Rethinking Business Education.pptx

LEADERS OF TOMORROW
WHAT THEY NEED TO
KNOW?
PROF. M. AMANULLAH KHAN
DEAN
FACULTY OF MANAGEMENT SCIENCES
RIPHAH INTERNATIONAL UNIVERSITY

The Cultural Politics of English as an International Language
by Alastair Pennycook (1994)
Harlow, Essex, UK: Longman Group Limited

. English media from 'developed'
countries have penetrated the
media of developing nations. This
essentially one-way flow of
information erodes the national
sovereignty, cultural identity, and
political independence of
developing nations.
• Pennycook

The assumption that proliferation of English
has been natural, neutral, or beneficial is
wrong. Similarly the argument that a
language and for that sake English is not
"ideologically encumbered“ is also wrong.
Every language carries the weight of a
civilization. The decision to use a certain
language means to support the existence of
a given cultural matrix.
• Pennycook

viewing schools as "neutral sites where a curricular
body of information is passed on to students" (p.
297), Pennycook urges readers to think of
educational institutions as "cultural and political
arenas" in which different values are in struggle. He
agrees with Giroux (1991) that "teachers need to
see themselves as 'transformative intellectuals‘
rather than mere "classroom technicians employed
to pass on a body of knowledge" (p. 299).
For Pennycook, teaching is a process of political
engagement and the curriculum should be based on
themes of social relevance to students. He
emphasizes that teachers can empower learners
through an amalgam of approaches known as
'critical pedagogy

FINAL REPORT
STUDY ON MEDIUM OF INSTRUCTION
IN PRIMARY SCHOOLS IN ETHIOPIA
Commissioned by the Ministry of Education
September to December 2006

However, classroom observation and assessment data
demonstrate that English MOI does not necessarily
result in better English learning; in fact, those regions
with stronger mother tongue schooling have higher
student achievement levels at Grade 8 in all subjects,
including English.
Students who learn in their mother tongue can interact
with the teacher, with each other and with the curricular
content in ways that promote effective and efficient
learning. These findings are fully supported by
international literature on language learning and
cognitive development, which show clearly that
investment in learning through the mother tongue has
short, medium and especially long term benefits for
overall school performance and for the learning of
additional languages.

Meanwhile, despite implementation of the countrywide English
Language Improvement Programme (ELIP), teachers throughout
the system have extremely limited competence in the English
language, and extremely limited exposure to English outside the
classroom. Few can cope with the demands of teaching English as
a subject, and even fewer with the challenges of using English to
convey curricular content. There is a large gap between aspiration
for English and what is possible within the socio-economic and
educational realities of the country. The team attributes this to what
is known as a ‘washback’ effect, where there is a cumulative and
knock-on effect of one policy decision that generates a set of
occurrences and beliefs. These, in turn, exert pressure towards a
further set of actions. In this case, the ‘washback’ effect of
promoting English language learning has been to make people
question use of their own languages and lose focus on what is best
for promoting teaching and learning.

Language Empires, Linguistic
Imperialism, and the Future of Global Languages
Rainer Enrique Hamel
Universidad Autónoma Metropolitana
Department of Anthropology México, D. F. © 2005 Rainer
Enrique Hamel

My argument is that linguistic imperialism and, for that
matter, language empire(s), establish a clear hierarchy
between the languages involved, where the language of
the dominant class, group or ethnia will be in a position of
control. Whether massive language spread of the
dominant language occurs or not depends on a number
of historical and circumstantial factors. Sometimes, such
as in colonial systems based on segregation, control
operates much more effectively without sharing the
dominant language with subordinate peoples and groups.
The political argument implicit in many of those who
oppose the linguistic imperialism hypothesis is to deny
the existence of imperialism as such in our days, and to
opt for very general “globalisation” hypotheses where
concrete actors can not be identified.

Although these mechanisms of external control have
deepened the gulf between rich and poor states since the
1970s - and between the rich and the poor inside practically
every country - the term imperialism has almost disappeared
from political and scientific debate. “Globalisation,” a concept
with multiple meanings, has replaced it. In very general
terms, it stands for increasing inter-connectivity on all levels.
Its most relevant and systematic component is a radical
restructuring of the world economic system known as
“neoliberalism”, whereby financial capital is taking the lead
over productive capital; nation states, especially third world
countries, are forced to open their markets, reduce state
expenditure and services such as healthcare, social security,
pensions, and education, and privatise them, together with
public enterprises and natural resources (oil, gas, water,
minerals), mainly for the benefit of international corporations.

factors. Sometimes, such as in colonial systems based on
segregation, control operates much more effectively without
sharing the dominant language with subordinate peoples and
groups. The political argument implicit in many of those who
oppose the linguistic imperialism hypothesis is to deny the
existence of imperialism as such in our days, and to opt for
very general “globalisation” hypotheses where not concrete
actors can be identified.

“It is impossible for us with our limited means to attempt to
educate the body of the people. We must at present do our best to
form a class who may be interpreters between us and the millions
whom we govern – a class of persons Indian in blood and colour,
but English in tastes, in opinions, in morals and in intellect.”
(Macaulay, 1835, 249, quoted in Pennycook 1994, 78).

In the 1920s, the work of the League of Nations Mandates
Commission witnessed a severe clash between the opposing
language and education policies of the two main colonial powers,
the British and the French. Whereas the British insisted on their
philosophy of “vernacular education at the base and English at the
top” in the colonies (Brutt-Griffler 2002, 99) in order to achieve a
pragmatic education for labour, the French and Belgians
vindicated their own philosophy based on the arguments
expressed earlier that it was impossible to install vernacular
language education with hundreds of local languages lacking
appropriate Sprachausbau (Calvet 1999, 2002).

There is a fear that the observable spread of English vocabulary
and expressions incorporated as loan words in many if not most
national languages in the world might grow steadily until national
languages are displaced and “killed” altogether. Groups that
emerged to defend their national languages against the English
invasion in linguistically fairly robust countries like Brazil (see
Faraco 2001), Germany (Dieter/Gawlita/Meißner/Vilmar 2001) or
Mexico (see Lara 1993) exhibit a fairly simplistic understanding of
language shift processes and are politically irrelevant.

OBJECTIVES
Rethinking – bit non-traditional way
Thinking simultaneously inside and outside the box
Role of universities particularly business schools
Constituting a “Think Tank”

In today's world of research and teaching,
we often behave as if there is widely
accepted paradigm and we only had to
discuss minor points. Or we could even
ignore them. I claim this is not true, and
that there are at least five areas of
disagreement and controversies: (i)
methodology, (ii) ideology, (iii) relationship
with practice. (iv) incentive systems for
academics, (v) narrow specialisation
• Joseph P Rosanas 2006

Pfeffer, Mintzberg, Donaldson and the late
Sumantra Ghoshal, just to name a few, have
been harsh critics of what is going on in the
world of teaching and research, i.e., our
world (see, e.g., Donaldson, 1995, 2002;
Ferraro, Pfeffer and Sutton, 2005; Ghoshal,
2005; Ghoshal, Bartlett and Moran, 1999;
Ghoshal and Moran, 1996; Mintzberg, 1996,
2001; Mintzberg, Simons and Basu, 2002;
Pfeffer and Fong, 2002).

THE METHODOLOGICAL PROBLEM
There is today in most fields of management (not all, of
course, business ethics being one of the exceptions for
obvious reasons) an almost blind acceptance of a form of
empiricism that is in general rather naïve, and consists of
the belief that “scientific” and “empirical” are practically
synonymous. The natural sciences are often proposed as
the natural model to follow, and there is widespread
belief that the natural sciences are entirely empirical. To
begin with, this is not so. Not too long ago, in many
universities there were courses on what was called
“Rational Mechanics”, to emphasize that reason alone
was sufficient to fully grasp the subject: there was no
need for any empirical reference.

For many years (indeed, for centuries), reason alone was
considered to be the essential solid basis of science, if
not the only one. Today, we would find this idea
ridiculous, but it is just as ridiculous to accept as
“scientific” only those propositions that can be readily
tested empirically, which, implicitly or explicitly, is the
idea that has come to dominate management research of
late. This idea is a spurious child of logical positivism, a
now dead philosophical movement also called logical
empiricism. Unfortunately, to make things worse, that
child might even be missing the “logical” part of the
expression. Or, in other words, “logical empiricists”
knew better. This is more or less what has happened in
my own field with what is called “positive accounting
theory” (or “PAT”), just to cite one example.

All these problems don’t have easy
solutions, but we shouldn’t behave as if
they didn’t exist. On the contrary, we
should discuss them and find the right
place for each research method (if it has
one!). Controversies are good. And we
should be trained in Methodology (with a
capital “M”) as something different from
mere research methods (lower case “m”),
which nowadays have come to mean
essentially regression and structural
equations.

But I would like to stress two points before I proceed to
my next problem. First, management seems to be a
discipline where it is most appropriate to apply some of
the methodological ideas of Friedrich von Hayek, both in
his classic The counter-revolution of science and in his
Nobel Prize Lecture, “The pretence of knowledge”.
Hayek’s basic point is that social sciences often try to
imitate the methods of natural science. According to
him, this is wrong, because social sciences deal with
phenomena of organized complexity where quantitative
methods fall short of the variables they should measure.
Instead, they should imitate the spirit of the natural
sciences, which is perfectly valid in a social-science
context.

Second, the Ghoshal (2005) idea (taken
originally from Elster, 1983) that there are
three kinds of explanations (causal,
functional, and intentional), and that while
causal and functional explanations may
sometimes be useful in management,
intentional explanations are crucial if we
want to attempt to understand complex
human phenomena in their entirety.

The ideological problem
Economics has come to be possibly the
most influential discipline in management
thinking. And “mainstream economics
has, in the main, always worked on the
assumption of Homo Economicus , a
model of people as rational self-interest
maximizers. (…) Even practitioners of
sociology and psychology (…) have
increasingly adopted the notion of
behavior as being self- seeking as a
foundational assumption” (Ghoshal, 2005).

The hypothesis of self-interest used in utility
maximization may be rather innocuous if the goal of
the theory is to show the optimality of the price
system. But when it is used to analyze
organizational problems, as in transaction-cost
economics and agency theory, it may often become
perverse. But not always: sometimes, the
hypothesis is only the beginning, just as in
Newtonian mechanics you study first the
frictionless case, and later on you add friction. The
problem in social sciences, and mainly in
management, is that by making certain hypotheses,
you may make them self-fulfilling (Ghoshal and
Moran, 1996; Ferraro, Pfeffer and Sutton, 2005).

Again, according to Ghoshal, the pessimistic model
of people as purely self-interested beings comes
from the ideology Milton Friedman calls
“liberalism”. According to him, the root of such an
ideology lies in two convictions. First, that the
ethical problem should be left to the individual and
thus has no place in social theory; and second, that
the liberal way of looking at social-organization
problems is “as much a negative problem of
preventing bad people from doing harm as of
enabling good people to do good”. “And given that
much of the social science until then had focused
on the second part of the problem, the agenda of
social theorists thereon, that is, for the last 40 years
has focused on the first part, that is, the ‘negative
problem’. Hence the pessimistic, the ideology-
based gloomy vision” (Ghoshal, 2005).

think it was Seneca who said that there is only one thing
that is more foolish than trusting everybody: not trusting
anybody. Which is just what the gloomy vision does.
The gloomy vision is also at the origin of the expression
“lean and mean”, which seems to be many people’s idea
of how organizations should be run (Mintzberg, Simons
and Basu, 2002). Fear as the basis of organizational
“commitment”? Well, we have seen that being argued in
many management publications (see, for instance,
“Leadership and the Fear Factor”, Crosstalk, MIT Sloan
Management Review , Winter 2004). Fear instead of trust
as a basis for organization. Is this the kind of
organization where we want to work or the kind we would
like our children to join?

THE RELATIONSHIP-TO-PRACTICE
PROBLEM
This problem is often referred to as the “relevance”
problem. I hate that word, because it is typically
contrasted with “rigor” as if one had to sacrifice a little
bit of one to get a little bit of the other. This is not so:
rigor (related to the methodological problem) consists
of having a reasonable assurance that what is being
affirmed is true; and, thus, nothing that has no rigor can
have any relevance for any practical problem.

The real problem is that research, no matter how
rigorous and how relevant it may be for some
practical problems, is often perceived to be far, far
removed from the interests of practitioners, and
practitioners do not understand it all; and yet they
often turn for guidance to books and journals with
no rigor at all, written by “gurus” that may have
done a lot of superstitious learning in their
practical experience.

March and Olsen call superstitious learning the kind
of learning that attributes the wrong causes to
actual events. For instance, the belief that success
in a given firm comes from superb management or a
specific management practice, when in fact the
favorable winds of the economy have been the
crucial factor. (March, J. and Olsen, J., “The
Uncertainty of the Past: Organizational Learning
under Ambiguity”, European Journal of Political
Research, 3, 1975, pp. 147-171).

Then academics typically think that there is
merely an implementation and pedagogical
problem, where academics should have an easier
job of communicating their wonderful ideas to
practitioners; while practitioners believe
academics are up in the clouds.
A few years ago, I overheard a practitioner
asking an academic friend, “How many years
ahead of us are you in solving problems we don’t
have yet?”

It is true that there are often conceptual problems that
need to be solved in theory because they are crucial
steps toward solving the problems practitioners actually
have, while they might seem to be unimportant to them.
This has happened in all sciences. It is true that some
academics have never seen a firm, except at a distance,
and thus they interpret as real problems situations that
are in fact conceptual problems of no practical interest.
But what this shows is precisely the need for dialogue
and contact (which is not easy, and that is precisely why
it is a problem that does not have a solution yet), not the
generally accepted belief that one side is right and the
other wrong. And I fear that the gap between those two
beliefs (one on each side) is widening. Witness the lists
of best-selling management books. Few of them have
been written by academics, or have a minimum of rigor
that goes beyond simple rules of thumb.

That is parallel to what often happens in MBA
programs. Instructors have no idea of what the
problems in the real world are, because they have
been trained (not too well, sometimes, as it turns
out) in Econometrics rather than in their own
disciplines. Besides, academics have developed
(and, of course, teach) what Donaldson (2002)
qualifies as anti-management theories, as the
antithesis of something helpful to decision-makers.
Employers complain. Then deans try to have the
schools turn to “practicalities” and, all too often,
this consists of folklore and anecdotes with no
rigor, or in teaching students mere information that
turns out to be obsolete in just a few years (or even
months!).

THE INCENTIVE
PROBLEM
When so many incentives are based on the number of articles
(or even the number of pages) published, one should not be
surprised to find so many “fake reasoners”. A phenomenon,
on the other hand, closely related with the methodological
problem, whereas sham reasoning is more related perhaps
with the ideological problem. In any case, the type of incentive
systems that operate on management researchers really
favors both. In our Doctoral programs, the questions we
should be asking are: “Do we train genuine reasoners, fake
reasoners or sham reasoners? Do we teach them right, but,
then tell them to become sham reasoners to get a job?”. Isn’t
it true that, very often, an author includes a paragraph, or even
an important part of the article, “just for the referees”?

One of the most cited articles in the management
literature is probably Steven Kerr’s “On the Folly of
Rewarding A While Hoping for B”, originally published in
Academy of Management Journal in 1975. Twenty years
lately, the article was published again in Academy of
Management Executive because of the big impact it had
had (Kerr, 1995), with the comment that a whole
empirical section had been taken out because it had not
been in the original article. It had only been added when
someone insisted in the refereeing process that
something empirical was necessary if the article was to
be published. Clearly, the “empirical part” did not add
anything to the article, and the reason it was successful
was the basic conceptual issue it addressed: how the
incentive systems are very often wrong. One of his
examples, of course, was Academia.

THE NARROW SPECIALIZATION
PROBLEM
The first author who wrote about management in an organized
way, French engineer Henri Fayol, said almost a century ago
that managers should have culture générale . In the classical
Urwick edition of the work, this expression was translated as
“general education”, but I think culture générale mhas a
broader meaning. It means knowing things that are not directly
related to the practice of your job, that go beyond what Fayol
intended to do in his study of Administration, just in case you
need them to solve complex problems: in such situations, you
never know exactly what you need to know. What would Fayol
say today of our Ph.D.s in Finance who are completely
ignorant about strategy or organization, or of our Ph.D.s in
Organizational Behavior who can’t solve an elementary
problem in finance or cost accounting?

In real-world management, problems don’t come with a
label on them, and if in order to control costs you have to
create a serious organizational problem, it might be
better for the firm not to control costs. But then how can
instructors teach students to look at real-world problems
in a holistic way if the instructors themselves don’t know
the basics of the neighboring disciplines, let alone
culture générale ? It is not too surprising that Pfeffer and
Fong (2002) say that “a large body of evidence suggests
that the curriculum taught in business schools has only a
small relationship to what is important to succeed in
business”. This, combined with their assertion that
“…grade inflation is pervasive in American higher
education (…) Every student who wants to (and avoids
financial and emotional distress) will graduate”, gives us
a picture of the results of teaching practice. Which, for
most instructors, began with their doctoral program…

Just one additional comment: many
doctoral programs nowadays favor the
narrow specialization process from the
beginning so that their students can
churn out publishable papers
(specialized, of course) as early as
possible for the job market. And this
closes a vicious circle.

Political Structures
Social structures
Economic Structures

"The ideas of economists and political
philosophers, both when they are right and
when they are wrong, are more powerful than is
commonly understood.“
"Indeed the world is run by little else. Practical
men, who believe themselves to be quite exempt
from any intellectual influences are usually the
slaves of some defunct economist.... It is ideas,
not vested interests, which are dangerous for
good or evil" (Keynes 0953: 306).

Western Science contains some extremely useful facts as well as
some extremely harmful and wrong philosophy. It is essential to
separate the two and to understand the difference, in order to
successfully integrate this body of knowledge into an educational
curriculum founded on Islamic teachings.
• Assad-uz-Zaman

YOUR BELIEFS DETERMINE
YOU SOCIO-POLITICO-
ECONOMIC STRUCTURES
The conceptual framework
Beliefs about
• Universe/world
• Human beings
• Human Welfare
• Global resources

UNIVERSE
The creation
The operation
Theories about world
• Important aspect of our theories about the world involves our beliefs
about the probabilistic(or deterministic) texture of the world and our
perception of causation.

Human beings
Rational beings
• Self interest
• Invisible hand
• Social welfare
• Capable of knowing cost benefit
• Freedom of choice
• Utility Maximiser
• Quantifiable utility
• Non-quantifiable utility
• Can’t be captured in mathematical models, so simply
forget about it. We call it scientific method.
Efficient Market Hypothesis

Theories about self
Theories about others
• Our beliefs about others influence the ways in which we make
judgments and decisions about other people, and often these
influences are unconscious.

Herbert Simon (Noble Laureate)
• Bounded rationality.
• Bounded self interest
• Bounded awareness
• Bounded ethicality
Human beings as satisfiers

Prof. Stiglitz (Noble Laureate), Free Fall (Book)
• Invisible hand
• Adam Smith’s invisible hand, did not hold; the invisible
hand was invisible because it was not there.
• Critique on Efficient Market Hypothesis
• “If the efficient market hypothesis had been right
and market participants were fully rational, they all
would know that they could not beat the market.
They all would then just “buy the market”–that is,
someone with .01 percent of the country’s wealth
would buy .01 percent of each of the assets….The
very fact that market participants spend
billions…trying to beat the market itself refutes the
twin hypothesis that markets are efficient and that
most market participants are rational.”

Changing paradigms is not easy. Too many
have invested too much in the wrong models.
Like the Ptolemaic attempts to preserve earth-
centric views of the universe, there will be
heroic efforts to add complexities and
refinements to the standard paradigm. The
resulting models will be an improvement and
policies based on them may do better, but
they too are likely to fail. Nothing less than a
paradigm shift will do.

Daniel Kahneman (Noble Laureate) and
Trevesky
•Human beings as predictably and
consistently irrational (irrational as per
the current definition)
•Not perfect in conceiving and analysing
information e.g. framing theory
•System-1 thinkers
• Social constructionism and post-
constructionism

Steve Keens
• Debunking Economics
• Challenges the very basics of the discipline

Human Welfare
Consumption
• Development is defined in terms of consumption
• Utility in terms of consumption
• Individual not society
• Corporate leaders’ objective is to maximise profits
• Consumerism converted us into mindless consumers
Standard of living
• Consumption not satisfaction/ knowledge/ values
• Dehumanization of humanity (Karl Polanyi – The Great Transformation)

Global resources
Scarce
• Competition vrs. Co-operation
• Efficient use vrs. waste
Absolute authority to consume
• The rate of consumption is exorbitant
• Luxury at the cost
• future generations
• poor majority
Time as resource
Humans as resource

HOW SOCIAL AND
ECONOMIC BELIEFS ARE
MADE ARE MADE
Anchors
• Childhood
• Tribe
• Tv
• Educational institutions
Self fulfilling prophecies

ِ‫ف‬ َ‫ك‬ِ‫ل‬ْ‫ب‬َ‫ق‬ ‫ن‬ِ‫م‬ ‫ا‬َ‫ن‬ْ‫ل‬َ‫س‬ْ‫ر‬َ‫أ‬ ‫ا‬َ‫م‬ َ‫ك‬ِ‫ل‬َ‫ذ‬َ‫ك‬َ‫و‬
ِ‫إ‬ ٍ
‫ير‬ِ‫ذ‬َّ‫ن‬ ‫ن‬ِِّ‫م‬ ٍ‫ة‬َ‫ي‬ْ‫ر‬َ‫ق‬ ‫ي‬
َّ
‫َّل‬
َ‫ن‬َ‫ء‬‫ا‬َ‫ب‬‫آ‬ ‫ا‬َ‫ن‬ْ‫د‬َ‫ج‬َ‫و‬ ‫ا‬َّ‫ن‬ِ‫إ‬ ‫ا‬َ‫ه‬‫و‬ُ‫ف‬َ‫ر‬ْ‫ت‬ُ‫م‬ َ‫ل‬‫ا‬َ‫ق‬
َ‫ل‬َ‫ع‬ ‫ا‬َّ‫ن‬ِ‫إ‬َ‫و‬ ٍ‫ة‬َّ‫م‬ُ‫أ‬ ‫ى‬َ‫ل‬َ‫ع‬ ‫ا‬
‫ى‬
َ‫ُون‬‫د‬َ‫ت‬ْ‫ق‬ُّ‫م‬ ‫م‬ِ‫ه‬ ِ
‫ار‬َ‫ث‬‫آ‬
Just in the same way, whenever We sent a
Warner before thee to any people, the wealthy ones
among them said: "We found our fathers following a
certain religion, and we will certainly follow in their
footsteps."
‫بھيجا‬ ‫واَّل‬ ‫ڈرانے‬ ‫کوئی‬ ‫بھی‬ ‫ميں‬ ‫گاؤں‬ ‫کسی‬ ‫پہلے‬ ‫سے‬ ‫آپ‬ ‫نے‬ ‫ہم‬ ‫طرح‬ ‫اسی‬ ‫اور‬
‫نے‬ ‫مندوں‬ ‫دولت‬ ‫کے‬ ‫وہاں‬ ‫تو‬
)
‫يہی‬
(
‫طريقہ‬ ‫ايک‬ ‫کو‬ ‫دادا‬ ‫باپ‬ ‫اپنے‬ ‫نے‬ ‫ہم‬ ‫کہ‬ ‫کہا‬
‫ہيں‬ ‫پيرو‬ ‫کے‬ ‫انہيں‬ ‫ہم‬ ‫اور‬ ‫پايا‬ ‫پر‬
‫الزخرف‬ ‫سورة‬
Sura #43 | Makkah

Business schools do not need to do a great
deal more to help prevent future Enrons;
they need only to stop doing a lot they
currently do. They do not need to create new
courses; they need to simply stop teaching
some old ones. But, before doing any of
this, we-as business school faculty-need to
own up to our own role in creating Enrons.
Our theories and ideas have done much to
strengthen the management practices that
we are all now so loudly condemning.
• SUMANTRA GHOSHAL

Social science theories can become self-
fulfilling by shaping institutional designs
and management practices, as well as social
norms and expectations about behavior,
thereby creating the behavior they predict.
They also perpetuate themselves by
promulgating language and assumptions
that become widely used and accepted.
Social science theories can influence reality
in profound ways by influencing how we
think about ourselves and how we act.
• FERRARO

A self-fulfilling prophecy is a prediction that “is, in the
beginning, a false definition of a situation evoking a behavior
which makes the originally false conception come true”
(Merton, 1948: 195).

When beliefs conflict with the socio-politico-economic
structures and cultures, cognitive dissonance occurs resulting
in dissatisfaction, tensions and depression which in turn
result in pervasive inefficiencies and intolerance in societies.
We teach our youth differently in educational institutions and
in our homes

WHAT TO DO?
Challenge your mental models
Don’t accept concepts, ideas,
common wisdom without
questioning it
[
25:74
]
ِّ‫رب‬ ‫کے‬ ‫ان‬ ‫انہيں‬ ‫جب‬ ‫کہ‬ ‫لوگ‬ ‫وہ‬ ‫اور‬
‫بہرے‬ ‫وہ‬ ‫پر‬ ‫ان‬ ‫تو‬ ‫ہيں‬ ‫جاتی‬ ‫کروائی‬ ‫ياد‬ ‫آيات‬ ‫کی‬
‫گرتے‬ ‫نہيں‬ ‫کر‬ ‫ہو‬ ‫اندهے‬ ‫اور‬

Same beliefs in different cultures will bring different results.
Indigenization
Language

LANGUAGE
The Cultural Politics of English as an International Language
• by Alastair Pennycook (1994) Harlow, Essex, UK:
Longman Group Limited
• This book is about the cultural and political implications of the
spread of English across the globe over the last four centuries.
It raises fundamental questions about the nature of education,
language, and culture. Pennycook challenges the traditional
views of English language teaching and applied linguistics has
nothing to do with politics.

He underscores how language is always taught in a
political context. Pennycook exhorts readers to
critically reevaluate existing concepts, particularly
those claiming to somehow be "universal".
Pennycook insists that any academic discipline
should be evaluated in terms of the vested interests
supporting it and the historical contexts in which it
arose

Pennycook discusses the spread of English in terms of Galtung's
(1971) concept of “Center and Periphery”. He points outs how
English media from 'developed' countries have penetrated the
media of developing nations. This essentially one-way flow of
information erodes the national sovereignty, cultural identity, and
political independence of developing nations.

Outlining the global spread of English in recent
centuries with the expansion of Anglo-
American power, Pennycook disputes the
assumption that its proliferation has been
natural, neutral, or beneficial. He also refutes
claims made by Fishman et al. (1977) that
English is not "ideologically encumbered.“
Every language, Pennycook maintains, carries the weight of a
civilization. The decision to use a certain language means to
support the existence of a given cultural matrix.

Instead of viewing schools as "neutral sites where a curricular body
of information is passed on to students" (p. 297), Pennycook urges
readers to think of educational institutions as "cultural and political
arenas" in which different values are in struggle.
"teachers need to see themselves as 'transformative intellectuals’
rather than mere "classroom technicians employed to pass on a
body of knowledge" Giroux (1991) (p.299).

For Pennycook, teaching is a process of political engagement
and the curriculum should be based on themes of social
relevance to students. He emphasizes that teachers can
empower learners through an amalgam of approaches known as
'critical pedagogy.'

That's because these are Chinese concepts. They
are often conveniently translated as "philosophers,"
"democracy" and "civilization." In fact, they are
none of those. They are something else. Something
the West lacks in turn. But that is irritating for most
Westerners, so in the past, foreign concepts were
quickly removed from the books and records and, if
possible, from the history of the world, which is a
world dominated by the West. As the philosopher
Georg Wilhelm Friedrich Hegel once remarked, the
East plays no part in the formation of the history of
thought.
http://www.globalresearch.ca/index.php?context=va
&aid=28940

In 1697, the German philosopher Gottfried
Leibniz famously argued that the Chinese
were far more advanced in the humanities
than "we are." He never specified, but I
think it is all revealed when he urged all
Germans that they must not use foreign
words, but use their own language instead
in order to build and enlarge the German-
speaking world.

As Freire theorizes, it has always been the mindset of the
oppressors to see themselves as “human,” while those that they
prey upon are always less than such; like animals, they are barred
from the prospects of history and the possibilities inherent in
libratory conduct.

Therefore, it is of little surprise that people in the
Third World and species everywhere currently bear
the great burdens of “sustainable development,”
uttered by the global oppressors as a cure-all for all
those already suffering from the previous legacy of
development and imposed transformation of their life
worlds. According to Freire's own thinking, we who
stand with the global oppressed should then be
especially dubious, if not in outright objection, of
such top-down policy initiatives as proposed by
global states and federations -- policies that are
formed by those who live in great opulence and ease
but which are always directed at those surrounded by
despair.

the United Nations Development Programme
issued its Human Development Report 1999 which
found that the top twenty percent of the people
living in advanced capitalist nations have eighty-
six percent of the world gross domestic product,
control eightytwo percent of the world export
markets, initiate sixty-eight percent of all foreign
direct investment, and possess seventy-four
percent of the communication wires. Meanwhile,
the bottom twenty percent of the people hailing
from the poorest nations represent only about one
percent of each category respectively

In John Bellamy Foster, Ecology Against Capitalism (New
York, Monthly Review Press, 2002), p. 60: This oft-quoted
memo from when Lawrence Summers, President of
Harvard and former Treasury Secretary for Bill Clinton,
worked for the World Bank serves as the penultimate
articulation of how oppression of the environment and
poor are linked together by technocapitalist elites:
Just between you and me, shouldn't the World Bank be
encouraging more migration of the dirty industries to the
LDCs [less developed countries]?:I think the economic
logic behind dumping a load of toxic waste in the lowest
wage country is impeccable and we should face up to that:
I've always thought that under-populated countries in
Africa are vastly under-polluted; their air quality is
probably vastly inefficiently low [sic] compared to Los
Angeles or Mexico City.

In a speech delivered earlier this summer to the national Animal
Rights 2002 convention in Washington D.C., the philosopher and
activist Steven Best highlighted four reasons why Western thought
is “legally blind” as concerns granting rights to animals. In his
opinion, the West tends historically to suffer from and promote four
fallacious types of thinking: 1) essentialism, 2) rationalism, 3)
dualism, and 4) teleology, withthe result being that:
From the Presocratics and the Stoics to the medievalists and the
moderns, we find the same basic framework that is now widely
recognized as but a reflection of the prejudices and fictions of
ancient times. On the whole, Western philosophy has badly
misunderstood human and animal natures: it created a dualistic
division where there is only an evolutionary continuum, it attributed
too much reason to human animals and too little to nonhuman
animals, it imagined a purposeful universe that relegates animals to
a desert of non-moral and legal status, and it enthrones human
beings at the reign of life.[24]
Certainly, it

As Morgenstern states, "there are degrees of freedom in
behavior which are compatible with equally plausible
descriptions of the system .... Consequent-ly, a lie or
falsification . . . is exceedingly hard to discover except by
chance. Yet the chance factor itself is a necessary, constituent
element of every social system. Without it 'bluffing,' a perfectly
sound move in strategic behavior . .. would be impossible. But
it is a daily occurrence. Bluffing is an essential feature of
rational strategies."
 Oskar Morgenstern, On the Accuracy of Economic Observations (2nd. ed.,
Princeton, 1962), 25.
Such "degrees of freedom in behavior" have produced
diverse accounting methods. This is the chronic dilemma
faced by the accounting profession and those that seek to
impose uniform standards.
• The Origin and Evolution of Nineteenth-Century Asset
AccountingAuthor(s): Richard P. Brief:Source: The Business History
Review, Vol. 40, No. 1 (Spring, 1966), pp. 1-23

The writings of Yamey, Littleton, and Pollard
suggest that most early nineteenth-century
firms in this classification, which includes
manufacturers, trading companies, etc.,
defined profit as the change in the "value" of
net assets in two successive periods.
• Sidney Pollard, "Capital Accounting in the Industrial
Revolution," Yorkshire Bulletin of Economic and
Social Research, XV (November, 1963); B. S. Yamey,
"Some Topics in the History of Financial Accounting
in England, 1500-1900," Studies in Accounting
Theory, ed. by W. T. Baxter and S. Davidson
(Homewood, 1962); Littleton, Accounting Evolution
to 1900.
• The Origin and Evolution of Nineteenth-Century Asset
AccountingAuthor(s): Richard P. Brief:Source: The Business
History Review, Vol. 40, No. 1 (Spring, 1966), pp. 1-23
•

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