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Quote by Kudretullah Sak

“Look around you.. What do you understand? A million billion composition of life itself. Don't you see the reason? Straw is not gold, up is not down, white is not black. A only equates to A.”

Quote by Kudretullah Sak

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Kudretullah Sak

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“Met concurrentie is op zich niks verkeerd en competitie kan best leuk zijn. Het wordt een probleem als het hele leven in het teken van competitie komt te staan. Het idee dat concurrentie alleen maar ons professionele leven betreft en we thuis lekker kunnen relaxen klopt niet langer. Ik ben een product dat ik zelf aan de man moet brengen, in voortdurende competitie met andere producten in een omgeving die één grote markt geworden is. Omwille van die concurrentie moet ik mezelf aanprijzen en oppimpen, want enkel zichtbaar succes telt mee. Voor wie doe je het eigenlijk? De boodschap is dat we ons de vraag moeten stellen wat een goed leven inhoudt, goed voor mij en goed voor de ander.”

SuccesZelfkennisZelfzorgZingevingCompetitieVervreemdingConcurrentie
Book:Intimiteit
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“A te plânge că nu ai atins succesul, deși ai făcut eforturi, e ca și cum te-ai plânge de faptul că acel cub de gheață nu s-a topit încă la temperaturi mai mici de zero grade. Eforturile tale nu sunt irosite, ci sunt în curs de acumulare. Rezultatele notabile apar la zero grade.”

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Book:Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones
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“Muslim identity and thought in Nigeria derive from the Sufi brotherhoods of Qadiriyya and Tijaniyya, primarily as a result of the historical role of the Kanem-Borno and Sokoto caliphates in the spread of Islam. The Sufi orders and the Izalatul Bidi’a wa Ikhamatis Sunnah (People Committed to the Removal of Innovations in Islam; hereafter Izala) are the two dominant contemporary Muslim foci of identity. The disdain towards and fear of boko (Western education) arose from its historically close association with the colonial state and Christian missionaries. This also suited colonial educational policy well, as the British had no intention of widespread education anyway. The aim of colonial education, particularly in northern Nigeria, was to maintain the existing status quo by “imparting some literacy to the aristocratic class, to the exclusion of the commoner classes” (Tukur 1979: 866). By the 1930s, colonial education had produced a limited cadre of Western-educated elite, who were conscious of their education and were yearning to play a role in society. Mainly children of the aristocratic class, the type of education they received was “different from the traditional education in their various societies, and this by itself was enough to mark them out as a group” (Kwanashie 2002: 50). This new education enabled them to climb the social and economic ladder over and above their peers who had a different kind of education, Quranic education. This was the origin of the animosity and distrust between the traditionally educated and Western-educated elite in northern Nigeria. Though subordinate to the Europeans, these educated elite were perceived as collaborators by their Arabic-educated fellows. Thus the antagonism towards Western education continues in many northern Nigerian communities, which have defied government campaigns for school enrollment to this day.”

EducationIslamSufismColonialismImperialismNigeriaJihad2014Boko Haram
Book:Boko Haram: Islamism, politics, security and the state in Nigeria
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