.: Latest News :. .:News in Pictures:.




Horoscope Recipes

Weekly SectionMarker



Pakistan's Internet Magazine
Herald




Weather

Dawn Classified

Cowasjee Ayaz Mazdak Review Dawn Magazine Young World Images

DAWN - the Internet Edition Next Story



Books and Authors

February 5, 2002




Crisis of identity



By Prof K.K. Aziz


The ordinary citizens ask agonizing questions. Prof K.K. Aziz explains the reasons behind the contradictions in Pakistani society

A section of the Pakistani intelligentsia began to talk about a thing it called “the crisis of identity” in the late 1950s, that is within a decade of attaining freedom. Seminars on it were held under official auspices at which historians, ulema, politicians and generals expounded their views on the phenomenon. The proceedings were then issued as booklets. Since then there has been a spate of references to the malady in the hundreds of articles carried by the Urdu and English press. However, no one has addressed the issue seriously....

Those who raise the topic in their writings or in private conversations always consider it a problem which appeared with or after the creation of Pakistan. That is a grave mistake. The discussion begins on the wrong note, because they disregard history and literature as the determinants of the social framework, and concentrate on the existing political situation. The debate is aborted by the falsity and irrelevance of the first premiss.

The problem of self-identity began when Muslim imperial rule ended. Till 1857 the Indian Muslim who was capable of thinking seriously looked upon himself as a “ruler”, a member of the elite, a part (even a cog is a part) of the imperial machine. This feeling was indefinable, vaguely comprehended, imperfectly conceived, and not commonly expressed in writing or speech. But it formed a major dimension of his psyche. It also had great advantages. It brought self-confidence. It offered a sense of superiority. It gave stability to the society and a poise to the individual. It sustained an interest in Muslim, particularly Persian, tradition and literature. It acted as a shield against the fear of the Hindus. It was a source of self-satisfaction. It served as a balancing force in the welter of the complexities, character, nature, variety and tendencies of human relationships. It defined Islam in uncontroversial terms and thus retained it as the central pillar of the empire and the unifying element of the society.

The failure of the Mutiny destroyed for all times to come this comfortable, comforting, cosy, pleasurable, safe, exhilarant world (though, strictly speaking, the work of destruction had begun with Aurungzeb’s death a century and a half earlier; but illusions do not die a quick death). A new cycle of history began. Every old value, public and private, became either a problem or a burden. Standards of behaviour altered. The language of “national” discourse changed, literally and philosophically: Urdu and English replacing Persian, and politics supplanting imperial despotism. The unfamiliar British became the arbiters of our fate. The grandeur of Muslim sovereignty, which the Muslim had taken to be an eternal factor of his existence, was swept away and thrown into the dustbin of historical refuse (the inevitable end of empires throughout the length of time). The British had arrived. The Hindus had arisen. The Muslims had been dispossessed. The world had changed.

With this loss of the illusion of permanence came the search for new bearings. The crisis of identity was born. The Muslim lost his self-respect. That was a tragedy, but not a disaster. He did not know how to go about regaining it. That was the disaster. He was surrounded by a horde of advisers and teachers and leaders, each of them pointing to a different direction, each prescribing his own patent medicine which could cure all ailments (the Muslim amritdhara), each claiming to be the standard-bearer of true Islam, each asserting that he was the voice of the time, each presenting himself as the saviour, the good old Khizr leading to the elixir of eternal life. The poor Muslim was confused. He walked through a tunnel, narrow and long and unlit, the end of which he could not see. The Muslim Pakistani still walks the tunnel.

Look at the predicament of the post-1857 Indian Muslim standing amidst the plethora of guide posts and direction-finders, each promising the sure path to salvation. He was asked to learn English and adopt the British ways to enter the modern age. He was told to cooperate with the new rulers so that loyalty to the throne could protect him against the Hindu majority. He was warned that Westernization led to heresy, and a knowledge of the English language to Christianity. He was ordered to fight against the foreign imperial occupation in the interest of an Indian nationalism. He was instructed to follow the medieval Islamic curriculum and the classical religious decisions and precedents. He was directed to study science and European literature to reinterpret the Quran, and to reconcile the past and the present.

He was asked to live in the past, for that was the country of his glory. He was asked to live in the present, for that was the demand of dire necessity. He was asked to live both in the past and the present, for his religion was immutable and valid for all ages. He was told so many things that he learnt nothing. He found himself hanging from a rope stretched over an abyss whose two cliffs were his yesterdays and his todays, and he did not know whether to try to move towards his yesteryears or towards the current times. He could not distinguish between his yesterday and his today. How could he look forward to his tomorrow? His perplexity was complete.

The confusion created by the variety and divergence of the counsels offered was compounded by the diversities of his surroundings. He spoke many languages (notwithstanding, and refuting, the claim of Urdu as the language of Muslim India), belonged to many races, and lived in many provinces. He was the descendant of an Arab, Afghan, Central Asia, Iranian or some other Muslim migrant. He was the progeny of a local convert to Islam. He was a foreigner from distant lands. He was a native of long standing. He was a venerable member of the ashraf, the old aristocracy of a ruling and conquering race. He was a despicable timeserver, a low caste Hindu who had embraced Islam out of fear or lack of principle. He was so many things at the same time that he did not know what he was.

The wind which fanned the flame of these uncertainties and bafflements was ignorance. The Muslim had lost his way because he did not know his history, and because he did not know what his literature was. Without these two foundations he could not stand as an entity, a distinctive group, a people, or a nation. He was like a pile of bricks heaped on the roadside. The mortar to bond them and make a wall was not available. He could not identify himself because he had neither read his history (what he had done in the past) nor studied his traditions (what he had thought and written).

The coming of independence in 1947 made this confusion more confounded by adding a new depth to the mystery — politics. And the road travelled by this politics took the people into ravines and gullies and valleys covered with thick mists of doubt and incertitude. The nation (if that it ever was or now is) which had been innocent on the social level before 1947 was now made into a political simpleton.

The search for identity became even more pressing, more urgent, more desperate. A long line of episodes marking the post-Independence history made the task maddening. The failure of the politicians, long spells of military supremacy (even when there was a civilian government in office), many constitutions, political violence, three wars with India, governmental instability, sectarian bloodshed, and the secession of East Pakistan, raised so many issues that it was difficult to see where the nation and the State were going.

The quest was made more difficult by the ways in which individuals interacted with the society, and the state regimented the society. The mind of the ordinary citizens was crowded with searching and agonizing questions...

* * * * *

General Ayub Khan abolished history from the school system, and got official textbooks prepared for history students at the university level. Between 1960 and 1980 the students read no history at all for the first 12 years of their studies. Instead, they were taught a newly invented subject called “Social Studies”, which was an uneven and coarse amalgam of bits of civics, geography, religion, economics and history. During the 13th and 14th years (undergraduate period) they read a history book prepared by the government. Zulfikar Ali Bhutto’s regime did not make any change in this scheme.

General Ziaul Haq promoted the destruction of history with unswerving determination. In the name of a debatable patriotism and a supposititious ideology he made his control over history writing and teaching complete, arbitrary, coercive and totalitarian. He (1) subjected all textbooks of Social Studies to the scrutiny and approval of the Federal Ministry of Education, i.e., a group of civil servants, (2) created a new subject of “Pakistan Studies”; made it compulsory for all undergraduates in arts, sciences, medicine and engineering, and all graduates in law; and got a special textbook prepared for it by several committees and panels of experts working in close collaboration (the result was not even bad history), and (3) dictated that all these books must meet the requirements of an ideology (he did not call it Islam), of which he was the sole definer, judge and perpetrator.

Official history, whether prepared by the German Nazis or the Italian Fascists or the Soviet Communists, or Zia’s professors, is by definition a distortion of facts and a vehicle of brainwashing. Political propaganda abuses the mind of one generation. State-dictated history perverts many generations on all levels. It is a salutary thought to remember that State-defined history was one of the major causes of the ruin of the Soviet Union. Honest history writing is discouraged, sometimes punished. As the professors who write this rubbish also supervise and guide the work of research students, the Pakistani degree of the doctor of philosophy has lost all value.

There are similar distortions in the teaching of literature. The Pathan or the Punjabi school student is asked to study Ghalib and Iqbal, though he was born in the tradition of Khushhal Khan Khattak and Sayyid Waris Shah, and in his folk culture has heard of Yusuf Zulaikha and Saif-ul-Muluk. How can he relate what he is taught with his birthright and culture? While the political leaders of the Muslim community were encouraging their followers to treat the Hindus as their enemies or reacting to the Hindu hatred for the Muslim, Iqbal, in his Javidnama, was praising Hindu thinkers like Bhartari Hari, presenting Buddhism as a noble religion, and admiring the Babi “heretic” Qurrat-ul-’Ain Tahira. The student is once again torn between his literature and his history.

The bulk of Punjabi poetry is a message of Sufi tolerance, universal humanism, and social protest against all exploitation and inequalities. In the village the Punjabi boy and girl grow up with Sultan Bahu and Bulleh Shah and Shah Husain ringing in their ears. In their schools they are told to view the invasions of Ahmad Shah Abdali and the Afghan spoliation of the Punjab as victories of Islam. In the land of the Pathans children who have heard their parents and elders reciting Khushhal Khan Khattak with energy and devotion are taught in the school that the poet was a rebel against the Mughal Empire.

By compelling the young students to swallow these contradictions as their daily intellectual diet, we are forcing them to view their literature and history as two different sources of information which refute and rebut each other.

With the disappearance of the Persian language from our educational and cultural scene, a vital and humanistic element of our literature and culture and an important source of our history have been rubbed off our life. Here, literature and history suffer equally.

Excerpts from
Pakistan’s political culture: essays in historical and social origins
By K.K. Aziz
Vanguard Books, 45 The Mall, Lahore
Tel: 042-7243783
Email: vbl@brain.net.pk
ISBN 969-402-354-8
460pp. Rs695



Top of Page Next Story

Seprater
Contributions
Privacy Policy
© DAWN Group of Newspapers, 2005