March 23, 2009

How do you say "jihad" in Hebrew?

Over the course of the last month, since attending a teach-in about the war on Gaza at the University of Pennsylvania, I have followed with growing horror news accounts of the circumstances under which some members of the Israeli military killed Palestinian civilians. The question that has haunted me is this: How do you raise children in an ethical and moral tradition inspired by belief in a compassionate God, and then send them out at the age of 18 to kill their neighbors on God's behalf? We know that the Christian Crusaders in the Middle Ages, like young Americans North and South during our own Civil War, marched into battle convinced that God was on their side and that religion compelled them to act as they did. We have also heard a great deal in the last decade about the ways the term "jihad," based on the Islamic concept of a spiritual struggle to be close to God and a physical struggle to defend one's religious community from attack, has been turned by radical Muslim preachers into an admonition to kill noncombatants. We now learn that the chief Rabbi of the IDF -- as well as the religious leaders of a number of theological schools supplying soldiers to the Israeli forces -- admonished the troops in Gaza to think of the Palestinians residing there as deserving the same treatment accorded the biblical inhabitants of the lands promised by God to the children of Moses: the Canaanites, the Philistines, the Amalekites. In the latter case, we learn from numerous references in the Old Testament, King David's forces were told not merely to defeat Amalek but to exterminate his people. According to recent news reports in The Jerusalem Post, Haaretz, and The New York Times, some Israeli forces were not only admonished to consider the example of the fate of Amalek as they dealt with the citizens of Gaza, but also to bear specifically in mind their duty not to show mercy:

Those who oppose the religious right have been especially concerned about the influence of the military’s chief rabbi, Brig. Gen. Avichai Rontzki, who is himself a West Bank settler and who was very active during the war, spending most of it in the company of the troops in the field.

He took a quotation from a classical Hebrew text and turned it into a slogan during the war: “He who is merciful to the cruel will end up being cruel to the merciful.” A controversy then arose when a booklet handed out to soldiers was found to contain a rabbinical edict against showing the enemy mercy. The Defense Ministry reprimanded the rabbi. At the time, in January, Avshalom Vilan, then a leftist member of Parliament, accused the rabbi of having “turned the Israeli military’s activity from fighting out of necessity into a holy war.” (Retrieved from The New York Times, March 22, 2009)

This Quaker's plea to the "people of the book," Jews, Christians, and Muslims is that we rise up as one in our churches and mosques and synagogues and say to these false preachers "Not in the name of the God we worship. Not in the name of the Merciful One extolled for all these centuries in our sacred books. Not in the name of our ancestors who have died in wars of religious oppression. Not by our faith that our children can live in a world free of pious murder."

May 14, 2008

Voices of Youth ... Classrooms in Cyberspace (asswat shabab ... al-9ism ad-dirasiya fi-wa9t al-internet)

From May 5 to May 8 I traveled to northeastern Morocco under the sponsorship of the Public Affairs section of the U.S. Embassy in Rabat.  I spoke to young Moroccans at the “American Corner” in Oujda, at the “Dar Shabab” (Youth Center) in Chefchaouen, and at the Teacher Training College in Tetouan.  My announced title for the first two talks was “Blogging and Podcasting,” and in the third I spoke more explicitly about the role of teachers, building on my 1990s remarks concerning “Classrooms in Cyberspace.” I recorded large portions of each of these talks and have uploaded them to the podcast site www.stetsonville.com. In these talks I followed the same routine as during my Fulbright year in the mid 90s: I introduced myself in colloquial Moroccan (darija), explaining how I studied this distinctive dialect of Arabic at the University of Michigan in the 1960s and became fluent in it during doctoral thesis research in Sidi Kacem Zawiya. Since there is considerable overlap among these three talks, I have added links to each below, in the order in which they were delivered. I realize that my intended audience includes mostly people will find this English introduction daunting, so I intend to add a brief description of what is here in transliterated Moroccan Arabic, as well as a link to Google Français.

The links below illustrate the topics of which I spoke and the resources to which I referred my young listeners. I invite comments on these remarks both from those who heard them and from those who have thoughts about the topics covered: the politics of language and code-switching, the disaffection of youth both in Morocco and in the U.S. from traditional over-30 politics, and the uncertain progress in classrooms around the world in using new information technologies effectively.

darija audio: Oujda, Chefchaouen, Tetouan Part 1, Part 2, Part 3 RSS Podcast Feed

April 29, 2008

Finding, blogging, and podcasting your voice

I spoke this afternoon at the National Institute for Youth and Democracy (INJD) in Rabat on "the role of blogs in marketing elections." I used this draft set of notes as an example of my own blogging, and I promised to append a link to my recorded remarks later. Here it is:
Excerpted audio in Moroccan darija.

Talking points:

  • Youthful disaffection with conventional parties and candidates in the U.S. and in Morocco; examples from polls, from conventional media, and from popular culture
  • Youthful articulation of political views by means of new information technologies in the U.S. and in Morocco; examples from blogs, from conventional media broadcasts, and from Youtube
  • Reaching the powers that be and affecting the outcome of elections, laws, and policy implementation in the U.S. and in Morocco

Links mentioned:


October 05, 2007

Bladi Blad

My young friend  Yassine and I have been discussing Moroccan hip-hop music for the last couple of years. This summer he and I have exchanged e-mail, mostly written in "3aransiya" (transliterated Moroccan colloquial Arabic, darija) and have sent each other several audio messages. I hope we can edit these conversations and link them from my podcast site, so others may hear how we have been trying to work across boundaries of language and geography with some of the best of recent Moroccan hip-hop. At my suggestion, Yassine and I  have been focusing in particular on "Bladi Blad," one of the cuts from Moroccan rapper Bigg's latest album, Mgharba Tal Moute ("Moroccans Until Death"). I hope to provide a readable text in 3aransiya with clarifying links to people and issues mentioned in the lyrics, and then to work with Yassine and other Moroccan friends on an English translation. If others are interested in this topic (I noticed that one of the YouTube links to a performance of the song has had a quarter of a million viewings), we can discuss favorite lyrics and how they affect us as we listen to the song. Then perhaps we can move on to other Moroccan examples.

I'm 64, Yassine is 15. For us older folks, one of the pleasures of Moroccan hip-hop is its appreciative references to the best of 1980s Mproccan rock and popular music, and in particular to Nass El Ghiwane. Let's compare the Ghiwane and the Bigg, the 1980s and the post-9/11 scenes. What do, for example, the widely varied comments on YouTube and in blogs tell us about the ways darija-speakers understand Moroccan rap culture?

Here are some useful links:

Bladi Blad YouTube music videos with

and

May 03, 2007

Jeunes Marocains et Nouveaux Médias

Cac0705_ext This afternoon at 4:30 GMT is the roundtable introduction of "Voices of Youth,"  a podcasting project for young Moroccan sponsored by Tanmia, described (Google translation from the French) as "a  Moroccan Internet portal intended to reinforce the capacity of Moroccan associations thanks to the use of communication and information technologies" (Arabic, Google English). I will join the discussion and plan to speak briefly (in colloquial Arabic) about my own interest as a cultural psychologist in Moroccan youth, popular media, and the Internet. It will be useful to me -- and may be to others -- to have at hand the resources I plan to mention:

March 19, 2007

What I didn't hear from the candidates

Aljazeera2 Haverford's picked a new president, and I think we got a fine one. I attended the sessions with faculty and with an advisory committee. Even as I admired the search committee's choice of all three finalists, each an exemplar of things Haverford wants and needs to be, I realized I had other concerns for the next iteration of Haverford College.
What I didn’t hear, from the presidential candidates, is why it matters so much right now, how Haverford College does its job. Why should we worry? We’ve never been richer, never been better in ranking and recognizability. Why shouldn’t we continue to get better in ranking and recognizability, building our faculty and honing our classes in what will long remain the best way to educate the young – a traditional highly selective liberal arts college. That’s how things can look from inside the bubble, the Haverbubble that’s been bruited on campus for years. But friends, we’re getting long-distance calls from our Peace and Global Citizenship interns, and there are lasers in the jungle
We’re in some trouble, folks -- culturally/politically/spiritually. I mean us good guys: the educated sane people who are watching all we value put at risk, so that we fear for the earth and for those we love. If we believed what we’ve been saying about our educational mission we’d be more deeply reflective concerning our “research” and our “teaching,” and we’d be talking about how that leading and serving was changing the world. How badly does the world need sane, smart, humane citizens and leaders? How can we not be in constant dialogue about how to do faculty-student collaboration better, about how to truly imbue with better teaching for life in 21st century? And is talking enough? Do we matter, in a world falling apart?
We have an Internet extending to the most surprising places. We have search engines, email, highly immersive role-playing on Warcraft and SecondLife. Our students can listen to any music in the world, and talk with the creators and fans, if they have the curiosity, the language tools, the travel opportunities. Where’s this Facebook/MySpace mashup youth culture headed? How much longer will they choose to communicate with us, if we don’t get our act together?

November 12, 2006

9/11, Gaza, Beirut, Fallujah

At the end of August, I emailed to an American friend Israeli writer Amira Haas's Haaretz piece "Can you really not see?" I also forwarded an ironic email from a Belgian/Moroccan friend pointing to an apparently serious proposal on the Jerusalem Summit wesite for a "humanitarian solution" to the Palestinian problem by disbanding UNWRA and causing all Palestinians to emigrate. This is a delayed attempt to reply to both friends, -- amidst the emotions of the summer's violence in Lebanon, Gaza, and Iraq -- with a plea from both mind and heart.

Reason and sympathy. The crux of the argument that I wanted to make to my first friend's email is that understanding the violence we read about from day to day requires both reason and empathy. He and I look similar on a little political orientation measure because we both value reason. We understand that the current political system offers poor candidates, deceptively described, who are elected into jobs where they serve not the general good but various special interests. We would both like a more open system in which the best of available information is brought to bear on each important decision, and policies are honestly assessed with respect to their consequences. There's something else at issue, though, when we try to understand the difference between, say, Americans' reactions to a picture or news story of a suicide bomb attack in which Israeli children have been killed, and a story about Palestinian or Lebenese children's deaths as a result of Israeli bombing – or Iraqi deaths as a result of an American attack. I don't want to oversimplify an important matter, and I suspect there are multiple reasons for responding differently to these two images – (and of course there are many people who find both images bring sadness, anger, and a resolve to try to work for peace.

Generally, though, for Americans there is an "empathy gap" in the typical ways we respond to Israeli/Jewish and to Arab/Muslim suffering, and it is related to the much greater likelihood that we in America will know people who are like the people victimized in terrorist assaults on Israelis than we will people who are like the people victimized in terrorist assaults on Arabs – and, as you know, I use the word “terrorist” to describe attacks on civilians designed or certain to cause terror, whether the destruction is brought by someone boarding a bus with a basket bomb or piloting an aircraft loaded with cluster bombs.

I’ve been brooding about the way personal experience shapes, and sometimes derails, the discussions we’ve been having with American friends. Susan and I know a good deal about Morocco, the Arab world, and Islam at a factual level, but when you push us we always seem to revert to telling stories about people we know, friends from Sidi Kacem or Rabat or Taroudant. Our readiness to do that is a natural result of the fact that we have known our close Moroccan friends for as long as most of our close American ones. It means, however, that we often seem to forget the larger point being discussed and to try to make folks with no first hand experience of that part of the world and with very little empathy-producing exposure to fiction and film about it understand 40 years' worth of such personal moments – moments in which we knew that our Moroccan friend was as smart, as sane, as humane as anyone we talk to at home. So obvious, but painfully hard to get across in the face of the spin our media and leaders put on Middle East events.

The URL that my Moroccan-Belgian friend had pointed me to was, of course, sent ironically by him. The "solution" proposed by the Zionist think tank is structured like a plausible argument, and seems to advance by reasonable claims based on its own statements of fact (e.g., that the Palestinians reject every opportunity for peace and fail repeatedly to establish democratic self-government). At the level of human culture, however, it is implicit that while Jews as a unique cultural/religious/ethnic group need/deserve a homeland in which they are the near-exclusive occupants, Palestinians need not be distinguished from any of the other Arabs amongst whom they might be sent to live when Israel is a fully Jewish state.

Emotion and empathy. Here's an exercise I recommend, to observe your own empathy regarding a stranger's tragic death. Think for a moment about the fact that the anecdote to which I'm about to direct you is part of an archive of over 1200 accounts of victims of the 9/11 World Trade Tower attacks and their families, and notice that this is a man mourning a woman he never married, but with whom he planned to spend the rest of his life. As you open the account and read the short description of Richard A. Pecorella's feelings about Karen Hawley Juday, read of his determination to find pictures of her at work, and notice your own emotions as you get to his description of the two pictures he has found of her at the Towers:

He has long quested for images of Karen on the 101st floor of the north tower, where she worked, “and there’s one picture of her at the window in her navy blue sweater top and cream-colored pants,” he said. “And there’s one of her falling. Same clothing. She’s covering her face.”

If your breath catches, your pulse quickens, and as you feel the sting of tears at your eyes you hear the beginning of a gasp from your mouth you are, I will contend, having an empathic reaction to the imagined pain of two strangers: Ms. Juday, who died jumping from the flaming World Trade Center on 9/11/01 and Mr. Pecorella, who mourns her. I suspect that most of us do have such feelings in relationship to this story and others that came out of 9/11, and millions around the world reacted to the images of 9/11 victims with empathic feelings of grief and sorrow.

By way of comparison, see Baghdad blogger "Riverbend" on the 3rd anniversary of 9/11.

September 11… he sat there, reading the paper. As he reached out for the cup in front of him for a sip of tea, he could vaguely hear the sound of an airplane overhead. It was a bright, fresh day and there was much he had to do… but the world suddenly went black- a colossal explosion and then crushed bones under the weight of concrete and iron… screams rose up around him… men, women and children… shards of glass sought out tender, unprotected skin … he thought of his family and tried to rise, but something inside of him was broken… there was a rising heat and the pungent smell of burning flesh mingled sickeningly with the smoke and the dust… and suddenly it was blackness.
9/11/01? New York? World Trade Center?
No.
9/11/04. Falloojeh. An Iraqi home.

In relation to what examples do we understand the victims of the Palestinian-Israeli or the Iraqi-American crises? Beyond our reasoned sense of the historical claims and statistical characteristics of these two peoples, what examples come to mind as we think about the individuals who have suffered as a result of the constant violence there? If it is relatively easy for you to come up with an Israeli example that lets you know as you think about it that you are engaging these poor victims of murder as fellow human beings, I think you have passed an essential test for empathic engagement with the welfare of others in a world we must share. We react to these murder victims as fellow human beings – parents, children, colleagues – with whom we feel some of the sorrow and pity appropriate to their tragedy.

But what about the Palestinians? Does an example come to mind of any particularly characteristic Palestinian participant or victim? If so, what was it? If you have two vivid examples, one from each side, do they feel similar to you? If not, how do they differ? I suspect most of us will have more trouble coming up with poignant examples of Palestinian than of Israeli suffering at this personal and empathy-inducing level. If my example is a good one, it will make people wonder about this "empathy gap" and it might partially prepare them for an empathy-inducing experience from the other side. And, if my example is useful, it should do as much good for folks who have a problem coming up with an empathy-inducing example of Israeli suffering. God knows, there are enough of them.

Of course, to really close the empathy gap we have to build bridges between the kind of sympathetic experience most people I know have had, if not with Israelis, then with their many American Jewish friends who are deeply sympathetic to Israel. But what really interests me is the wealth of resources available to any literate person in our society by which they might come to sympathize deeply with the Jewish people and with at least some Zionist aspirations. Don't we assume that the Jews of Israel are in important ways like our own Jewish friends? And do we not know these people to be warm, intelligent, loyal, liberal (usually) –  indeed, model friends and neighbors? I'm trying to imagine a century of American experience that increasingly has included Jews as neighbors, and friends, and teachers, and favorite authors, and entertainers, and artists. Surely their history among us has been one of the proudest legacies America can celebrate. Can we not imagine reaching a similar level of both sympathy and empathy for the millions Palestinians and other Arabs and Muslims living among us in Europe and America, and for their relatives in the Middle East? Can we, literally, not imagine it? If so, I suggest we get to work on finding some examples that open our fellow citizens to the shared humanity of these others.

I think that's enough for now.

July 13, 2006

Teaching With Technology: Identity Trajectories

I spoke twice to colleagues assembled at Macalester College for the fifth annual Al-Musharaka seminar, "Identity Trajectories: Teaching the Culture and Society of North Africa and the Middle East at Home and Abroad." I plan to quickly review the years since the introduction of NITLE's Arab World Project at Middlebury College in July, 2002, using my own experience in teaching with technology this past decade, and then to discuss my current interest in Moroccan youth blogging, podcasting, and hip-hop culture. I'll record these presentation.

Herewith, some links to talking points and resources mentioned in our discussions:

June 04, 2006

وَيَخْلُقُ مَا لاَ تَعْلَمُونَ

Qur'an: Sura 16 (an-Nahl/The Bee), verse 8: "... and He creates what you do not know."

One day in the winter of 1995-1996, shortly after I had achieved moderately reliable dial-in Internet access at the Rabat house I was renting during my Fulbright grant to study the social impact of the Internet on Morocco, I had an early glimpse of how the emergent wonders of a searchable, universal data network might be experienced by sophisticated people of very different background than the Western geeks who built the early Net.  My friend and teacher Mohammed Najmi, of Taroudant, Morocco, was staying with us for a few weeks.  I had talked with him a great deal about the wonders of the Web, but we hadn't had a chance to actually look it over.  Najmi returned from the Peace Corps library with a novel that had "Xanadu" in the title.  I asked him if he recognized the word, and he said no, that he was puzzled by it, and that it appeared to be of Persian rather than Arabic origin.  I remarked that I wasn't sure it named a real place, but that if he had gone to high school in the  English-speaking world he might well have read a famous poem beginning, "In Xanadu did Kubla Kahn a stately pleasure dome decree," and this suggested to me an illustrative exercise in Web searching.  I plugged the phone line into my laptop, logged into the local server at about 1200 baud, and pointed Netscape at AltaVista.  I typed "stately pleasure dome" in the search window and hit enter.  In a few seconds hits began to appear, and I selected one of the first couple and clicked. The screen filled with Coleridge's poem, and I turned to Najmi.  He was grinning, and his eyes were wide.  He said, "That's the thing about the Americans, Douglas.  You imagine something like this Internet, and then you make it happen.  Because you have both imagined it and made it happen, you naturally assume that you know what it's for, but perhaps that's not entirely so."  And then (as I recalled this conversation later) he quoted a line from the Qur'an, to the effect that "We have created things whose time is not yet in whose purpose you do not understand."  He continued, "I wonder if this amazing Internet isn't one of those things we are not yet ready to understand, and whose [real] purpose may be different than we imagine."  I have reflected on this moment from time to time over the past decade, but I have not spoken with Najmi about the incident nor tracked down the passage.  As we caught up on many things during my brief visit to him in Taroudant this April, I reminded him of the incident, and he quickly identified and wrote out the actual passage from Surat An-Nahl. I later found the context, in one of the many Qur'an resources on today's Net [Pickthall translation]:

The commandment of Allah will come to pass, so seek not ye to hasten it. Glorified and Exalted be He above all that they associate (with Him).

He sendeth down the angels with the Spirit of His command unto whom He will of His bondmen, (saying): Warn mankind that there is no Allah save Me, so keep your duty unto Me.

He hath created the heavens and the earth with truth. High be He Exalted above all that they associate (with Him).

He hath created man from a drop of fluid, yet behold! he is an open opponent.

And the cattle hath He created, whence ye have warm clothing and uses, and whereof ye eat;

And wherein is beauty for you, when ye bring them home, and when ye take them out to pasture.

And they bear your loads for you unto a land ye could not reach save with great trouble to yourselves. Lo! your Lord is Full of Pity, Merciful.

And horses and mules and asses (hath He created) that ye may ride them, and for ornament. And He createth that which ye know not.

And Allah's is the direction of the way, and some (roads) go not straight. And had He willed He would have led you all aright.

He it is Who sendeth down water from the sky, whence ye have drink, and whence are trees on which ye send your beasts to pasture.

The context of the passage mentions banal examples readily understandable by pre-modern folk: domestic animals are contrasted with willful humans, and there is a specific contemdation of those who “associate” other beings with God.

In our conversation about the state of today's Net and my current enthusiasm for nudging the way young Moroccans are using it I described:

· the current state of Google, with its searchable books and scholars' resources, its translation facilities and advanced email, and its attempts to include multimedia material;

· the "blogosphere" as a place where individuals can articulate and aspect of their lives or interests in confidence that this material will be findable and linkable by all other interested persons; and

· the Wikipedia and related projects, allowing all of us to become participants in the project of making good data available to the human species

I used with Najmi, as I have with other Moroccan friends, the experience of sitting with Yassine in the Zawiya cyber as he was setting up his practice blog and illustrating the Wikipedia by bringing up the English entry for Ibn Khaldoun, showing how it can be edited by anyone, pointing out the list of other languages in which entries for this topic exist and clicking the Arabic and then suggesting that anyone with some skill in both languages -- or a teacher who had such skills-- might work to give each of these parallel entries some of the factual detail and completeness of the other.

I did with Najmi what I have often done at the blackboard with my classes.  I wrote the words about which I was talking -- Google, Wikipedia, Xanadu -- and explained that (unlike the blackboard entries students merely copy down in their notebooks) all he had to do was get himself to a cyber and feed these terms into Google, and he'd be able to reconstruct the conversation and avail himself of the richnesses I have been describing …

 

May 31, 2006

The (Moroccan) Future Will be Blogged

My friends at the Public Affairs Section of the US Embassy have arranged two speaking gigs here in Rabat at which I've been able to speak with young Moroccans about the potentials and the challenges of social software and the expanding Internet. The first was in darija (Moroccan Arabic) on May 19, and the second yesterday at ISCAE, the Institut Supérieur de Commerce et d'Administration des Entreprises. Both are podcast, thanks to Gar Green and Stetsonville.com:

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