing regularly and remained patient and hopeful. Do you know what happened after that? Before I inform you, what do you think are the prospects of a child who has passed through all these dangers, agonies, and diseases? And what do you expect this patient mother to do whose child is at the brink of the grave and who is unable to do anything except supplicate and beseech ALLAH? Do you know what happened two and a half months later? The boy was completely cured by the mercy of ALLAH and as a reward for this pious mother. He now races his mother with his feet as if nothing happened and he became sound and healthy as he was before.
The story doesn’t end here. This is not what moved me and brought tears to my eyes. What filled my eyes with tears is what follows:
One and a half years after the child left the hospital, one of the brothers from the Operations Unit informed me that a man, his wife and two children wanted to see me. I asked who they were and he replied that he didn’t know them. So I went to see them, and I found the parents of the same child whom I operated upon. He was now five years old and like a flower in good health – as if nothing happened to him. With them also was a four-month old newborn. I welcomed them kindly and then jokingly asked the father whether the newborn was the 13th or 14th child. He looked at me with an astonishing smile as if he pitied me. He then said, “This is the second child, and the child upon whom you operated is our first born, bestowed upon us after 17 years of infertility. And after being granted that child, he was afflicted with the conditions that you’ve seen.”
At hearing this, I couldn’t control myself and my eyes filled with tears. I then involuntarily grabbed the man by the arm, and pulling him to my room, asked him about his wife: “Who is this wife of yours who after 17 years of infertility has this much patience with all the fatal conditions that afflict her first born?! Her heart cannot be barren! It must be fertile with Imaan!”Do you know what he said? Listen carefully my dear brothers and sisters. He said, “I was married to this woman for 19 years and for all these years she has never missed the [late] night prayers except due to an authorized excuse. I have never witnessed her backbiting, gossiping, or lying. Whenever I leave home or return, she opens the door, supplicates for me, and receives me hospitably. And in everything she does, she demonstrates the utmost love, care, courtesy, and compassion.” The man completed by saying, “Indeed, doctor, because of all the noble manners and affection with which she treats me, I’m shy to lift up my eyes and look at her. So I said to him: “And the likes of her truly deserve that from you.”