- Homegrown and Sustainable - Monday, August 20, 2012

These are two words that have been sweeping the hippie/hipster nation recently, and perhaps even permeating the more conservative elements of our society who, despite not believing in global warming, can see the red-blooded American value and economic drive and the (sometimes) profitability of buying local. We know a bit about the environmental cost of importing food and other goods (planes use fuel, and are a rather expensive method of shipping); and the diversity and beneficial competitive environment that small local businesses promote. The hipster nation knows all about the fascism that is Wal Mart and any other corporate enterprise, even if they don't all necessarily know what fascism is.

But while I do think that the ideas of sustainability and homegrown enterprise are permeating the realms of business, energy, and humanitarian organizations, one place it has been notably lacking is education. My dad likes to rant about how the higher education system as it is now cannot be sustainable. Looking at the sky-rocketing, already-insane costs of higher education, it is hard to be optimistic.

The first thing I think of when I see costs of even out-of-state public universities (supposedly cheaper) steadily approaching 60,000 dollars a year is: where the fuck are they coming up with that number? That number doesn't even include room, board or transportation; so there is no way that 60,000 dollars is what you're paying for your standard fifteen credits and some computer, library, and writing center fees; it can't even be that much to include insurance and student health blankets. Thirty years ago the same fifteen credits of classes at Harvard that now costs 30,000 dollars was; believe it or not; some 400 dollars a semester. (This is what a Harvard alum who attended around thirty years ago told me). It is completely ridiculous to expect even the wealthiest among us to be paying the modern costs of an undergraduate liberal arts education.

I don't know what it is, though. I'm not an economist. And the breakdowns that colleges provide as to where their tuition goes seem legitimate; professor salaries aren't the best, anyway, and research funding is a must to garner a university the required accolades to attract the best and brightest. I've talked to some of my friends who are, like me, attending expensive out of state colleges and concerned about it (I have a literally constant internal battle as to whether or not it is worth it, and it's torture).

One of my friends was of the opinion that one of the only (or most effective) ways to cut the cost of higher education would be to make universities teaching-only insitutions, so that tuition would not go towards funding research and research-based salaries in addition to the (for most undergrads, at least) teaching-based education that is the bare necessity. I'm sure that this would do something in the way of reducing education costs and perhaps rendering education more sustainable, but it would also rob U.S. higher education of its dynamism, applicability, and comprehensive enrichment. For indeed the strongest unique quality of U.S. university faculty members is that their research allows them to teach in a flexible, tailored manner, applying their subject to modern problems and examples. Dynamic education that is at least to some extent re-formulated and reconfigured each new semester saves us from falling into archaic forms of education that do not challenge, inspire, or prepare students to be competent in the real world. Additionally, U.S. universities are unique in offering a variety of undergraduate research opportunities: and many of these undergrads become published, productive researchers even (or perhaps especially) in their youth; this is an asset we cannot afford to lose.

Another idea for cost-curbing that I have heard, and don't like (yeah, I'm an ol' stickler for the traditional) is that online courses that are beginning to be offered by companies like Coursera and Edx might begin to substitute at least those very basic introductory college classes (which deal with sometimes 600 students at a time anyway, so its hard to make the argument that the education experience will become 'less personal'). I think if there is some sort of certifiable way to earn credit for these classes (like at least a sit down final exam so they can make sure you're the person getting the credit and you know some of your shit), and if online classes are substituted ONLY for those classes that are already funneling kids through, plug-and-chug, (like Intro Psych or something) and there is some external human source to whom students might go to for help, then overall it might be a good idea. But I know that, at least in some ways, I am completely a product and a mindless robot of our educational system: and so much personal motivation, without even having a guy or gal to stand in a lecture hall and yell at me about deadlines or inspire me to read, would be hard for me to muster. Also there is something (see: a lot) to be said about human interaction and even perhaps the bare fact of REALITY (rather than virtuality) that is an integral facilitating component of learning.

So instead of vast online overhauls or cutting off research funding, I think that more government energy needs to be spent on public universities. One reason I didn't go to the University of Utah is because I know about professor attitudes to introductory lecture courses; my dad bitches about them all the time. I would have been neglected as one in a million, but more than that I would not have had to apply myself to get straight A's in a series of classes I was sampling (higher level courses are another story, certainly). It should not be the grade that motivates us to immerse ourselves in our classes; but unfortunately this is the mindset institutionalized education has trapped us in. I have to admit that although I love learning about anything and everything and I read voraciously, I probably wouldn't apply myself in college classes beyond what I needed to earn an A. And simply put, I have to work a lot harder for my A at UVA than I would in the same class at the University of Utah.

But another thing is true of higher education, or for that matter any level of education; and that is that a good student will be a good student regardless of the environment you place them in. So I would possibly have been as good a student at the U as I was at UVA, and perhaps even pursued more research opportunities if easier intro classes left me with some free time (or because these opportunities are far less competitive at the U than at UVA). But I do not think it is fair to relegate every good student to a perfunctory education at a state school that might be worse than the University of Utah, which is a good university after all.

There is not enough government focus on making education a sustainable resource. The best and brightest are deterred from enrolling at their local state schools by enticing offers from prestigious private and public schools out-of-state (hence: brain drain). The people who leave will probably never come back, at least not permanently. They will overcrowd a more metropolitan area with their intellect and skills, not to mention their bodily functions and carbon footprints, and conversely their small local roots will remain slow-developing. The local university, neglected by the best and brightest, is left with the same fate.

Brain drain is countered by a phenomenon known as 'wallet drain', where ones' parents must shell out exorbitant amounts of money so that their best-and-brightest kid can get the fuck out; because after all, the most generous full ride scholarship offers are from unheard of state schools. While they might be out of your own state, these state schools might be academically even less stimulating than the affordable local state school is, so it's not a logical option.

It is true, and commendable, that not-top-tier local state schools are perhaps the only places you will be able to get a full ride or half-ride scholarship based on merit and not merely need. These scholarships prevent some brain drain but not enough, because (let's face it) who is even going to college in the first place these days (think majority, not minority): the kids from families with money. Rags to riches stories are certainly possible, but still not the norm, if ever they will be. So out of those kids who score high enough on their PSATs and get scholarships to the University of Utah, perhaps a third of them, maybe even less, will attend the U. Let's face it: they are doing so well in part because their parents attended college and gave a shit about their own kids' educations; and that probably means that they come from at least a middle-class background, which means they can (almost) afford going out of state.

I think that the government needs to take a far more personal and active role in improving the caliber of state schools over all, to promote affordability and sustainability, and prevent brain drain. State schools left to their own devices are lacking in resources; they can only provide a few scholarships based on some arbitrary marker like the PSAT (presumably because it saves them the time of actually having to look through applicants' coursework and essays), and they lose bright students quickly. But in the long run, I think that even the kids with money rearing to get out of their hometowns will not be able to afford out of state schools: so the quality of state universities is an issue that needs to be addressed promptly. If you consider students who live in California, Virginia, Michigan, or North Carolina (or anywhere else with a top-tier public university or two), they have it easy. The best and brightest students in Virginia by and large go to UVA, a top-tier public university. The same goes for UNC Chapell Hill and the University of Michigan Ann-Arbor. And indeed if you lived in any of these states and were accepted to any of these schools for the reasonable cost of in-state tuition, it would be hard to justify going elsewhere unless you had a more comprehensive scholarship.

I have a few sketchy ideas as to how our government could approach the issue of attracting more top-tier students to state schools, thereby increasing their caliber. One is perhaps not so sketchy: the government should fund more (and more generous) merit-based scholarships to in-state schools. Another idea I have is that state schools that are already top-tier, like UC Berkeley, might begin drawing from a wider pool of states and offer in-state tuition to those best-and-brightest students from out of state. The idea is that these students, once affordably educated, are more likely to stay in/return (if not to their state itself) then at least the general area, thereby enriching and improving this area (sustainability!). I have no idea how you would pull this off; I don't know enough about federal funding.

The other would be to convert the entirety of the United States to a giant socialist hippie commune in which we tax the fuck out of the wealthiest and use the fuck out of the money to 1) increase research funding (draws the best and brightest professors, increases the caliber of state school, attracts top in-state students) 2) subsidize administrative costs to eliminate any bullshit paths for our tuition 3) provide education as a basic right, because isn't that the goal of the public school system anyway, one that it is increasingly failing to fulfill?

One thing I don't understand is the paradigm of private schools versus public schools: in high school, there seems to be a disparity in cost without the disparity in education. I mean to say that while preparatory schools get kids into Ivy League schools like bosses, they don't seem to offer any rigor or spawn kids of otherworldly intelligence, in comparison to public high schools. And actually, I guess it's only coming to light for me now; but who is to say, or to prove, that my education at the University of Virginia (basically a private-public school) or, the fabled example, Harvaaard, is going to leave me any more knowledgeable, intelligent, or capable of critical thinking (you apply whatever you consider the ultimate goal of college, it beats me sometimes) than the same education at the University of Utah. It all comes down to the student: a good student will suck the marrow out of their experience at either institution and come out on top. Better students than me (oh, there are so many) are at the U capitalizing on opportunities I don't even HAVE at UVA, or that aren't available at Harvard: so tell me, why is it worth it? (It's not. It's all name. We are paying fifty-thousand dollars a year to graduate from a school with a name. On this scale, I chose the wrong place to go; Berkeley is better-known).

I suppose the reason that the public-school-private-school model works better in high school is that a High School diploma doesn't matter any more. While maybe 70 years ago graduating from Rowland Hall or Waterford might make me one of the few high school students to go on to college, nowadays even a good amount of public high school students advance to get a college education. So theoretically if the majority of Americans begin attending graduate school, their undergraduate institution and its nature as private or public will not matter one bit. But that won't solve the problem. Brain drain will start later, but it will still occur. Tuition costs for undergraduate institutions may become more reasonable and public universities might rise in caliber, all promoting sustainable education, but it won't matter any more because maybe the problem will shift to graduate education instead: maybe there will be a shortage of government funding to pay so many grad students, and graduate education won't be sustainable.

Another reason that public high schools are frequented even by college-bound students is programs like AP and IB, which provide them all of (and perhaps more than) the intellectual challenge of a private college preparatory school. AP and IB programs (especially in high schools who can subsidize the costs of the tests for low-income students) are a blessing, and among the only reasons that higher education can be accessible to low-income students (which will help promote sustainability and prevent brain drain, hopefully).  Maybe we need to mimic AP and IB expand and improve Honors College programs in public universities, as well as provide more student-research programs like ACCESS at the University of Utah. And more fundamentally, AP and IB need to be championed and extended to every public high school in the United States.

So whatever the ultimate solution, I think we need to start talking and thinking about how we can make higher education more local, accessible, and sustainable: education is our most precious resource. Perhaps what remains as the largest marker of the United States' 98 percent- 2 percent paradigm is vast brain drain and private university costs: while the poorest among the 98 percent cannot even muster a public school education, the richest 2 percent are attending prep schools and Ivy League universities. Perhaps one way to curb the skyrocketing costs of education would be to observe models from other countries around the world (a lot of them have higher education either free or heavily subsidized, but they are largely socialist heathens anyway). But there is so much political and economic tension surrounding education funding that it often gets waysided, receiving the same fate as healthcare and most other things you might consider basic human rights, in the blatant partisanship and brainwashing that is our political system. So the bottom line is, I'm not exactly sure where the reform needs to start, but it does need to start. 

- Radio - Monday, August 06, 2012

When my caffeine-spun words begin to acquire a texture that I can taste as strongly as the adrenaline, I begin to feel the lilt and swell of every word in my mind, the thick scratch of feedback and microphone fuzz in my ear (my auditory cortex, to be precise, because I am indeed not hearing anything, oh astute imaginary reader; do meet the rest of the imaginary friend crew I tote along in my ravenous musings). Radio, of the talking variety at least, is perhaps a dying art form now that we have had TV and netflix and cinema and Ipods for quite a while, but in our resurgence to all things nostalgic, esoteric, intellectual, and elevating, radio lives on; if not as an art, at least as a science. (And by that I cryptically mean that we still get radio news).

 Our resurgence is fear of the unknown, a step back from the waves of innovation and multitasking that crash into our lives in a steadily progressing storm. Just as skinny jeans and high-waisted skirts, rompers, fedoras, cigarettes and stupid mustaches have marched back into the progression of life; of both the hipster and mainstream varieties; so do means and forms of expression that are reminiscently beat or conservative. Sometimes our reaction to change is the negation of change, to ignore it and fall back to something comfortable and known, or perhaps to confront the unknown in the soothing embrace of the familiar.

I've grown up listening to NPR because my parents were raised in a country where TV was not a commodity for a long time. Especially in my dad's village upbringing, I don't know that he had a television until perhaps his undergraduate education. So for me, radio is one of those mediums that is tried and true, visceral, and of that powerful vein where nostalgia lies; just beneath the surface of your temple, easily tapped, releasing a heavy flow of ethereal static-y sepia-toned memories.

What I like most about radio is peoples' voices. There is a unique sort of emotion transmitted when you can only hear a person's voice, and can't even see their eyes, that medium that is said to be the most expressive of all. Very soon, you stop imagining the face that might go along with the voice and instead understand the emulation of emotion that is their voice; the muted, careful way that interviewees soften their sentences to come across with perhaps more profundity than lies even in their words, and the commanding bass and carefully nuanced sounds of the broadcasters, who are chosen just for those charming lilts and lisps that we can fetishize and emblazon in our memories. More than their intuitive reporting skills or incisive questions, I like how each NPR broadcaster is identifiable the second their tones fill the car, the way they conversate with fabled characters as though they were old friends to you and me, and how their ponderously-placed words shape music and warm the air. Words find a new texture in their splendid baritones and ebullient sopranos, and every story and snippet of reality becomes enhanced, marked, and palatable. I realized once that NPR's news stories are not half as long as the same stories on TV or in print; perhaps because voices, when overexerted, will soon fall into insipid monotone, or perhaps because NPR survives on interviews and Car Talk and Garrison Keilor as much as it does on hard news. But each piece of news, though often abrupt in content, is smooth and digestible solely because of its mode of delivery.

Voice is a visceral medium, even to the not-attuned ear. A phone conversation can burst with the sweetness of a smile or chafe with indifference, mollify with muted tones or enrage with distracted abruptness. Stress and nerves are harder to compensate for when all you can hear is a voice; no endearing eye tricks or simpering smiles can cover the raw emotion of a quivering voice. So there is a bare-bones reality to radio, a purity that resonates because it is, frankly, hard to lie when you cannot also deliver physical cues. I feel that I have read somewhere about maneuvers associated with lying and lie-detection, and how the entire package of human form is crucial in delivering a believable lie. So perhaps over radio we are keen to embellishment, which is why NPR keeps the news short and sweet. Perhaps this is also why the most touching stories are delivered over radio, or conversely, why we find them so touching at all. NPR's series 'This I Believe' was such a cool, inspired idea; but I cannot say that I would have enjoyed reading these stories as much as I enjoyed hearing them, feeling the gristle of their thoughts and the microphone fuzz at their slight lisps.

Voice is an intimate medium; more intimate even than writing or television because of the honesty it demands, the lies it reveals, and the visceral pull of human voice. After all, when we are in the womb we do not see anything: we only hear. We hear a steady heartbeat, our mother's voice, and the voices and sounds of the world around us. Radio lives on as an art because it resonates across time and human differences, eternally unparalleled. 

- Colonialism and Decolonialism: pains and subjectivity -

On its back cover itself, 'A Bend in the River' is described as 'the heir to Conrad's Heart of Darkness'. Not to condemn it to its fate at the hands of critics but I drew this parallel myself, perhaps only a little inspired by other readings which make this connection either scornfully or, as the back-cover literary critic seemed to, admiringly. There are several simply-stated, ever-resonant lines in A Bend in the River that harken back to Heart of Darkness, or, because I remember little of the novel itself, to the themes we discussed in IB English.

Chinua Achebe wrote that Heart of Darkness was racist because of Conrad's need to portray African civilization as a foil to European civilization: â€˜as a place of negations at once remote and vaguely familiar’; so as to increase the apparent spiritual and moral standing of European society by comparison. This idea came as a shock to me. While on closer inspection it is evident that Conrad perceived Africans in the Belgian Congo as members of an atavistic society who didn't even exhibit rudimentary expressions of language or organized tradition (in any European sense at least), my first impression of the novel was that Conrad sympathized with the plight of the colonized at the hands of the colonizers.

 Sympathy is, however, a form of patronization and dehumanization. He assigned his enslaved and attacked characters positions of victimhood, which disempowered them from taking their fate into their own hands. In their extreme position of victimhood, dealt unfairly with the double-blow of inherent backwardness, they could not initiate decolonization by themselves. My first impression of Heart of Darkness was that it was a message of sorts to Europeans that they needed to decolonize their horrors of imperialist ventures, and this seems congruent with the helpless portrayal of Africans in the novel. While the native Africans make efforts to resist the protagonist's journey into the forest, they are ultimately unsuccessful, and many times portrayed as archaic and savage in their methods.

In the subtle, convoluted, and often perhaps subjective material surrounding colonization and decolonization, there seem to be a lot of psychological tricks. In Middle Eastern History, we studied Napoleon's colonization of Egypt. Edward Said writes that in creating the great  National Museum, the French were ultimately trying to dissect and analyze Egyptian history and culture to an extent greater than any Egyptian had tried thus far, and by mastering the civilization, come to dominate it. It is not immediately an intuitive concept, but if you think about it in other contexts, it becomes more so. For instance, when you come to know the ins and outs of a person you are close with, perhaps analyzing them and their patterns to an extent even they have not ventured, then you really know how to yank their chain. You can manipulate them to many ends, through subtle and subliminal control. This was the basic idea of the French conquest of Egypt.

But there is a counter to this pessimistic and enraged analysis; and to the similar diatribes of Chinua Achebe and Edward Said. Egyptology was created as a tool of colonization, and so was the National Museum. This careful documentation of history ensued in the preservation of intellectual and artistic wonders for centuries to come; a preservation that the disorganized, exploitative, entrenched Mamluk leaders Al-Jabarti describes in Napoleon in Egypt were wont to care about, let alone preserve. You would be hard pressed to find someone with any intellectual or cultural investments at all who does not think this preservation was, in the long term, beneficial.

I would call Napoleon's approach of dissecting his way to domination masterful and original if I did not upon further pondering find that it is more of a human undercurrent than a breakaway notion at all. I came to this realization while reading The Bend in the River, because when the main character, Salim, wishes to distance himself from the native Africans in his mind, he does so by analyzing them to a creepy and unprecedented extent. For instance, with the subtly uppity Ferdinand (whom Naipaul gave a subtly uppity name, for emphasis), Salim must prove to himself his superiority by analyzing the 'Africanness' of his face, comparing it to the set lines of an African mask, and slyly ridiculing the boy's school uniform and the way it looks on his black body; an all white uniform as it is. At the same time, Salim internally feels the need to justify to himself that he is not trying to do this; not trying to declare their class difference or separate the colonized from the colonizer: 'The idea came to me that I was looking at Ferdinand with the eyes of an African, and that was how I always looked at him. It was the effect on me of his face, which I saw then and later as one of great power' (37, Naipaul). But in his life and family history, which have been remarkable for nothing else, it is elevating and important for his self-esteem that he reiterate his perceived position in society as more than a created social construct, and instead as an inherent reality. Still, he realizes that it is a social construct after all, which contributes to his constant sense of shame. Indeed Salim is Indian: he is also the colonized, and in the last line of his musings on this page with Ferdinand, he realizes that he is closer in being to Ferdinand than he is to 'they', the white European movers and shakers in their world.

Colonization in the Middle East has historically been resisted mightily. Perhaps Egypt was the country in which European influence seemed to settle through some layers of society, and inspire some wonder and ass-kissing in the higher strata (this I glean from Al-Jabarti's chronicle). But the Black Panthers were Muslim, and so was Frantz Fanon; the inspiration for the violent annihilation, slate-cleaning style of bottom-up revolution practiced in the Algerian revolution. I am in no way connecting Islam to violence, because this is a fallacy. Instead, I would like to look back to Islamic philosopher Jamal al-din Al-Afghani, who proposed that Muslims had an unparalleled and unique strength in their religion, and that it was a religion favorable to innovation and science because it was, in its most rarefied interpretation, a philosophical system.

Egypt won independence from Britain in name only in 1922. It was not until Nasser that the Egyptian people at large felt that they were represented by their government as Egyptians and not as colonial subjects. Hassan al-Banna and the Muslim brotherhood did a great deal to bridge the cultural disconnect between the Wafd (British-controlled) government and the average Egyptian, between 1922 and Nasser. Al-Banna had an inspirational power similar to Al-Afghani's because he, too, asserted that it was possible to be Muslim while also being modern. Egyptian singer Umm Kulthum, who glorified Egyptian culture and native language more than the Islamic religion, similarly was a walking assertion that it was possible to be Egyptian/Muslim and also modern.

Contrast these means of resisting colonization to India, now. The British conquest of India was different than the British conquest of places like Palestine and Egypt, and my main evidence for this assertion is modern observation. I don't know a lot about Hinduism, but it seems to lack the structure even of some forms of Buddhism. I could not tell you of any guidelines about legal contracts, marriage, or property in Hinduism, but many of these are outlined in detail in the Q'uran. Reviving Islam and Arabic culture and language had to come before independence: Al-Jabarti realized that many Middle Eastern countries at the time had been weakened, and a cultural renaissance was in order.

Gandhi came to the same realization during the Indian Independence movement, and indeed a great part of his public asceticism; honesty (ahimsa), and movements towards Indian self-sufficiency (homespun, Salt March) were along this vein of thought. But one glaring difference I see between India and colonial Middle Eastern countries is the diversity in religion and culture. While there has always been a hot Shia - Sunni conflict paradigm, India's diversity is unparalelled (and ultimately, Gandhi could not keep it from tearing the nation into two...er....three....), and India has had to handle a many-faceted rather than deeply divided two-sided conflict. As such, Gandhi and other Independence leaders could not rely on religious or, even to some extents cultural (because Hinduism, Sikhism, and Jainism, to name a few, are as much cultures as they are religions) universality in the subcontinent to unite their people, to inspire bottom-up cultural renaissance and build a revolution from this tabula rasa. I'd say my analysis is pretty shallow here, but I think that their attempts at true national revival and unification were compromised by diversity. Proof of this is the partition: it was possible to unite the country only, it seems, behind the cause of gaining autonomy; but the Indian Independence Movement was not a revolution because the slate was not wiped clean, and the differences afterwards were the same as the differences before, even unleashing centrifugal forces that ripped the country apart.

Another way that the slate was not wiped clean in India is visible in the lingering influence of Britain and the West, to this day. For a long time, perhaps until the late twentieth and early twenty-first century,  Indians had an inferiority complex. They found themselves inherently stuck in the mindset of the colonized because they did not wipe the slate clean. They maintained the educational, political, and infrastructural systems put in place by the British, almost to a T. They absorbed the educational curriculum and English language in teaching and day-to-day functioning; other than Europe, India is perhaps the most surprising place you will find English handily understood and manipulated. Culturally, India was the first and, I'm not sure, but perhaps still the only country with a movie industry that copied verbatim the name of the U.S's movie industry, except for one letter difference to signify one of India's most Westernized cities.

Bollywood is a hotbed of emotional soft-porn, garish, disgustingly cheesy, plotless fests of gyration and whirling bright colors to mimic your worst LSD trip. One of the most reiterated statistics about India is that its movie industry churns out the most movies in the world each year. It is regarded as a thing of wonder for any Westerner who has never witnessed the horror of Bollywood, and even for those who have and patronizingly regard it as cute, or watch because they like the 'pretty costumes' and the 'energetic dancing'. Bollywood musicals lack even the plot depth of American musicals, and I think this  has to be something every American who says they like Bollywood has realized; but for the sake of being politically correct and culturally open-minded, we abandon our higher Western tastes to pander to some lower Eastern ones. (sarcasm). I, for one, think Bollywood provides generic, cookie-cutter movies that only make the inherent escapism of movies easier to tap for the high-stress, cramped, polluted Indian population; and therefore it is easy to understand why they are so popular when they are all the same and don't even feature any kissing (though the girls do appear half-naked, and the guys are beginning to as well). But I think that, while some of these movies should still be manufactured (yes: manufactured) every year because of the market and the fun factor, Indian artists and directors should stop trying to copy the West in the worst way possible. I see Bollywood as the innocuous but ever-present vestiges of the Indian post-colonial inferiority complex, the epitome of foiled mimicry and ass-kissing of the West. Indian artists and directors should begin exploring the richer artistic tastes that abound in the diversity and vibrance of everyday Indian life. India is a billion beautiful movies waiting to happen, and yet all that has come out of it is Bollywood?

My idea that the slate was not wiped clean in India and, therefore, that it was not truly a bottom-up revolution, is a little shaky when I try to contrast it to revolutions that have occurred in the Middle East. Ignoring the latest Arab Spring revolutions, I'd like to look back at Iran's 1979 revolution with Ayatollah Khomeini and the Nasser revolution in Egypt (if I might call it a revolution for these purposes). In the Iranian revolution, the general Iranian populace expressed their desire for a leader who wouldn't allow imperial powers unlimited access to their precious natural resources and who effectively rejected all aspects of Western influence (in any way, shape, or form). They publicly demonstrated in favor of religious leader Ayatollah Khomeini, who soon dispelled any pretenses of democratic government after he assumed power, but still initially soothed the Western-irritated population, who had now found the emulation of their cultural and religious identity. Drawing on Al-Afghani, they thought that Islam was the root of their unique strength. Khomeini became a dictator and a despot, distorting the original intentions of the revolution as he had projected them but that is, for the matter at hand, beside the point.

In the case of the Iranian Revolution, I would argue that, despite the success of the revolution, it can be argued (lol) that the slate was not wiped clean. I say this because of the despotism that Khomeini assumed after entrenching his power base; despotism was not an inherent Middle Eastern form of governance. For proof, you need only look at history, at Iran's Safavid Shah Abbas, one of the most equitable and just rulers of all time. Instead, Khomeini coopted Western methods of governance: imperial governments had employed despotism in their control of Iran's government, and had manipulatively supported despotic Shahs in Iran. Despotism was a method of retrenchment after Western abuses, because the attacked populations felt the need to centralize and, in effect, adopt some form of emergency rule, in order to shore up their defenses against the exploitative outsiders. As such, the slate was not wiped clean before the Iranian Revolution (and maybe this is why Iran sucks now) because Khomeini's rise and adoption of despotism were all based on the memory of imperialism, whether out of bitterness or emulation.

And what about Egypt and the rise of their beloved Nasser? Nasser did a lot for the country in terms of making them feel as though they were ruled by a true Egyptian again, most notably by nationalizing the Suez Canal. However, his management of the Aswan Dam project in the midst of Cold War tensions was, I think, symbolic of the fact that Egypt's slate had not been wiped clean. He sought foreign funding for the project, craftily playing the U.S. off the U.S.S.R during the Cold War; which helped maintain and even strengthen Egyptian sovereignty, but nonetheless, in my eyes, was an ideological sell out, only part of which was an open pursuit of Western aid. Looking at the Arab Spring, now, the rise of the Muslim Brotherhood in Egypt is super symbolic that the slate was not wiped clean. A significant number of Egyptians do not seek a Western-style democratic government, because the slate is littered with past imperialist abuses. Instead, they seek the connection with kin and country and the uniquely Egyptian and Muslim form of leadership offered by the Muslim Brotherhood; for better or for worse, we can only speculate.

So it can be argued that the slate was not completely wiped clean in any of these cases, but in Iran and in Egypt, the people are beginning to recognize that this is true; which is why they are decisively turning away from the West. India, on the other hand, is decisively turned towards the West. They emulate the West in music, film, dress, hobbies, jobs (hey, outsourcing), education (increasingly), etc. Their emulation of the West is precisely why India is such a dynamic country in penetrating the market - nay - adopting, the entire world's production demands. Why the difference in reaction to ones' slate not being wiped clean? Well Khomeini's revolution and Egypt's Arab Spring were both revolutions bent on wiping the slate of past abuses clean; whether or not they did so effectively is another question. As I said before, the Indian Independence Movement was not a revolution; indeed it does not claim to be in its title; and so the slate remains littered with both the abuses and benefits of British imperial rule. (And yes, I would argue that there were benefits: the education system, the abolition of the sathi system, to name a couple.) This dirty slate means that Western influence, particularly British but now more and more American, continues to pervade Indian society.

Indian attitudes are changing with the realities, while attitudes in Iran and perhaps in Egypt (at least at the top), often remain blind and unchanging in the face of these realities. In India, for instance, while creeping servility to white people and foreign accents might have been the sickening norm not too long ago, I find that Indians are coming into themselves with a proud national identity more and more. While once everyone wanted to send their kids to the U.S. for their studies, when I went to India in my sophomore year of high school, a little Indian girl greeted my American accent and atire with 'so I hear studies are damn easy there, or what?'. But on the flip side, I feel that pride without direction can hinder progress.

Our minds can be clouded with anger and resentment, and I feel that shari'a Iran and Egypt under the Muslim Brotherhood are both acting almost solely out of anger. This clouds their foresight and even sight of present realities, because it is widely predicted that neither of these governments will be the best in coping with the realities demanded by their modern populations, or by the rest of the world. In India,  the British-infused inferiority complex and the botched imitation that is Bollywood make me want to retch; but I can safely say that the former is changing as (at least some minute fraction of) India's population advances naturally, through talent and effort, into being a major competitor in the modern world. And the latter continues because it is oh so popular in India; but I think it's safe to say that Bollywood is acquiring its own truly Indian bent, to cater to a truly Indian population. That is, I don't see it as Hollywood's ass-kisser any longer, even though I don't think it's necessarily gotten any better as an industry in creating art.

India's route and the route of Egypt and Iran are only two different ways that colonial experiments have turned out; there are so many things we don't know. But anger and pride have hindered the progress of many Middle Eastern nations, and it isn't their fault. In fact, their unity and identity-seeking are commendable over India's historic method of laying down flat and taking it (aww yeah). Colonialism is fucked up because of the lasting extent of the effects we observe, that linger far past the end of the colonial empire itself. A Bend in the River is impressive because, in just the first half of the book (which is all I have read thus far), it manages to explore all of the twisted psychological colonial and post-colonial phenomena I talked about here; and most impressively because Naipaul finds a relatable human to emulate each of these psychological effects. He introduces the imperialist who documents and dissects his way to control in the form of Father Huismans. The embittered, resistant colonized searching for his cultural, racial, and social identity, is presented in the form of Ferdinand; as an endearing sort of bildungsroman that you don't understand ties in until you consider colonial psychology. The ass-kissing recipient of imperial influence we find somewhat in the form of Salim, and somewhat in the form of Metty. We find stratification and artificial class differences imposed on the Indian and African residents of the town, which help the people police themselves, placing some in positions of supposed authority that goes straight to their heads. And there are the creeping servile men at the town's hotel, who have a prominent race inferiority complex that makes them kiss the white man's ass and jeer at the black man's requests. The confused, rage-blinded victims of dirty colonial psychological tricks are the various divided-and-conquered tribal populations, manipulated against each other frequently, who have been so adulterated that they cannot unite and direct their anger against the colonists. And this is the most powerful tool of the imperialist, one which has been universally successful as far as I know: divide-and-rule, manipulate-and-conquer.

There is, on the other hand, a great deal of subjectivity involved in interpreting colonial and de-colonial literature. I was curious how Chinua Achebe might interpret A Bend in the River after his diatribe against Heart of Darkness, which I didn't find to be completely fair in terms of his arguments. Achebe is speaking from a point of victimhood which, coupled with his minority race, means it's pretty taboo to question anything he says about racism in Heart of Darkness. But I think that his argument that Conrad was dehumanizing Africans is valid until his argument that the use of Congo and its inhabitants 'merely as a backdrop for the psychological degradation of the protagonist' (or something) is also dehumanizing. For if that were taken at face value, couldn't we go off and rage at all the other psychological novels ever in existence? In any psychological novel, the focus is almost solely on the main character, and for a reason. And I would argue that Achebe is harsh on Conrad and his book. After all, think of the time and place where Conrad lived: it is commendable even that he wrote a book criticizing imperialism in the first place, and revealing its horrors upon Africans. I think Achebe is himself blinded by rage (hint: connection back to the bad effects of rage-blindness in A Bend in the River and Middle Eastern history) when he goes on to say that Heart of Darkness, because of its hidden instances of racism, should not be studied or promulgated as a great work of literature. Well I think it's great that he wrote a piece alerting us to these dangers, but I doubt that even he would want to suppress the literary mastery behind the novel, let alone its place in history and sociology. After all, we would not have Achebe's antithesis without Conrad's thesis.

As for A Bend in the River, I am yet to draw a conclusion as to the ultimate nature of the book. Naipaul seems to have a healthy mix of colonial stereotypes and tongue-in-cheek exaggerations, which make the novel more of an exploration than a statement; which is, I think, true of both Heart of Darkness and Things Fall Apart. I enjoy the way each sentence is simple but esoteric, a resonant message about humanity and our psychological intricacies. Naipaul subtly shows how they can be manipulated for and against us by wiley outsiders, in a way that is both familiar and revelatory. I see A Bend in the River as less of a colonial abuse exposee or single-character psychological journey than an exploration of humanity at large, the way we are, the many ways it is possible to be, and the way our contexts affect us; with themes both glaringly colonial and universally applicable.

Another universal colonial method: co-optation of the elite.




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