Pakistan Day: Freeing the Colonized Minds of the Elites

Pakistan achieved independence from the British colonial rule 70 years ago. However, the minds of most of Pakistan's elites remain colonized to this day.  This seems to be particularly true of the nation's western-educated "liberals" who dominate much of the intellectual discourse in the country. They continue to look at their fellow countrymen through the eyes of the Orientalists who served as tools for western colonization of Asia, Middle East and Africa. The work of these "native" Orientalists available in their books, op ed columns and other publications reflects their utter contempt for Pakistan and Pakistanis. Their colonized minds uncritically accept all things western. They often seem to think that the Pakistanis can do nothing right while the West can do no wrong. Far from being constructive, these colonized minds promote lack of confidence in the ability of their fellow "natives" to solve their own problems and contribute to hopelessness. The way out of it is to encourage more inquiry based learning and critical thinking.

Orientalism As Tool of Colonialism:

Dr. Edward Said (1935-2003), Palestine-born Columbia University professor and the author of "Orientalism",  described it as the ethnocentric study of non-Europeans by Europeans.  Dr. Said wrote that the Orientalists see the people of Asia, Africa and the Middle East as “gullible” and “devoid of energy and initiative.” European colonization led to the decline and destruction of the prosperity of every nation they ruled. India is a prime example of it. India was the world's largest economy producing over a quarter of the world's GDP when the British arrived. At the end of the British Raj, India's contribution was reduced to less than 2% of the world GDP.

Education to Colonize Minds:

In his "Prison Notebooks", Antonio Gramsci, an Italian Marxist theorist and politician, says that a class can exercise its power not merely by the use of force but by an institutionalized system of moral and intellectual leadership that promotes certain ideas and beliefs favorable to it.  For Gramsci "cultural hegemony" is maintained through the consent of the dominated class which assures the intellectual and material supremacy of the dominant class.

In "Masks of Conquest", author Gauri Viswanathan says that the British curriculum was introduced in India to "mask" the economic exploitation of the colonized. Its main purpose was to colonize the minds of the natives to sustain colonial rule.

Cambridge Curriculum in Pakistan:

The colonial discourse of the superiority of English language and western education continues with a system of elite schools that uses Cambridge curriculum in Pakistan.

Over 270,000 Pakistani students from elite schools participated in Cambridge O-level and A-level International (CIE) exams in 2016, an increase of seven per cent over the prior year.

Cambridge IGCSE exams is also growing in popularity in Pakistan, with enrollment increasing by 16% from 10,364 in 2014-15 to 12,019 in 2015-16. Globally there has been 10% growth in entries across all Cambridge qualifications in 2016, including 11% growth in entries for Cambridge International A Levels and 8 per cent for Cambridge IGCSE, according to Express Tribune newspaper.

The United Kingdom remains the top source of international education for Pakistanis.  46,640 students, the largest number of Pakistani students receiving international education anywhere, are doing so at Pakistani universities in joint degree programs established with British universities, according to UK Council for International Student Affairs.

At the higher education level, the number of students enrolled in British-Pakistani joint degree programs in Pakistan (46,640) makes it the fourth largest effort behind Malaysia (78,850), China (64,560) and Singapore (49,970).

Teach Critical Thinking:

Pakistani educators need to see the western colonial influences and their detrimental effects on the minds of youngsters. They need to improve learning by helping students learn to think for themselves critically. Such reforms will require students to ask more questions and to find answers for themselves through their own research rather than taking the words of their textbook authors and teachers as the ultimate truth.

Summary: 

The minds of most of Pakistan's elite remain colonized 70 years after the British rule of Pakistan ended in 1947. They uncritically accept all things western. A quick scan of Pakistan's English media shows the disdain the nation's western educated elites have for their fellow countryman.  Far from being constructive, they promote lack of confidence in their fellow "natives" ability to solve their own problems and contribute to hopelessness.   Their colonized minds uncritically accept all things western. They often seem to think that the Pakistanis can do nothing right while the West can do no wrong. Unless these colonized minds are freed, it will be difficult for the people of Pakistan to believe in themselves, have the confidence in their capabilities and develop the national pride to lay the foundation of a bright future. The best way to help free these colonized minds is through curriculum reform that helps build real critical thinking.

Here's an interesting discussion of the legacy of the British Raj in India as seen by writer-diplomat Shashi Tharoor:

https://www.youtube.com/watch?v=dN2Owcwq6_M




Related Links:

Haq's Musings

Alam vs Hoodbhoy

Inquiry Based Learning

Dr. Ata ur Rehman Defends Higher Education Reform

Pakistan's Rising College Enrollment Rates

Pakistan Beat BRICs in Highly Cited Research Papers

Launch of "Eating Grass: Pakistan's Nuclear Program"

Upwardly Mobile Pakistan

Impact of Industrial Revolution

Hindutva: Legacy of British Raj

Impact of Industrial Revolution on China and South Asia

The Industrial Revolution marked the beginning of a major shift in economic, military and political power from East to West.

  A research letter written by Michael Cembalest, chairman of market and investment strategy at JP Morgan, and published in the Atlantic Magazine shows how dramatic this economic power shift has been. The size of a nation's GDP depended on the size of its population and labor force in agrarian economies prior to the Industrial era.  With the advent of  the Industrial revolution, the use of machines relying on energy from fossil fuels dramatically enhanced labor productivity in the West and shifted the balance of power from Asia to America and Europe.

Here's a video discussion on the subject:

http://vimeo.com/117657383



Vision 2047: Political Revolutions and South Asia from WBT TV on Vimeo.

http://www.dailymotion.com/video/x2fh1sf_major-east-west-power-shift-since-industrial-revolution_news



Major East-West Power Shift Since Industrial... by faizanmaqsood1010
Here's a video of a BBC documentary about Al Andalusia or Muslim Spain:

 

Related Links:

Haq's Musings

Was India Ever Rich? 

Pakistan Military Industrial Revolution

China's Checkbook Diplomacy

Education Attainment in South Asia

Pakistan Needs Comprehensive Energy Policy

Social Media Growth in Pakistan

Is America Young and Barbaric?

Godfather Metaphor for Uncle Sam

Promoting Innovation Culture in Pakistan

Culture of innovation has enabled huge productivity increases and major improvements in peoples' living standards since the advent of the Industrial Revolution in Europe in the 18th century. It has resulted in a monumental power shift from the East to the West and led to the European colonization of the rest of the world.

Countries in the East have finally begun to understand the value of innovation since achieving independence which came after a couple of centuries of subjugation by European powers.

Efforts to promote innovation in Pakistan are being spearheaded by several different groups including DICE Foundation and Pakistan Innovation Foundation.  Both DICE and PIF focus almost entirely on higher education institutions.

Before assessing the situation and making recommendations on promoting innovation in Pakistan, it's important to understand the history of innovation by studying the examples of major innovations since the industrial revolution.

James Watt:

James Watt (1736-1819) is credited with the innovation of the steam engine which is believed to have enabled the Industrial Revolution in Scotland. Watt only had high school education. He never studied at a college or a university. His invention enabled a wide range of manufacturing machinery to be powered.  His steam engines could be sited anywhere that water and coal or wood fuel could be obtained and provided up to 10,000 horsepower to run large factories. It could also be applied to vehicles such as traction engines and the railway locomotives. The stationary steam engine was a key component of the Industrial Revolution, allowing factories to locate where water power was unavailable.

Thomas Edison:

Thomas Alva Edison (1847-1931), the man who invented the light bulb, was probably the most prolific inventor since the Industrial Revolution. He had no formal education. He was a tinkerer who worked with his hands to come up with many devices and was awarded over 1000 patents by the U.S. Patent Office. His innovations were transformational in their impact: electric light and power utilities, sound recording, and motion pictures, all established major new industries world-wide. Edison's inventions contributed to mass communication and, in particular, telecommunications. These included a stock ticker, a mechanical vote recorder, a battery for an electric car, electrical power, recorded music and motion pictures.

Steve Jobs:

Steve Jobs (1955-2011) invented Apple personal computer. Jobs revolutionized several industries from computing and personal electronics to publishing and entertainment. Jobs, a highly prolific innovator, attended college briefly but did not complete college education. Jobs, too, was a tinkerer who worked with his hands to create things.

These examples clearly establish that some of the most prolific innovators have been people who had little or no college education. It is therefore not wise to limit promotion of innovation to just the college level.

In fact, it is much more important to start promoting innovation during early years in primary and secondary schools. It can be done through inquiry-based learning and provision of tools and training at the K-12 school level. Some examples are as follows:

Inquiry-based Learning:

Inquiry-based learning is a method developed during the discovery learning movement of the 1960s. It came in response to a perceived failure of more traditional rote learning. Inquiry-based learning is a form of active learning, where progress is assessed by how well students develop experimental, analytical and critical thinking skills rather than how many facts they have memorized.  Pakistan Science Foundation (PSF) and The Citizens Foundation (TCF) are beginning to promote inquiry-based methods to encourage more active learning and critical thinking at an early age in Pakistan. These skills are essential to prepare Pakistani youngsters to be capable of facing the challenges of living in a highly competitive world in which the wealth of nations is defined in terms of human capital and innovation.

Maker Movement:

The Maker Movement is a technological and creative learning revolution underway around the globe. It has exciting and vast implications for the world of education. New tools and technology, such as 3D printing, robotics, microprocessors, wearable computing, e-textiles, “smart” materials, and programming languages are being invented at an unprecedented pace. The Maker Movement creates affordable or even free versions of these inventions, while sharing tools and ideas online to create a vibrant, collaborative community of global problem-solvers.

Maker movement is helping spawn facilities in many different cities around the world. These places have a wide range of both hardware and software tools and classes available to help people to create and "make" things with their own hands.

The only possible example of "makerspace" that comes close in Pakistan is Robotics Lab that was launched in 2011 in Karachi. It was founded by two friends Afaque Ahmed and Yasin Altaf who had previously worked in Silicon Valley. They bought a 3D printer for the lab as a tool to help children learn science. The founding duo is now looking for ways to expand its audience.“Our goal is to push this science lab to TCF schools, a nationwide school network covering about 150,000 underprivileged students,” says Ahmed. The project, however, is currently pending because of funding constraints. “We have asked them to find some big donor for this purpose. Currently, we train these children only through field trips to our labs.”

Out-of-the-Box Thinking:

The key to innovation is not necessarily advanced education and training in a certain field. It is out-of-the-box thinking. Major innovations have often come from people working in unrelated fields. Recent examples of such innovations from people of South Asian origin include Zia Chisti's Invisalign and Salman Khan's Khan Academy. Both Zia and Salman came from investment banking background before they revolutionized the fields of orthodontics and education.

Summary: 

Encouragement of the culture of innovation should begin during children's formative years in primary and secondary schools. Innovation requires free out-of-the-box thinking. History tells us that some of the biggest innovators were tinkerers with little or no formal education in the fields of their biggest and most transformative innovations. Groups and foundations promoting innovation in Pakistan need to increase their outreach to the school kids. As a start, they can expand inquiry-based learning and build more makerspaces like Karachi's Robotics Lab in partnership with private industries and foundations in major cities.

Here's a video of my friend Ali H. Cemendtaur's visit to Karachi Robotics Lab:

http://vimeo.com/58856985


Visiting Robotics Labs, Private Limited in Karachi, Pakistan from Ali Cemendtaur on Vimeo.
Related Links:

Haq's Musings

Industrial Revolution Power Shift

Steve Jobs' Syrian Father

Inquiry-Based Learning in Pakistan

3D Printing in Pakistan

Zia Chishti's Innovation in Orthodontics

Human Capital Growth in Pakistan

Khan Academy Draws Pakistani Visitors

World Economic History: Was India Ever Rich?

When the British arrived in Mughal India, the country's share of the world GDP was 25%, about the same as the US share of the world GDP today. By 1947, undivided India's share of world GDP ($4 trillion in in 1990 Geary-Khamis dollars) had shrunk to about 6% (India: $216 billion, Pakistan: $24 billion). Since independence, India's contribution to world GDP has shrunk further to about 4%, according to British Economist Angus Maddison who died in 2010.

The colonization of India and many other nations in Asia and Africa began with the advent of the Industrial Revolution in Europe which resulted in a major power shift from East to West over the time-span of just a few decades. Prior to the Industrial Revolution, the world depended mainly on agriculture based on human and animal muscle power. Countries with large populations and farmlands had large share of the world GDP.  The per capita productivity differences among nations and regions were relatively small. The machine age changed it all. Those who used machines became much more productive and significantly richer than the rest.

In 1000 AD, according to British Economist Angus Maddison, China and India together accounted for more than half of the world GDP (calculated in 1990 dollars in terms of purchasing power parity). By 1600, that share was 51.4%, with China accounting for 29% and India 22.4% of world GDP. A hundred years later, China’s GDP had fallen but India’s went up to 24.4% of world output. By 1820, however, India’s share had fallen to 16.1%. By 1870, it went down to 12.2%. International Monetary Fund (IMF) projections indicate that India’s share of world GDP would be 6.1% in 2015.

While it is a fact that India's total GDP was at one point the highest in the world, does it mean that the average Indian was richer than his or her counterparts elsewhere in the world? To answer this question, let's look at Maddison's figures for per capita GDP in various parts of the world.

In 1 AD, India’s GDP per capita was $450, the same as China’s. But Italy under the Roman Empire had a per capita income of $809. In 1000 AD, India’s per capita income was $450 and China’s $466. But the average of the Islamic Caliphate in Baghdad which ruled West Asia (Turkey, Syria, Iran and Iraq) was much higher at $621. An average citizen of the Abbasid Caliphate was richer than an average Indian or Chinese. In fact, the per capita income in the Abbasid Caliphate was the highest in the world in 1000 AD.

As the European Renaissance began, new centers of prosperity emerged. Italy topped the table in 1500 AD, with per capita income of $1,100, the Netherlands following with a per capita income of $761. The UK was not far behind, with a per capita income of $714. All of these nations were richer than India and China which had per capita incomes of $550 and $600 respectively.

India Health-Wealth Indicators Source: Gapminder.com

While India today has the world's largest population of poor, it is still richer than it has ever been in terms of per capita incomes. Indians are also living longer than ever in the country's history; average life expectancy in India has risen from just 23 years in 1800 to 65.5 years now. However, India continues to significantly lag the rest of the world on both economic and social indicators.

Related Links:

Haq's Musings

Power Shift Since Industrial Revolution

Can Superpoor India Become a Superpower?

India: World's Largest Population of Poor, Hungry and Illiterates

Sri Lanka Leads South Asia in Economic and Social Indicators

Upwardly Mobile Pakistan

Brief History of Pakistan Economy

India Ranks Last on PISA, TIMSS

Global Power Shift Since Industrial Revolution

The Industrial Revolution marked the beginning of a major shift in economic, military and political power from East to West.

  A research letter written by Michael Cembalest, chairman of market and investment strategy at JP Morgan, and published in the Atlantic Magazine shows how dramatic this economic power shift has been. The size of a nation's GDP depended on the size of its population and labor force in agrarian economies prior to the Industrial era.  With the advent of  the Industrial revolution, the use of machines relying on energy from fossil fuels dramatically enhanced labor productivity in the West and shifted the balance of power from Asia to America and Europe.

The shift in power was not just in economic terms. Enabled by machines such as steamboats and weapons like the repeating gun, the West engaged in long distance trade and warfare that led to the colonization and exploitation of Asia and Africa. The new colonies were used as a source of  cheap raw materials for European factories and the colonized people served as captive customers for their manufactured products.

History of Per Capita GDP of Selected Countries. Source: Angus Maddison

While development of Asian and African nations stagnated and their share of world GDP dropped precipitously, their colonial rulers in the West prospered. Social indicators like literacy and life expectancy showed little improvement in the colonies, according to data compiled by Professor Hans Rosling.  For example, his Gapminder.org animations show that life expectancy in India and Pakistan was just 32 years in 1947.  In Pakistan, it has  jumped to  67 years in 2011, and per Capita inflation-adjusted PPP income has risen from $766 in 1948 to about $3000 in 2011. Similarly, literacy rate in undivided India was just 12% in 1947. It has increased to about 67% in India and 62% in Pakistan for people 15 years and above.

Indicators such as per capita energy consumption and Internet usage confirm the rise of Asia, particularly Asian giant China's. China's per capita energy consumption now stands at 68 million BTUs, about a fifth of US per capita energy consumption, but it's rising rapidly. Pakistan is at 15 million BTUs per capita, Bangladesh at 6 million BTUs and Sri Lanka at 10 million BTUs.In terms of Internet access, China now tops the world with over 500 million users, more than twice the number of Internet users in the United States.  Among the world's top 20 are South Asian nations of India with 120 million Internet users and Pakistan with 30 million users, according to Internet World Stats.

While there has been progress on economic and social fronts in South Asia, the combined GDP of SAARC nation is still  accounts for less than 4% of the world GDP. China has significantly increased its share and now accounts for more than 10% of the world GDP marking the biggest economic shift since the Industrial Revolution. China's growing economic clout will ultimately translate into political and military power in the international arena.

All indications are that the pendulum of power has just begun its swing  eastward in the last decade. It could be a century or more before the effects of this swing are truly felt in terms of the exercise of economic, military and political power on the world stage. Meanwhile,  the 21st century is shaping up to be another American century in which United States'  extraordinary power will not go entirely unchallenged by multiple potential adversaries, including China.


Here's a video discussion on the subject:

http://vimeo.com/117657383



Vision 2047: Political Revolutions and South Asia from WBT TV on Vimeo.

Here's a video of a BBC documentary about Al Andalusia or Muslim Spain:

 

Related Links:

Haq's Musings

Pakistan Military Industrial Revolution

China's Checkbook Diplomacy

Education Attainment in South Asia

Pakistan Needs Comprehensive Energy Policy

Social Media Growth in Pakistan

Is America Young and Barbaric?

Godfather Metaphor for Uncle Sam