“Taking money and losing independence”, “Unscientific Malaysia” and other views

23 05 2010

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Here are extracts of articles found in blogosphere that we can discuss from the perspective of bringing about unity in the country.

Would the vernacular schools taking money from the Government lead to a loss of their independence or would they care at all about it? Would “stooping so low” mean anything to them as far as money is concerned? Is it a case of simply taking the money, continue their Mandarin medium of instruction, curriculum and syllabus?

In the next article, a Chinese educator passionately states his views on the role of education in bringing about unity. To us at Kempen SSS, the more we have this kind of responsible and concerned citizens, the better for the country. We salute him and fellow Malaysians like him.

The last article, by a former academician, currently a Universiti Malaya Consultant (Pakar Rujuk) and Senator, talks about many national policies that were formulated with noble intentions ending with uninspiring slogans in the last one year or so. And suggests that many teachers and schoolchildren are still ignorant about the various national policies. Those policies have not led to optimum benefit to the various national institutions, including the Ministry of Education, said he.

Let’s talk about them, agree or disagree with their views, and state our own views in the usual manner.

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http://mansorbinputeh.blogspot.com/2010/05/unavoidable-results-of-hulu-selangor-by.html

SUNDAY, MAY 2, 2010

…AND HOW THE VERNACULAR MANDARIN SCHOOLS LOSE THEIR INDEPENDENCE.

By Mansor Puteh

THE OFFERING OF THE THREE MILLION-RINGGIT GRANT BY THE GOVERNMENT TO A VERNACULAR MANDARIN SCHOOL IN HULU SELANGOR SERVES AS A WARNING TO THEIR COMMUNITY THAT THEIR SCHOOLS ARE NOT INDEPENDENT ANYMORE.

THEY HAD TRIED TO REMAIN STOIC IN DEFIANCE BUT THEY COULD LAST TOO LONG BEFORE THEY FALTER AND NOW START TO BECOME BEGGARS.

THIS SHOULD BE A CAUSE OF WORRY FOR THEIR COMMUNITY WHICH MEANS THAT THEIR ECONOMIC HOLD IN THE COUNTRY MAY BE EXPERIENCING A DECLINE, OR ELSE THEY WOULD BE ABLE TO SUPPORT THEIR ‘INDEPENDENT’ SCHOOLING SYSTEM.

Worse, it is just the first step towards them surrendering their schools to merge into the national schooling system or the sekolah Melayu in the future the more the population of the Chinese shrink and the more the economy of the Melayu increases and expands.

Therefore it was not a coup by the vernacular mandarin school or their community, but a huge blow to their psyche and independence.

But one of the strangest outcomes of the recently held Hulu Selangor by-elections is how the Indian voters and public have moved away from trusting their future with their alliance with the Chinese creating unholy kingmakers, which alas has only benefited the Chinese and not the Indians.

And the Chinese voters in this constituency are mostly with vernacular Mandarin school background who seem to be living in a world of their own.

They are living in a state of denial for too long of having been fed with a lot of propaganda by their vernacular press and those in English which are controlled by their brethren who do not seem to want them to leave Hong Kong where they are stuck at. So everything about them is Hong Kong, Hong Kong and Hong Kong…

They have not come to the realization what Malaysia and the Melayu are.

That the economy of the country is slowly being eroded from them, but which is now slowly but surely going into the control of the Melayu.

They may have felt so, especially when they see the many Melayu traders operating their makeshift stalls beside and around all of them.

They can also feel it when their business had started to shrink as more and more Melayu customers started to go to the stores operated by their own kind and not to the ones they operate.

The Chinese in Hulu Selangor must also feel that their future as traders is bleak. But with not much education and not able to speak Melayu and English, they do not have social mobility like many of the other younger Chinese and Indians who do have that.

It’s got nothing to do with the Indians now wanting to return to the Malaysian Indian congress or MIC.

And where was Hindraf in this equation? Nowhere.

It was an unholy alliance and an unofficial one based on the wrong premise that a larger non-Melayu political defiance and resistance could pose a serious threat to the Melayu hold on the politics in the country, ganged up by the immigrant backgrounds of these two communities.

And the Indians can see for themselves, despite the exertions of many other non-Melayu social, cultural and political activists, how more and more Indians from India are willing to come to Malaysia to work even as illegal workers in the food stalls.

This is despite the fact that how some of them have alleged the Melayu majority and government had ‘systematically’ marginalized them for too long.

And many Chinese, too, should be aware of how many Chinese from Beijing especially who are willing to come to Malaysia to work as foot reflexologists and doing other things, because they are not able to get a decent job in their own country.

So who are the Indians and Chinese in Malaysia who charge that they have been subject to ‘institutional discrimination’ and were not able to progress when their brethren who had only recently come to the country are able to benefit from the country?

But alas, this ganging up did not serve the interests of the Indians as the Chinese deserted them and went on their economic quest to control the politics of the country, leaving most of the Indians, still in the same places as their ancestors were.

Most of them have seen how the Chinese had been using the Indians to add to their leftist leaning and gain a lot of advantage as kingmakers this way.

In this way, they were able to gain much from the Chinese right as well as the Chinese left, meaning, the Chinese parties in Barisan and the other Chinese parties in Pakatan, all of which aim to serve their own community only.

They had left the Indians in the lurch.

So the by-elections were when the Indians shown their contempt of the Chinese minority which they had ganged up to try and swing the results of the elections in the past.

But all this came to naught as the Chinese continued to ignore the plight of the Indians even after getting the support from them in almost all the elections that had been held till the last general one in March, 2008.

The Indians in Hulu Selangor had shown their bravery by ignoring the Chinese and came to town on their own by supporting Barisan which they see as the Melayu whom they can trust with their future.

This trend is set to continue as more and more Indians begin to finally realize that their future is in the hands of the Melayu and not in the hands of the Chinese whom they consider to be too self-centered to allow Indians into their psyche, other than to use them to win votes for their candidates.

And in fact, the Chinese did not vote for Pakatan, as it seemed to look like. They never had in mind of doing so.

They only did not vote for Barisan. And they wanted to see Barisan fulfill their election pledges of giving them alms which Barisan did, despite being given the boot by the Chinese voters in this state constituency.

This does not go down well with the other Chinese who are grateful and also with the Indians who are now able to see who the Chinese in Hulu Selangor are and how their education and community leaders are, being weak souls for having accepted the three million-ringgit grant offered by the federal government.

It is just a ploy to fool the Chinese leaders by not exactly saying that they are of a certain stripe, with no backbone by bending too far to the back to accommodate their narrow views of things and in the process allow the so-called independent Chinese schools to be further downgraded to become no more than DEPENDENT SCHOOLS.

And many will also want to see if as yet another step for such vernacular schools in Mandarin and Tamil to move towards being ultimately absorbed into the national schooling system of the ‘sekolah Melayu’.

This can happen the more such schools continue to demand financial support from the government, and aided by the diminishing population of their communities so that the economy of the country are not in the hands of the Chinese anymore but the Melayu.

Then the Chinese and Indian or more appropriately, the Tamil communities will be able to see more of the ‘usefulness’ of their vernacular schools that they had trusted too much in the past in the true light that they do not give their children much of a future in this new Malaysia that only serve the propaganda of the Chinese community leaders only.

And the giving of the three million ringgit grant by Najib to the vernacular Mandarin school in Rasa should be seen not as a coup for the Chinese education, but as a huge blow to their psyche. This is how low they are willing to stoop in order to get such funds.

And they are definitely not going to stop here. They will make more demands and get everything they want, while they still stick with the Left where they have no future of getting any assistance and support from.

So in the end, the younger Chinese who are in such vernacular schools and the Tamils who are in their own vernacular schools will be uncalculated (inculcated? ed.) the feelings of being indebted to the government and especially to the Melayu, too, and their future is not in the hands of their own community leaders who had already forsaken their ideals.

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Too much is being said about the lack of unity amongst Malaysians. Contributor Uncle S believes that the key to solve this problem is in our education system:

http://unmalaysia.wordpress.com/2010/05/05/education-the-key-to%C2%A0unity/

Unscientific Malaysia

1MALAYSIA, CHINESE, MALAY, RACE, SCHOOLS
Education: The Key to Unity

Wednesday, 05/05/2010 at 00:00

Malaysia’s unscientific reasoning to our education system

Ever wondered why we have been independent for 52 years (technically, Malaysia was formed in 1963, so, it’s 46 years really); however, Malaysians at large could not speak our NATIONAL language fluently?

Ever wondered why in MOST promotional posters for Malaysia, there are pictures of 3 main races of Malaysia but many a times, minorities in Malaysia do not feel a sense of belonging to the place they call home?

It is widely attributed that a success of a nation is based largely on the unity of people in the nation. I applaud PM Najib’s 1Malaysia with its aim of trying to unite all Malaysians under one roof. Weirdly enough, ask any Malaysia out there and you would soon realize that it just a nice paperwork put together.

What is the X Factor that is missing in making Malaysian unite?

“Education is the transmission of civilization.” – Ariel and Will Durant.

If only our puny government realises that education could shape an entire generation, they would’ve taken some drastic actions since the formation of Malaysia. Hence, to shape a generation whereby all races could be united under one roof, it all starts with education. Isn’t it surprising how we then wonder why races in Malaysia aren’t united?

Reality of our education system

The mere existence of vernacular schools distorts the fabric of our society. Just picture, Ah Meng is taught to mingle with his Chinese friends in the Chinese PRIMARY school which he attends. He eats Chinese food and speaks Mandarin in school. He is sheltered from the reality that there are Malays, Indians, Ibans, Kadazans, etc living amongst us in Malaysia.

As an educationist, I have been taught that from the age of 6 to puberty are the most vital years. In Erik Erikson (Danish-German-American developmental psychologist and psychoanalyst known for his theory on social development) theory of psychology, around age 6 to puberty, we go through what is called the Industry vs. Inferiority stage.

This is where a child is comparing self-worth to others (such as in a classroom environment). A child at this stage can recognise major disparities in personal abilities relative to other children. Erikson places some emphasis on the teacher, who should ensure that children do not feel inferior.

This is where the vernacular school system crumbles when it comes to fostering unity. What is there to compare when there are no other races mingling with them? Hence, when they go to secondary schools (where they are forced to mingle with other races), it is all too awkward for them. They are forced to speak our “national” language which:

They are not good at,

They are not interested in (because they use their mother tongue to answer UPSR questions).

This creates a lot of tension and dissatisfaction amongst races in secondary schools.

I would like to relate an incident to all of you out there. I am apparently, Chinese-Malaysian, because of my Chinese heritage. Hence, it is expected of me to not be fluent in Malay and I should not know how to use my hands to eat. However, because I went to a national type school, I am fluent in Malay (in fact my written Malay is better than many other Malays I know) [Ed: Yes, it is], I embrace the Malay culture and I can use my hands to eat.

When I was in secondary school, I was out casted by the Chinese students who went to Chinese schools saying “I’m not Chinese enough”. The straw that broke the camel’s back for them is when they saw me eating nasi lemak with my hand. They hit me in the back of my head saying “Do you want to be Malay?”

No Chinese kids wanted to have any connection with me because I was “more Malay” than Chinese. Now, think about this for a second: this is what goes on in schools! What happens when they move in colleges, universities, work place, etc?

Solution

My take on this scenario as an educator is to abolish all vernacular type school. Introduce a single national school system. There are many quarters who would argue with this:

Dong Jiao Zong would say :“It would erode our culture”. I say, bull shit! Culture should be taught at home. In fact, in Malaysia, we are given the freedom to have cultural celebrations, newspapers in mother tongue and food stalls according to your ethnicity. What culture do you learn at school besides speaking Mandarin/Tamil? Janet Holmes with her book; ‘Socio-Linguistics’ would back me up on this point.

I’ve heard parents say: “Malay teachers in national schools are lazy”. I say, go to hell! It is not about a matter of race! Don’t be fucking racist. It is about the excessive workload that is piled on teachers by the Pusat Pelajaran Daerah (PPD), Kementerian Pelajaran Malaysia (KPM) and the like. They are overburdened and yet they could still teach. You call that lazy?

If language is really an issue, please take a look at Singapore (which has almost the similar race composition as Malaysia). They have a single national schooling system. The medium of instruction is in English and students are REQUIRED to take an extra language, be it, Malay, Mandarin or Tamil.

I am confident, if this system is adopted in Malaysia, 1Malaysia could be a reality. When 1Malaysia is a reality, only then Malaysia could move forward.

Uncle S is a young educator-basketball coach with a passion for bringing the best out of his students. He believes that he could help the world by trying his best to inspire the future generation. He does it not for recognition, but to prove that there is always a place for passionate educators.

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http://www.utusan.com.my/utusan/info.asp?y=2010&dt=0514&pub=Utusan_Malaysia&sec=Rencana&pg=re_09.htm

Kecuaian memasyarakatkan pelbagai dasar nasional

Oleh Dr. Firdaus Abdullah

SATU Malaysia dan Rukun Negara Serta pelbagai dasar nasional
Syarat utama pembinaan negara bangsa Wajib dimasyarakatkan secara optimal

SATU hakikat pahit yang patut kita terima ialah sistem pendidikan kita tidak (belum) dimanfaatkan secara optimum untuk memasyarakatkan pelbagai dasar nasional.

Yang dimaksudkan dengan ungkapan ‘dasar nasional’ di sini ialah gagasan-gagasan yang bertujuan meningkatkan kesejahteraan rakyat dan negara dari segala segi menuju ke arah matlamat akhir pembinaan sebuah negara bangsa yang bersatu padu dan aman sentosa.

Di samping itu dasar nasional wajar pula berfungsi sebagai panduan utama atau pedoman falsafah dalam tata cara pengurusan pada setiap peringkat unit pentadbiran negara di pelbagai sektor.

Semenjak setahun yang lalu, dasar nasional yang menjadi sebutan di mana-mana ialah gagasan “1Malaysia: Rakyat Didahulukan, Pencapaian Diutamakan”. Selain itu yang patut juga diingat dan dihayati ialah Perlembagaan Persekutuan, Rukun Negara, Wawasan 2020, Dasar Ekonomi Baru, Dasar Bahasa Kebangssaan, Dasar Kebudayaan Kebangsaan, Islam Hadhari dan lain-lain lagi.

Tetapi sayang, usaha-usaha pemasyarakatan pelbagai dasar nasional tersebut, tidak memanfaatkan secara optimum pelbagai struktur atau institusi negara yang sedia ada, termasuk Kementerian Pelajaran sebagai satu struktur penting dan strategik dalam sistem kenegaraan kita.

Walau pun barangkali pelbagai dasar nasional tersebut disentuh dan diimbas sekali sekala dari semasa ke semasa di bilik-bilik darjah sekolah rendah dan menengah atau di dewan-dewan kuliah IPT. Tetapi sebagai satu modul atau kandungan utama atau silibus khusus dalam kurikulum akademik atau kokurikuklum sistem persekolahan kita, pelbagai dasar nasional tersebut masih belum mendapat perhatian yang sewajarnya.

Jadi tidak menghairankan jika ramai guru, apatah lagi murid yang masih jahil atau kabur-kabur pengetahuan mereka tentang pelbagai dasar nasional itu. Kerana itu kebanyakan dasar nasional yang digubal dan dirumuskan dengan niat dan hasrat yang mulia itu, tanpa disedari telah merosot menjadi slogan-slogan yang kurang bernas.

Juga tanpa kita sedari, kecuaian kita memasyarakatkan pelbagai dasar nasional itu secara sistematik, istiqamah dan berkesan telah memperlambat (jika tidak hendak dikatakan ‘menggagalkan’ ) usaha kita membentuk sebuah negara bangsa yang bersatu padu dan mempunyai jati diri sendiri.

Hakikat ini semakin kuat saya rasakan bila isu berkenaan dibangkitkan dengan berbagai-bagai cara oleh para Senator dalam sesi Dewan Negara yang bersidang dari 26 April hingga 6 Mei lalu. Secara am mereka menyuarakan kemusykilan terhadap aspek-aspek tertentu gagasan 1Malaysia. Beberapa orang Senator secara khusus menanyakan keberkesanan usaha-usaha memasyarakatkan gagasan itu setelah setahun diperkenalkan oleh Perdana Menteri.

Walau pun secara eksplisit mereka menyuarakan berbagai kemusykilan terhadap gagasan 1Malaysia tetapi secara tersirat dan dalam konteks yang lebih am, kemusykilan mereka tentang aspek-aspek tertentu gagasan 1Malaysia adalah juga gambaran daripada kemusykilan terhadap pelbagai dasar nasional yang lain. Antara contoh yang disebut ialah salah pengertian (kejahilan) sebahagian besar generasi muda terhadap DEB. Demikian juga pengetahuan dan penghayatan mereka terhadap Wawasan 2020 dan Islam Hadhari juga boleh dipertikaikan.

Dalam sidang Dewan Negara 26 April yang lalu, Senator Datuk Idris Buang dari Sarawak bertanya “bagaimana perkembangan mutakhir mengenai keberkesanan konsep “1Malaysia: Rakyat Didahulukan, Pencapaian Diutamakan.” Dan dalam sidang 5 Mei pula, Senator Datuk Maijol Mahap menanyakan soalan yang lebih khusus merujuk kepada langkah-langkah kerajaan “menanamkan semangat ‘penerimaan’ (acceptance) dan bukan ‘tahan sabar’ (tolerance) yang merupakan satu unsur dalam gagasan 1Malaysia itu. Sekurang-kurangnya ada enam orang Senator yang lain menanyakan soalan yang hampir sama maksudnya.

Saya sendiri secara khusus menanyakan “langkah-langkah yang diambil oleh Kementerian Pelajaran untuk meningkatkan pengetahuan, pemahaman dan penghayatan generasi muda terhadap falsafah dan ideologi negara (terutama Perlembagaan dan Rukun Negara) dan dasar-dasar rasmi negara seperti DEB, Wawasan 2020, DPN, Islam Hadhari dan konsep Gagasan 1Malaysia, melalui kurikulum dan melalui kegiatan kokurikulum.”

Saya berharap soalan saya akan dijawab secara lisan agar dapat dibahaskan melalui soalan-soalan tambahan. Tetapi sayang jawapan yang diberikan adalah secara bertulis hingga tak mungkin dibahaskan lebih lanjut. Saya dapati masih terlalu banyak ruangan yang belum kita manfaatkan secara optimum dalam usaha memasyarakatkan pelbagai dasar nasional demi pembinaan sebuah negara bangsa yang bersatu padu, aman, makmur serta adil dan saksama.

Senator Datuk Dr. Firdaus Abdullah
ialah Pakar Rujuk di Akademi Pengajian Melayu,
Universiti Malaya


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17 responses

23 05 2010
Ah So

Where have lose inpendence? Who care? nobody care.

We are thank Dato Seli Najib. We happy go the bank. But we long time for Lim and Anar say can take money and askd again. So what wrong take money.

23 05 2010
Kura

Ah So, ah … you want win-win situation always, ah. Both side you win, ah … Everybody else lose, ah … You heard about zero sum game, ah? … So you get Manadarin school, Mandarin curriculum, Mandarin syllabus, Mandarin culture, and Malaysian public money, ah? Where got meaning ma …

Be Malaysian, la. Real Malaysian, you know.

24 05 2010
SSS Admin

Ah So,

Taking money meant for building a school using Mandarin as the medium of instruction is wrong because the Constitution of the country says Bahasa Malaysia is the National Language and all schools should have Bahasa Malaysia as the medium of instruction.

Taking money meant for you to give your vote during the PRK Hulu Selangor is also wrong because it apears to have an element of bribery in it.

Taking money in the pretext of willingness to vote for the party that offers it is also wrong because you appear to have broken the understanding that you give your vote to them.

Taking money from one and giving your vote to another shows a lack of principle. It means breaking the code of social behaviour, the rules of existence among civilised people.

Malaysian citizens should behave in civility and have decorum in social behaviour. When more citizens behave in a civil manner, there will be mutual respect, greater understanding and unity in the country.

23 05 2010
Wake up!

Help poor schools in the rural area di Peninsular Malaysia and Sabah and Sarawak.

Majority rules

24 05 2010
SSS Admin

Wake up!,

Schools in the rural areas in the Peninsular and in Sabah and Sarawak deserve help in more ways than providing the normal school facilities. Additional facilities may include free snacks, especially nutritious ones including milk, and even free meals so that those hardcore poor children in the rural areas can develop mental and physical health to be able to absorb what is taught in classes.

There has been the opinion expressed by an Oxford University Economics Professor that the poor remains poor because of poor education – in this case, the inability to absorb the education provided to them. Despite migration to the urban areas, the number of school children in the rural aras is still very high and income in the rural areas has always been low compared to the towns.

23 05 2010
Wira

They are 23% of the population. They are the richest in the country. They control the economy. And they want to control the politics of the country oso? No way.

25 05 2010
SSS Admin

Wira,

Everybody wants a slice of the cake, be it economics, politics or anything else. But what is important is the size of the slice. It must be a reasonable size.

The Chinese have been having the largest size of the economic cake compared to the others for a long time. Since the start of the New Economic Policy in 1970, the Malays were assisted to acquire and accumulate wealth in order to reduce the huge gap between them and the Chinese economically. It is a long way to go to get to a level satisfactory to them in all aspects of the economy.

The Chinese and the Indians have wanted political participation since Merdeka. In fact, they did participate in negotiations for independence from the British in the 1950s. In the name of MCA and MIC. But when Malaysian was formed in 1963, Singapore became a part of Malaysia and Lee Kuan Yew started the concept of so-called “Malaysian Malaysia”. It was subversive to Article 153 on the Special Position of the Malays and the Bumiputeras of Sabah and Sarawak. It wanted meritocracy and did not recognise the fact that the Malays and the Bumiputeras were a disadvantaged lot and were entitled to the assistance provided by the Government. Tengku A Rahman kicked Lee Kuan Yew and Singapore out of Malaysia in 1965. DAP was formed taking over the politics of Lee Kuan Yew and the PAP.

How reasonable are the politics of the DAP readers can judge themselves. Some people believe that the kind of politicking they did had led to the racial clashes of 13 May 1969. All Malaysians must be on the guard to ensure non recurrence of the 1969 tragedy.

24 05 2010
Juju

I like this part:

“Most of them have seen how the Chinese had been using the Indians to add to their leftist leaning and gain a lot of advantage as kingmakers this way.

In this way, they were able to gain much from the Chinese right as well as the Chinese left, meaning, the Chinese parties in Barisan and the other Chinese parties in Pakatan, all of which aim to serve their own community only.

They had left the Indians in the lurch.”

25 05 2010
SSS Admin

Juju,

The Indians have in fact been “left in the lurch”. They deserve a better treatment than they have been getting. They have not done so well economically compared to the Chinese. Though at 7% of the population and having an Indian as one of the top billionaires in the country, they are not so tightly knit and very supportive of one another like the Chinese who assist one another through their exclusive clan associations, trade or business guilds. The Chinese own banks which provide loans to other Chinese relatively easily, recommended or provided with references by such clan associations and business guilds that the Indians hardly have.

In PRK Hulu Selangor the Indians were definitely “left in the lurch”. The MIC candidate received the full backing of the Malays in UMNO but not the Chinese – either the MCA or others. Many articles have been written and opinions given stating that the Chinese in Rasa town voted the opposition despite the promise (which was fully honoured) of RM3 million cash to a Chinese school. The MCA President himself acknowledged that the campaign booths of the MCA in Kuala Kubu Bahru were not even manned due to the bickering among the MCA leaders there.

24 05 2010
Kit

The X factor missing to unite malaysians is treat all malaysians the same. All are citizens, why not everybody the same. Why some more treatment, some less.

You say so many thing. Where got unity. How can get unity citizens not equal.

25 05 2010
SSS Admin

Kit,

There has been equal treatment given to all Malaysians except on matters concerning the Special Position of the Malays and the Bumiputeras of Sabah and Sarawak that is written under Article 153 of the Constitution. You have to know the history of this country, the background to the fight for independence from the British, the circumstances leading to the writing of the Constitution and accept them. If you don’t, you will continue to have a miserable life caused by your own wrong perceptions and unwillingness to accept and live by the Constitution of the country.

The British themselves have stated in their Parliament when discussing the Malayan Independence Bill in the 50s that the Malay Special Position has always been there “from day one” and, at independence, it was reaffirmed by having it written into the Constitution. Just as the right for non-Malays, who were stateless before Merdeka, was also written into the Constitution. It was later known as the Social Contract entered into by Malay and non-Malay leaders at independence which you must accept and respect as a citizen.

You need to also accept the fact that the New Economic Policy, which was derived form the Malay Special Position Article 153, was designed to bring about some “semblance of equality” between the Malays and the Chinese economically. The Chinese control the economy of the country, own vast amounts of wealth compared to only 18% of corporate wealth (not counting other forms of wealth) that the Malays have. These were the result of British colonial policies which assisted and encouraged the Chinese in business and education, which they did not do to the Malays whom they wanted to remain as farmers and fishermen.

You need to accept the above facts in order to help bring about unity in this country.

24 05 2010
Sayong

Ini Seneter baguih nampaknya. Teman suka cakap deme yang ni pulak –

Saya sendiri secara khusus menanyakan “langkah-langkah yang diambil oleh Kementerian Pelajaran untuk meningkatkan pengetahuan, pemahaman dan penghayatan generasi muda terhadap falsafah dan ideologi negara (terutama Perlembagaan dan Rukun Negara) dan dasar-dasar rasmi negara seperti DEB, Wawasan 2020, DPN, Islam Hadhari dan konsep Gagasan 1Malaysia, melalui kurikulum dan melalui kegiatan kokurikulum.”

Teman nak tahu apa jawapan Kementerian Pelajaran. Bukan ke ade orang Kmenterian Pelajaran yang dengo apa yang dibincang diDewan senet.

24 05 2010
Jimmy

We are born in this country. We dont know any other country. We want to live and die in this country. We pay tax, we don’t brake laws. But people make us feel like we are thugs and gangsters. We are not. Some are but which race has no bad people.

If some of us want to study Mandarin, why you don’t like. Mandarin now a very important language. Over 1 billion people speak it. We want to speak Mandarin well to do business in China or get jobs bring more money. When we do business with China, we bring foreign exchange, make more money, pay more tax, good for Malaysia.

Let us do our business and make money. Malaysia also will gain. Let those of us who want to study Mandarin do it. They do not harm you.

26 05 2010
SSS Admin

Jimmy,

Not that we don’t like Mandarin but that Mandarin should not be used as the medium oof instruction in Chinese schools. Bahasa Malaysia is the National and Official Language of the country and it should be the medium of instruction in all schools in the country.

The vast majority of the over 1 billion people who speak Mandarin are in China and Mandarin is not an international language like English is. Speaking Mandarin is necessary to do business in China but Mandarin can be learnt as an elective subject in national schools in this country.

Foreign exchange accrues to Malaysia from goods and services exported to China and not the other way round. The World Trade Organisation (WTO) speaks for a satisfactory balance of trade among countries in the world but a “balance” in favour of Malaysia means more foreign exchange for the country. Malaysians should therefore try to export to China much more than import. China is already near Japan in world economic position and has been clamouring for membership of WTO to gain more market for their goods and services, in the desire to want more, more and more. This is where Malaysians should direct their tendency of wanting more, more and more – by getting more of Malaysian goods and services exported to China. After all, Malaysia is our country.

Those who want to study Mandarin do no harm but those who want Mandarin as the medium of instruction in schools in this country are going against the Constitution – Article 152 states that Bahasa Malaysia is the National Language of the country.

25 05 2010
sepadu

The writer of the “Unscientific Malaysia” article has the same opinion as the promoters of single stream schooling. It is good that he speaks out. There are many, many others out there who belong to the silent majority that does not speak out for lack of time and a host of other reasons.

He says, “The mere existence of vernacular schools distorts the fabric of our society” and gives an example where a child is “taught to mingle with his Chinese friends in the Chinese PRIMARY school which he attends … eats Chinese food and speaks Mandarin in school … sheltered from the reality that there are Malays, Indians, Ibans, Kadazans, etc living amongst us in Malaysia.”

His observation as an educationist is worth taking note of. He points out that the age of 6 to puberty is the most vital years in children’s lives. He quotes Erik Erikson, a Danish-German-American developmental psychologist and psychoanalyst known for his theory on social development, who conceived the theory of psychology that from around age 6 to puberty children go through what is called the Industry vs. Inferiority stage.

According to him, “This is where a child is comparing self-worth to others (such as in a classroom environment). A child at this stage can recognise major disparities in personal abilities relative to other children”. The writer points out that Erikson places some emphasis on the teacher, who should ensure that children do not feel inferior.

The writer puts it succinctly by saying, “This is where the vernacular school system crumbles when it comes to fostering unity. What is there to compare when there are no other races mingling with them? Hence, when they go to secondary schools (where they are forced to mingle with other races), it is all too awkward for them. They are forced to speak our “national” language which they are not good at, they are not interested in (because they use their mother tongue to answer UPSR questions).”

Both parents as well as those responsible in formulating education policies and regulating schools in the country must take note of what the writer says.

25 05 2010
Orang Muda

Disagree with you Mr writer No. 1, sir.

Those people don’t even know the meaning of the word independence in the first place. Those who know are not bothered by it. They care only about what they can get from the country. Never mind whether the country goes to the dogs or not. They love dogs, anyway.

Look at the first comment above. Doesn’t that tell you the kind of thinking those people have? The kind of Malaysians these people claim to be?

Many are simple folks, not well educated, alienated by the Chinese school upbringing they get, their own standard and norms of behaviour, quite apart from mainstream Malaysiana. They get drummed with daily or weekly doses of the kind of propaganda about so-called unfairness to their own kind, of Malays being given all sorts of facilities, never explaining the Social Contract or Article 153 of the Constitution on the Special Position of the Malays because the propagandists themselves do not respect those.

Let us continue hitting at the propagandists and their propaganda. Let’s urge the simple folks to understand and respect the Social Contract and the relevant provisions of the Constitution. Let’s tell the MCA to buck up and bring in Chinese votes to the BN otherwise find greener pastures elsewhere lah.

29 08 2010
ramya

i want meaning of sayang jawapan saya

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