The Learning Curve: How’s Your IQ (Islamic Quotient)?

by Hesperado on January 25, 2011

in Caucasus, counterjihad, Hesperado (team member), Shari'a, taqiyya

By Hesperado

The IQ (Islamic Quotient) test would measure where a person is situated on the Learning Curve of the Problem of Islam (the LCPOI).

I’ll give the correct answers now:

1. Islam is the problem.

2. Islam because of its essential nature has always been the problem and always will be the problem.

3. All Muslims enable Islam.


The overarching vector of the Learning Curve pivots upon one question—what is the source of Muslim terrorism?—and its correct answer: Islam.

A person is at the very acme of the Learning Curve when he has had the epiphany that the cause of virtually all of the bad things that Muslims do—from grandiose attempts at genocide as part of Islam’s imperative to subdue the world (e.g., the relentless slaughters of Hindus in the Middle Ages, the massacres of Greeks and Armenians in the 19th and 20th centuries, the ongoing carnage against black Africans in the Sudan from the 1980s to the present, the repeated military assaults on the West for 1,000 years); to all the incidents of terrorism from the late 20th century to the hot present in which all reputable analysts attest that even worse attacks are being planned and plotted virtually anywhere on the planet; to all the examples of grotesquely violent and twisted applications of Islamic law, whether formally enforced by governments or whether privately put into practice by individuals, families, clans or tribes—is Islam itself.

That is what is meant by “the problem”.

A secondary realization that forms progress along the Learning Curve is that it is Islam in its essence that is the problem—and so Islam has always been a pernicious problem, from the beginning, throughout its 1400-year career, and into our hot present. Idle (and often erroneous) blather about how Islam was “enlightened” in its medieval “Golden Age” will simply not do. Nor should we tolerate attempts at “explaining” the problem of Islamic terrorism and sharia by recourse to geopolitical or economic factors as being somehow more important than the ideology of Islam. Nor should we tolerate the truncation of the problem to some small “extremist” appendage (whether “Wahhabism” or the latest fashionable Ism, “Salafism”) by recourse to the wondrous “diversity” of an Islam that is “not monolithic” juxtaposed to an axiomatic assumption that the vast majority of Muslims must be… not extremist.

Which brings us to the third realization that marks one’s progress along the Learning Curve to a high IQ. This particular one seems to be more difficult even than the others, I have noticed. Indeed, it seems that most in the still inchoate anti-Islam movement persist in resisting it, in one manner or another: and that realization is that all Muslims enable Islam.

Now, we may be able to parse this realization with a little massage along the edges, such that we may distinguish between active and passive enablement. However, to use factitious categories such as the “moderate Muslim” will simply not do. And even the slightly less offensive category of the “nominal Muslim” (i.e., the Muslim who for some reason is not practicing Islam) assumes too much knowledge on our part, and tends to foster unwarranted assumptions about masses of Muslims who happen to be wearing blue jeans, smiling and even listening to their ipods. It also thus tends to leave us defenseless against the deceitful Muslim practicing taqiyya (who may be any given Muslim we encounter). It is best, then, when attempting to describe the ostensible fact that millions and millions of Muslims seem to be behaving in harmless ways (at least for now), to simply advert to that ostensible superficial appearance, without making assumptions about whether or not those Muslims are genuinely harmless. I thus came up with the term, the Apparently Harmless Muslim, to replace the “moderate Muslim”.

At any rate, this third realization—particularly when we factor in the problem of taqiyya—amounts to the following formulation: All Muslims are the concretization of the problem of Islam.

After this triple realization is had, then comes the laborious and still largely autodidactic pedagogy by which the nature and form of Islam itself is explicated and differentiated in its many-splendored and ghastly complexity (you know, all those tafsirs and hadiths and siras to read, not to mention the jungle of the fiqh, of Muslim scholars, and of Western scholars on Islam).

But—just as St. Augustine remarked that the parvula anicula (the little old lady with tennis shoes, so to speak) knows, in the simplex way she embraces the Gospel, as much theology as the most learned theologian—so we may say that the modern Infidel who has had the triple realization that unveils Islam and Muslims as the Problem has—on that basis alone (though he may continue to pick up the odd fact about Islam here and there as time goes along)—already attained all he needs to know to arm himself in the coming years and decades of this our most earnest and deadly War of Ideas of our era. As a consequence, the “civilian” who has attained the peak of the Learning Curve, even if he doesn’t bother to learn another thing about Islam, stands shoulder to shoulder with his more dedicated and erudite brothers who have chosen to embark upon the toil and trouble of delving into the intricate and often bewildering mass of data that all told constitute the formidable diversity of the throbbing and metastatic tumor of that uniquely pathological eschatology that tumulted the centuries of a former epoch and now, after a brief slumber, has reawoken to flex its supremacist fanaticism in order to threaten to convulse our own epoch.

Conversely, we are, on a daily basis, made painfully aware of all those (including otherwise intelligent individuals) who have not yet attained the triple realization, and who may be plotted, so to say, at various points along the Learning Curve. Some of these seem to be inching along in progress, slowly but surely (one hopes) approximating the acme; indeed, most of us who have had that Damascus experience can recall our former larval stages of growth toward it. Others of these (the clear majority, unfortunately) who fall short in the scheme of the Learning Curve seem to be stuck in the holding patterns of opinions or hypotheses that can be indefinitely self-sustaining and may only be shaken and awakened by tragically traumatic events. Let’s hope enough of our fellow Westerners wake up before Muslims perpetrate too much carnage within our borders.

{ 2 comments… read them below or add one }

1 1389 January 25, 2011 at 7:07 pm

While you are a scholar, I am definitely a “little old lady in tennis shoes”! 😀

2 Always On Watch January 28, 2011 at 1:19 pm

Every textbook in America is doing all possible to lower our nation’s IQ quotient. 👿

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