Interlok: Text and context
by KJ John,
I am not a formal student of the philosophy of science; the study and appreciation of the field of epistemology. But I had a very good teacher from whom I learned some key concepts and ideas from this field.
The most important principle I learned from this teacher, is that we cannot separate text from context, or mix up the two. Therefore, today I say categorically: there is never text without a context.
Why this beginning for my next column? The core issue I want to discuss in this column is the 'Interlok' mouth-wagging war that has been going on; on all sides.Four local literature laureates have given their voice to state that no editing of this literary work should be entertained.
I agree. My reasons are given below.
Now, to practice what I preach, first the context of the text. What then are the real knowledge domains related to the 'Interlok' issue?
First is literature. Second is language, and the third is education.
Can we get confused by all these three domains and related concepts; if we are not clear about them? Surely.
Literature (from Latin litterae (plural); letter) is the art of written works, and is not bound to published sources (although, under circumstances they can be exempt). Literally translated, the word literature means "acquaintance with letters" (as in "arts and letters"). The two most basic written literary categories are fiction and non fiction.
Language may refer either to the specifically human capacity for acquiring and using complex systems of communication, or to a specific instance of such a system of complex communication. The scientific study of language in any of its senses is called linguistics.
Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual.
In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.
Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead".
With the above as the three domains contexts, let us review the text of our issue or concern.
Socio-political discourse
The 'Interlok' issue, like most things Malaysian, is now convoluted into a socio-political discourse, much like the argument between Indonesia and Malaysia whether the song 'Terang Bulan,' which is now our national anthem, is originally Malaysian or Indonesian or merely Melayu!
Who really cares? I think the Good Lord inspired some artist to write it and we are not even paying any royalty for it, as far as I know!
Moreover, the Melayus come from the Melayu River in Indonesia and is only one of the 200 plus ethnic groups in that great nation and our neighbour!
Therefore, my definition of our context of the issue is that we need to separate and segregate the key issues and topics from the fused nature of Asian thinking!
Fred W Riggs called for such movement from fused to the differentiated ways of rationally breaking down the core issues to their component parts, so we develop as a nation.
In his theory, we all start as a fused agrarian society and then slowly 'develop' to become a diffracted and differentiated industrial society.
While his views are not exact social science, his perspective is valid for our review and consideration.
Therefore, if we diffract the issue like when you use a prism to break light into colours, the core issues in our 'Interlok' text are language, literature and education. Sorry, but the so-called national unity dimension is a totally non-starter, except maybe for the author himself; by his intentionality for his piece of art.
'Interlok' is a pure fictional piece of Malay literature of a Malayan variety and quality. One must understand Malay culture and values to truly appreciate it, I believe.
Neither was the author seeking to win any global awards either! But, we must be proud of our literature in the Malay language and we should never ask the author to change or edit his words. Even as a columnist, I do not allow Malaysiakini to edit out my words and meaning!
Nuances more important
Moreover, while any form of literature can be taught in the Malay Language class, surely learning the language and its nuances are more important than "teaching about how to achieve a united or fixed mental model of external reality," and what others say about life and living!
Learning about others and their worldviews is a life-long mission and process. Finally also, 'Interlok' is both literature and language, but most importantly these must surely exist to educate all of us, and never to make us more stupid or more ignorant.
Let us therefore simply put text back in context; obviously 'Interlok' is not a good and solidly acceptable example of literature for Form Five students; because of unresolved sensitivities in our society.
As Shamsul AB would say it, "it will merely keep tongues wagging!" Therefore, let us not insult the author and ask him to moderate the language of what he really and truly meant in its art and craft form!
He already wrote what he meant!
The current book is no more his original work, but a version owned and distributed by Dewan Bahasa for yet other motives.
Therefore, let us simply cut the crap. The policy makers failed in choosing a good and usable book, within the context of post March 8th Malaysia.
Simply do not use the book any more although we should encourage all Malaysians to read it!
Neither is this a Ketuanan Melayu issue but it's really about how to teach 17 year olds the Malay language and teach them to love the language and learn to use it well in life; full of its finer nuances!
Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual.
In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.
Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead".
With the above as the three domains contexts, let us review the text of our issue or concern.
Socio-political discourse
The 'Interlok' issue, like most things Malaysian, is now convoluted into a socio-political discourse, much like the argument between Indonesia and Malaysia whether the song 'Terang Bulan,' which is now our national anthem, is originally Malaysian or Indonesian or merely Melayu!
Who really cares? I think the Good Lord inspired some artist to write it and we are not even paying any royalty for it, as far as I know!
Moreover, the Melayus come from the Melayu River in Indonesia and is only one of the 200 plus ethnic groups in that great nation and our neighbour!
Therefore, my definition of our context of the issue is that we need to separate and segregate the key issues and topics from the fused nature of Asian thinking!
Fred W Riggs called for such movement from fused to the differentiated ways of rationally breaking down the core issues to their component parts, so we develop as a nation.
In his theory, we all start as a fused agrarian society and then slowly 'develop' to become a diffracted and differentiated industrial society.
While his views are not exact social science, his perspective is valid for our review and consideration.
Therefore, if we diffract the issue like when you use a prism to break light into colours, the core issues in our 'Interlok' text are language, literature and education. Sorry, but the so-called national unity dimension is a totally non-starter, except maybe for the author himself; by his intentionality for his piece of art.
'Interlok' is a pure fictional piece of Malay literature of a Malayan variety and quality. One must understand Malay culture and values to truly appreciate it, I believe.
Neither was the author seeking to win any global awards either! But, we must be proud of our literature in the Malay language and we should never ask the author to change or edit his words. Even as a columnist, I do not allow Malaysiakini to edit out my words and meaning!
Nuances more important
Moreover, while any form of literature can be taught in the Malay Language class, surely learning the language and its nuances are more important than "teaching about how to achieve a united or fixed mental model of external reality," and what others say about life and living!
Learning about others and their worldviews is a life-long mission and process. Finally also, 'Interlok' is both literature and language, but most importantly these must surely exist to educate all of us, and never to make us more stupid or more ignorant.
Let us therefore simply put text back in context; obviously 'Interlok' is not a good and solidly acceptable example of literature for Form Five students; because of unresolved sensitivities in our society.
As Shamsul AB would say it, "it will merely keep tongues wagging!" Therefore, let us not insult the author and ask him to moderate the language of what he really and truly meant in its art and craft form!
He already wrote what he meant!
The current book is no more his original work, but a version owned and distributed by Dewan Bahasa for yet other motives.
Therefore, let us simply cut the crap. The policy makers failed in choosing a good and usable book, within the context of post March 8th Malaysia.
Simply do not use the book any more although we should encourage all Malaysians to read it!
Neither is this a Ketuanan Melayu issue but it's really about how to teach 17 year olds the Malay language and teach them to love the language and learn to use it well in life; full of its finer nuances!
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