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An intolerant educational system made me indifferent to the death of non-Muslims

Leviza, where did you study?



Do all students come out the same? Certainly they also taught in my school never to lie and procrastinate, yet certainly some of us do it. You can clearly come out and say that no intolerance is taught in schools and then he can present evidence etc and conclude. But picking on the authors reaction to what was taught and then comparing with your own is not addressing the issue.
The thought did occur to me. I don't always post articles because I agree with or believe in them; I often post because I want Pakistanis' response to them. I'm not saying Soofi's account is phony; but do you agree with me that it would be stronger and more believable if he told readers exactly where he went to school and how he managed to overcome his "intolerant education"?
The target audience are from the same country, the effect on you of shock and surprise doesn't apply to those whom it's talking about, rather the Pakistani audience will feel offended by the clear attempt to embarras them using a below the belt hit in the form of an anecdote. I was also pretty young during 9/11, I do not remember any dancing or celebrating or anyone even mention 'kafir' lives. If that was true then we won't send so many UN missions to save 'kafir' lives. No one falls for that desensitising bs.
BUT if you want to read an actual neutral account of a westerner who happened to be in Pakistan during 9/11 I suggest the book "Three cups of tea" (it's on amazon if you're interested). You'll be surprised, although in a completely different way as this article.
 
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But I heard from a reliable source that you refused to shake hands with a Kashmiri Lahoriya because you thought - we - are Untouchables ! :cray:

How intolerant could you be ? :angry:

You're just like @Marshmallow in this regard - She even had me gagged, tied to a car & then dragged till the flesh on my back smelled like Tikka Kebab ! Thankfully we Kashmiris of Lahore are gifted with Super-Human-Healing Powers & so I survived ! :smokin:

I was even going to fight @Marshmallow for that but too bad she was wearing a wig that day & so I thought she was actually a woman & we don't hit women ! :unsure:
:angry::angry: ik pari na tu:disagree:
 
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Was this the same education system in Pakistan that made American soldiers celebrate, pee on dead, play soccer with their chopped off heads and humiliate innocent human in Iraq. I can produce so many videos about it... I know your answer would be that US soldiers were in the revenge mode -
Wrong. What you missed - possibly deliberately - was the response of American society to such deeds: condemnation. And the military justice system response: prosecution. Such acts (never heard about the chopped heads bit, btw) are exceptions in violation of norms and accepted practise. It's not like Pakistan where soldiers in 1971 were ordered to commit mass murder and rape and nobody got punished for it afterward (rather, Z.A.B. held the incriminating threads in his hands to bend the soldiery to his will) or 26/11 where Pakistan first denied everything, then demanded that only evidence gathered by foreigners could be used.

...same could be said about Muslim kids in Pakistan who are revengeful after seeing so many atrocities committed by US soldiers or at least helping Israel do it against Palestinians.
I know that many claims of U.S. or Israeli "atrocities" are completely false or out of context. So should you. Where is the Pakistani willing to denounce any falsehood condemning Israel, no matter how wild? Nowhere. Why is that? Because your ancestors picked the "Arab" side of the issue in toto, without any moral reservations, and Pakistanis like yourself decide to stick to it.

You should know how hate is fueled so why not stop doing things that will make one religion, a group or a nationality hate other religion, group or nationals.
The OP points out that this is what Pakistan needs to stop doing. If you're referring to my increasing your awareness of these issues - does deliberate ignorance really make things better? In my college discussions the Jews and Christians thought frank honesty the best policy but an Indian Muslim claimed that fibbing to one's children was justified to maintain family pride. Do you agree? Do you think that's worked well for you?

I was also pretty young during 9/11, I do not remember any dancing or celebrating or anyone even mention 'kafir' lives. If that was true then we won't send so many UN missions to save 'kafir' lives. No one falls for that desensitising bs.
Are you sure? What were your feelings when you heard the widely-circulated story (originated by the Saudi intelligence minister, as near as I could tell) that 5,000 Jews had escaped injury on 9/11 because they had advance notice of the attacks?
 
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Are you sure? What were your feelings when you heard the widely-circulated story (originated by the Saudi intelligence minister, as near as I could tell) that 5,000 Jews had escaped injury on 9/11 because they had advance notice of the attacks?
I have no idea about that 5,000 jews thing, tbh I didn't even know what jews were. About the dancing, I'm sure as far as my neighborhood is concerened, it's a rather quiet place with friendly people and honestly you'd be an outcast if you were 'dancing'. This 'dancing' thing you imagine comes from the stereotype of wild illetrate semi-retarded 'brown' hairy men who celebrate like barbarians that you have about us. Honestly we are people just like yourself, and dancing on the streets is pretty much the same in terms of weirdness as anywhere else. I'm not trying to make you feel bad or anything, it's just what you've been told to imagine.
 
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About the dancing, I'm sure as far as my neighborhood is concerened, it's a rather quiet place with friendly people and honestly you'd be an outcast if you were 'dancing'. This 'dancing' thing you imagine comes from the stereotype -
Dancing on 9/11 discussion: link
 
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An intolerant educational system made me indifferent to the death of non-Muslims
By Bakhtawar Bilal Soofi Published: November 23, 2013

19446-slumreuter-1385189495-117-640x480.jpg

For a better future for our children we must attach monumental significance to the task of reforming our educational system. Otherwise, we will just be raising fanatical individuals who have no value for human life. PHOTO: Reuters

19446-Studentcover-1385198700-572-160x120.jpg
19446-slumreuter-1385189495-117-160x120.jpg

As the Twin Towers came crashing down in New York City on September 11, 2001 an eight-year-old boy remained unmoved some 7,000 miles away in Lahore as the horrifying images unfolded before him. The boy then, descended into a mode of celebration upon discovering that the towers were in ‘non-Pakistani’ territory and that a significant majority of the dead were non-Muslims.

This boy was no suicide bomber in the making. He was not the product of an extremist madrassa nor was he the son of a jihad veteran. In fact, this was a boy who was being educated at one of the finest institutions this country had to offer. Yet, the boy had failed to appreciate the value of human life.

He was insensitive to the deaths of more than 2,000 people. What is more alarming is that at the tender age of eight, this boy had justified his delight by distinguishing between the life of a Muslim and a non-Muslim.

As much as I hate to admit it, I was this boy.

In retrospect, I question why I showed such insensitivity to the events around me.

On what basis had I come to believe that the value of the life of a Jew or Christian was less than that of a Muslim?

How did I develop this extremely bi-polar perception of an ‘angelic’ East leading a crusade against the ‘demonic’ West?

After some pondering, I realised that my response to the events of 9/11 points towards an educational system that is deeply flawed, particularly the content of our textbooks. The factual inaccuracies, historical inconsistencies and the inherent bias that permeates these books has been criticised on numerous occasions – the most prominent being The Murder of History by KK Aziz.

However, beneath the veil of this customary disapproval lies a subtle but grave problem that still goes unnoticed. This problem is primarily two-sided. The first side is concerned with our treatment of the two identities that any Pakistani holds dear, that is, their nationality and religion, while the second arises from the content of our textbooks.

Think about it – Islam and Pakistan have always been portrayed as products of persistent persecution. Textbooks on Islamiat repeatedly drive the point home that Islam faced significant oppression before attaining the global status that it has today. Similarly, our history schoolbooks constantly highlight the cruelty faced by the Muslims of British India before acquiring the independent state of Pakistan.

It is not difficult to understand then, why this theme of persecution and oppression adopts such a paramount status in our treatment of Islam and Pakistan. Consequently, this breeds an instinctive feeling of vengeance against all those who fall outside the boundaries of Islam and Pakistan. Hence, children are subconsciously taught to view the people of this world through a binary lens – one is either a Muslim or a non-Muslim; a Pakistani or a non-Pakistani.

The second problem is concerned with the content of our textbooks. Books in both, Urdu and English are infused with tales that shed light on the lives of our national heroes. However, the irony is that while we have packed our textbooks with the bravery of Rashid Minhas and the valour of M M Alam, we have ignored the compassion of Abdul Sattar Edhi and the accomplishments of Dr Abdus Salam. Intentionally or unintentionally, through our textbooks we have placed the traits of courage, bravery and valour on a higher pedestal than the traits of honesty, compassion and skill.

Unfortunately, this is the reflection of an educational system that contributes to the glorification of war at the expense of humanity.

In no way am I trying to suggest that Islamic and Pakistani history should be eliminated from our curriculum, and neither do I intend any disrespect towards our soldiers who have sacrificed their lives for the security of our homeland. I do, however, propose the adoption of a more balanced and refined approach towards teaching these subjects.

Where we celebrate a war hero, we must also celebrate a hero of science. Where we honour the bravery of an officer, we must also honour the compassion of a philanthropist. Where we recall the sacrifices of our Prophet (pbuh), we must also recall the sacrifices of Jesus.

Of course, such parity would require a shift in the very foundation of our educational system from psychological programming to a more open, pluralistic mode of critical thinking which is based on logic and reason. There is no doubt in my mind that unless we shift these foundations, we will not succeed in removing the ever-present ‘conspiracy theory’ syndrome as an explanation for all evil.

I grew up in a Pakistan where there was at least some sanctity of life and yet, I failed to recognise the intrinsic value of human life. I now fear the response of the next generation who unfortunately, have opened their eyes to a world of terror; a world where human life has been stripped of its very value and sanctity.

Thus, it is for the want of a better future for our children, that we must attach monumental significance to the task of reforming our educational system and waste no time in changing it. Otherwise, we will just be raising insensitive, fanatical and closed-minded individuals who have no value for human life.

And we will have only ourselves to blame.

1766.jpg

Bakhtawar Bilal Soofi
A student of law at the School of Oriental and African Studies (SOAS), he tweets as @bbsoofi (twitter.com/bbsoofi)

How can an eight year old boy even understand what is happening and why is it happening and who is making it happen, and that he is dancing to what ??

I wonder why our guys once gone abroad for studies become sell outs.

Pathetic are such people who for just some money / green card / residency sell out their own motherland and create such terrible images of Islam / their own country.

And for astonishing is, he is sitting in countries which regard themselves the developed nations / most civilized of all among us, but their people are unaware of the millions who have been killed by their own governments who call themselves the leaders of democracy / the developed industrialized nations.

I think its their own education and moral systems which need up gradation, since its their money and their governments who have killed millions and are indifferent to the deaths of human beings, be them muslims or others.
 
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How can an eight year old boy even understand what is happening and why is it happening and who is making it happen, and that he is dancing to what ??
He has memory of events and his own emotions. Understanding can come later.

I wonder why our guys once gone abroad for studies become sell outs.
Maybe because they become aware of the sh!t crammed into their minds at home and reject it?

Pathetic are such people who for just some money / green card / residency sell out their own motherland and create such terrible images of Islam / their own country.
Perhaps they feel (like you, if I recall correctly) they can't change their country for the better from inside. So they figure they have a better chance to work for change from outside.

I think its their own education and moral systems which need up gradation, since its their money and their governments who have killed millions and are indifferent to the deaths of human beings, be them muslims or others.
It is indeed the moral systems that differ between countries like the U.S. and Pakistan. For example, Pakistanis claim that the death in of even one innocent in the proximity of a terrorist by drone strike is murder. That's not what international law says. Similarly, when confronted with the question of what to do when an innocent is held hostage by criminals most Pakistanis will not answer and those that do may say negotiate or even surrender. How surrender can be an option when the criminal is intent on murder in the name of G-d is still an issue many Pakistanis (not just supporters of Imran Khan) don't want to face.
 
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For example, Pakistanis claim that the death in of even one innocent in the proximity of a terrorist by drone strike is murder. That's not what international law says.

Solomon open a new thread regarding the legal position of Drone Attacks ..... and tag me .... these are illegal even by American Law ....
 
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One only has to read the depressing responses that people left on threads that I opened about Ahmadi killings on PDF to see this tale of intolerance in action. If you say PDF comments are not true enough, then I also know that when ahmadis died in Lahore attacks, people few streets away were giving out Sweets.

I am not saying majority of Pakistanis behave this way however, I have found the majority of Pakistanis more tolerant (at least the ones I've met in England).
 
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One only has to read the depressing responses that people left on threads that I opened about Ahmadi killings on PDF to see this tale of intolerance in action. If you say PDF comments are not true enough, then I also know that when ahmadis died in Lahore attacks, people few streets away were giving out Sweets.

I am not saying majority of Pakistanis behave this way however, I have found the majority of Pakistanis more tolerant (at least the ones I've met in England).

There is differences in understanding, practicing and whatnot about religion but that should not come in the way of humanity sadly, politics blurs the links to humanity!
 
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Solomon open a new thread regarding the legal position of Drone Attacks ..... and tag me .... these are illegal even by American Law ....
No need, I think. Check out the "war against drones" section.

Oh, I'm aware that the argument "drones are illegal by American law" has resurfaced. That's a lie: authorization for military operations in the Afpak theatre was authorized by the post-9/11 resolutions of Congress and even if the CIA runs the drones as long as the military is in the room when the decision is made to attack the attack is legal under U.S. law. Military lawyers crawl over just about everything the military does; a number of them travel worldwide to make sure proper procedures stick.

One source of misinformation are lies propagated by Pakistani-born junior law professor and Dawn columnist Waris Husain, who in a Nov 2nd tweeted, "I will take intellectual dishonesty over justifying lawless state sanctioned murder of black and brown folk" to defend himself against criticism. Since lawlessness is what he was trying to prove in the first place, you can see that he is engaged in the sort of facetious circular logic hate-mongers all-too-often use to justify their immorality.
 
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I think it is a cheap excuse that he danced on 9/11 because his school book was bad.

Like my dog ate my homework. No one should buy it. No one!

Moral values, and other stuff that shows human decency is learned from parents and reinforced by society in general.

Schools or text books just play a small part, very small part.


Those who say schools should be reformed may have a point to some extent.

But we should not use schools as communist style indoctrination gulags to push students one way or the other.

In every society there are leftists/socialists, and the pro-free market groups.

Instead of saying why such and such group says that, it is better to pick your favorite group and support it with whatever means you got.

No crying and moaning and groaning. Just work!

peace

p.s. Let the law and order situation not be used for scoring political points. Just support Pak military and police officers. Let them do their job with full political support. popular support and massive support. If the support is not there, then work on it, no moaning, groaning, crying girly style.
 
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logo.gif
An intolerant educational system made me indifferent to the death of non-Muslims
By Bakhtawar Bilal Soofi Published: November 23, 2013

19446-slumreuter-1385189495-117-640x480.jpg

For a better future for our children we must attach monumental significance to the task of reforming our educational system. Otherwise, we will just be raising fanatical individuals who have no value for human life. PHOTO: Reuters

19446-Studentcover-1385198700-572-160x120.jpg
19446-slumreuter-1385189495-117-160x120.jpg

As the Twin Towers came crashing down in New York City on September 11, 2001 an eight-year-old boy remained unmoved some 7,000 miles away in Lahore as the horrifying images unfolded before him. The boy then, descended into a mode of celebration upon discovering that the towers were in ‘non-Pakistani’ territory and that a significant majority of the dead were non-Muslims.

This boy was no suicide bomber in the making. He was not the product of an extremist madrassa nor was he the son of a jihad veteran. In fact, this was a boy who was being educated at one of the finest institutions this country had to offer. Yet, the boy had failed to appreciate the value of human life.

He was insensitive to the deaths of more than 2,000 people. What is more alarming is that at the tender age of eight, this boy had justified his delight by distinguishing between the life of a Muslim and a non-Muslim.

As much as I hate to admit it, I was this boy.

In retrospect, I question why I showed such insensitivity to the events around me.

On what basis had I come to believe that the value of the life of a Jew or Christian was less than that of a Muslim?

How did I develop this extremely bi-polar perception of an ‘angelic’ East leading a crusade against the ‘demonic’ West?

After some pondering, I realised that my response to the events of 9/11 points towards an educational system that is deeply flawed, particularly the content of our textbooks. The factual inaccuracies, historical inconsistencies and the inherent bias that permeates these books has been criticised on numerous occasions – the most prominent being The Murder of History by KK Aziz.

However, beneath the veil of this customary disapproval lies a subtle but grave problem that still goes unnoticed. This problem is primarily two-sided. The first side is concerned with our treatment of the two identities that any Pakistani holds dear, that is, their nationality and religion, while the second arises from the content of our textbooks.

Think about it – Islam and Pakistan have always been portrayed as products of persistent persecution. Textbooks on Islamiat repeatedly drive the point home that Islam faced significant oppression before attaining the global status that it has today. Similarly, our history schoolbooks constantly highlight the cruelty faced by the Muslims of British India before acquiring the independent state of Pakistan.

It is not difficult to understand then, why this theme of persecution and oppression adopts such a paramount status in our treatment of Islam and Pakistan. Consequently, this breeds an instinctive feeling of vengeance against all those who fall outside the boundaries of Islam and Pakistan. Hence, children are subconsciously taught to view the people of this world through a binary lens – one is either a Muslim or a non-Muslim; a Pakistani or a non-Pakistani.

The second problem is concerned with the content of our textbooks. Books in both, Urdu and English are infused with tales that shed light on the lives of our national heroes. However, the irony is that while we have packed our textbooks with the bravery of Rashid Minhas and the valour of M M Alam, we have ignored the compassion of Abdul Sattar Edhi and the accomplishments of Dr Abdus Salam. Intentionally or unintentionally, through our textbooks we have placed the traits of courage, bravery and valour on a higher pedestal than the traits of honesty, compassion and skill.

Unfortunately, this is the reflection of an educational system that contributes to the glorification of war at the expense of humanity.

In no way am I trying to suggest that Islamic and Pakistani history should be eliminated from our curriculum, and neither do I intend any disrespect towards our soldiers who have sacrificed their lives for the security of our homeland. I do, however, propose the adoption of a more balanced and refined approach towards teaching these subjects.

Where we celebrate a war hero, we must also celebrate a hero of science. Where we honour the bravery of an officer, we must also honour the compassion of a philanthropist. Where we recall the sacrifices of our Prophet (pbuh), we must also recall the sacrifices of Jesus.

Of course, such parity would require a shift in the very foundation of our educational system from psychological programming to a more open, pluralistic mode of critical thinking which is based on logic and reason. There is no doubt in my mind that unless we shift these foundations, we will not succeed in removing the ever-present ‘conspiracy theory’ syndrome as an explanation for all evil.

I grew up in a Pakistan where there was at least some sanctity of life and yet, I failed to recognise the intrinsic value of human life. I now fear the response of the next generation who unfortunately, have opened their eyes to a world of terror; a world where human life has been stripped of its very value and sanctity.

Thus, it is for the want of a better future for our children, that we must attach monumental significance to the task of reforming our educational system and waste no time in changing it. Otherwise, we will just be raising insensitive, fanatical and closed-minded individuals who have no value for human life.

And we will have only ourselves to blame.

1766.jpg

Bakhtawar Bilal Soofi
A student of law at the School of Oriental and African Studies (SOAS), he tweets as @bbsoofi (twitter.com/bbsoofi)
logo.gif
An intolerant educational system made me indifferent to the death of non-Muslims
By Bakhtawar Bilal Soofi Published: November 23, 2013

19446-slumreuter-1385189495-117-640x480.jpg

For a better future for our children we must attach monumental significance to the task of reforming our educational system. Otherwise, we will just be raising fanatical individuals who have no value for human life. PHOTO: Reuters

19446-Studentcover-1385198700-572-160x120.jpg
19446-slumreuter-1385189495-117-160x120.jpg

As the Twin Towers came crashing down in New York City on September 11, 2001 an eight-year-old boy remained unmoved some 7,000 miles away in Lahore as the horrifying images unfolded before him. The boy then, descended into a mode of celebration upon discovering that the towers were in ‘non-Pakistani’ territory and that a significant majority of the dead were non-Muslims.

This boy was no suicide bomber in the making. He was not the product of an extremist madrassa nor was he the son of a jihad veteran. In fact, this was a boy who was being educated at one of the finest institutions this country had to offer. Yet, the boy had failed to appreciate the value of human life.

He was insensitive to the deaths of more than 2,000 people. What is more alarming is that at the tender age of eight, this boy had justified his delight by distinguishing between the life of a Muslim and a non-Muslim.

As much as I hate to admit it, I was this boy.

In retrospect, I question why I showed such insensitivity to the events around me.

On what basis had I come to believe that the value of the life of a Jew or Christian was less than that of a Muslim?

How did I develop this extremely bi-polar perception of an ‘angelic’ East leading a crusade against the ‘demonic’ West?

After some pondering, I realised that my response to the events of 9/11 points towards an educational system that is deeply flawed, particularly the content of our textbooks. The factual inaccuracies, historical inconsistencies and the inherent bias that permeates these books has been criticised on numerous occasions – the most prominent being The Murder of History by KK Aziz.

However, beneath the veil of this customary disapproval lies a subtle but grave problem that still goes unnoticed. This problem is primarily two-sided. The first side is concerned with our treatment of the two identities that any Pakistani holds dear, that is, their nationality and religion, while the second arises from the content of our textbooks.

Think about it – Islam and Pakistan have always been portrayed as products of persistent persecution. Textbooks on Islamiat repeatedly drive the point home that Islam faced significant oppression before attaining the global status that it has today. Similarly, our history schoolbooks constantly highlight the cruelty faced by the Muslims of British India before acquiring the independent state of Pakistan.

It is not difficult to understand then, why this theme of persecution and oppression adopts such a paramount status in our treatment of Islam and Pakistan. Consequently, this breeds an instinctive feeling of vengeance against all those who fall outside the boundaries of Islam and Pakistan. Hence, children are subconsciously taught to view the people of this world through a binary lens – one is either a Muslim or a non-Muslim; a Pakistani or a non-Pakistani.

The second problem is concerned with the content of our textbooks. Books in both, Urdu and English are infused with tales that shed light on the lives of our national heroes. However, the irony is that while we have packed our textbooks with the bravery of Rashid Minhas and the valour of M M Alam, we have ignored the compassion of Abdul Sattar Edhi and the accomplishments of Dr Abdus Salam. Intentionally or unintentionally, through our textbooks we have placed the traits of courage, bravery and valour on a higher pedestal than the traits of honesty, compassion and skill.

Unfortunately, this is the reflection of an educational system that contributes to the glorification of war at the expense of humanity.

In no way am I trying to suggest that Islamic and Pakistani history should be eliminated from our curriculum, and neither do I intend any disrespect towards our soldiers who have sacrificed their lives for the security of our homeland. I do, however, propose the adoption of a more balanced and refined approach towards teaching these subjects.

Where we celebrate a war hero, we must also celebrate a hero of science. Where we honour the bravery of an officer, we must also honour the compassion of a philanthropist. Where we recall the sacrifices of our Prophet (pbuh), we must also recall the sacrifices of Jesus.

Of course, such parity would require a shift in the very foundation of our educational system from psychological programming to a more open, pluralistic mode of critical thinking which is based on logic and reason. There is no doubt in my mind that unless we shift these foundations, we will not succeed in removing the ever-present ‘conspiracy theory’ syndrome as an explanation for all evil.

I grew up in a Pakistan where there was at least some sanctity of life and yet, I failed to recognise the intrinsic value of human life. I now fear the response of the next generation who unfortunately, have opened their eyes to a world of terror; a world where human life has been stripped of its very value and sanctity.

Thus, it is for the want of a better future for our children, that we must attach monumental significance to the task of reforming our educational system and waste no time in changing it. Otherwise, we will just be raising insensitive, fanatical and closed-minded individuals who have no value for human life.

And we will have only ourselves to blame.

1766.jpg

Bakhtawar Bilal Soofi
A student of law at the School of Oriental and African Studies (SOAS), he tweets as @bbsoofi (twitter.com/bbsoofi)

Already thanked you. One of the most introspective and on-the-money posts that we all non-muslims suspected but could never "prove." Because nobody had the courage to admit. Although I have several real life examples of folks like Bakhtawar who have admitted it to me and my friends but you cannot use it as a proof when discussing with other muslims. Deep down I believe muslims will relate to this. But wont be surprised uif you are flamed on this one, sir! By your fellow muslims.

And this guy is caring more about people dead on 9.11 but not about the dead people in Iraq/Afghanistan/Pakistan as they were muslims??

what a brain washed guy he is ...

One must understand that innocent people killing is not justified in any form. any one doing it is wrong, USA is also doing it in Iraq, Afghanistan and Pakistan... Please write a blog post for that innocent killings as well or do you think they are not humans as they are not Americans?
Not surprised at all! A mealy mouthed insincere response that makes other non-muslims even MORE suspicious

So @Aamna14 @Marshmallow @Secur @HRK @S.U.R.B. - I gather that you guys, like myself, went through the same 'System' - Did they teach us something different if we never were the boys or girls who 'then, descended into a mode of celebration upon discovering that the towers were in ‘non-Pakistani’ territory and that a significant majority of the dead were non-Muslims.' on 9'11 ! :unsure:
Congratulations. But don't give credit to Pakistani education system. May I say you are alright INSPITE of the educations system back home. Kudos
 
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I love the essay in OP.

But it falls short in one specific way.

It doesn't show (perhaps it can not) that Americans are this way because there is no war and persecution in the story that describes founding of another country say America, or china, India, S Korea, Iran, Israel etc.

Would you all accept it on mere face value if someone stated that Mother Theresa was the founding mom of France so that's why French people are so soft spoken and easy going?


The issue with such essays is that it takes one item, and tries to prove things as if they are statiscally proven facts.

But they are not.

These are all assumptions that sounds right, but no contrasting study is provided to change theory from just an idea to relatively firm grounds.
 
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