I'm creating a recommended book list for students of South Asian history and politics.

What do you think should be on it?

Observing the public conversation around FB, and the private ones happening among techies and ex-FBers, I think the mutual misunderstanding is worse than when I set out two years (and 500 pages) ago to (in a small way) bridge that gulf.

We're basically fucked.

The tech world has gotten so huge, self-reinforcing, and insulated from reality they can no longer even vaguely look at themselves (and their actions) as others do. They just live on a different planet than most people.

Conversely, the average tech consumer doesn't understand the technology that has slowly taken over their lives, and their designated emissaries to figure it out--politicians, pundits, regulators, journalists--understand it barely better than they do, and have their own agendas.

To say more than generalities for a moment, here's what I think is likely the core problem.

Techies take weird, improbable visions, and make them realities: some BS pitch deck to a VC, mixed with money and people, really does turn into some novel thing.

Most people work inside a legacy industry that's evolved that way over time (usually for good reasons), and they think about the future via some analogy with their present (which is a function of a long-ago past). The interruption that tech will introduce is often hard to grasp.

A thread on the life and achievements of Muhiyudin Sayyid Abdul Qadir Jillani RadiAllah who served Islam infinitely as the Reviver (Mujadid) of the 11th Century!

Muhiyudin Sayyid Abdul Qadir Jilani (RA) was one of the greatest Islamic Saint, Scholar, and Jurist. The honorific Muhiyudin denotes his status with many Sufis as a "reviver of religion". Jilani refers to his place of birth. He also carried the epithet Baghdadi.

[1]

Sheikh Abdul Qadir Jilani was born on the eve of the 2nd of Ramadan 470 AH. His birth was a great blessing for the Ummah. It was the arrival of the Sultan al-Awliya (King of the Awliya) of that era, which had been foretold for centuries before his birth.

[2]

When Hazrat Abdul Qadir Jillani was asked by someone what brought him to his high spiritual level, he said, The truthfulness which I promised to my mother. He related the following story:
"One day, on the eve of Eid al-Adhā, I went to my mother, who was then a widow and..

[3]

..and requested her, 'Send me to the path of Truth, give me permission to go to Baghdad to acquire knowledge, to be with the wise and those who are close to Allah. She cried, but she brought out 80 pieces of gold, which was all that my father had left as inheritance.

[4]

1 of 16: WE ARE ALL JEWS HERE: THE STORY OF RODDIE EDMONDS

One of the most moving and relevant stories of the Battle of the Bulge, or any American Soldier in any war, is that of Master Sergeant Roddie Edmonds, a Knoxville, Tennessee native, who served with the 106th Infantry.

2 of 16:

Roddie was captured early on in the Battle of the Bulge, on December 19th, when Panzer forces plowed through his unit.

He, along with almost his entire regiment, was forced to surrender.

3 of 16:

The men were transported to the Stalag IX-A POW camp in Ziegenhain, Germany.

Roddie was the senior enlisted American Soldier at the site. As such, he was the conduit between all American Soldiers and their German captors.

4 of 16:

In late January, the camp’s commandant, Major Siegmann [pictured here], ordered Roddie, a Christian, to identify all Jewish Soldiers and order them to stand in formation by themselves the next day.

[Jewish Soldiers were a minority within American units]

5 of 16:

Throughout WWII, captured Jewish Soldiers were often tortured and then killed by their German captors.

In fact, Jewish Soldiers had been told to bury their dog tags before capture. The dog tag identified Jews with the letter “H” for Hebrew.

A #story from #Thiruvilayadal puranam- one of divine leelas of Bhagwan Shiva

#threadseries #madurai

Koodal Kaandam

Story 21 - it is about how stone elephant came to life and ate sugarcane - When Raja Abhisheka Pandyan met Ellam Valla Siddhar

கல்யானைக்கு கரும்பருத்திய படலம்

Raja Abhisheka Pandiyan went ahead to meet Ellam Valla Siddhar on the premises of the temple.On seeing the arrival of Raja, people surrounding Siddhar moved back. Abhisheka Pandiyan introduced himself to Siddhar &asked about his whereabouts.Also his purpose of visit to Madurai.

Raja asked why he performed magical acts, does he expect anything from him or people of Madurai.

Siddhar laughed & replied to Raja that he was from Kasi. He had heard a lot about Madurai in Kashi.Also told that this place is a Mukti Kshetram,so he had come to stay here.

Siddhar asked Raja if he has the capability &power to give anything that he asks for. Siddhar told King that he has power to do things even if he think of it.Siddhar asked King to ask whatever he wants & it would be provided, whatever these people had asked, they were granted.

Abhisheka Pandyan was shocked to receive such a reply from Siddhar,& he decided to test the power of this Siddhar. By that time, Raja saw a person in crowd having Sugarcane.

Raja took Sugarcane from that person.

The Ife Primary Education Research Project (1970-1983).

aka

The Ife 6-Year Primary Project.

In 1970, as the Director of the Institute of Education of the then University of Ife (now Obafemi Awolowo University, Ile-Ife), later Dean Faculty of Education, Prof. Babs Fafunwa & his team embarked on one of the most groundbreaking research projects in education for Yorubaland.

The aim of the project was to test the hypothesis that the best instructional medium for good concept formation at a very tender age is the mother tongue.

This was bolstered by the observation that “of all the continents and peoples of the world, it is only in Africa…

…that formal education is offered in a language that is foreign to the child.”

So, Yoruba was to be used & tested as an exclusive medium of passing information or instructions to a set of pupils.

The project was based on the premise that:

(a). the child will benefit culturally, socially, linguistically & cognitively.

(b). the child’s command of English will be improved if he is taught English as an entirely separate subject by a specialist teacher through the 6 years.