Posted by: Sarbjeet | September 24, 2009

Garland Around My Neck

We are meeting at Supreet’s apt on Oct 3 Oct-17 Nov-21 for the September book reading discussion. The book we are reading is ‘Garland around my neck’, written by Patwant Singh and Harinder Kaur Sekhon.Garland Around My Neck

You can check out some reviews and summaries of the book here:

  1. On Sikhiwiki
  2. On SikhChic

Here is the link to the website of Pingalwara Society that Bhagat Puran Singh founded for physically and mentally challenged members of the larger society.

*Update: We are moving the meet from Oct 3 to Oct-17.  Some folks are still awaiting the book in their mail. Technically this becomes an October book read, I guess.

**Update 2: With Kirtan, celebrations, etc happening on the evening of 17th, the book discussion has been moved to Nov 21.  This reading period has really stretched out. For some of us who are wont to make excuses for not completing our readings, the extension rules out that excuse. :-)

Posted by: Sarbjeet | July 20, 2009

Agenda for the Discussion

We will meet at Milford Gurdwara this Saturday at 10:00 am for the discussion on ‘Singh Sabha Movement’. The discussion is organized in three parts:

1] The first part of the discussion is structured around the following topics:

  • Historical background
  • Critical events that spurred the movement (e.g., four Sikh students announcing their decision to convert to Christianity)
  • Some key people involved & their contribution (e.g., Bhai Kahn Singh Nabha – ‘Hum Hindu Nahin’)
  • How the movement unfolded
  • Differences within the Singh Sabhas (e.g., Amritsar & Lahore; retaining or rejecting Hindu practices at Harmandir Sahib)
  • The role of British govt. (help or impediment?)
  • Achievements of the Movement (e.g., paved the way for Gurdwara Reform Act, SGPC, Sikh Rehat Maryada, Khalsa College, etc)
  • Controversies/debates about the movement (e.g., ‘reformist’ versus ‘revivalist’ nature of Singh Sabha Movement)

2] The second part involves applying the above learning. It is centered around the question: how do we apply the lessons learnt from the Singh Sabha Movement to affect change in the current times? 

In this breakout session we will split into groups; each group will:

  • Identify a problem area affecting the Sikh society. 
  • Explain the problem. [Describe the problem, list possible causes of the problem, and the significance/need to address the problem.]
  • Suggest a plan of action.
  • Identify likely resistance to the proposed plan and what can be done about it.
  • Deliver a short presentation to the other groups.

3] Wrap up.

Posted by: Sarbjeet | June 30, 2009

The Next Discussion is a Workshop

Some changes have been made to the format and venue for the discussion of the next reading, which is on the topic of Singh Sabha Movement. Instead of hosting the discussion at a participant’s place as we always do, this time we will have it at the Milford Gurdwara. And the discussion will be in a workshop format.

The idea is to tie the workshop with the July 19 talk on Sikh Rehat Maryada at the Milford Gurdwara. Sikh Rehat Maryada, in its current form, is one of the outcomes of the Singh Sabha Movement. So tying in our discussion with the July 19 talk makes lot of sense. Having the workshop on the Singh Sabha Movement before July 19 will provide a context in which we can better appreciate the talk on Sikh Rehat Maryada. And if the workshop is organized after July 19, we hope that the talk on Sikh Rehat Maryada will generate an interest amongst the sangat leading to a greater participation in the workshop, for which the Gurdwara seems a more appropriate venue.

Also, having the discussion in a workshop format makes sense, as it will let us ‘work’ with the material we are reading. The discussion involves two sets of questions. The first set of questions will explore our understanding of the movement; Singh Sabha Movement had in its time targeted beliefs and practices in the Sikh society that were antithetical to Sikh principles and ideals. What were some of these beliefs and pratices? Who were the key people involved in this movement? How did they go about achieving the change they wanted to see? What were the events that led to this movement? What did this movement accomplish?

The second set of questions will require us to work with our understanding of the movement. That is, how do we apply the lessons learnt from the Singh Sabha Movement to affect change in the current times? That is, in current times, what are the problems plaguing the Sikh society? What are the areas in Sikh beliefs and practices that need to be attended to? How can we address these issues? How can we engage the various stakeholders affecting and affected by these issues?

To address this second set of questions, in the workshop we will have participants forming groups; each group will identify an area/issue that needs to be addressed, outline some ways to affect the change, and present its ideas to the rest of the groups.

(An email has been sent out for a quick feedback on setting a date for the workshop. More information on the workshop will follow shortly.)

Posted by: Sarbjeet | June 14, 2009

Readings for June – Singh Sabha Movement

Readings on the Singh Sabha Movement.

  1. Singh Sabha Movement by Prin. Teja Singh (from the book, Essays in Sikhism) It is a small reading; don’t let the pdf file size (4.87 mb) fool you.
  2. Singh Sabha Movement by New England Sikh Study Circle
  3. Singh Sabha Movement by Gurdarshan Singh (Chapter from the book ‘History and Culture of Punjab’). Opens in Google Books. (This reading has got more numbers and dates than the above two have.)

………………………………………………………………………………………………………………………………………………

KEY PEOPLE & THEIR WORK: Below are some links related to people who played a key role in the Singh Sabha Movement, their work and some key events that occurred during that period.

  1. A short write-up on Bhai Kahn Singh Nabha here and here.
  2. And on the book “Hum Hindu Nahin” by Bhai Kahn Singh Nabha written during the Singh Sabha Movement
  3. On Bhai Ditt Singh
  4. On Bhai Vir Singh (from SikhiWiki) (One of his works: Sundri)

………………………………………………………………………………………………………………………………………………..

CONTROVERSIES & DEBATES: Singh Sabha Movement

  1. “From Ritual to Counter-Ritual: Rethinking the Hindu-Sikh Question 1884 – 1915″  – by Harjot Oberoi (At the heart of the controversy is his overarching thesis that Sikhs did not have a form and identity distinct from the Hindus until the Singh Sabha Movement).
  2. “Women in the Singh Sabha Movement” – by Doris Jakobsh (from ”Relocating Gender in Sikh History”)
  3. “The Historical Roots of Sikh Communal Consciousness” – by Harnik Deol (from Religion and Nationalism in India: The case of Punjab)
  4. Singh Sabha Movement – A Revival” – by Dr. Gurdarshan Singh Dhillon (from the document put together by Sikh scholars across the world and submitted to the University of British Columbia).
Posted by: Sarbjeet | May 18, 2009

Readings for MAY

 To mark the 25th anniversary of Operation BlueStar (June 3, 1984), we are reading the following articles.

Main Reading:

The Golden Temple: Its Theo-Political Status (Sirdar Kapur Singh)

Supplemental Reading:

The Crisis of Akal Takht Sahib (by Dr. Harjinder Singh Dilgeer)

This is a short piece about the role of Akal Takht. It does not provide answers or opinions on this issue but raises lots of questions that we can use in conjunction with the main reading.

Posted by: Sarbjeet | April 16, 2009

Blues of the Green Revolution

“How can this happen to us?” is a typical initial reaction in the Sikh community on reading about farmers’ suicides in Punjab. “We in Punjab have led the way in agriculture. We were the ones who heralded the Green Revolution and built Punjab as the ‘granary of India’. We have shown the way to a prosperous farming. Surely, this can’t be happening to us.”

The relationship of Punjab with agriculture, of Sikh farmers with hard work and reward, of industriousness with prosperity is etched in our minds much the same way as the stereotypical relationship of makki-di-roti with sarson-da-saag.

So when we hear about thousands of debt-trapped farmers committing suicide in the prosperous Punjab, about the poverty and hardships their families face, about the refusal by the state to recognize these deaths as suicides, the symptoms of our grief are evident: we first experience  shock and denial, followed by pain and then anger, anger at the state for causing these conditions, at the moneylenders leeching on the farmers, and even at the  poor farmers for committing suicide. Which is all quite understandable as long as we don’t stop there but go on to educate ourselves on the issue and work towards the reconstruction.

Two events occurred over the last couple of months that has got some of us here in Boston interested and involved in this issue. The first was the set of readings on farmers’ suicides in Punjab, which we read last month in our Sikh Book Club. The second was a visit by Ms. Harman Kaur, a grassroots activist in Punjab working with rehabilitating those farmers’ families. She was here to present her work at Harvard University. I will share some information on each.

We get educated:

Last month, we read the report published by FoodFirst, an institute for food and development policy. The report, authored by Brian Newman, explored the darker side of the Green Revolution in Punjab, contending that the crises of farmers’ suicides in Punjab is essentially a product of the same processes which had in the first place so greatly increased rice and wheat yields. That is, the Green Revolution had sowed the seeds of the current economic and social crises in Punjab. The report identified the following three issues linked with the farmers’ suicides:

  1. increasing rates of rural inequality,
  2. ecological collapse both in soil and water systems
  3. skyrocketing levels of debt among Punjabi farmers.

Though the Punjab govt. concedes 2116 suicides between 1988-2004, activist organizations such as MASR  (Movement Against State Repression) spearheaded by Inderjit Singh Jaijee contest the actual numbers to be more than 40,000. The report makes us revisit our perceptions of Green Revolution in Punjab and see the point that the critics are making. “The Green Revolution’s critics do not dispute that rice and wheat yields have increased through its implementation; what they do dispute is the extreme fixation on these two crops, to the detriment of a more all-encompassing analysis of the Revolution” [Newman, 2007].

When we met to discuss the readings, we ended up with more questions than answers. However, we did not have to wait  long for those answers. This month, we were fortunate to have with us Ms. Harman Kaur from BNES (Baba Nanak Education Society), Punjab. She was at Harvard University for a week-long Bridge Builders conference, to present her grassroots work, ‘Rescue and Recovery Punjab’, that provides aid to the families of farmers who have committed suicide. Its primary objective is to keep the widows and children together in their own village and home environment and save them from the trauma of being placed in orphanages. It also enables the children to study up to 10+2 and  monitors their education and in some cases sends the children for vocational training.

Harman spoke at the Milford Gurdwara and later some of us met with her at a dinner at Inderpreet’s to learn more about the issue. We watched a film made by Manmeet Singh and Harpreet Kaur that gave a glimpse of the hardships that the surviving families are experiencing. One such clip continues to stay with me: a young girl, probably in her teens, now bringing up herself and her siblings as their father committed suicide and mother deserted the family, was cooking dinner in complete darkness for her family (they had no electricity). It was enough to dampen my appetite for the dinner that followed the discussion.

“It is easy for us to blame the farmers for their greed, for falling in the debt trap. But the reality is more than that”, says Harman. “In large number of cases, the loan taken has been for as small a sum as Rs. 30,000 (or $650). It is common to find the money lenders charging an interest rate of 40 to 60 percent. Piece by piece the farmer sells of his land to pay off the debt; finally, the last piece of land is gone too but the debt still remains. That is when the farmer begins to contemplate suicide.”

“Drinking pesticides and jumping before a train are two most common methods of suicide,” she informs. “The police claim that the person died of drinking alcohol. But the truth is that in many cases, the person has been drinking alcohol to muster the courage to drink the pesticide. And in many cases, the victim’s family does not have money to send the body for post-mortem, which is a must to prove it as a case of suicide by drinking pesticide.”

Newman [2007] provides another insight into why the deaths do not get reported as suicides. In India, suicide is a criminal offense and therefore a person attempting suicide but surviving the attempt could be arrested on criminal charges. Also, a farmer’s suicide could mean trouble for the family members from the corrupt police.

Interventions:

Harman has taken up the work that her father, Inderjeet Singh Jaijee, started. Together, the duo has documented the large number of farmers’ deaths. In case of suicides, they involved the panchayats to register them as suicides. They prepared a list of families that are in desperate need of help and have started raising funds to help these families help survive and send their children to school. Under the aegis of MASR and BNES, they have been fighting to have the State recognize the farmers’ deaths as suicides so as to enable the families the compensation. They have started schools and vocational training institutes that encourages but is not restricted to children of suicide victims. All in all, a heroic effort but still far short of what the situation demands. Here is where their organization, the farmers and their families, and Punjab are reaching out to you.

There are several ways you can get involved in this movement. Some that we discussed at the meet are:

1) Sponsor a family: You can ‘adopt’ a family of the suicide victim. By funding $1 a day, you commit to $360 a year. This roughly translates into Rs. 1000/- per month for the family, which ensures their basic living plus sending the children to school. Sending the children to school is a must condition for the family to continue receiving aid. You can choose the family you want to adopt from the database maintained by BNES and the organization sends you regular updates on the well-being of the family. (Read the BNES Brochure)

2) Raise the awareness: If you are in the media, or know some one who can give exposure to this issue, go for it. Articles in newspapers, magazines, documentaries, songs, blogs, youtube ….. let us educate ourselves on the issue and increase the decibel level. (for example, check this blog …)

3) Volunteer in Punjab: Go to Punjab. Work with these families. As Manmeet Singh says, “Understanding the issue intellectually is one thing, but to see it from close quarters and to experience it with the families is quite another thing.”

4) Generate Employment: The debt-trapped farmers, their families, families of those farmers who have committed suicide, are all seeking employment. There are no industries in those poverty-struck areas. But these are hardworking people. Can you start or be a part of a group that starts industries – howsoever humble it may be – in those areas? For example, Harman and her group had supplied some raw materials to the women in those areas, the women knit some shawls, etc., however, when the group tried selling those products, it found empathizers and sympathizers but no takers. Can you work to source and sell their products? (We already had one volunteer who is buying a box of shawls and will sell them in the US.)

5) Educate the farmers: Educate the farmers about the pitfalls of borrowing money from the profit sharks. Make or sponsor radio ads to counter the radio ads by the profit sharks. Work with ‘high-risk’ farmers to steer them away from contemplating and committing suicide.

6) Raise funds: Reach out to those who are not aware of this issue. Educate them, seek funds from the willing towards this cause.

The list is not exhaustive. If you think of some way that can help the cause, suggest it, and then take the initiative to make it work. But more importantly, also understand the different forces playing out in this issue. As Newman puts it, “It is in then seeing these interconnections that linkages can be drawn between water tables, irrigation costs, debt, loans and finally, self-murder; farmer suicide becomes one point at which the totality of Punjab’s agricultural crises converge and can be seen in their true magnitude.”

Posted by: Sarbjeet | March 25, 2009

Guru Nanak’s Mission

This month, we are reading the article, “Guru Nanak and his Mission” by Principal Teja Singh. This article is available on the Sikh Coalition website. The link to the article is posted below along with links to other articles that accompany the main reading.

Readings:

1. Guru Nanak and his Mission (Prin. Teja Singh) (Main Reading)

2. Founder of a World Religion (S. Kapur Singh)

Posted by: Ms.Kaur | March 17, 2009

Sikh Research Institute’s Response

Sikh Research Institute’ Response:

Sikhs Appreciate Comprehensive Sojhi Curriculum

Mandhir Singh, principal of Bridgewater Khalsa School, NJ, speaking of the Sojhi curriculum says “Several of our teachers and separately parents have studied the Sojhi coursework over the past year and a half and have been very pleased thus far. We intend to continue implementing Sojhi at Bridgewater Khalsa School.”

Recently, Sikh Research Institute (SikhRI) and its Sojhi curriculum have been questioned by a handful of individuals who may not have had an opportunity to understand the facts and the spirit behind the development of this curriculum. Unfortunately, misinformation has been circulated saying that SikhRI has changed the ardas and modified the Dohre. There have also been allegations that parents of children at Khalsa School Gurdwara Sahib Fremont, CA have removed their children from the school because of opposition to the Sojhi curriculum. There have been remarks circulating about SikhRI’s facilitators not respecting the Guru and not being open to questions. None of these allegations are true.

Jasmine Kaur, Sojhi’s project lead and SikhRI’s Director of Education states “we neither have the authority to change the Ardas nor have we done so. SikhRI maintains the integrity of all its documents through applying Gurmat-based inspiration and developing them in line with the Panthic Sikh Rahit Maryada”.

Sojhi’s primary goal is to increase the effectiveness of Sikh education by developing high standards of learning. This is made possible by providing consistent syllabi and course material, and effective teaching mechanisms. Sojhi has developed over 450 lessons plans for its elementary school (Kindergarten to Gr. 5) and middle school (Gr. 6- Gr.8) curriculums. This comprises of over 3,000 typed pages. “While the Sojhi team has carefully reviewed the draft curriculums before printing, there may be some typographical errors and poor choice of words used on a few pages” says Harinder Singh, Executive Director of SikhRI. “We will make sure that these are corrected as the next versions get developed as we have been asking for feedback” he added.

There has been some concern over Dohre. The Sikh Rahit Maryada does not mention which Dohre to recite after Ardas. In the Grade 7 Sojhi curriculum, there are two lessons which highlight the meanings behind the three couplets of Dohre. In looking at Guru Gobind Singh Sahib’s edict in giving guruship to Guru Granth and Guru Panth, one couplet has been made available in the curriculum. This couplet is by Bhai Prahilad Singh, a contemporary of Guru Gobind Singh Sahib. “While the message was clear, we made some poor choice of words in the explanations and titles within the lesson plans in discussion” explains Jasmine Kaur. She announced “We have revised these particular lessons and are making them public, so that it can help with understanding the meaning behind the dohre.”

SikhRI has also developed a list of FAQs, which covers issues such as ardas, spellings and more. These are also being made available to the public. Gurpal Singh Bhuller, a SALDEF board member and a member of the board of directors of SikhRI invites “member schools to share their feedback on the Sojhi curriculum. I want to make sure that schools and community members understand that the curriculum has been a team effort from day one and the content is not controlled by any one individual.” The elementary and middle school draft curriculums were developed by a team of fourteen individuals, including those with experience in the education field, child development, and research in culture and language. “I reviewed the Sojhi curriculum and found it to be in adherence to the Sikh Rahit Maryada. The community should applaud SikhRI for taking the initiative to work on a standardized Khalsa school curriculum.” said Harpreet Singh, a Sojhi reviewer and also a Board member of the Sikh Coalition.

SikhRI has always maintained the highest and utmost respect towards all Guru Sahiban. This respect also comes out loud and clear in all their documentations and at their workshops. All workshops are facilitated with professionalism and have question and answer session slots for open discussions. “Hundreds of testimonials we receive vouch that SikhRI adopts a very inclusive, inviting, and respectful approach to the content and participants,” added Mr. Gurvendra Singh Suri, SikhRI president.

Regarding the allegations about Khalsa School of Gurdwara Sahib Fremont, Harjot Singh, Gurdwara President, shared “it is misinformation that parents have removed their children from Khalsa School. There were some parents who were not in favor of a structured program for the students of the school from day one and they did not enroll their children to begin with. It is incorrect to say that parents are removing their children based on the Sojhi curriculum. Also, the teachers have no issues with the curriculum.”

Sojhi is continually looking to make improvements on their draft curriculums. Dr. IJ Singh, member of the SikhRI Board of Adviser and United Sikhs Board of Director was the keynote speaker at the unveiling of the elementary school curriculum. He reflects “that the intentions of SikhRI as well as readers and users who find differences here and there with our efforts remain directed to arrive at what is best and what is correct from the Sikh perspective. In this view there is absolutely no room for dividing people into friends and enemies, no room for a charge of malintent either.”

SikhRI is also putting in place a review board to evaluate the draft curriculums and feedback. We look forward to receiving constructive suggestions for improvements to the curriculums. We urge all readers to read the attached lessons and FAQs to better understand our approach to making effective material available for teachers.

Harpreet Kaur, a teacher and administrator at Khalsa School of Guru Nanak Foundation of America in Silver Springs, Maryland reflects on her experience of using the Sojhi curriculum. “It is a complete package; a treasure. It has resolved many of the pressing and urgent issues that traditional Gurmat education was facing. It came as an answer for the students who were bored with the outdated techniques of learning who didn’t feel very involved in the classrooms. It came as an answer for parents who wanted the child to be brought up in Sikhi environment leading a more Guru-oriented life. We are filled with gratitude and wish all the best for the Sikh Research institute for having come up with such a complete and comprehensive package.”

Contact Person: Jasmine Kaur
210.757.4555 | info@SikhRI.org

Posted by: Ms.Kaur | March 7, 2009

Time for an open discussion

Recently, I received an email regarding an excerpt of a book that is part of the syllabus taught to sixth and seventh grade children during Sikh Sunday School. This section was written by the Sikh Research Institute, a leading think tank that presents research, views, and education to the Sikh community at large. This chapter has attracted some controversy. It covers the historical context in which dohre (Aagiya Payee Akaal Ki) was composed and its significance. Here are the links where you can find the excerpts:

http://docs.google.com/gview?a=v&attid=0.2&thid=11fdc88aa99eb203&mt=application%2Fpdf

http://docs.google.com/gview?a=v&attid=0.3&thid=11fdc88aa99eb203&mt=application%2Fpdf

We invite you to share your knowledge, articles, and views on this topic. This post is intended to be a platform for open discussion on this issue that has recently emerged. Given the nature of this topic, we humbly request you to submit only NON-judgemental feedback. However, we sincerely welcome differing views and would love to hear from you!!

Posted by: Ms.Kaur | February 16, 2009

Next Reading: A Bitter Harvest

We have selected “A Bitter Harvest,” written by the Institute for Food and Development First/Food First, an organization that analyzes “the root causes of global hunger, poverty, and ecological degradation and developing solutions in partnership with movements working for social change.” This paper provides an excellent introduction as to the origins and causes of the current agricultural crisis in Punjab. Some of you may have heard about the rise in farmer suicides in India, which I suspect is a problem in other countries as well. What many people do not know is that this is a SIGNIFICANT problem in Punjab and has been overlooked. We will be looking at how factors such as debt, decreasing crop yields, decrease in prices, and dowry are significant contributors to farmer suicides in Punjab. What’s interesting is that the author of this paper is not a Sikh! The supplemental readings include some news articles that refute these assertions. You can download the paper and the supplemental readings below. A Bitter Harvest is not a long reading, so we encourage all of you to read this paper and even better, come to the meeting! Please feel free to give your feedback via online! Let us know if you have any readings to recommend.

This Month’s Reading:

Supplemental Readings (Optional)

Punjab Agriculture

Farmer Suicides in Punjab (Background Information)

Farmer Suicides and Agriculture in India

Pesticides and It’s Effects

Water Crisis

Female Infanticides

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