Archive for the ‘Thailand’ Category

Connecting with Your Students Who Are Into Mangas (Japanese Graphic Novels Which Are Now Popular in English) and Animé

July 20, 2019

Death Note - the most famous manga of all time                                                                                                         Death Note:  Perhaps the most famous Japanese manga (graphic novel) ever written

Mangas are the new popular genre of literature currently sweeping through the world’s youth.  Are they something which should be accepted or encouraged by teachers and parents?  Are they worthy of respect?  This post will address those questions.

One of my teenage students is consumed with mangas, and this is how I came to know about them.  After investigating, I think the genre is worthy of respect, and something teachers and parents would benefit from knowing about.  However, they would like to know:

–What are mangas?  Why have they become popular?  What is the attraction?

–Are they acceptable?  Are they an art form, or are they trash?

–Should they be encouraged, or discouraged?

It took me a little while to understand what mangas were.  They are essentially Japanese graphic novels that span the entire gamut of fiction experiences covered in more traditional literature.  The best and most popular mangas are made into animé series.  Both mangas and animé feature characters with neotenic  features.

Mangas are divided into five general categories, according to target demographic audience (instead of by subject genre):

Kodomomuke:  for children

Simple and imaginative stories for children, which often teach morals and other good values, focusing on friendship, and solutions to problems.

Shojo:  for teenage girls, ages 10-18

Female lead characters, focusing on romance, interpersonal relationships, but also with action and adventure.

Josei:  for adult women.

Featuring adult women characters (and sometimes male lead characters), in action adventures, slice-of-life, realistic interpersonal relationships, romance, and serious subjects.

Shonen:  for boys under age 15

Young male heroes, focused on action, adventure, and fighting.

Death Note (in original Japanese with English subtitles), a psychological/mystery series, and one of the most famous mangas and animé series ever produced,  is aimed at the shonen demographic.  (Voice-over English versionVoice-over French version).   Death Note is considered to be one of the best mangas ever written.

Great Teacher Onizuka, a humorous series about the problems of a young male teacher, is also for the shonen demographic.

Seinen – for young adult men, ages 15-24, but including men ages 25-50

Tend to be psychological or action thriller/adventures (with more violence than Shonen).  One Quora writer stated that seinen plots ae similar to Game of Thrones.

Mangas and Animé in Asia

In Asia, mangas and animé are read and watched voraciously by ALL age groups.  Why?

Because animé can be produced much more cheaply than movies with real people, animé makes it possible to have a much wider variety of themes; it is essentially a pulp-fiction market.  Therefore, many ideas can be explored which are non-existent in Western media culture.  Authors have a much higher level of freedom to explore their ideas than do authors in the West.  However, readers/watchers in the West are more hesitant to share that they are manga/animé fans, as most non-Asian adults don’t yet consider it acceptable and normal, as it is in Asia.

What Are the Manga and Animé that My Teenager Is Reading/Watching?

If you are a parent or teacher who is worried whether mangas and animé are acceptable–if your teenager is watching animé series–I suggest sitting down and watching a series with your child, right from the beginning.  You might be surprised to find it captivating.  Even if you decide to watch only a few episodes, you will then have an idea what it is about.

Alternatively, I suggest watching some of the Death Note series linked to above. I have provided one link with subtitles, and another link that is dubbed in English (voice-over), and a third link dubbed in French.   These series are all produced in Japanese, and your teenager may be watching them reading subtitles.  Mangas, written in Japan, are now produced and sold in English, and many other languages.

Persepoliis Text Example.png                                                      Persepolis Text Example

So far, I haven’t personally seen or read a manga, but I have read one graphic novel, Persepolis.  This is a true story of a teenager who grew up in Iran after the Iranian Revolution.  I was really shocked when I found it being read in English class in our local high school, as an assigned book.   I then read it myself, and it changed my opinion.  It was an interesting story which held my attention. I included a photo of the text above so that readers may see just how the text looks, and what the reading level is.

I thought about poor readers.  There was quite a bit of reading here, and in a format more accessible to poor readers.  Also, teenagers who are extremely visually-oriented may be able to read this more than a traditional novel.  This doesn’t mean we should discourage traditional novels, but I do think there is room for graphic novels, as well.

I have watched both entire series of Death Note and Onizuka.  I thought they were both good series.  Some parents ask if Death Note is advisable for preteen girls and boys.  I would say yes.  While the story initially seems a bit macabre, it’s actually about a boy who finds a notebook, then discovers that if someone’s name is written in the notebook, that person will die.  So he decides to start doing good in the world by getting rid of all the serious criminals.  But after some time he becomes tempted by the power he has, and begins to use the power of the notebook toward his own personal gain.  This leads him down a morally-dark path.  However, these are just the sorts of moral dilemmas our children and pre-teens  are dealing with every day.  Our children endure daily conflicts with other students, teachers and parents–some of which lead to thoughts of revenge.  Such issues are explored through this medium of fiction, just as they are in other fiction mediums.

It’s been some time since I watched Death Note, but as I recall, it has a morally good ending.  Onizuka was good, but in my opinion, not appropriate for pre-teens.  I’d say it’s more appropriate for older teens and adults.  It also deals with realistic moral issues in a humorous way.

Most mangas and animé series seem to be dealing with action, adventure, relationships, and moral issues–exactly the same issues seen in all fiction mediums.  Yes, the format is different, but let’s now look at why some people like it.

Why Some People Enjoy Mangas and Animé

  1.  Getting Involved in Characters’ Lives and Ongoing Situations:  Many popular animé series have many, many episodes, similar to watching a whole series.  Sixty to one hundred episodes are very common.  A few even have 900 episodes, comparable to watching a soap opera that goes on for years.  This means that during the day, while doing other things, they may be eager to get back to the manga or animé to find out what happens next, and they may be thinking about the story and the characters’ lives and dilemmas.  (This is just how any of us feel while reading a good fiction book or when we are caught up in watching a series or daily soap opera).  In other words, the plots are really amazing, and the reader/viewer cares what happens to the characters.   Many plot lines are very complex, deal with many real-life issues on the cutting edge of current life.
  2.   It’s a good, positive way to relax.  Students have daily stresses from school, interpersonal relationships, homework, and physical activities and responsibilities.  Just as any good book or program can transport us to another place, and another life, so can mangas and animé.  Emotional involvement in the characters’ lives and dilemmas transports us far from our own problems, gives us a break, and returns us to our own lives refreshed, and more ready to deal with our own situations.  Reading/watching offers us a fantasy escape from our real lives, or even just an enjoyable fantasy adventure.  Also, seeing characters’ successfully resolve their dilemmas helps us gain positivity that we can, in fact, successfully resolve our own dilemmas.
  3. Manga and animé fans really enjoy this type of artwork.  Neotenous figures (characters with juvenile-appearing characteristics, maintained into maturity are very popular in Japanese society and culture) are a particular feature of both manga images and animé characters of all ages (and of many  people in Japanese society).  One feature of the character artwork which is highly appreciated by fans is the way through which characters show their emotions through artwork, rather than through words.   Stress might be shown by beads of sweat falling from the forehead, or excitement might be shown by the way a character’s hair is moving.  These sorts of things can be done in animé, but would be difficult to do with live, human characters.

Before we are too critical of someone liking this sort of artwork, we need to             remember that all artwork is primarily a matter of personal taste.  For example, my personal preference is very realistic drawing and paintings, while other people seem to enjoy modern art.  While I personally cringe at both modern art and animé art, everyone has the right to their own personal preferences.


Should you be worried if your children or your students like animé?

After investigating this topic, I would say NO, DON’T WORRY.

While the most popular series can be dubbed so that they can be listened to in your child’s own language, most animé is in Japanese, and your child will be forced to read subtitles in order to watch it.  While the language is not complicated, there is still a lot of useful vocabulary in the reading.  Even if it is not traditional reading, AT LEAST IT IS READING AND LEARNING  VOCABULARY (which is a lot better than many young people are doing today).

Even in stories that contain action and violence, the characters are usually acting out of motivations such as saving their friends, or saving the world.  In cases where characters begin to act selfishly, viewers see the moral problems this creates, and see the bad results the character brings upon himself.

As a parent, I would much rather have my child or teenager watching animé and thinking about all the issues presented, instead of a lot of less productive and less positive activities he or she could be up to.

As a teacher, it’s our job to expose students to various kinds of literature.  If students can realize that the teacher knows about mangas and can appreciate why some people could enjoy mangas and animé, students will also be more open to engaging with the teacher and class regarding more traditional literature.

I highly recommend to all teachers and parents to watch some or all of the Death Note series, at the links I have provided YouTube).  You will find the story surprisingly interesting, and your students will impressed that you have watched it.  It will give you another way to engage with your child, or with your students.  (Personally, I watch most of the series that teenagers tell me they are watching, and I recommend it to you, too.)

 

 

Teaching Cursive Part 6 (of 25): WHY Correct Cursive Slant Is Important in American Writing

January 7, 2016

Cursive Slant in American Writing

Why is cursive slant still important?  American society still makes judgments about people based on their handwriting, and slant is one of the strongest criteria used.   Most people make these judgments subjectively and subconsciously every day.  However, employers and bank officers are just two examples of those in the power structure who employ professional handwriting analysts to make judgments about prospective employees and about people applying for loans.

In the photo above, I have written out some examples of various slants, as well as how they are perceived.  As a teacher, when I introduce cursive writing, I actually write samples like this on the chalk board to show them to students, and explain what people might think about others based on the slant of their handwriting.  So I encourage them right from the very first day that our goal is to try for an average forward slant, shown in the last example in the photo above.

One other example did not fit on the page, so here it is:

Variable slant

Our slant, like other aspects of our handwriting, will change from day-to-day, but we should generally try for a correct forward slant.  This can be obtained by turning the writing paper 45° counterclockwise (subject of the post following this one, Part 7).

Countries and cultures, when compared with one another, also tend to have typical characteristics.  For example, British “reserve” as compared with American “friendliness with strangers” can be seen in typical handwriting slants from each culture.  Vertical, or even backslanted writing is more common in British culture than in American.  If we move to North Africa, we find people generally suspicious and distrustful of others, and as expected, backslanted writing (in Western languages) is most common of all.

If you are from outside the United States, you should be all right using the slant which is most common in your own culture, and no one will judge you negatively.  But if you are living or working in America, you should be very aware of this and of the impact it could have on your personal life or career with any of the undesirable slants discussed above.

My next post will explain, with photos, how to position the paper to get a correct forward slant.

In case anyone has had trouble reading the cursive in the photo, here is a typed version:

Cursive Slant for American Writing

In American culture:

A vertical slant is not considered desirable; you are judged to be too logical, too cold, and without feeling.

A backslant is to be avoided at all costs; you are judged to be  emotionally suppressed, possibly with some kind of ecret emotional trauma in your background, difficult to approach,and someone who maintains a shell around themselves.

This is too much forward slant; these people are judged as being far too emotional, of making all of their decisions based on feelings.

This is the minimum acceptable forward slant.

This is an average/normal forward slant, which is considered most desirable in America.  This slant, to Americans, indicates a balanced person who uses good judgment between logical decisions and emotion in their decision-making.

A variable (frequently changing) slant indicates moodiness, instability, and a frequently changing picture of oneself, as well as trouble making decisions.

 

How Can Parents and Students Find a Good Tutor?

August 3, 2015

Good tutor

When looking for a tutor, start by asking individual teachers and other parents at your own school if they can recommend someone.  Ask other parents, first, because sometimes they know of current tutors that the school doesn’t.  Sometimes students don’t want anyone at school to know that they are being tutored, which is why parents sometimes know of more tutors than schools do.  Numerous individuals in schools know of good people, so don’t just limit yourself to asking only one teacher, or one administrator.  If you don’t find someone through other parents, ask the librarian, the administrator, and all the teachers near the grade level of your child–a couple grades up, and a couple grades down.  If that doesn’t work, try asking neighbors and work colleagues who have children.  Don’t forget to ask people with older children, as previous tutors may still be available, but current school personnel may no longer know them.  If you are an expat, ask other expats in your community.

The most important things in finding a tutor for your child are that:

1.)  The student likes the tutor, and that they are able to develop a personal connection; otherwise, no matter how knowledgeable the tutor, it just doesn’t work with your child.

2.)  The tutor understands that what you want is better grades, but also for your child’s skills to improve.  It has to be a combination of both to work out.

3.)  The tutor also functions as a cheerleader/coach for your child, as many students in need of tutoring have lost confidence in themselves.  A good tutor, who the student connects with, can help replace that confidence, while helping your child master the skills he or she is having trouble with.  This is why it’s so important that they like each other and have a good relationship.

4.)  The tutor needs to be just a little more on your child’s side, than on the school’s side.  Sometimes, the problem with tutors who are also teachers at the same time is that there is a fine line between helping a student overcome difficulties and helping them improve their grades, vs. helping too much, and crossing over into doing it for them.  Tutors who are also teachers sometimes don’t go far enough, while sometimes tutors go too far.  A personal recommendation from other pleased parents or pleased teachers can go far in finding a tutor that strikes the right balance to really help your child.

–Lynne Diligent

The NEW Math: Part I – WHY We Have It

September 5, 2013

Test Anxiety

“PLEASE, can you help me, Mrs. D.?  We are having a math test TOMORROW and I don’t understand anything!”  This has been the most common complaint I have from my sixth- and seventh-grade tutoring students (ages 11-13).  Whether the topic involves geometry, equations, story problems, or even more basic calculations, nearly all my students (excellent students, too) are having the same dilemma.

If you are a parent or educator who has wondering for years (as I have) WHY we HAVE the new math, this post will explain it clearly.  (Part II explains why the new math is not working in many schools.)

 The New Math Style

The new math style in some schools appears to be, “The teacher doesn’t explain—he or she merely facilitates ‘groups’ while students (hopefully) just teach themselves.”  Like many people, I have felt confused for several years about the new style of math teaching.  Instead of presenting a lesson, giving students guided practice, and then sending them home to do independent practice (homework), the new style, which my tutoring students are experiencing, seems to be, “Don’t follow a text book (even if they are available).  Instead, just find some seemingly random problems off the internet (seemingly without any overall coherent plan of units), tell students to put themselves into groups, and pass out the photocopies.  Tell the students, ‘See if you can find some solutions to these problems.  Do this for three or four days, then tell students, “We will be having a test on Friday.’ “

Imagine middle-school students with these feelings being asked to get into a group and work on random problems.  It is not likely to go well.

Imagine middle-school students with these feelings being asked to get into groups and work on random problems. It is not likely to go well.

Of course parents’ reaction to this is panic.  Eighty percent of the children are LOST with this approach. Those who can afford it are rushing to math tutors, who teach the children by traditional methods what they should have learned in school.  Those who cannot afford it have children who fail.

Let us look at a “hammer” analogy.  Instead of saying, “Let’s learn how to use a hammer and see if we can get a good result with the nail pounded in correctly,” the new approach effectively asks, “Let’s learn why the hammer was developed, and how and why it works in theory….but don’t waste your time becoming competent in using one!”

hammer nailing into a board

Next, students are given a national or state test consisting of pounding nails into a board, which of course they FAIL!   Meanwhile, the “experts” lament that they are unable to do it!  

This is exactly what has happened with math education.  Teachers using “traditional” methods have been drummed out of education (mostly retired), while younger teachers have all been trained to use the “new” methods.  

WHERE did this approach ever come from?

I finally found the answer I’d been searching for, in a MOOC (FREE online course offered through Coursera, taught by world-renowned British mathematician Keith Devlin of Stanford University, Fall 2013, called Introduction to Mathematical Thinking.)

Keith Devlin

Keith Devlin

Devlin explains that in the job market, there is a need for two types of mathematical skills.  He describes Type 1 skills as being able to solve math problems that are already formulated, and it’s just a matter of calculating the correct answers.

carpenter measuringmachinist measuringloan officers

Type 2 skills involve being able to “take a new problem, say in manufacturing, identify and describe key features  problem mathematically, and use that mathematical description to analyze the problem in a precise fashion.”

aircraft designBoeing CEO

“In the past,” Devlin says, “there was a huge demand for employees with Type 1 skills, and a small need for Type 2 talent.”  In the past, education produced many Type 1 employees and a few Type 2 employees.  However, in today’s world, the need for Type 2 thinkers has greatly expanded.  Not only do scientists, engineers, and computer scientists need to think this way, but  new business managers also need to, in order to be able to understand and communicate with math experts and make decisions based upon properly understanding those experts.  So the “new math” curriculum is an attempt by the “experts” to produce many more Type 2 thinkers; yet, it is FAILING to do so.

Prior to the late 1800s, math was viewed as “a collection of procedures for solving problems.”  In the late 1800s a revolution occurred among mathematicians which shifted the emphasis from calculation to understanding.  The new math of the 1960s was the first attempt to put this shift into the classroom, and the results were not successful.  I see the current shifts to put new math into the classroom as the second attempt, which is different from the 1960s attempt (children are not studying various bases these days), yet no more successful in reality.  Part II of this series will explain the three reasons WHY this is happening.

 –Lynne Diligent

The New Math:  Part II – Why It’s NOT Working in So Many Schools

Students Mourn Never Learning Cursive

April 3, 2013
Cursive - the new undecipherable secret code script!

Cursive – the new undecipherable secret code script!

Cursive was taught in my school until four years ago.  When I left, the school discontinued it as a regular subject.  Now those students are in upper elementary and early middle school, and can neither read nor write in cursive writing.

Among my tutoring students, several of them have expressed to me their sadness that their older brothers and sisters can read and write in cursive, and they cannot.  Still being in the first few classes not to learn cursive, they feel babyish and incompetent.  Perhaps in subsequent years, this embarrassment will disappear when none of the new students  have older brothers and sisters who know cursive, when they don’t.  In another six or seven years, no one will know it, and it will seem normal to upcoming students.  It’s only those in these transition years who will feel the loss.  But they will feel it for the rest of their lives.

How many adults remember the childhood feeling of waiting to learn “grown-up” writing, or scribbling to other young friends (at the age of five or six) on a paper and bragging, “I know how to write in cursive?”  Of course, at that age, no one knew, so your friends believed you, because they couldn’t read it, either!

When I tutor these students, I have to slow down and print (much more time-consuming).  Of course these students also will never be able to read historical documents or even old family letters. Furthermore, most European and Latin American countries don’t teach printing at all–they teach only cursive script starting at the age of five.  I feel this bodes poorly for a future globalized world.

I’d be happy to teach cursive to these students (being an expert cursive teacher), but that is not what I’m being paid to tutor in–we generally spend the time on math, science, reading, and writing. Furthermore, teaching cursive at an older age can be done, but it is not generally enjoyable as it is for children.  It makes children feel grown-up, and they enjoy learning it.

–Lynne Diligent

What Happened to Centigrade? Confusion Over the Celsius Temperature Scale…

February 14, 2013

thermometer When I started teaching elementary school (as a second career in 1995), I was very surprised to find all the new textbooks now referring to the centigrade scale as the Celsius scale. Of course they are the same thing, but I wondered why the textbooks were now using this term when I had never heard it growing up. Now, I know why.

The short answer is that people continue to call a thing by the same name they, themselves, learned while growing up.  Most adults, and just about everyone in academia through the 1980s, grew up hearing “centigrade” and continued to use that term with their own students throughout high school and university.

The new name, “Celsius,” disturbed me ever since I began hearing it in the mid-1990s; but now that I know there was an actual reason for the name change, it no longer bothers me.  A unit of measurement, called a “grade,” was actually in use.  Therefore, in 1948, the Conference General de Pois et Measures (in France) decided to change the name of the scale to “Celsius.”

The International System of Units

The International System of Units

A second reason for the change in name was that the Conference General de Pois et Measures decided that “All common temperature scales would have their units named after someone closely associated with them; namely, Kelvin, Celsius, Fahrenheit, Réaumur and Rankine.”

The change in elementary-school textbooks began to take place around 1968, and during the 1970s, as districts began to replace their former textbooks.  In the meantime, parents, scientists, and college professors continued to use the name they had grown up with.  Only students born in the 1970s and later would have grown up calling the scale “Celsius.”  (I continue to catch myself saying “centigrade” to my own students.)

In England, the BBC Weather did not begin using the term Celsius until 1985, and the word centigrade continues to to be commonly used in England, according to some sources.

Swedish Astronomer Anders Celsius (1701-1744)

Swedish Astronomer Anders Celsius (1701-1744)

The centigrade scale was known as such from 1743-1954.  In 1948, the scale was renamed the Celsius scale, after the Swedish astronomer Anders Celsius (1701-1744) who developed a SIMILAR scale (but not actually the same scale).  Interestingly, Celsius’ original scale was the reverse of today’s scale; “0” indicated the boiling point of water, while “100” indicated the freezing point of water.

Swedish Zoologist and Botanist Carolus Linnaeus(1708-1777)

Swedish Zoologist and Botanist Carolus Linnaeus(1708-1777)

The Swedish zoologist and botanist, Carolus Linnaeus (1707-1778), remembered for giving us the basis of taxonomy (classification of living things into genus and species), reversed Celsius’ original scale so that “0” indicated the freezing point of water, while “100” indicated the boiling point. As the older generations retire and pass away, the new name change will become universal.  It seems to take about three generations for a name change to really become universally accepted in society.

–Lynne Diligent

Young Student Remembers Past Life?

January 20, 2013

Soldiers

Several years ago, while teaching third grade, the school asked me to have students write stories.  One of my third-grade boys (age 8) wrote a story unlike any I have ever seen in all of my years of teaching.  Instead of writing about the usual kinds of stories which children do, he wrote about his experience as an adult man during war.

His story was about trying to save his family while he was being called off to war.  He was rushing to hide them in the basement and get them necessities, while trucks of soldiers were coming by to pick him up and take him with them off to war.  It was in Europe, and there were trucks.  It’s been several years, and I no longer recall all the details, but the essence of the story has stayed with me ever since.  Out of all the stories my students wrote over the years, it is the only one I can clearly remember today.

As someone who believes in reincarnation, I’ve always wondered if, in fact, this child’s story was a past-life memory.  It was shocking to read.  It sounded like one of the World Wars.  His concerns sounded just as if an adult man of 35 was speaking about his feelings.  There are a number cases now researched and published of young children who remember past lives, and even past lives in wars.

I mentioned the story to his mother, and she responded, “I know.  He’s just like an old man, in a little boy’s body.”

–Lynne Diligent

“Animals Can’t Think, Because They Don’t Have a Brain,” My Student Said.

January 16, 2013

Animal brains

Here in North Africa, we were discussing organs in animals, and I reminded my student that he’d forgotten to mention the brain.  My 13-year-old student said, “Animals don’t have a brain.”  When I asked why he thought that, he said, “Animals can’t think because they don’t have a brain.”

Even though I told him that most animals do have a brain, the conversation continued to trouble me.  I wondered, “How could an intelligent 13-year-old, who is a good student and reasonably good in science have this idea?”  I decided to speak to a teaching colleague from the local culture.

My colleague suggested that I remind my student of the annual Sheep Sacrifice Festival, where a sheep is  butchered in nearly every home (except the very poor).  He suggested I ask my student if he had remembered eating the sheep’s head, and that inside the head are the brains.

Sheep

My colleague and my husband (both from the local culture) explained that since there is emphasis here on humans being able to think and reason, and animals just acting on their instincts, so that it’s generally said, “Animals don’t have a mind.”  My student, himself, apparently interpreted that to mean, “Animals don’t have a brain.”

When I spoke about this to my student, he said, “Oh, YES!  I HAVE seen that!”  I explained that every animal needs a brain even to walk around, even to eat, even to see.  He said, “Thank you for explaining this!”

–Lynne Diligent

Do Cat Thieves Give Clues to the Origins of Criminality in Humans?

November 12, 2012

Here in  North Africa, I watch the neighborhood animals, who belong to no one, and make their rounds in the same places daily.  We have a lot of street animals, and cats often jump in to our house through the windows (other people’s houses, too), in search of food. Some of them can get quite aggressive, especially with our own cats.  Our cats feel they have to go outside and “defend the yard” every time they see a cat jump in over the garden wall.  Of course they go absolutely wild if a neighborhood cat jumps into our house.

I began to think about these intruders as thieves, because that’s what they would be considered, if they were humans. It’s easier for them to steal food than it is for them to hunt for it themselves in an urban environment.

It’s also easier (than working) for human thieves to do the same–either because they are lazy, or their environment didn’t give them other reasonable options, or because they are more greedy than others (white collar criminals?). I wonder how much of this laziness/greediness could be genetically determined, or if it is somewhat genetically programmed into all of us.  In fact, scientists are now finding evidence of this (see HERE and HERE).

My observation of cats in the neighborhood has lead me wonder whether ALL cats would be thieves if they weren’t fed by their owners.

Therefore, what keeps ALL humans from becoming thieves? Rather than asking the question who is likely to become a criminal (in human society), perhaps we should seek to understand this question  by asking instead, what KEEPS people from taking the easy route of becoming a thief/criminal? Instead of asking who cheats and why, maybe we should be asking, “Why doesn’t EVERYONE cheating/lying/stealing? What keeps those of us who are law-abiding citizens, so?”

I wonder if the answer lies in the environment.  Instead of saying that the environment causes criminality, perhaps the reverse is actually closer to the truth.  Perhaps we would all be criminals, except for if we have a positive environment which, as we are raised, gives us POSITIVE REWARDS (such as RESPECT or ADMIRATION) for becoming law-abiding citizens.  Those who grow up in impoverished environments (or cultural environments) where they never experience these rewards, are unlikely to become honest and law-abiding.

What do others think?

Middle Eastern Student Shares REAL Reasons Behind Anti-American Protests

September 21, 2012

Anti-U.S. Protests in Pakistan

The Arab World does not hate America because of their materialistic culture, their television programs, or their freedoms.  It’s not about that.  The real reasons behind the anti-American protests come down to an imbalance of power between the United States and the Arab World.

This week, one of my students commented on the recent violence occurring in reaction to the anti-Islamic video and the French caricatures.  She expressed a viewpoint which has merit, but which I have not seen reported elsewhere.  Quoting my student:

“The Muslims feel in competition with the West.  They feel that they have to be better, on top, the winners.  Every time the West does something, even on television, Arabs feel they have to compete.  For example, when America created the show America’s Got Talent, the Arab World created Arabs Who Have Talent.  When the West created The Voice (with Christina Aguilera, Cee Lo Green, Adam Levine and Blake Shelton) the Arab World created The Voice in the Arab World.  To copy American Idol, they created Arab Idol.  They copy every single thing!  They always feel in competition with America, because they feel America hates them, and does not like Arabs.  They always feel they have to be the best, but particularly better than America, most of all.”

Egyptian Winner of Arab Idol

My student also explained that the reason Muslim populations always take the side against the United States in international disputes is that they feel the REASON America doesn’t help Palestine is because they are Muslim, and that they help Israel because they are Jewish.  (Of course, not every person believes this, but generally speaking, it is quite commonly believed, even among the well-educated.)   “Here,” my student said, “they always take the side against America because they believe America doesn’t help Palestine because they are Muslim; they help Israel because they are Jewish.”

Today I watched to see what the reaction in third-world countries would be to the second print-run of the French caricatures.  Surprisingly, I found only very minor protests against France, and continued protests against the U.S., such as mobs burning the U.S. flag and pictures of President Obama in Pakistan.

Why were the protests against France so feeble, while weeks after the YouTube video, the protests against America continue so strongly?

A BBC interview with Pakistanis, on the streets of Lahore following the protest, also supports this same point-of-view my student had.  The BBC asked, “Where is all the anger coming from?  Is it all over a low-budget movie, or is it something else?”  Half of the respondents said it was because of hurt feelings over religious insults, while the other half said something different:

“They’re not just angry because of the movie.  They have their personal political issues, their personal problems.  They are angry about the wars (U.S. power in the region).”

“Whenever the powerful countries try to take over the resources of the weaker countries (how America is perceived in the entire Middle East), obviously the people living in those countries will try to protect their rights, and try to protect their resources.  Every country should have equal rights with every other country (angry about lack of power).”

“They are angry over poverty and unemployment.  There are many rich people and very poor people, and the difference is very great.  They are angry because they don’t have enough food, and mostly because they don’t have enough power.  So they are not just angry because of a simple movie.

Basically it comes down to a question of power.  Those who are choosing to protest actually have underlying anger issues at the United States that go far beyond the YouTube film.  What they are angry about is the imbalance of power–that the United States seems so overwhelmingly more powerful than the Muslim countries, and the Arab World.  There were comparatively few protests against France  because France does not have the same overwhelming power and influence when compared to Muslim countries.

At the end of my discussion with my student, I asked, “So, what you are saying is that the only way to get the Arab World to stop protesting against America  is to stop helping Israel, and to become weak (at least weak enough to be no threat to the Arab World)?”

“Exactly!” my student replied.

–Lynne Diligent