Lightning AttacK!

Yesterday my home was struck by lighting! It fried my TV, Fan, lights, and etc.

Was a bit upset at first. But on reflection I thank God for His protection. It could have been so much worse. Many of my other electrical appliance were not affected.

When I consider the sufferings of people in ChristChurch, Libya, Tunisia and etc. I must learn to be thankful and to praise God in all circumstances.

So this is my testimony that I thank God for His protection on my home!

Anyway I think GOd is trying to tell me not to watch too much TV!

Do you know what is in the current form 4 history text books!??

I got this from the Chairman of the Protem Committee of the Federation of Methodist Schools Alumni Associations Malaysia

By A Concerned Mother

When one picks up a history book, one would expect to read a fair account of events as they actually happened in the past. Definitely, one would expect the most accurate record possible of history as it unfolded through the decades, written as objectively as possible.

A most reasonable expectation indeed when the book in question is a major textbook prescribed by our Education Ministry for our students nationwide. A book that is instrumental in shaping the young minds of our future generation.

The issue takes even greater prominence when the content of that book is going to decide whether our students pass or fail in a major exam on which their future hinges.

Lay hold of the Form 4 history textbook that our children are compelled to digest. Read it for yourself. Take a good hard look while the storm is brewing in the teacup. And it is brewing for good reason. Be shocked at what the syllabus writers have managed to quietly incorporate into our school syllabus just a few years ago, unnoticed by most people, even parents of affected students.

This is no typical history textbook. Simply because the syllabus writers have not confined its content to history. Instead they have extended its boundaries seemingly to push a certain agenda. In the process, our history textbooks seems to have taken on a quest of its own - to win the hearts and minds of our children for that particular agenda. We have to take note that all 4 writers of the textbook comes from only one race and religion, without representation from other faiths and races.

(I wonder if this is what Najib really mean by 1 Malaysia?!)

I write as a concerned mother who cares about what my children are being fed in school. I write as a troubled citizen who cares about the younger generation that will one day helm the nation. I write based on my own personal review of the Form 4 history textbook and this review is based on the hard facts of the content of the textbook, without any intention to offend any religion, its prophet or believers. I will leave the review on the accuracy of the history to historians, who are already speaking out on the historical errors and distortions contained.

The first fact to note is the overwhelming proportion of the Form 4 history textbook being devoted to Islamic civilization (100 PAGES) while the other religious civilizations are barely given a passing mention (460 WORDS).

Out of 10 chapters, 5 bulky chapters are devoted to Islamic history and civilization, which constitutes at least half a year’s study. This certainly is a disproportionate emphasis on one religion, to the exclusion of all other religious civilizations.

Most of us would not mind our children understanding more about Islamic civilization. But it has to presented fairly accurately within a balanced perspective. Do we want to mislead our children to believe that there is only one important civilization in the entire history of the human race and the rest are insignificant? Are the other major civilizations not worth studying in equal if not greater depth?

Giving our children a correct and broad worldview can only benefit our nation in the context of a globalized world. Otherwise, our nation will be producing people with an extremely narrow worldview and an incomplete and distorted view of world history. That is to our own loss.

Secondly, this history textbook seems to seek to influence the young minds of our children who come from various faiths, to follow the prophet of one particular religion. There is a detailed study of the life of the prophet Muhammad (pg 102 – 107). He is repeatedly praised throughout the chapters. Students are then repeatedly exhorted throughout the book, to emulate him as a ROLE MODEL in life (pg 106, 111, 124, 133, 137, 138).

We respect the Muslim belief in the greatness of their prophet. However, we have to respectfully suggest (with no offense intended whatsoever to the prophet) that teachings that encourage students to follow any prophet would more properly belong to a religious class meant for students who already subscribed to that particular faith. It has no proper place in a major history textbook for students of other faiths.

In a plural society like ours, the religious sensitivities of other faiths must surely be respected.

Thirdly, throughout the pages of the textbook, history seems to have been written from a religiously biased viewpoint. Other religions seems to be cast in an unfavourable light. Consider some statements found in the textbook:-
(1) Islam is described as a religion easily acceptable and not confined to any race, nation or geography (pg 185).
(2) Islam can be accepted by many people because of the purity of its teaching (pg 110).
(3) The uniqueness of Islam resulted in many people embracing the religion (pg162, 163, 185).
(4) The conversion of some Arab leaders to Islam in 629 AD is described as “an act done after rational investigation into the truth of Islam” (pg 133).
(5) Islamic social policies are described as so attractive that European Christians converted to Islam during the Byzantize era (pg 163).
(6) Islam requires rational thinking and therefore is accepted by all levels of society. (pg 185).
Sadly, biased religious viewpoints are being unfairly shoved onto our children as established facts within the framework of a narrow religious perspective.

Fourthly, the history textbook itself dwells on the teachings of the religion. Whilst the children have to study Islamic concepts (pg 185), no space is given to a balanced comparison with the teachings of other religions. Our youth are therefore taught the virtues of one religion to the exclusion of others. Why not have a balanced approach and allow our children to learn the basic tenets of all major world religions?

Allow them to engage in comparative studies. Will it not be healthier to promote better understanding among the races which has positive effect on nation building?

Fifthly, the textbook also promotes Syariah law as suitable and practical for a multi racial nation. It cites the example of the success of the multi racial community in Madinah governed by the Madinah Charter. The formation of an Islamic government in Madinah is stated to thus prove that Islam can be practiced in a wholesome daily living and should be emulated by the Malaysian society. Syariah law is hailed as just, complete and perfect, and can be followed by all communities (pg 128).

There is mention of social justice under Islam (pg 128); equal treatment to all people under Islam (pg 110, 128); purity of the struggles of Islam (pg 112); fairness, integrity, consideration and generosity of Islamic economic principles (pg 128).

Perhaps the fifth ground raises the most questions and rings loudest the alarm bells. It makes us wonder why our school history syllabus is written in a way that seems to be condition the minds of our youth to accept Syariah laws as the basis of our legal system in the future? Is there a deliberate political and/or religious agenda at play?

Our Education Minister owes us an explanation. We want to know why our school curriculum has been allowed to be written from such a religious slant by a group of writers of only one religious background. We want to know the reason for this sudden but quiet change in the school syllabus a few years ago. We want to know why our children are compelled to disproportionately focus and digest so much on one religion without a balanced perspective of others?

We must demand for an immediate and urgent revamp and re-writing of the entire history curriculum for our schools and universities. There should be a panel of qualified historians from all races and faiths working reviewing the syllabus. Feedback must be obtained from the public. We must insist that politics and religious indoctrination be strictly kept out of our textbooks.

History should be what it is – an objective and accurate record of past events. We must no longer allow our school syllabus to be hijacked for political and religious propoganda. Until then, it is unacceptable to even think that History should be made a compulsory pass subject in SPM.

teochiangquan

PLEASE! If you are as concern as I am about this issue, pass this article on to everyone you know to pressure them to change our text books! TOGETHER WE CAN MAKE A DIFFERENCE!

Do you know what is in the current form 4 history text books!??

I got this from the Chairman of the Protem Committee of the Federation of Methodist Schools Alumni Associations Malaysia

By A Concerned Mother

When one picks up a history book, one would expect to read a fair account of events as they actually happened in the past. Definitely, one would expect the most accurate record possible of history as it unfolded through the decades, written as objectively as possible.

A most reasonable expectation indeed when the book in question is a major textbook prescribed by our Education Ministry for our students nationwide. A book that is instrumental in shaping the young minds of our future generation.

The issue takes even greater prominence when the content of that book is going to decide whether our students pass or fail in a major exam on which their future hinges.

Lay hold of the Form 4 history textbook that our children are compelled to digest. Read it for yourself. Take a good hard look while the storm is brewing in the teacup. And it is brewing for good reason. Be shocked at what the syllabus writers have managed to quietly incorporate into our school syllabus just a few years ago, unnoticed by most people, even parents of affected students.

This is no typical history textbook. Simply because the syllabus writers have not confined its content to history. Instead they have extended its boundaries seemingly to push a certain agenda. In the process, our history textbooks seems to have taken on a quest of its own - to win the hearts and minds of our children for that particular agenda. We have to take note that all 4 writers of the textbook comes from only one race and religion, without representation from other faiths and races.

(I wonder if this is what Najib really mean by 1 Malaysia?!)

I write as a concerned mother who cares about what my children are being fed in school. I write as a troubled citizen who cares about the younger generation that will one day helm the nation. I write based on my own personal review of the Form 4 history textbook and this review is based on the hard facts of the content of the textbook, without any intention to offend any religion, its prophet or believers. I will leave the review on the accuracy of the history to historians, who are already speaking out on the historical errors and distortions contained.

The first fact to note is the overwhelming proportion of the Form 4 history textbook being devoted to Islamic civilization (100 PAGES) while the other religious civilizations are barely given a passing mention (460 WORDS).

Out of 10 chapters, 5 bulky chapters are devoted to Islamic history and civilization, which constitutes at least half a year’s study. This certainly is a disproportionate emphasis on one religion, to the exclusion of all other religious civilizations.

Most of us would not mind our children understanding more about Islamic civilization. But it has to presented fairly accurately within a balanced perspective. Do we want to mislead our children to believe that there is only one important civilization in the entire history of the human race and the rest are insignificant? Are the other major civilizations not worth studying in equal if not greater depth?

Giving our children a correct and broad worldview can only benefit our nation in the context of a globalized world. Otherwise, our nation will be producing people with an extremely narrow worldview and an incomplete and distorted view of world history. That is to our own loss.

Secondly, this history textbook seems to seek to influence the young minds of our children who come from various faiths, to follow the prophet of one particular religion. There is a detailed study of the life of the prophet Muhammad (pg 102 – 107). He is repeatedly praised throughout the chapters. Students are then repeatedly exhorted throughout the book, to emulate him as a ROLE MODEL in life (pg 106, 111, 124, 133, 137, 138).

We respect the Muslim belief in the greatness of their prophet. However, we have to respectfully suggest (with no offense intended whatsoever to the prophet) that teachings that encourage students to follow any prophet would more properly belong to a religious class meant for students who already subscribed to that particular faith. It has no proper place in a major history textbook for students of other faiths.

In a plural society like ours, the religious sensitivities of other faiths must surely be respected.

Thirdly, throughout the pages of the textbook, history seems to have been written from a religiously biased viewpoint. Other religions seems to be cast in an unfavourable light. Consider some statements found in the textbook:-
(1) Islam is described as a religion easily acceptable and not confined to any race, nation or geography (pg 185).
(2) Islam can be accepted by many people because of the purity of its teaching (pg 110).
(3) The uniqueness of Islam resulted in many people embracing the religion (pg162, 163, 185).
(4) The conversion of some Arab leaders to Islam in 629 AD is described as “an act done after rational investigation into the truth of Islam” (pg 133).
(5) Islamic social policies are described as so attractive that European Christians converted to Islam during the Byzantize era (pg 163).
(6) Islam requires rational thinking and therefore is accepted by all levels of society. (pg 185).
Sadly, biased religious viewpoints are being unfairly shoved onto our children as established facts within the framework of a narrow religious perspective.

Fourthly, the history textbook itself dwells on the teachings of the religion. Whilst the children have to study Islamic concepts (pg 185), no space is given to a balanced comparison with the teachings of other religions. Our youth are therefore taught the virtues of one religion to the exclusion of others. Why not have a balanced approach and allow our children to learn the basic tenets of all major world religions?

Allow them to engage in comparative studies. Will it not be healthier to promote better understanding among the races which has positive effect on nation building?

Fifthly, the textbook also promotes Syariah law as suitable and practical for a multi racial nation. It cites the example of the success of the multi racial community in Madinah governed by the Madinah Charter. The formation of an Islamic government in Madinah is stated to thus prove that Islam can be practiced in a wholesome daily living and should be emulated by the Malaysian society. Syariah law is hailed as just, complete and perfect, and can be followed by all communities (pg 128).

There is mention of social justice under Islam (pg 128); equal treatment to all people under Islam (pg 110, 128); purity of the struggles of Islam (pg 112); fairness, integrity, consideration and generosity of Islamic economic principles (pg 128).

Perhaps the fifth ground raises the most questions and rings loudest the alarm bells. It makes us wonder why our school history syllabus is written in a way that seems to be condition the minds of our youth to accept Syariah laws as the basis of our legal system in the future? Is there a deliberate political and/or religious agenda at play?

Our Education Minister owes us an explanation. We want to know why our school curriculum has been allowed to be written from such a religious slant by a group of writers of only one religious background. We want to know the reason for this sudden but quiet change in the school syllabus a few years ago. We want to know why our children are compelled to disproportionately focus and digest so much on one religion without a balanced perspective of others?

We must demand for an immediate and urgent revamp and re-writing of the entire history curriculum for our schools and universities. There should be a panel of qualified historians from all races and faiths working reviewing the syllabus. Feedback must be obtained from the public. We must insist that politics and religious indoctrination be strictly kept out of our textbooks.

History should be what it is – an objective and accurate record of past events. We must no longer allow our school syllabus to be hijacked for political and religious propoganda. Until then, it is unacceptable to even think that History should be made a compulsory pass subject in SPM.

teochiangquan

PLEASE! If you are as concern as I am about this issue, pass this article on to everyone you know to pressure them to change our text books! TOGETHER WE CAN MAKE A DIFFERENCE!

My Raya, Birthday Blessing!

Over the Raya Holidays, I spend the time up in Cameron Highlands with my Methodist College Kuala Lumpur College students along with my wife. It was also during my birthday and actually I was reluctant to go cause it was a 4 day 3 night CF camp and I wanted to spend it on myself cause public holiday to rest are hard to come by.

However I was told that if the CF Camp does not have a MCKL Full time staff going with them, then the MCKL CF cannot go for camp!

So I agree to go with them. The CF Committee made my wife the camp nurse and I was the "official photographer".

I must say that my wife and I has been blessed by going to the camp!

We see God working in the lives of these young people.

This group of CF members are one of the most passionate groups I have seen for some time.

The difference is that I see them praying very hard!

And the fruits of their labour?!?

4 of their friends accept Christ at camp!

and 1 more the next Monday!

I am bless to be able to see such love for God among so many young people in this day and age!

I hope they will be a blessing to their other friends who has not know their saviour yet!!

I have also been bless by God cause Joanne and I took time out from Camp to go back to

our favorite T Cafe in Cameron Highlands. We ordered our favorite dishes.

The owner said that she almost close the cafe early cause it was so busy that day but felt that God ask her to keep it open a little longer. And because of that we managed

to be her last customer.

Actually we cannot even be considered her customer cause she gave us the meal on the house!

She said she felt that God told her to give us a t

reat!

I guess I have God to thank for my birthday treat!! Praise God!

Oh and the Bonus is that I met Tian Chua on the way to Cameron Highlands!

Below are some video I made for the Camp!

Enjoy!

Racist Principals: Bless those who persecute you!

20 August 2010: Over the last 2 weeks there has been some racial tension created by a couple of secondary school principals from opposite ends of peninsular Malaysia.

The first on was from a principal in Kulai, Johor who had openly made racial slurs against her pupils by asking the "Chinese students to go back to China", and likening the Hindu prayer bracelet to a dog leash.

In her speech during the launch of the school's Merdeka celebration, she had also "reminded" the non-Malay students of their place in the country.

She had also allegedly given an example of owning a Proton Saga and then letting 'Munusamy' and 'Chong' in as passengers.

"Munusamy and Chong were only passengers. They cannot claim any right to the car. This is the same as Malaysia in which the non-Malay students are passengers," alleged a 16-year-old student in his police report on what she had said.

This was the remark allegedly made by SMK Tunku Abdul Rahman Putra principal Siti Inshah Mansor.

The second incident is from Sekolah Menegah Kebangsaan Bukit Selambau. The principal was reported to have allegedly told off several non-Muslim students to "balik negara asal China" at a national school in Bukit Selambau, Sungai Petani.

According to the report the school cafeteria had closed for the fasting month and non-Muslim students were left to their own devices to find food.

But the sight of a group of them having breakfast at the canteen - a common area - had apparently raised the principal's ire.

Later, at the school assembly, the principal was alleged to have said that the Chinese students - comprising 10 percent of the student population of 780 - had been disrespectful and that "they should go back to China".

It was claimed that when the assembly was over, another teacher approached the Chinese students to say sarcastically that they should take an AirAsia flight, since the fares were cheap now.

Not surprisingly these incidents were met with outrage from not just the non-Muslim parents of these schools, but also from many peace-loving Malaysian as well. As a result of these racial incidents, many sections of the Malaysian community have demanded various stern actions to be taken against these principals. These have range from sacking these principals to even imprisonment. However one must asked, how should we, (as Malaysian) react to these unfortunate incidents?

Thought I am not against the idea that tough action to be taken against these principals, we must consider if this course of action is effective in solving the problem of racism among teacher and principals of government schools?

We must as the question: when we punished these “principals”, will it help them change their attitude towards the other races? Or will it only create more hatred and contempt among the offenders and the offenders’ close family and friends?

Can the fear of punishment really triumph over racial intolerance or are we merely covering up this “wound” with a simple plaster.

I believe we cannot fight fire with fire. We cannot use punishment and fear to win over these principals. All we will do is to create more hatred and resentment in them.

Love covers over a multitude of sins! A soft answer turns away wrath; but a hash word stirs up anger. These are proverbs which we must turn to when we consider how best to face these racial abuse! We need to turn the other cheek when we are spat upon!

It is not an easy thing to do! And that is why we must commend highly those who did not over react during the cow-head incident and the church burning incident. We must break this vicious cycle of racisms and the only way to do it is to love those who hate you.

Then hopefully they will see the error of their ways and be a shame at their actions.

The other issue however is also to ask the question; how does a racist teacher rise through the ranks to become a principal of a secondary school?

Or how does a teacher/principal turn racist? How or who evaluated these teachers and promoted them to become heads of government schools.

We must look carefully at their training and the appraisal system of the Ministry of Education.

This is where I believe the Ministry of Education and Biro Tata Negara must bear some responsibility for these racial incidents.

A person does not usually become a racist overnight. A person perception and values are usually molded over the year through his/her education, training, family or religious influences.

Thus one must ask the question to the Ministry of Education and Biro Tata Negara on what steps have they taken to promote the unity of this country to the public school teachers and principal. Or have the actually been the real culprits in influencing the teacher to become racist bigots in the hopes that they in turn will influence their young charges to be racist as well.

Thus while we must love back those who are racist against us but we must also question and challenge the system in which these principals were trained to become racist in the first place in order to stamp out future racist incidents in our Malaysian schools.

1st Mile Stone in hopefully a very long and wonderful marriage!

Exactly 1 year ago, Joanne and I committed ourselves to each other in front of all our family and friends!

We would like to give thanks and praise to God for all His protection, blessing and provision upon our lives. This past year has been really wonderful. Though we needed to adjust our own personel habits, interests, and lives, the trade off has really been worth it!

It's not that we do not fight or argue or etc, but by putting God in the middle of our relationship, we have managed to overcome the obstacle in front of us...so far.

And it is our hope that we will continue to enjoy many wonderful years to come...by God's grace and mercy!
This was the present Joanne and I got for each other. Being practical people that we are, we decided to buy 1 gift that both of us would use and enjoy!
And I must say that taking beautiful pictures like this is certainly worth it!
We decided to treat ourselves to a nice but extremely expensive Japanese Buffet at the Grand Dorsett! (cost RM85++ per pax)
Joanne really enjoyed herself!
I must admit that the food there was nice!
And I did enjoy myself pigging out for the first time in a very long while!
My fav dish has to be the Butter Garlic Crabs!
The teriyakki chicken is also very nice
The Cod Fish was good too.
And the sashimi was fresh!
I had Paul the octopus!!
Too bad Joanne didn't like it too much!
We definitely try our best to eat our money's worth


Oh and the fried dumplings were nice too!
The dessert was not great though!

Too bad they didn't have Unagi cause they say that lunch is cheaper than dinner so things like Unagi is only for Dinner. (I think Dinner is something like RM98++ per pax)

Anyway I am glad to spend the rest of my life with this beautiful lady!

Thank God for giving her to me!

Also I would like to remember and thank all my family and friends for their help and support during our Wedding last year!

Thanks to our parents, our sisters and bro and their families, our close relatives, Rev Ling Kee Vun, Jeff Mun, Soo Teng, Yvonne, Richard Tong, Tairven, Benjamin, Zong Yen, Rasween, Reyhan, Michael, U.Allan, David, Timothy and gang, Victor Lee, Steven, Evelyn, Parisa, Mary, Ket Weng, Ivy, Esther, Wilson, Albert, Pei Pei, Shuen Ling, Hui Ming, Alvin, Quinton, Ravi, Matthew and all those who came and help or attended our Special day!

Our special day would not be as special without all of you!!

Thanks!

A tribute to my upcoming 1 year anniversary!

How to keep your marriage sane!