The Khashoggi case exposes the western media’s true interest

It turns out that Saudi Arabia was hosting a big Future Investment Initiative (FII) summit in Riyadh on October 23 and a lot of big name western media had been co-sponsoring it. The fact that that nation has been bombing the hell out of Yemen with US-made weapons, causing immense death and suffering to one of the poorest countries in the world, did not faze them in the least. It took the disappearance and possible murder of a journalist who wrote for the Washington Post to cause some of the media to withdraw their sponsorship.
[Read more…]

The Khashoggi story takes a very dark turn

The story about the Saudi Arabian journalist Jamal Khashoggi, a permanent resident of the US, who disappeared after entering a Saudi consulate in Istanbul, Turkey, has taken a very ominous turn with grisly rumors about what might have happened to him.

It’s not yet certain what happened to Khashoggi, who wrote columns for The Washington Post. But media reports have uncovered a growing mound of information indicating he was killed by Saudi operatives while he was visiting the country’s consulate in Istanbul last week. Saudi officials deny this, saying Khashoggi left the consulate safe and sound.

The latest reports, in Turkish and international media, offer details of how Khashoggi might have been dismembered and identify specific members of a Saudi team alleged to have killed him.
…

The Post reported Tuesday night that prior to Khashoggi’s disappearance, U.S. intelligence officials had intercepted discussions among Saudi officials about capturing him. Citing unnamed sources, the Post said the plan was to lure Khashoggi back to Saudi Arabia and grab him there.

[Read more…]

The disappearance and forced exile of Saudi Arabian activists

As I have written several times before, the US media has fallen for the public relations campaign carried out by Saudi Arabian crown prince Mohammed bin Salman (MBS) who has assumed great power in that country and whose friendship with Donald Trump’s son-in-law Jared Kushner seems to have bought him immunity from close scrutiny for the appalling and cruel war his country is waging in Yemen, a war that is being aided and abetted by the US and the United Arab Emirates. MBS’s charm offensive cunningly used the relaxation of some rules (allowing women some freedom to drive and allowing some cinemas to operate) that seemed designed to appeal to western sensibilities while retaining tight control on everything else.
[Read more…]

Permanent war

So as expected, president Obama said yesterday that he will continue the long-standing US practice of all war, all the time, finding new wars to start even a the old ones drag on. ISIS/ISIL has now given momentum to that effort by moving public opinion in the US by some horrific acts. Of course, if the beheading of two Americans can anger public opinion here so much, one can imagine what is the reaction of people in that region when the US blasts so many of their people to bits with powerful hi-tech weaponry.
[Read more…]

The rapid rise of racism in Israel

Max Blumenthal has spent considerable time in Israel and has written a new book Goliath: Life and Loathing in Greater Israel and he says that there is an increased right-wing trend in Israel, and that intolerance and outright racism are taking hold, even among the secular youth, and that these disturbing trends are being encouraged by the central institutions of Israeli society. [Read more…]

Sanitizing the truth about Guantanamo

Chris Floyd reports on how the New York Times buried those facts in the latest WikiLeaks release on Guantanamo to hide the details that were embarrassing to the US.

Almost as sickening as the atrocities themselves, however, is the way the release has been played in the New York Times, whose coverage of the document dump will set the tone for the American media and political establishments. The Times’ take is almost wholly devoted to showing how evil and dangerous a handful of the hundreds of Gitmo detainees were, and to justifying Barack Obama’s betrayal of his promises to close the concentration camp. We are treated to lurid tales (many if not most of them extracted under torture, but who cares about that?) of monsters seething with irrepressible hatred of America, and so maniacally devoted to jihad that they inject themselves with libido-deadening drugs to ward off any sexual distractions from their murderous agenda.

There is almost no mention in the Times coverage of the many innocent people — including children — who spent years in the concentration camp, athough the main story about the documents does note, in an eyeblink, the case of one prisoner who was falsely imprisoned on the word of an Afghan official trying to hide his own complicity with insurgents. (Damn treacherous furriners!)

He points out that the international press had no difficulty discerning the real story in the same dossier, as this except from the Guardian shows:

The US military dossiers, obtained by the New York Times and the Guardian, reveal how, alongside the so-called “worst of the worst”, many prisoners were flown to the Guantánamo cages and held captive for years on the flimsiest grounds, or on the basis of lurid confessions extracted by maltreatment. The files depict a system often focused less on containing dangerous terrorists or enemy fighters, than on extracting intelligence.

Among inmates who proved harmless were an 89-year-old Afghan villager, suffering from senile dementia, and a 14-year-old boy who had been an innocent kidnap victim. The old man was transported to Cuba to interrogate him about “suspicious phone numbers” found in his compound. The 14-year-old was shipped out merely because of “his possible knowledge of Taliban…local leaders”

The documents also reveal … Almost 100 of the inmates who passed through Guantánamo are listed by their captors as having had depressive or psychotic illnesses. Many went on hunger strike or attempted suicide.

The full Guardian dossier on this latest release also has an analysis by Julian Glover who says:

The leaked files published by the Guardian and the New York Times reveal horror that lies only partly in the physical things that were done to inmates – the desperate brutality of heated isolation cells, restraining straps and forced interrogation.
…
But what is given new prominence by these latest Guantánamo files is the cold, incompetent stupidity of the system: a system that tangled up the old and the young, the sick and the innocent. A system in which to say you were not a terrorist might be taken as evidence of your cunning.
…
It didn’t work, much of the time. These files show that some of the information collected was garbage and that many of those held knew nothing that could be of use to the people demanding answers from them. Far from securing the fight against terror, the people running the camp faced an absurdist battle to educate a 14-year-old peasant boy kidnapped by an Afghan tribe and treat the dementia, depression and osteoarthritis of an 89-year-old man caught up in a raid on his son’s house.

Other cases are just as pathetic. Jamal al-Harith, born Ronald Fiddler in Manchester in 1966, was imprisoned by the Taliban as a possible spy, after being found wandering through Afghanistan as a Muslim convert. In a movement of Kafkaesque horror the Americans held him in Camp X-Ray simply because he had been a prisoner of its enemy [My italics]. “He was expected to have knowledge of Taliban treatment of prisoners and interrogation tactics,” the files record.
…
At times, I have feared that obsessing over the injustices of Guantánamo Bay has become a surrogate for a wider hatred of America. Read the files, and you’ll realise that obsession is the only possible humane response.

I would have said that what happened and is still happening at Guantanamo should be the nation’s everlasting shame, if I didn’t feel that we had lost the capacity to feel shame.

The purpose of teaching

(I am taking a short vacation from new blog posts. I will begin posting new entries again, on August 27, 2007. Until then, I will repost some early ones. Today’s one is from March 24, 2005, edited and updated.)

I have been teaching for many years and encountered many wonderful students. I remember in particular two students who were in my modern physics courses that dealt with quantum mechanics, relativity, and cosmology.

Doug was an excellent student, demonstrating a wonderful understanding of all the topics we discussed in class. But across the top of his almost perfect final examination paper, I was amused to see that he had written, “I still don’t believe in relativity!”

The other student was Jamal and he is not as direct as Doug. He came into my office a few years after the course was over (and just before he was about to graduate) to say goodbye. We chatted awhile, I wished him well, and then as he was about to leave he turned to me and said hesitantly in his characteristically shy way: “Do you remember that stuff you taught us about how the universe originated in the Big Bang about 15 billion years ago? Well, I don’t really believe all that.” After a pause he went on, “It kind of conflicts with my religious beliefs.” He looked apprehensively at me, perhaps to see if I might be offended or angry or think less of him. But I simply smiled and let it pass. It did not bother me at all.

Why was I not upset that these two students had, after having two semester-long courses with me, still not accepted the fundamental ideas that I had been teaching? The answer is simple. The goal of my teaching is not to change what my students believe. It is to have them understand what practitioners in the field believe. And those are two very different teaching goals.

As I said, I have taught for many years. And it seems to me that teachers encounter three kinds of situations with students.

One is where students do not have much prior experience (either explicitly or implicitly) with the material being taught and don’t have strong feelings about it either way. This is usually the case with technical or highly specialized areas (such as learning the symptoms of some rare disease or applying the laws of quantum mechanics to the hydrogen atom). In such cases, students have little trouble accepting what is taught.

The second type of situation is where students’ life experiences have resulted in strongly held beliefs about a particular knowledge structure, even though the student may not always be consciously aware of having such beliefs. The physics education literature is full of examples that our life experiences conspire to create in people an Aristotelian understanding of mechanics. This makes it hard for them to accept Newtonian mechanics. Note that this difficulty exists even though the students have no particular attachment to Aristotle’s views on mechanics and may not have the faintest idea what they are. Overcoming this kind of implicit belief structure is not easy. Doug was an example of someone who had got over the first hurdle from Aristotelian to Newtonian mechanics, but was finding the next transition to Einsteinian relativistic ideas much harder to swallow.

The third kind of situation is where the student has strong and explicit beliefs about something. These kinds of beliefs, as in the case of Jamal, come from religion or politics or parents or other major influences in their lives. You cannot force such students to change their views and any instructor who tries to do so is foolish. If students think that you are trying to force them to a particular point of view, they are very good at telling you what they think you want to hear, while retaining their beliefs. In fact, trying to force or bully students to accept your point of view, apart from being highly unethical teaching practice, is a sure way of reinforcing the strength of their original views.

So Doug’s and Jamal’s rejection of my ideas did not bother me and I was actually pleased that they felt comfortable telling me so. They had every right to believe whatever they wanted to believe. But what I had a right to expect was that they had understood what I was trying to teach and could use those ideas to make arguments within those frameworks.

For example, if I had given an exam problem that required that the student demonstrate his understanding of relativistic physics to solve, and Doug had refused to answer the question because he did not believe in relativity or had answered it using his own private theories of physics, I would have had to mark him down.

Similarly, if I had asked Jamal to calculate the age of the universe using the cosmological theories we had discussed in class, and he had instead said that the universe was 6,000 years old because that is what the Bible said, then I would have to mark him down too. He is free to believe what he wants, but the point of the course is to learn how the physics community interprets the world, and be able to use that information.

Understanding this distinction is important because of the periodic appearance of demagogues who try to frighten people by asserting that colleges are indoctrinating students to think in a particular way. Such people seem to assume that students are like sheep who can be induced to believe almost anything the instructor wants them to and thus require legal protection. Anyone who has taught for any length of time and has listened closely to students will know that this is ridiculous. It is not that students are not influenced by teaching and do not change their minds but that the process is far more complex and subtle than it is usually portrayed, as I will discuss in the next posting.

My own advice to students is to listen carefully and courteously to what knowledgeable people have to say, learn what the community of scholars thinks about an issue, and be able to understand and use that information when necessary. Weigh the arguments for and against any issue but ultimately stand up for what you believe and even more importantly know why you believe it. Don’t ever feel forced to accept something just because some ‘expert’ or other authority figure (teacher, preacher, parent, political leader, pundit, or media talking head) tells you it is true. Believe things only when it makes sense to you and you are good and ready for it.

The purpose of teaching

I have been teaching for many years and encountered many wonderful students. I remember in particular two students who were in my modern physics courses that dealt with quantum mechanics, relativity, and cosmology.

Doug was an excellent student, demonstrating a wonderful understanding of all the topics we discussed in class. But across the top of his almost perfect final examination paper, I was amused to see that he had written, “I still don’t believe in relativity!�

The other student was Jamal and he is not as direct as Doug. He came into my office a few years after the course was over (and just before he was about to graduate) to say goodbye. We chatted awhile, I wished him well, and then as he was about to leave he turned to me and said hesitantly in his characteristically shy way: “Do you remember that stuff you taught us about how the universe originated in the Big Bang about 15 billion years ago? Well, I don’t really believe all that.� After a pause he went on, “It kind of conflicts with my religious beliefs.� He looked apprehensively at me, perhaps to see if I might be offended or angry or think less of him. But I simply smiled and let it pass. It did not bother me at all.

Why was I not upset that these two students had, after having two semester-long courses with me, still not accepted the fundamental ideas that I had been teaching? The answer is simple. The goal of my teaching is not to change what my students believe. It is to have them understand what practitioners in the field believe. And those are two very different teaching goals.

As I said, I have taught for many years. And it seems to me that teachers encounter three kinds of situations with students.

One is where students do not have much prior experience (either explicitly or implicitly) with the material being taught and don’t have strong feelings about it either way. This is usually the case with technical or highly specialized areas (such as learning the symptoms of some rare disease or applying the laws of quantum mechanics to the hydrogen atom). In such cases, students have little trouble accepting what is taught.

The second type of situation is where students’ life experiences have resulted in strongly held beliefs about a particular knowledge structure, even though the student may not always be consciously aware of having such beliefs. The physics education literature is full of examples that our life experiences conspire to create in people an Aristotelian understanding of mechanics. This makes it hard for them to accept Newtonian mechanics. Note that this difficulty exists even though the students have no particular attachment to Aristotle’s views on mechanics and may not have the faintest idea what they are. Overcoming this kind of implicit belief structure is not easy. Doug was an example of someone who had got over the first hurdle from Aristotelian to Newtonian mechanics, but was finding the next transition to Einsteinian relativistic ideas much harder to swallow.

The third kind of situation is where the student has strong and explicit beliefs about something. These kinds of beliefs, as in the case of Jamal, come from religion or politics or parents or other major influences in their lives. You cannot force such students to change their views and any instructor who tries to do so is foolish. If students think that you are trying to force them to a particular point of view, they are very good at telling you what they think you want to hear, while retaining their beliefs. In fact, trying to force or bully students to accept your point of view, apart from being highly unethical teaching practice, is a sure way of reinforcing the strength of their original views.

So Doug’s and Jamal’s rejection of my ideas did not bother me and I was actually pleased that they felt comfortable telling me so. They had every right to believe whatever they wanted to believe. But what I had a right to expect was that they had understood what I was trying to teach and could use those ideas to make arguments within those frameworks.

For example, if I had given an exam problem that required that the student demonstrate his understanding of relativistic physics to solve, and Doug had refused to answer the question because he did not believe in relativity or had answered it using his own private theories of physics, I would have had to mark him down.

Similarly, if I had asked Jamal to calculate the age of the universe using the cosmological theories we had discussed in class, and he had instead said that the universe was 6,000 years old because that is what the Bible said, then I would have to mark him down too. He is free to believe what he wants, but the point of the course is to learn how the physics community interprets the world, and be able to use that information.

Understanding this distinction is important because it is this type of misunderstanding of the purpose of education that leads to things like Senate bill 24, which seems to assume that students are like sheep who can be induced to believe almost anything the instructor wants them to and thus require legal protection. Anyone who has taught for any length of time and has listened closely to students will know that this is ridiculous. It is not that students are not influenced by teaching and do not change their minds but that the process is far more complex and subtle than it is usually portrayed. (This is a topic I will come back to in a later posting)

My own advice to students is: “Listen carefully and courteously to what knowledgeable people have to say, learn what the community of scholars thinks about an issue, and be able to understand and use that information when necessary. Weigh the arguments for and against any issue but ultimately stand up for what you believe and even more importantly know why you believe it. Don’t ever feel forced to accept something just because some ‘expert’ (whether teacher, preacher, political leader, pundit, or media talking head) tells you it is true. Believe things only when it makes sense to you and you are good and ready for it.�