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  • ‘History Encyclopedia: Discover the secrets of the History World’: Book Review

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    Title of the Book: History Encyclopedia: Discover the secrets of the History world

    Author: Anita Ganeri, Hazel Mary Martell and Brian Williams

    Publisher: Parragon Publishing India Private Limited

    Publication Year: 2019 (First Edition published in 2003)

    Pages: 128 pgs.

    ISBN: 978-93-89290-10-3

    Age Group: MYP (Grades 6th, 7th, and 8th)

    Genre: History Encyclopedia

    IBDP and IGCSE Subjects Covered: History, Individuals and Societies, and Global Perspectives

    Review Written By: Fiza Pathan

    Introduction

    A great History Encyclopedia can inspire a lifelong interest in the subject. Collecting beautifully designed and well-researched History Encyclopedias has been a cherished hobby among parents and children from 1950 to 2009. Since the rise of smartphones, ChatGPT, and other AI-powered internet tools, the role of an encyclopedia in a child’s education has nearly disappeared in urban areas. However, in rural regions and among those who still depend on local lending libraries or second-hand bookshops—especially in India—the importance of an encyclopedia remains significant. This reviewer has observed in numerous books and documentaries by reputable news agencies over the past seven years that in many rural African communities, middle school students thrive and become well-educated through these simple local libraries and second-hand shops. They see encyclopedias as essential, similar to receiving a good education to improve their difficult circumstances. Therefore, it would be incorrect and quite improper for anyone to claim that encyclopedias have completely lost their relevance in the post-Truth Era or the third decade of the 21st century’s right-wing politics. In fact, in specific situations—such as in Africa, rural India, Pakistan, Bangladesh, Afghanistan, Turkmenistan, and war zones like Gaza, Ukraine, and Syria—where Wi-Fi is scarce and children often go months without internet access, encyclopedias play a vital role in their formal and informal education.

    It is a privilege for me to state that many book donation and reading programs have been carried out worldwide by the IB and IGCSE boards since the 1980s. Whether you live in the Dust Bowl of the world or at the heart of the Democratic Republic of the Congo, whether you reside on an island in the South Pacific that has recently been almost completely submerged due to rising water levels, or whether you are in a refugee camp near Bosnia, the IBO and IGCSE program coordinators and other educationists work together to deliver books to needy students and those in need of a good education despite difficult circumstances. At such times, second-hand or even first-hand copies of new and old encyclopedias serve important educational and instructive roles for their young readers.

    Regarding the History Encyclopedia being reviewed and analyzed today, Parragon Books has managed to publish a well-researched and well-edited series of historical events and vignettes from 2003 to 2019. This series can inspire any MYP or Middle Years Programme reader or middle school student to develop a passion for history and related topics, such as Global Perspectives and Individuals and Societies. The vignettes are diverse, skillfully crafted, beautifully analyzed, and colorful, with engaging ‘Do You Know’ inserts and authentic historical details that appeal to both young and older readers. Remedial students of the MYP and IGCSE will also find this History Encyclopedia attractive, vivid, and useful for their study and review.

    I also recommend keeping this encyclopedia, especially its latest 2019 version, in the Reading Corners and private classroom libraries of PYP classrooms at all IGCSE and IB schools. PYP students, particularly in 4th and 5th grades, will find this book informative, enlightening, useful, and exciting to read and research. It provides a quick chronological overview of significant and relevant episodes in history, from the Prehistorical Era to the 21st century and the Age of Computers. The Prehistorical section covers a period when literary or written sources were unavailable for research, relying solely on archaeological evidence. This encyclopedia effectively captures the essence of the 21st century, including the terrorist attack of 9/11, the US-led wars in Iraq and Afghanistan, the rise of extremist terrorist groups worldwide, and Putin’s rise in Russia following the dissolution of the USSR after the fall of the Berlin Wall.

    From the Mayans to the Aztecs, from the Renaissance to the Reformation, from Homo Erectus to Homo Sapiens, from the Egyptian Civilization that emerged around the River Nile to the Babylonian Civilization boasting King Nebuchadnezzar, who built the Hanging Gardens to please his favorite wife, from Mongols who never gave in to the Spartans who simply never gave up, from the rise of Imam Khomeini of Iran in the late 1970s to the rise of the Taliban in Afghanistan in 1994, from the assassination of President J.F. Kennedy to the Civil Rights Movement led by Martin Luther King Jr., based on Mahatma Gandhi’s teachings of non-violence, this encyclopedia covers it all—neatly contained in just 128 pages with authentic information and factual presentation. Fortunately, the authors of this encyclopedia are not historians who prefer fiction over facts or reinvention over rediscovery.

    This book review also analyzes various historical topics and events in this encyclopedia, highlighting their interdisciplinary aspects in line with the MYP, IGCSE, and IB school syllabus. It will also critique any instances where a one-sided perspective has influenced the writing or construction of a particular essay or chapter in this History Encyclopedia.

    Lastly, it is important to study history, whether formally or informally, at school or university, because studying history helps us understand our culture, our ancestors, our world, and ourselves. As the respected debater and orator from Julius Caesar’s time Cicero said:

    To be ignorant of what occurred before you were born is to remain always a child. For what is the worth of human life, unless it is woven into the life of our ancestors by the records of history?’

    ― Marcus Tullius Cicero

    Marcus Tullius Cicero

    We must also recognize that there are different perspectives and methods of analyzing history, as I have previously mentioned. This encyclopedia has been generous in providing the facts as accurately and objectively as possible, with an almost 95% unbiased approach. However, other books and guides are being published or, as I would say, ‘crafted’ today for two main reasons: first, to create a fictional utopia of what those in power wish to present us—an intentionally designed series of educational brainwashing and conditioning through the WhatsApp University; and second, to give us a kind of mental fog where we put blinkers over our eyes and suppress our rational minds, viewing history solely through the loudest voices on social media, television, the internet, or those wielding the most influence and wealth to validate even the most trivial claims as ‘real history.’ We need to remove these two distorted ways of interpreting history from the minds of our MYP students, especially before they enter the IGCSE and IBDP levels, where they will study history more seriously. This will also be discussed further as we continue with the book analysis and review.

    ‘One of the saddest lessons of history is this: If we’ve been bamboozled long enough, we tend to reject any evidence of the bamboozle. We’re no longer interested in finding out the truth. The bamboozle has captured us. It’s simply too painful to acknowledge, even to ourselves, that we’ve been taken. Once you give a charlatan power over you, you almost never get it back.’

    ― Carl Sagan

    (from his book ‘The Demon-Haunted World: Science as a Candle in the Dark’)

    Carl Sagan

    Synopsis

    The encyclopedia lists the following topics in its chapter index:



    Each essay is only two pages long and carefully condensed to include essential information about the historical period. The perceptions presented are verified and are neither right-wing nor extremist nor leftist. These historical facts are based on archaeological evidence, including iconography, numismatics, murals, architecture, and literary sources, interpreted by leading historians of the early 21st and late 20th centuries. This information has been revised and summarized by history educators and bestselling authors, using encyclopedias from various Parragon publications from 2003 to 2019. The consultant editors of this book are Brian and Brenda Williams. Brian Williams has extensive experience in international publishing as a writer, editor, and consultant. He is a long-time author for Pitkin, with titles in the History of Britain series and works on military and political topics. Brenda Williams draws on her background in early childhood education to make information engaging for both children and adults. Her interests in history, heritage, landscape, and literature are reflected in her Pitkin titles. The authors of this encyclopedia are Anita Ganeri, Hazel Mary Martell, and Brian Williams. Brian Williams has vast experience working with world leaders, including contributions to Britannica and World Book. He has served as a consultant and writer for BBC Learning and Primary History websites, and his work includes educational and international reference publications for all ages, including early readers. Hazel Mary Martell is the internationally bestselling author of The Kingfisher Book of the Ancient World, while Anita Ganeri, an Indian author, created the award-winning Horrible Geography series and many other children’s non-fiction books. Her work on Horrible Geography earned her a fellowship with the Royal Geographical Society. The first edition of this book was designed by Starry Dog Books, and this edition was published in 2019 by Parragon Books Ltd. and distributed by Shree Book Center.


    Analysis

    No; there is no one rhythm or plot in history, but there are rhythms, plots, patterns, even repetitions. So that it is possible to make generalizations and to draw lessons.’

    —A.L. Rowse

    (British historian and writer, best known for his work on Elizabethan England and books relating to Cornwall)

    ‘The partisan approach to history prevents the observer from recognizing the sanctity of objective facts and requires him, where necessary, to deny the evidence of his senses; for there are occasions when he must subordinate his own personal concept of truth to that held by an individual or group of individuals, namely the party.’

    – R.C. Majumdar

    (One of the greatest Indian historians and professors whose 1918 book Corporate Life in Ancient India drew a new perspective on ancient India)

    The book is organized in chronological order, starting with prehistory and early civilizations, then progressing through classical antiquity, the medieval world, early modern empires, industrial revolutions, and the modern era. Each section begins with a timeline that guides the reader through important global events. This linear structure emphasizes the narrative flow and makes it simple to follow developments across different cultures. This approach is typical of all Parragon’s earlier history encyclopedias, developed by the two authors mentioned earlier, Hazel Mary Martell and Brian Williams. Alongside the chronological chapters, there are thematic sidebars that explore art, science, religion, and technology. These boxed features allow readers to examine cross-cultural phenomena, such as the spread of writing systems or maritime exploration, while maintaining the chronological continuity.

    Indexes, glossary terms, and a detailed table of contents improve usability. The encyclopedia caters to different reading strategies used by IB or IGCSE MYP students: cover-to-cover reading, quick fact-checking, and thematic browsing. This also helps IGCSE students develop skills for future report writing and information texts within the standard IGCSE 120-word limit worldwide. If there is anything Parragon does best, it is condensing vast sources and resources of information into simple, short, yet engaging sections and chapters.

    The History Encyclopedia covers every major world region: Africa, Asia, Europe, the Americas, and Oceania, highlighting both well-known and lesser-known civilizations. Prehistoric societies are included alongside classical powers such as Greece, Rome, and Chinese dynasties. Modern topics include world wars, decolonization, and globalization. The coverage is well-balanced, with all regions adequately represented across different periods of history, from the prehistoric era to the 21st century.

    ‘What is history? Our answer, consciously or unconsciously, reflects our own position in time, and forms part of our answer to the broader question, what view we take of the society in which we live.’

    ― Edward Hallett Carr

    (Liberal realist and later left-wing British historian, journalist and international relations theorist, and an opponent of empiricism within historiography. From his book ‘What Is History?’)

    E.H. Carr

    Books on history can sometimes intimidate readers. They may be too heavy, filled with strange words, or too dull to touch the hearts of readers. This History Encyclopedia is different from others. It speaks in a welcoming voice that invites you to the great stories of our world. The book is colorful with pictures and maps, and it tells the story of humankind in an easy-to-read way. As I turned its pages, I felt as if a friend was guiding me through time—from the first people to paint on cave walls to the busy cities of today.

    Many old history books and encyclopedias, especially those published during the 1980s and 1990s, mainly focus on kings, queens, and wars. This encyclopedia aims to provide a more diverse range of information. It shares stories of farmers who grew rice, women who shaped communities, scientists who observed the stars, and traders who crossed deserts. The book reminds us that history belongs to everyone. It is not just about rulers but also about common people, whose names we may never know. For example, it can be very encouraging for a young MYP student to learn not only about the violence of the Mongols but also about how they lived on a beverage called mare’s milk, which was rich, creamy, and full of milky goodness, prepared in an unusual way. They will also find it fascinating to learn that Scandinavian Vikings, often stereotyped as marauding sea pirates, were actually very calm and peaceful people who might have been a bit brash but mainly sought peaceful places to farm and grow crops. Likely because of the stereotypical comic illustrations from internationally famous comics like Asterix, The Normans, Asterix and the Vikings, and Hagar the Horrible series, we tend to have this prejudiced view of Vikings and pass it on to our students.

    Hagar the Horrible
    Asterix and the Vikings

    Reading this encyclopedia is like sitting with a wise friend who speaks softly and shows you pictures of the world. After finishing a chapter, you might feel eager to read another book, visit a museum, or watch a documentary. That is the true gift of a good guide: it makes you crave more knowledge.

    The encyclopedia reflects late-20th and early-21st century trends in public history: a move towards inclusivity, global interconnectedness, and multimedia presentations. It embodies the idea that history is not merely a record of great men but a tapestry of cultures, economies, and ordinary lives. An example of this is how the encyclopedia depicts and interprets the rise of Imam Khomeini in Iran and the fall of the Iranian monarch Reza Shah. Both are presented without demonization and without being judgmental, offering a balanced view of the failings of the Shah’s monarchical government and what the Iranian people saw in Imam Khomeini that led them to participate in the Iranian Revolution—an event that ultimately forced the Shah to flee Iran permanently. Another example of this inclusivity is in the way the creation of Israel and the Zionist movement are described: objectively and factually, without allowing sentiments to overshadow conclusions.

    The prose of this encyclopedia is clear and straightforward, avoiding academic jargon and unnecessary simplification. Concepts such as feudalism and industrialization are explained clearly, and each page is designed to engage the reader without compromising accuracy. Despite its encyclopedic format, a noticeable narrative thread connects one era to the next, highlighting the continuity of the human experience. It feels like reading a well-structured fiction novel or a nonfiction memoir or biography, where events follow an accurate chronological order. It thus reads smoothly, which is impressive, showing that the authors have strong content and know which topics in Global History to emphasize and which to omit for brevity.

    An example of this is how complex historical topics were simplified into more understandable forms, such as the Thirty Years’ War, which started in 1618, and the processes of unification in Italy and Germany in the 1800s. Unnecessary historical characters and events were omitted, and the focus was placed on the key participants in Europe, one before the Great War or World War I, and the other after the Reformation.

    Compared to heavy scholarly works like The Oxford Companion to World History or the multi-volume Cambridge Illustrated History series, the Parragon History Encyclopedia serves a different purpose. The Oxford and Cambridge volumes are rooted in careful academic research: each article is written by experts, references are attributed accurately, and the tone often emphasizes historiographical debates. In contrast, the encyclopedia is designed for the general reader who values clarity and immediacy over detailed footnotes and extensive bibliographies. As one of India’s most renowned historians and professors, R.C. Majumdar, stated, the aim is to guide the reader towards Historical Debate rather than present the past as we wish to interpret it, which can sometimes be used to create an illusion of shared purpose or overarching generality.

    This kind of layout is similar to the historiography of the renowned European historian and professor Edward Hallett Carr, also known as E.H. Carr. He was, as previously mentioned, a historian, journalist, and international relations theorist. Additionally, graduate and postgraduate history students mainly remember E.H. Carr for his 14-volume history of the Soviet Union, which covers Soviet history from 1917 to 1929, his writings on international relations, and his book ‘What Is History?’ Although he increasingly leaned towards being a leftist, he advocated for objectivity in how history is interpreted. He always believed that victors write history and their sycophantic historians interpret past events for future generations, thus perpetuating a false perception for ages. He consistently maintained that before studying history, one should study the historian who wrote it to understand the event better.

    Study the historian before you begin to study the facts.’

    ― Edward Hallett Carr

    (From his book ‘What Is History?’)

    ‘History consists of a corpus of ascertained facts. The facts are available to the historian in documents, inscriptions and so on, like fish in the fishmonger’s slab. The historian collects them, takes them home, and cooks and serves them in whatever style appeals to him.’

    ― Edward Hallett Carr

    (From his book ‘What Is History?’)

    The hallmark of the Parragon edition is its bold, photo-rich design. Large-format illustrations, high-resolution artifact photographs, and full-color maps turn each spread into a miniature exhibition. While the Oxford Companion offers a steady flow of text-heavy entries, Parragon captures the eye first, trusting that visual curiosity will lead to intellectual engagement.

    This does not mean that Parragon sacrifices reliability. The editorial team, as previously mentioned, which includes Brian Williams and his wife Brenda Williams, distills credible scholarship into clear prose that stays true to the established historical consensus. However, it intentionally avoids historiographical debates and detailed source analysis that an Oxford or Cambridge volume might emphasize. Readers experience a smooth narrative rather than footnote-heavy argumentation. The trade-off is intentional: the aim is to reach a broad audience—students, families, and lifelong learners—rather than satisfy professional historians.

    Because of this positioning, the History Encyclopedia occupies what might be called a ‘sweet spot’ in the reference spectrum; it is comprehensive enough to provide genuine substance, yet lively and visually engaging enough to hold the attention of casual readers and younger learners. In an era where many MYP learners first encounter history through screens and multimedia, its carefully balanced approach—textually authoritative but visually dynamic—makes it both an inviting entry way and a reliable overview, bridging the gap between coffee-table spectacles and academic tomes. This would work for a young MYP learner as well as those learners struggling with ADHD, having remedial issues, and those who prefer researching on the internet and using AI search tools or Google rather than checking out authentic and reliable encyclopedias like these. This encyclopedia can easily compete with the gaming generation of middle-grade students who adore the visual graphics of their online multimedia games.


    Detailed Book Analysis

    Now, I will proceed to a more critical analysis of this History Encyclopedia under related subtopics. Additional details will be examined in bullet points, and I will cover most of the historical periods and events included in this encyclopedia. As R.C. Majumdar states again, quoting passages from the proceedings of Indian History Congresses held in 1964 and 1965:

    ‘History has a mission and obligation to lead humanity to a higher ideal and nobler future. The historian cannot shirk this responsibility by hiding his head into the false dogma of objectivity, that his job is merely to chronicle the past. His task is to reveal the spirit of humanity and guide it towards self-expression.’ -R.C. Majumdar

    Although I will not be as radical a nationalist historian or analyst of history as Majumdar, I will, in the true spirit of the IB and IGCSE curriculum, try to convey not only objectivity regarding the historical periods discussed in this encyclopedia but also the diverse perceptions and opinions about them. Additionally, I will highlight how positive aspects can be identified and applied to the real-life situations and careers of IB and IGCSE students. References will also be made to Indian and international historians and historiographers who worked, researched, and taught in the 20th century and serve as the foundational figures for the study of history in India.

    • Global Balance

    One of the encyclopedia’s most commendable achievements is its earnest effort to represent and analyze Non-Western Historical Eras and Ages with balance. Chinese dynastic cycles, the Maurya and Gupta empires of India, and the intellectual flowering of the Abbasid Caliphate receive thorough and well-contextualized treatment. I was pleased to see the Mauryan Emperor Ashoka’s Dhammapada given significant importance and analyzed deeply, correctly linking it to the subsequent decline of the Mauryan Empire and the rise of Northern Rajputs. Even the Mayan, Aztec, and Inca civilizations are discussed not merely as precursors to European contact but as advanced societies with complex political and economic systems. The coverage of Polynesian navigation and early Pacific migration signals also acknowledges the region’s historical importance.


    • Excellent for Advanced Studies in IB History

    For educators and students, this encyclopedia by Parragon provides significant practical value. Its chronological arrangement, cross-referenced timelines, and detailed index enable quick access for research projects or classroom presentations at the IB and IGCSE levels. Sidebars on technology, art, and religion promote interdisciplinary exploration, aligning well with curricula such as the International Baccalaureate (IB) program.


    • Limitations

    Despite its many strengths, the History Encyclopedia by Parragon inevitably bears the marks of its single-volume format and commercial aims. A careful reader, especially an educator or advanced student, should be aware of several limitations. World History is vast, and a single compendium cannot offer comprehensive depth. Although the editors have included a genuinely global range of civilizations, regional imbalances remain. Sub-Saharan Africa beyond Egypt and Mali, the interior of the Americas before European contact, and much of Oceania receive only fleeting attention, leaving little sense of their internal diversity or sophisticated political and ecological systems. It surprised me that the history of the Americas was only covered from the Geographical Discoveries phase onward, which refers to post-Renaissance times. Before then, the Americas were not mentioned at all—a stereotypical omission often made by most history writers for young students, which should be avoided at all costs. In fact, I noticed that North American societies are briefly acknowledged but mainly treated as a prelude to European arrival rather than as vibrant cultures with complex governance and trade networks. Even the fall of Rome, the origins of the Industrial Revolution, or interpretations of global decolonization are only mentioned in passing. This omission makes it difficult for students or researchers to connect arguments to primary sources or explore topics deeply, limiting the book’s usefulness as an academic resource. Tracking historical perceptions and theories back to primary sources is essential when studying history at the IB level. Later, in the IBDP, students will find it nearly impossible to achieve good grades if they do not trace their hypotheses to primary sources. They cannot simply speak arbitrarily; they need concrete evidence to support their answers, hypotheses, or accepted perspectives. The book’s lavish visual design can sometimes hinder its analytical depth. Striking images encourage browsing and create immediacy but can also promote surface engagement with complex subjects—giving a visual overview without the critical analysis or contested interpretations needed for deeper understanding. I was especially struck by how 9/11 and terrorism, referred to as ‘Islamic Terrorism,’ were depicted—a perspective that is only one part of the larger picture of global terrorism. To gain a nuanced understanding of world history, readers should supplement the encyclopedia with primary sources, region-specific monographs, and works emphasizing historiographical debates. Recognizing these limitations does not diminish the book’s appeal; rather, it clarifies its role as a visually engaging primer that sparks curiosity while reminding us that understanding the full complexity of the human past requires a more in-depth, rigorously sourced exploration. As A.J. Toynbee said:

    ‘History concerns itself with some but not all facts of human life and on the other hand besides, recording facts, history also has the recourse to fictions and makes use of laws.’

    – A.J. Toynbee

    (English historian, philosopher of history and research professor of international history at the London School of Economics and King’s College London)


    • Factual Details

    The factual details are accurate but have a Western bias, as mentioned in this analysis. The narrative appears to be heading towards the European Renaissance, Reformation, and then Geographical Discoveries, which are regarded as the peak or the epitome of what earlier civilizations and cultures sought to achieve for centuries. There is a strong focus mainly on European history before the Age of Geographical Discoveries, and afterward, the focus shifts mainly to the USA after World War I. Captain James Cook, who discovered and troubled the Aboriginals of New Zealand and Australia, is almost portrayed as a hero or, at best, a neutral figure in the text, which is not inclusive at all. However, it highlights the basics of the discovery of that region between the 1700s and 1800s, which is commendable. The visuals in the book depicting Captain James Cook and the Aboriginals show the latter as almost aggressive, compared to Captain James Cook, which is not a fully inclusive or holistic way of representing this part of maritime and Oceania history.

    Captain James Cook

    In addition, too much focus has been placed on the Reformation chapter concerning the role of King Henry VIII and his infamous life, rather than on the main aims and impacts of the Reformation. It would have been more useful and relevant to emphasize Martin Luther instead of the former British King. The mention of the invention of the Printing Press was superficial and should have been discussed in more depth, especially from my perspective as a high school history teacher and tutor. Gutenberg’s press or invention propelled subsequent revolutions in America and France and further developments that fueled the Industrial Revolution. Therefore, it deserved more prominence in the book rather than being included as a casual ‘Did You Know?’ fact. The contributions of Reformation figures like Tyndale, Calvin, and Erasmus could also have been incorporated to enrich the narrative with factual and literary ‘color.’ I also found the Renaissance chapter somewhat lacking in depth; more attention could have been given to the artworks of Michelangelo, Leonardo da Vinci, Raphael, Brunelleschi, Donatello, El Greco, and others. As PGCITE student-teachers and B.Ed teachers, we repeatedly teach the Renaissance in MYP classes, yet we tend to mention only two iconic artists—Michelangelo and Leonardo da Vinci. We often overlook Raphael’s paintings, which follow similar themes in darker tones, or Donatello’s pioneering works, which influenced Michelangelo, such as the Statue of David. Additionally, Brunelleschi’s construction of the first large-scale dome atop Florence’s cathedral and his role in developing Linear Perspective are crucial. El Greco’s revival of Gothic style with Renaissance techniques is also significant. We need to educate students about all these Renaissance artists, architects, sculptors, writers, and philosophers rather than focus only on a few well-known figures.

    You can see in the two sculptures above how Michelangelo drew inspiration for his own David from Donatello’s ‘David killing Goliath’, which looks more like a tipsy teenager at a celebration than a prophet working for God’s purpose to defeat evil. The idea or perspective of a serious, focused king before killing Goliath is clearly seen in Michelangelo’s David, which is done in a more solemn style. Donatello’s tipsy David depicts the future king after the victory, created with celebration in mind. Michelangelo, being his eccentric self, chose to depict David before the kill and even made a sculpture larger and more detailed than Donatello’s tiny one, as you can see in the pictures above.

    As mentioned before, labeling terrorism primarily as ‘Islamic Terrorism’ does not take a comprehensive and multi-faceted approach to the entire debate. People around the world who follow Islam do not take this lightly because they rightly believe that terrorism has no religion; therefore, no religion or community should be linked to this global threat to peace. We should also remember that Ireland has several Christian terrorist groups, and we should not forget the Lord’s Resistance Army of the Central African Republic or the recent Army of God, an American Christian organization whose members have committed acts of anti-abortion violence. Islamophobia should be permanently avoided in History Encyclopedias and IB and IGCSE textbooks. However, it was commendable of Parragon to present the Iranian Revolution and Imam Khomeini with dignity without implying later that he led Iran toward a more fundamentalist way of life than what the Iranian people experienced during the Shah’s reign, as I mentioned earlier in this review. Dictator Saddam Hussein is portrayed accurately, both literally and metaphorically, and I was pleased that the Iranian-Iraq War was recognized as a very challenging period for the region during the 1980s. However, it would have been beneficial to also mention the negative effects of President George Bush’s invasion of Afghanistan and the war that followed, as well as how the USA consistently intervenes in the coups and conflicts of Islamic and other Third World countries to serve its own interests and agenda.


    Book Review

    ‘It used to be said that facts speak for themselves. This is, of course, untrue. The facts speak only when the historian calls on them: it is he who decides to which facts to give the floor, and in what order or context.’

    ― Edward Hallett Carr

    (Liberal realist and later left-wing British historian, journalist and international relations theorist)

    It is not the primary duty of a historian to present facts exactly as they are, but it is admirable and healthy for him to do so nonetheless. In a way, the historian holds the key to the present and the future, not just the past, in his hands—keys that can either unlock ruin for his readers and students of history or offer salvation. We have reached a point in contemporary world politics where the more you fake, the more popular you become both online and offline, and the more you can control people with lies and false facts. It seems that facts and the truth have abruptly died during this post-Truth Era and the dawn of the Age of AI.

    The information that those in power are currently feeding into AI and other browsers will shape how our future and current generations view our history. If they are exposed to misogyny, sexism, gender bias, anti-LGBTQIA+ attitudes, racism, communalism, and so on, that is what our future will reflect because Gen Z, Gen Alpha, and Gen Beta are already more reliant on AI than we Millennials were on Google. Relying on a resource with ingrained biases that might one day falsely claim to be the only true source of past knowledge could lead us into serious problems or a situation from which we cannot escape.

    Therefore, it is essential that we teach our students accurate history from multiple perspectives. We must guide them, as the IB curriculum suggests, to primary sources or at least reputable secondary sources to support their viewpoints amid a world filled with misinformation or fake news. We should teach history using the methodology and ethics of a TOK class. This approach will foster healthy debates in IB and IGCSE classrooms without inciting verbal or social media violence. Solutions can be identified and applied for evaluations that serve positive purposes both inside and outside the History Classroom.

    Such encyclopedias for middle-grade students can serve as an excellent means of research and analysis and a guide for further reading. The ‘History Encyclopedia: Discover the Secrets of the History world’ is informative, analytical, inclusive, colorful, and a must-have in every MYP library.

    As a professional and qualified high school history teacher, I can vouch for its overall accuracy and its tendency for optimism and precision in presenting events and thoughts. There are no errors in the encyclopedia, but it could be made more inclusive and holistic. Despite having an Indian on the Editorial board, I noticed a somewhat White American and European bias in the encyclopedia, which I hope will not be present in future editions of history and other PYP and MYP school subjects I plan to analyze on this portfolio website I am creating for my PGCITE course at Podar IB, Santacruz, under the guidance of Dr. Rekha Bajaj. I look forward to reading, reviewing, and analyzing more encyclopedias soon.


    Special Note

    If you are interested in more book reviews, indie author interviews, book analyses, short story analyses, poems, essays, essay analyses, and other bookish content, check out my blog, insaneowl.com. If you are interested in purchasing my books, you can visit the products page on my blog or check them on Amazon. There are many good things to buy! Happy reading to you always!

    ©2025 Fiza Pathan

  • ‘The Vagina Monologues’ by V or Eve Ensler: Book Review

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    Title of the Book: The Vagina Monologues

    Author: V or Eve Ensler

    Foreword: Gloria Steinem

    Publisher: Villard Books

    Publication Year: 2008 10th Anniversary Edition (Originally Published in 1998)

    Pages: 222 pgs.

    ISBN: 978-0-345-49860-1

    Age Group: IBDP, AS & A Level, and IGCSE

    Genre: Feminism/Non-Fiction/ Gender Issues

    IBDP & IGCSE Subjects Covered: Global Perspectives, Sociology, English & TOK

    Review Written By: Fiza Pathan

    Introduction

    But the value of ‘The Vagina Monologues’ goes beyond purging a past full of negative attitudes. It offers a personal, grounded-in-the-body way of moving toward the future. I think readers, men as well as women, may emerge from these pages not only feeling more free within themselves and about each other, but with alternatives to the old patriarchal dualism of feminine/masculine, body/mind and sexual/spiritual that is rooted in the division of our physical selves into ‘the part we talk about’ and ‘the part we don’t’.

    – Gloria Steinem (The Foreword of ‘The Vagina Monologues’ 10th Anniversary Edition 2008)

    ‘The Vagina Monologues’ has been considered to be one of the most important pieces of Political Literature that came out towards the end of the 20th century. Since the theatre performance and the book both came out, the world and feminism have never been the same again. Indeed, to teach Sociology and Global Perspectives today and not discuss the impact of this non-fiction book is to overlook the significant influence it has had in correcting certain misconceptions we have about our human bodies, especially those of women. ‘The Vagina Monologues’ is not erotica or a lewd piece of literature to titillate. It is a movement towards the greater emancipation of women, transgender individuals, and those who are oppressed, towards a new way of thinking and towards a change of perceptions, as stated by the Mother of the 1970s Feminism Gloria Steinem in the foreword of the 2008 10th Anniversary edition published by Villard Books, ‘The Vagina Monologues’ gives to Sociology students and the students of the IGCSE studying Global Perspectives a different perception or a change of mind away from the two-dimensional world created by conservative patriarchy and patriarchal thoughts, religion, philosophy, literature, a retelling of history, et al. This is key to the role that ‘The Vagina Monologues’ has had and continues to have for the women of the 21st century, especially those who wish to create more substantial and relevant policy changes in their various countries towards the betterment of women.

    It is essential to understand that violence against women should not be considered as an extension of other global issues or problems. However, as Eve Ensler states in this book, it should be considered a top priority for all governments worldwide to address. It should be the focus of policy changes, not an offshoot or, worse, an afterthought. Because we should realise as students of Sociology that the way we treat our women at home, in the family, in our relationships, or in marriage will mirror or extend itself in the way we treat other people in society and world over leading to the global social, economic, religious, regional issues that we see today in our highly right-wing Post-Truth world. It is because we feel that we are entitled to abuse and dominate women according to the erroneous and toxic patriarchal standard that we show this same ‘dominating’ attitude in relation to colonialism, when annexing or dreaming of annexing or taking over other countries just minding their own business, when conducting a genocide or racial holocaust or when we simply want to collect more nuclear weapons and even use them to show off our ‘dominance’ over another by force. So, if we do not keep this issue at the centre of our focus, then we are simply holding the wrong end of the stick! Women’s issues cause other issues, and not the other way around, period.

    So, ‘The Vagina Monologues’ is a movement, activism, welfare work in action, Sociology in action, a revolution, a reformation, contemporary Feminist history, and so much else. It is impossible to dilute the importance of this non-fiction book, especially how much we need it, and the theatre performance of it, today in this tough time of very ‘pretend to be tough’ people in the realm of international and internal government affairs. It is the need of the hour, and no one needs to be ashamed of posting about this book or the play on their blogs, websites, social media pages, etc., because at the end of the day, what are we but the product of someone’s vagina and she a product from another person’s vagina.

    We should not be ashamed to use the word vagina. It is a biological body part of a woman and is not something to be belittled, ragged about, shamed, demeaned, ostracised, or downplayed. Because if we stop using this word now, of all days, we will be indirectly, through our indifference, ignorance, and ridiculousness, actually castrating women emotionally, psychologically, mentally, socially, and not to mention physically, from mainstream society and the world all over again. We cannot afford to waste the efforts of feminists like Gloria Steinem, Simone de Beauvoir, Mary Wollstonecraft, Maya Angelou, Betty Friedan, Pandita Ramabai, Ruth Bader Ginsburg, Dorothy E. Smith, and Kathleen Neal Cleaver, among others. We as women have come a long way from our mothers ‘down there’ feminism and sexual identity to our own much more bold and inclusive feminism, where we are brave and proud to say that indeed, we have a vagina. We matter as human beings. We matter as free-thinking beings. We have a vagina and we own it. We have a vagina and we are proud of it. We have a vagina and we are beautiful.

    ‘I wish my own foremothers had known their bodies were sacred. With the help of outrageous voices and honest words like those in this book, I believe the grandmothers, mothers, and daughters of the future will heal their selves – and mend the world.’

    –           Gloria Steinem (The foreword of ‘The Vagina Monologues’)

    We must realise, as both women and men, that to say the word vagina is to validate the fact that, first of all, it exists and it is not ugly or filthy. So, invariably, women exist, and they are beautiful and talented people. Secondly, by saying the word vagina, we validate the pain, agony and suffering gone through by all the women, young girls and transgender individuals of the past and present. We empathise and are one with their pain and hope that by our efforts towards changes in perceptions and policy changes, not to mention initiatives to make women’s studies central to all educational activities, that we are atoning for the crimes and violence done unto them. To be ashamed is to disassociate and to disassociate is to forget and to forget is to kill, and when you kill someone, that person dies, physically and metaphorically. Let us, as Sociology students, focus on our way forward: After ‘The Vagina Monologues’ and the V-Day Movement, comes what? How do we take this emancipation and awakening forward, rather than backward?

    These, as well as other details of the book, will be analysed in depth in this book analysis of the feminist title ‘The Vagina Monologues’ by Eve Ensler, also known as V. The copy I have in my possession is a 2008 10th Anniversary copy, so it includes other extra features and details like:

    • The progress of the V-Day Movement
    • Vagina Monologues collected by Eve Ensler, the author, over the years since the book’s first publication in 1998.
    • A new introduction by the author herself
    • Testimonials and voices from the worldwide V-Day network, etc.

    The book has been adapted for the stage in the form of ‘The Vagina Monologues’ and is an episodic play written by Eve Ensler in 1996, which developed and premiered at HERE Arts Centre, Off-Off-Broadway in New York, and was followed by an Off-Broadway run at the Westside Theatre. It is now being enacted across the globe, including various college and school campuses. Seeing the success of the book and the play, author Eve Ensler, also known as V, decided to turn the book and play into a movement aimed at ending violence against women globally, and thus began what is famously known as the V-Day Movement. V-Day for Vagina Day or Victory Day or Valentine’s Day is celebrated on February 14. The V-Day Movement is a non-profit organisation to stop all kinds of sexual violence and other forms of violence against women through the enacting of the play at various places across the globe, including in vulnerable areas and using the proceeds of the play to create safe homes, safe shelters, educational resources, safe hostels for women and girls who are victims of violence in many forms among other things. The enactment of the play and the celebration of V-Day or V-Day ‘week’ on school and college campuses since 1999 has also spread the message of love to the young, enlightening many over the decades.

    This is a book analysis of a seminal work in Sociological History. I would like to thank my PGCITE professor, Dr Rekha Bajaj, for recommending this book to us, the PGCITE students of the January 2025 batch, and for encouraging us to take the V-Day Movement seriously as IB and IGCSE teachers. This book analysis cum review is, therefore, a shout-out to her, one of the most outstanding professors and teachers I have ever known.

    This book is a Rekha ma’am recommendation.

    Grab this book today!

    Dr Rekha Bajaj

    Summary

    Composed of a series of first-person monologues, the book is drawn from interviews with over two hundred women across different ages, ethnicities, sexual orientations, and nationalities. Eve Ensler shapes these testimonies into discreet vignettes that are at once intimate and political, producing a composite portrait of the female body and the cultural forces that both celebrate and oppress it. It starts with the actual saying of the word ‘vagina’, which thus begins the conversation with the reader through these essays cum testimonials collected from the aforementioned 200 women. Some of the monologues are verbatim interviews, some are composite interviews, and some are monologues that Eve Ensler, the author, heard for the first time. The first series of topics covered are – pubic hair, how would one ‘dress’ one’s vagina, how would one’s vagina ‘talk’, a composite essay interview of elderly women between the ages 65 and 75 who had never had a vagina interview before titled ‘The Flood’, a series of testimonials of first time periods titled ‘I was Twelve. My Mother Slapped Me’, ‘The Vagina Workshop’ essay interview of a woman discovering her vagina for the first time in her late adulthood and an essay testimonial interview of a woman whose lover loved to look at her vagina titled ‘Because He Liked To Look At It’. The essay testimonials cum interviews are interspersed with some vagina facts from science and biology, including a text from a National Geographic Magazine. Then comes the more chilling part of the book where the following essays raises the hair on one’s flesh – ‘My Vagina Was My Village’ which chronicles the pain and abuse meted out to the women of Bosnia as a tactic of war, ‘My Angry Vagina’ which is a tongue in cheek monologue full of wit and subtle humor regarding the kid-gloves way patriarchy handles women’s vaginas, a monologue about a Southern Black American girl who was sexually abused as a child in the monologue ‘The Little Coochi Snorcher That Could’, ‘The Vulva Club’ monologue which was a significant event that united forever the V-Day Movement and ‘The Vagina Monologues’ with the famous Vulva Club, a series of answers about what a vagina smelt like to different women, a monologue with a precocious six year old girl about her vagina titled ‘I asked a six year old girl’, a monologue from an eccentric woman who loved to make vaginas happy through a moaning renaissance of sorts titled ‘The Woman Who Loved To Make Vaginas Happy’, ‘I Was There In The Room’ which was a birthing poem written in honour of the birth of Shiva the grandson of the author Eve Ensler, an essay letter from a lesbian about how they see vaginas, the poem ‘Under the Burqa’ for the women who suffered in the 1990s under the Taliban regime of Afghanistan, a poem for the transgender women of America titled ‘They Beat The Girl Out Of My Boy….or So They Tried’, a poem titled ‘Crooked Braid’ dedicated to the women from the Oglala Lakota Nation which is based on a series of interviews done with Native American women on the Pine Ridge Reservation and then a painful piece of poetry titled ‘Say It’ based on the horrors faced by the comfort women of World War Two Japan. The book then concludes with three final sections: a write-up about V-Day, testimonials and voices from around the world, and a chronicle of the V-Day Movement’s progress from 1998 to 2008, marking the tenth anniversary of ‘The Vagina Monologues’ by Eve Ensler. ‘The Vagina Monologues’, therefore, is a hybrid text—part memoir, part documentary, part rallying cry—that uses the theatrical monologue as a literary device to expose and dismantle the silence surrounding women’s bodies. It invites readers to recognise that speaking the unspeakable is an act of both personal liberation and collective resistance.


    Analysis

    The book has received mixed reviews over the years and has fallen out of the mainstream limelight of the present Gen-Z and Gen-Alpha age. However, this book is undoubtedly a significant surprise, both in its compact 222-page package and in its political and philosophical implications. In fact, it is because of its short length that most book reviewers today reward it with a maximum of only three stars and a minimum of even one or no stars at all. Right-wing Christian fanatics and fundamentalist book reviewers keep bringing down the rating of the book on most social media platforms, including Goodreads, Fable, BookTok, etc. However, the book certainly invites the reader not only to witness but to participate in a collective reimagining of gender justice. That in itself is a winner for any Sociology student of the IBDP and a Global Perspectives student of the IGCSE.

    Its unapologetic focus on female sexuality places it within a lineage of feminist manifestos from the late twentieth century. Eve Ensler’s approach resists linear narrative and instead offers a chorus of lived experiences, making the book a study in the politics of voice as much as in the politics of sex. This is incredibly well done, and the cauldron of voices collected brings out the collective inclusivity of this book, encompassing women and girls of all regions and nationalities, giving the idea of universal feminism a very unbiased and unprejudiced look. This would certainly go down well with feminists and Sociologists who are not from the West or shaped by the Western idea of what feminism and sexual feminism should mean. It goes down very well with Black American, African and even South-East Asian Feminism easily. The inclusion of the voices of American transgender women has been done well, but then again could have been made more inclusive by portraying the lives of transgender women from other developing countries – like the Kinnars or transgenders or transsexuals of India who actually have a very paradoxical place in Indian culture and live a very different lifestyle even in this day and age compared to their Western American counterparts.

    Probably because of lapses like these that many book reviewers of ‘The Vagina Monologues’ refrain from calling it an all-out inclusive feminist book. Some go to the extent of even stating that the hype caused by the theatre performance of the author, V or Eve Ensler, initiated a wave or torrent of fame, even for the book, which otherwise would not have necessarily amounted to much in mainstream non-fiction literature. The hype surrounding the theatre performance brought the book more fame than it deserved.

    Another example of exclusivity shown in the book of monologues would be controversy over the monologue cum poem titled ‘Under the Burqa’ which shows only the negative aspect of wearing a burqa which is technically a typical Western construction of the idea of the Islamic Burqa in the first place – at least according to most Islamic Feminists. Islamic women world over on social media and other media outlets time and again misconstrue this particular poem included by Eve Ensler in ‘The Vagina Monologues’; the author in the introduction to the poem apologises to such Muslim women for the same but correctly indicates that her purpose was to show the perspective of the oppressed women of the Taliban who wore the burqa out of force rather than choice. However, this poem still does not usually go down well with the mainstream Muslim female reader. This would be yet another stark example of exclusivity shown in the book.

    Nevertheless, Eve Ensler’s ‘The Vagina Monologues’ reads at times less like a mere theatrical script and more like a gathering of confidantes in a Mumbai café at dusk—women leaning forward to share truths the world has long asked them to hide. Each monologue springs from real interviews, yet Ensler braids them into a chorus that is intimate and defiant all at once.

    What captivated me most is the text’s fearless naming. By placing the word vagina unapologetically at the centre, Ensler wrests the female body from euphemism and embarrassment, which was a very commendable and brave thing to do back in 1998 or rather 1996, as mentioned earlier when the book was first written. In story after story—of first love, of childbirth, of violation and survival—language becomes liberation. One hears not only individual voices but a collective insistence – We will speak ourselves into wholeness.

    The book dances between celebration and sorrow, humour and pain, anger and rejuvenation. There is laughter in the tales of discovery and desire, but also a quiet rage in accounts of violence and war, such as in World War II Japan and Bosnia during the 1990s, when the author was collecting interviews for this book and the theatre screenplay. This rhythm of joy and grief mirrors a woman’s own complicated relationship with her body and the world’s gaze. Ensler’s conversational style draws the reader in as a witness, a confidante, even a co-conspirator.

    What elevates the work beyond performance is its moral angle. It is a play that does not remain confined to the pages of the book in question or left on the stage, but is then put into action in the form of a global movement to address the problem evaluated and analysed through the aforementioned text. The monologues gave birth to V-Day, a global movement to end violence against women and girls, proving that art can be both a solace and a spark. Reading it, one senses the fusion of literature and activism—the page itself becomes a stage for justice. This is especially seen in the poem ‘Say It’ where the Comfort Women bring out their truth and order the present Japanese government to admit that the Comfort Girls were real and that what happened to them was real – the abuse during the encampment during the Second World War, and even the social ostracism that took place after the end of the war. You can see and feel the then 75 years old plus women not begging but commanding the government to make sure that their history and pain does not end up like the Jewish Holocaust, that is, where certain Right-Wing politicians today actually state that since there is no evidence that the Holocaust actually took place, that is ‘no dead bodies’ therefore it did not take place! Apparently, according to Eve Ensler, through these testimonies, there was yet another odious erasing of evidence during World War 2, and that was the erasing of Japanese government evidence that they actually allowed the abuses being meted out to these very misunderstood Comfort Women.

    Here are some more analytical points gleaned from the reading of the book ‘The Vagina Monologues’ by Eve Ensler or V, by the reviewer, Fiza Pathan, who is a PGCITE student of Podar IB, Santacruz or Podar IB International, Santacruz:

    • If The Vagina Monologues has a single, ringing essence that overcomes the exclusivity noted by modern readers, it is that words—especially forbidden words—carry the power to unshackle consciousness deadened by the dictates of patriarchal thought over the centuries. Eve Ensler understood that the silence surrounding the female body was not merely cultural decorum but a mechanism of control and dominance, indicating the supremacy of the male over the female instead of their co-existence as a team. To name the vagina openly, without euphemism or apology, is to rupture centuries of shame and hurt associated with that term.
    • In literary terms, The Vagina Monologues exemplifies the power of oral storytelling. Its written form preserves the immediacy of spoken testimony, echoing traditions from ancient epics like the Mahabharata and the Ramayana to modern performance poetry, as seen in how Edgar Allan Poe’s ‘The Raven’ is still performed today with live orchestral music. The repetition of key words, the musical quality of certain phrases, and the deliberate breaking of narrative conventions all serve to remind the reader that this is a text meant to be heard as well as read. Ensler turns everyday speech into radical poetry.
    • Each monologue is a self-contained world, yet the book’s deeper power lies in how these worlds overlap and echo one another. For example, the way the world of the elderly woman of ‘The Flood’ monologue overlaps with the authenticity of the revelation of the monologue ‘The Vagina Workshop’, where both the former Western Jewish woman sees her Vagina for the first time, as well as the Eastern woman of the latter monologue, via her Vagina Workshop teacher. They are two very different people and of different ages, but their experiences of the revealing of their vagina and their womanhood overlap, uniting them in this text.
    • In many cultures, including my own, India, women’s voices have long been muted or mediated through male narrators. By capturing speech in all its hesitations and lyrical surges, Ensler insists that women speak for themselves. The book becomes a record of voices that might otherwise remain invisible. Gloria Steinem, too, in the foreword of the book, indicates how she first understood the significance of her vagina and womanhood when she was travelling as a young woman in India and saw the Shiva Linga for the first time encased in the larger female Yoni at various Hindu temples. It is astounding to me at times to notice that though our Indian culture was so open to the various ways that the female and the male sexual organs united to create life, pleasure, sustenance and continuity, why the country is still ravaged by violent sexual and physical crimes committed against women and now even young girls, a few months old.
    • Historical context deepens the significance of the book ‘The Vagina Monologues’ as we study in Global Perspectives, usually in the 8th and 9th grades at the IGCSE level. The 1990s saw a renewed international focus on violence against women: the 1993 United Nations Declaration on the Elimination of Violence against Women, the 1995 Beijing World Conference on Women, and a growing network of grassroots organisations across Africa, Asia, and Latin America. Eve Ensler’s interviews tapped directly into this spirit of the time. Another reason for its vast popularity is its difference compared to the very backwards, almost medieval, not to mention sickening, Right-Wing Fundamentalistic now!
    • Eve Ensler has employed numerous juxtapositions in ‘The Vagina Monologues’, thereby preventing the monologues from falling into a single, boring register. A story of a woman discovering the pleasures of her own body in ‘Because He Liked To Look At It’ flows with lush, sensuous rhythms, but a testimony of violence in ‘My Vagina Was My Village’ about the Bosnian women strikes with clipped urgency. Through these tonal shifts, Ensler demonstrates that the female experience cannot be reduced to a single register of the 1990s, as mentioned earlier, or a single outdated medium of the same era. It is a web of overlapping experiences and knowledge of abuse, like the modern-day internet or the intricacies of an AI chatbot. (Like the chatbot of this Portfolio website! If you require to source any more educational content from Fiza Pathan and the internet, do engage with the chatbots on this website.)
    • For readers in societies where the word vagina remains cloaked in a myriad of weird, offensive, and obscene terms, including in India, Ensler’s insistence on naming it correctly and outright is both unsettling and liberating. Our vernaculars overflow with delicate metaphors for love and the cosmos, yet falter when addressing the realities of the female body. To encounter the word repeatedly on the page is to feel the taboo dissolve with each repetition. It is a slow process, but it is a good start.
    • One of the most striking qualities of The Vagina Monologues is its Polyphony, the deliberate weaving of many distinct voices into a single theatrical tapestry. Eve Ensler does not simply compile testimony; she curates with love and meticulousness a living chorus, allowing the reader to feel the vibrancy and tension of a global conversation about womanhood. Note also that the language of Polyphony creates embodiment – we can actually see the women through the polyphonic text, gaining a clear image, even though paradoxically it is overlapping in itself.
    • By refusing to isolate trauma, ‘The Vagina Monologues’ prevents the reader from reducing women to mere victims. That is a very dualistic patriarchal way of thinking and perceiving trauma in the first place, which is toxic and does not make way for healing at all, as we know in Sociology studied at the IBDP level with the help of the TOK or Theory of Knowledge analysis. By setting pleasure beside pain, Eve Ensler asserts that neither can negate the other. A survivor can still celebrate her body and give and receive pleasure; a lover can carry scars. Please note that this refusal of binary thinking is itself a feminist statement.
    • The act of speaking about both pleasure and pain becomes a form of healing. It is not obscene; it is an acknowledgement of what the truth is. Many women in the book begin by admitting silence—never having named their desire, never having told anyone about their sexual assault. Through the monologues, they reclaim narrative authority from their abusers or those who have silenced them. The pleasure pieces model self-celebration; the pain narratives bear witness and demand justice. Together, they create a communal space where acknowledgement is the first step toward liberation. I, too, have written multiple internationally award-winning books of short stories for the LGBTQIA+ community that speak of a love that is usually left unsaid or unacknowledged, titled ‘The Love That Dare Not Speak Its Name’. If you wish to peruse through it, then check out the DBW Award Article on my literary blog, insaneowl.com.
    Eve Ensler

    Additional Analytical Points of Note

    • Eve Ensler initially envisioned the monologues as an intimate evening of storytelling rather than a large-scale production. She performed them herself, inhabiting a multitude of voices with minimal props and an almost confessional directness. Audiences were captivated. The simplicity of the staging—a lone performer, a single chair, a spotlight—made the words themselves the spectacle. The play gained momentum very quickly. Word of mouth drew packed houses, and soon other performers began staging their own versions. Each production retained the essential structure but adapted accents, rhythms, and even a few local anecdotes to match the culture in which it was performed.
    • A key reason for the movement’s success is its adaptability. Ensler encouraged local organisers to translate the script, add monologues that reflected regional realities, and involve community members rather than professional actors. In India, for example, productions have incorporated stories addressing dowry deaths, marital rape, and other pressing issues. This localisation allows each performance to remain rooted in the original spirit while speaking directly to its audience’s lived experiences. This was also mentioned to us, PGCITE students of Podar IB, Santacruz, by our teacher and mentor, Dr Rekha Bajaj ma’am, when she recommended the book and the theatre performance to us. Rekha ma’am saw the theatre performance of this play at the famous Prithvi Theatre in Juhu, Mumbai, India, and mentioned that it was adapted to suit the Indian audience.
    Dr Rekha Bajaj
    • As mentioned by Rekha ma’am, Barkha, my colleague and I in the PGCITE class at Podar International, Santacruz, when the play was first performed in India in the early 2000s, it arrived like a gust of brutal honesty. Urban centres such as Mumbai, Delhi, and Bengaluru became its early hosts, often staging the production in English with a sprinkling of regional languages. Audiences—especially young women from the Gen X era —responded with a mix of exhilaration and relief. Here, at last, was a work that spoke aloud the words and experiences many had been taught only to whisper. The Indian adaptations frequently incorporated local references – stories of marital rape hidden behind the walls of respectability, the trauma of dowry-related violence, the persistence of caste-based discrimination that shapes women’s bodies and fates. I have published a short story on Amazon in line with this analysis titled ‘Caste Metal’, which won me an international award. To check it out, please click the link to my blog at insaneowl.com. These additions to the Indian ‘The Vagina Monologues’ confirmed that the silence surrounding female sexuality in India is not merely prudish but deeply entangled within social hierarchies and power.

    • For Indian feminists, the play became both a rallying point and a teaching tool. University campuses and women’s groups used it to spark discussions about consent, reproductive rights, and gender-based violence. It became an annual tradition at some colleges, functioning as both art and activism—precisely the dual role Ensler envisioned. My own college, St. Andrews College, Bandra West, used to celebrate Valentine’s Day with stage performances of ‘The Vagina Monologues’, as it was a hub of sociology in Bandra West. Even today, if a college or school student worldwide wishes to be part of this international movement to stop the violence perpetrated against women, they can participate in welfare activities related to their field of interest. As a result, their CVs or resumes can boast of their involvement in the V-Day Movement. It is a prestigious addition to have on one’s CV. Details of the same have been mentioned in the 2008 edition of ‘The Vagina Monologues’.
    • At first glance, the book resembles a play script, yet it resists easy classification. Part ethnography, part poetry, part solo drama, it draws on traditions of documentary theatre while embracing the lyrical intimacy of personal essay.
    • Within feminist letters, the book stands alongside classics such as Virginia Woolf’s extended essay book ‘A Room of One’s Own’ and Audre Lorde’s poetry book ‘Sister Outsider’ as a landmark in the articulation of women’s embodied experience. Where Woolf demanded economic and intellectual space for women writers, Ensler demands linguistic space for women’s bodies. Insistence on the word vagina functions as both provocation and liberation, challenging centuries of euphemism that have kept female sexuality hidden or defined by others.

    Spellbinding, funny and almost unbearably moving….it (The Vagina Monologues) is both a work of art and an incisive piece of cultural history.’ –  Variety Magazine

    ‘The Vagina Monologues….has moved beyond hit play into the realm of cultural phenomenon….This is not your mother’s feminism.’

    –           Molly Ivins

    (American newspaper columnist, author, and political commentator)


    Book Review

    The book was powerful, a healthy and most welcome mix of juxtapositions, a testament to the feminists and women who have come before and who are with us, and most importantly, it has subtle humour at its rip-roaring best at times. I was especially taken up with the added information about the progress of the V-Day Movement from 1998 onwards. I was taken by surprise by the following reference contained on page 179 of the Villard 2008 Paperback edition:

    ‘In 2005, Notre Dame University officials banned the on-campus production of ‘The Vagina Monologues’, sparking wide-ranging debate and resulting in a panel discussion at the university featuring members of the faculty and Eve. The following year, Notre Dame president Rev. John I. Jenkins announced that he would allow the campus production, stating, ‘The creative contextualisation of a play like ‘The Vagina Monologues’ can bring certain perspectives on important issues into a constructive and fruitful dialogue with the Catholic tradition. This is a good model for the future.’

    (Page 179 Pushing The Edge ‘The Vagina Monologues’)

    Rev. John I. Jenkins CSC

    The above-mentioned Rev. Jenkins is the same CSC Catholic Priest cum Theologian who served as the 17th president of the University of Notre Dame from 2005 to 2024. He invited President Barack Obama to deliver the 2009 commencement address at Notre Dame and to receive an honorary degree, which was deemed controversial by anti-abortion Catholic Bishops and groups in America at the time. In April 2006, Jenkins issued a “Closing Statement on Academic Freedom and Catholic Character,” in which he decided not to ban performances of The Vagina Monologues on campus. He affirmed the importance of allowing such creative work, even when it conflicts with Church teaching, as long as there is academic freedom and some contextualisation, according to the South Bend Tribune staff writer Margaret Fosmoe in her article ‘Catholic teaching has nothing to fear from engaging the wider culture’. Fosmoe went on to state that Rev. Jenkins also released a new set of guidelines on sponsorship of campus speakers and events at that time. It states, in part, that faculty and departments must explore controversial issues and that departments should act within their disciplinary expertise in sponsoring events. Deans have a responsibility to make clear that sponsorship of an event does not necessarily imply endorsement, according to the statement.

    It is known that he also expressed his support for student leaders of “The Vagina Monologues” who were planning to produce a play the following fall, written in their own voices and describing their own experiences, titled “Loyal Daughters.” He did believe that the play’s portrayals of sexuality opposed Catholic teachings, but that there must be room in a university for expressions that do not accord with the Church’s teachings.

    Personally, as an MTS Catholic Theology student, I found the Rev. Jenkins’ opinion on the matter quite commendable in the context of 2006. His organisation of a Queer Film Festival, later renamed to the very old-fashioned ‘Gay and Lesbian Film: Filmmakers, Narratives, Spectatorships’, says a lot about how books and theatre can truly soften even the hardest hearts, like those of the very conservative Notre Dame University. However, this is not necessarily something to praise the Reverend for, but it does highlight the far-reaching influence of ‘The Vagina Monologues’.

    I have openly been known to be a hard-core feminist of the secular ilk, and it is evident that Catholic Philosophy and Theology both are opposed to the book ‘The Vagina Monologues’ and what it stands for. However, the point is that the Holy Bible, like most other forms of religious literature, has been narrated, as mentioned by me in my book analysis previously, from a dualistic patriarchal point of view alone. The voice of a female narrator is significantly missing from the Holy text, which should prompt believers and students of sociology to consider that, at times, objective contextualisation in the realm of academia should take precedence over religiosity, which often stems from male dominance. This may be a taboo standpoint to take as a Roman Catholic. Still, I believe in objectivity to mere Rapture Dualistic Sexual Ethics, being a victim of girl child abandonment myself and knowing that in the Bible’s very patriarchal world, my suffering has no voice. It is muffled under the banner of perpetual forgiveness without heeding the acknowledgement of a gross injustice, which is something that seems odd to me in the Catholic faith.

    More than forgiveness, therefore, I believe ‘The Vagina Monologues’ teaches the power of acknowledging one’s mistakes and atoning for them through action rather than mere Church theatrics and long sermons. We seem to downplay the injustice of violence committed against women in this Church, especially in the form of forcing us or brainwashing us to disassociate ourselves from our own vagina!

    Similarly, there were many instances in Eve Ensler’s book that sparked my curiosity and enlightened me in a way that only polyphonic poems can. Alfred Noyes’s ‘The Highwayman’ may have been moving when performed and Bruce Lansky’s humorous ‘Turn Off the TV!’ a treat of subtle humor to be seen performed, but ‘The Vagina Monologues’ is a mix of both with the power that an epic of religious standing like the Mahabharata or the Ramayan or even Homer’s ‘Iliad’ and ‘The Odyssey’  can create, sans the detailed descriptions and more lucidity.

    The international journey of ‘The Vagina Monologues’ indeed reveals a paradox of universality. Let me explain. Though rooted in interviews and an American context, the book speaks a language of liberation that resonates wherever silence has been enforced. Whether whispered in a private reading in Tehran, staged in a Mumbai auditorium, or performed on a Nairobi street corner, the monologues affirm that the struggle for body autonomy and the celebration of women’s pleasure are shared human aspirations.

    Standing at the end of ‘The Vagina Monologues’ is like standing at the edge of a vast sea of many voices. Eve Ensler began with a simple question: If your vagina could talk, what would it say? —and from that question unfolded a movement, a literature, and a global act of witness. To read the book today is to feel how a single word, once whispered in embarrassment, can become a rallying cry for dignity.

    Throughout this analysis, we have journeyed through its origin, its fearless use of language, the Polyphony of its structure, and its unflinching portrayal of both pleasure and pain. Ensler’s genius lies in refusing to separate those experiences. She insists that the female body is a site of ecstasy and suffering, vulnerability and triumph—and that only by telling the whole truth can healing begin.

    The most radical aspect of the book is not merely its theatrical bravado or its fundraising success, but its creation of a communal space for speech. Every monologue is an invitation – speak out your joy, speak about your fear, speak what was once unspeakable. In a society where silence has long been enforced—whether through shame, violence, or the polite omission of certain words, this act of speaking becomes a sacrament of resistance.

    As readers and citizens, we inherit the challenge of V-Day. To encounter these monologues is to be called into action—whether that means supporting survivors of violence, teaching the next generation of Gen-Z and Gen-Alpha to speak without shame, or simply refusing to let silence dictate our vocabulary. The work asks us not to be spectators but participants in a worldwide conversation about bodies, rights, and the sanctity of pleasure.

    In the end, ‘The Vagina Monologues’ is more than a book. It is a bridge between private confession and public change, a living testament to the power of words to break chains. Ensler reminds us that liberation often begins with a single utterance. When we dare to name what has been hidden, we begin to create a world where no one must whisper the truth of their own body ever again.


    Special Note

    If you are interested in more book reviews, indie author interviews, book analyses, short story analyses, poems, essays, essay analyses, and other bookish content, check out my blog, insaneowl.com. If you are interested in purchasing my books, you can visit the products page on my blog or check them on Amazon. There’s a lot of good stuff to buy! Happy reading to you always!

    ©2025 Fiza Pathan

  • ‘Losing Earth: A Recent History’ by Nathaniel Rich: Book Review

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    Title of the Book: Losing Earth: A Recent History

    Author: Nathaniel Rich

    Publisher: MCD (Farrar, Straus and Giroux)

    Publication Year: 2019

    Pages: 206 pgs.

    ISBN: 978-0-374-19133-7

    Age Group: IBDP, AS and A Level and IGCSE

    Genre: Science/Environment/Politics Non-Fiction

    IBDP and IGCSE Subjects Covered: Global Perspectives, Global Politics, History and Sociology

    Review Written By: Fiza Pathan

    Introduction

    Global Warming is not a long-term effect that ‘will happen’ or is something that will be a ‘foreseeable future’. Global Warming is happening as we speak, and anyone who tells you otherwise is undoubtedly a pro who has been manipulating the facts for decades as a ‘master gaslighter’ (go figure!). This is because it is ridiculous to say that there isn’t anything like Global Warming when you are sitting there in your mansion and typing that very sentence on your X (Twitter) or Facebook account in the first place. After all, you could not go out because your city or town was on orange alert because of a simple rainstorm or snowstorm!

    You would not have been sitting there in your mansion typing about there ‘not being global warming’ if there was no orange alert, period. You would be mooching about wasting the remaining part of your existence doing other things like getting more beer for the freezer, fixing your golf club (that incorrigible driver and wedge!), or eating an alligator from the local diner. But the fact that you got scared about your life and wished to stick it out at home rather than risk yourself outdoors indicates that you are aware that something is not right. That everything is not as it was 20 or even 25 years ago. The weather and climate have both changed, and changed for the worse. You don’t need a satellite or two or a rocket to go out of space to tell you that. You can see it in your perpetual rain and snow storms; you can feel it in the never-ending heat-wave of the tropics; you can hear it in the multiple cyclones and hurricanes that constantly follow your path; you can taste it in your disgusting over chlorinated drinking water because your tank water was so polluted that the only way it was fit to be consumed was by pouring a whole lot of disinfectant in it; you can smell it (the garbage) sometimes because otherwise your nose is always blocked because you are perpetually having the flu, Influenza, the viral, Swine Flu, Bird Flu, COVID, Monkey Pox, Malaria, Dengue, etc.

    You don’t need anyone else, like a politician or a famous scientist, to ratify for you about global warming, YOU KNOW IT IS HERE and IT HAS ARRIVED. And you also know that we are too late to prevent global temperatures from escalating by the end of this year to more than 2 degrees Celsius.

    We are already too late.

    But according to many people, especially in the West, they wonder how it ever came to this in the first place. Wasn’t there any warning? Did not our scientists, physicists, astronomers, et al., expect this, and did not they try to stop us from making the planet Earth a massive tomb or coffin for the whole of humankind? The book being reviewed today written by ace-journalist and researcher Nathaniel Rich informs you that those scientists DID warn the Earth and all its many countries about Global Warming not only in the crucial decade of 1978 to 1989, but even way back in the 1940s and 1950s, just when World War II came to a catastrophic end with the atomic bombing of Hiroshima and Nagasaki.

    They did warn our powers that be, who were representing our interests, but who cared more for temporary short-term gains and their retirement plans than our future. These powers that be, including politicians, directors of major fossil fuel companies, influential millionaires, international government officials, and globally acclaimed scientists, have chosen to ignore the signs rather than implement drastic lifestyle and policy changes to save our planet – our only home, regardless of what Elon Musk may say. Even if Mars or whatever manages to be colonized by humankind one day, it still will not be anything close to our lives here on Mother Earth.

    And we have ruined it, says this well-researched and chronicled book. We’ve ruined our long-term chances of survival for short-term gains, period.

    But who were these stalwarts who tried to talk sense into the masses of powers that be who were holding the reins to our future? What did they do to make sense out of money crazy politicians and to force the hands of international governments to write some semblance of a ‘policy’ towards the clubbed issues of global warming, climate change, the hole in the ozone layer, and the mass extinction of our flora and fauna? That is something tackled by this book, making it not only compulsory reading for every human being on planet Earth, but also for every IGCSE, IBDP, AS and A Levels student who has already been equipped through their IB and IGCSE PYP and MYP courses over their school years about information regarding global warming and climate change and who need to know the truth about the people who messed up their present as well as their future. This book will also teach them about the heroes of this epic saga trying to make the powers that be see reason about this issue – heroes like Rafe Pomerance, Gordon MacDonald and James Hansen, who risked their work, their reputations, their jobs and ultimately at times their sanity, if not their lives, to keep this issue alive which they have successfully managed to do so. That is why we still hear about it today in this post-truth era and the rise of the age of Right-Wing Strong Men Politicians globally.

    We are still getting to hear about global warming and climate change because the syllabus of the IB and IGCSE focus on the same right from the PYP, right through the MYP, making the International Board students climate conscious and aware about the ways and means to effectively prevent the growth of global temperatures and how to make the Earth a more healthier and less polluted place to reside in. Even if state and national government boards wish to downplay this crucial issue, the IGCSE and IB boards will not let that happen worldwide.

    It is imperative that International Baccalaureate (IB) students are updated about the decade that has brought us to where we are in this world, which is experiencing a climate crisis. ‘Losing Earth: A Recent History’ will focus on the science, history, and also the politics related to this particular decade between the years 1978 and 1989, as mentioned earlier in this review. The book is informative, enlightening, highly revealing, and expository.

    History also has to be included as a subject in this category as ‘Losing Earth’ teaches students about a crucial time towards the end of the 20th century that will probably outlive the History of the Fall of the Berlin Wall, the fall of Communist USSR, the assassination of PM Rajiv Gandhi and the India-Pakistan Kargil War, et al., because this topic in our contemporary history beats all the others; because it is about a long term consequence which is taking place right now as we speak and read this review in full swing.

    Synopsis/Summary

    ‘How to explain the mess we’re in? Nathaniel Rich recounts how a crucial decade was squandered. ‘Losing Earth’ is an important contribution to the record of our heedless age.’

    –           Elizabeth Kolbert

    (Author of the book ‘The Sixth Extinction’)

    In the book ‘Losing Earth: A Recent History’ by Nathaniel Rich, we first come across a few scientists who are instrumental in the formation of the initial Charney Report concerning Global Warming to be taken up as a Government Issue worldwide and for policy decisions to be made on the same. Furthermore, James Hansen, a nondescript physicist, analyzes his alternative planet world simulations, revealing that by the year 2000 A.D., the Earth’s global temperatures would have risen by 2 degrees Celsius, exceeding the normal temperatures suitable for the planet. Eventually because of this, severe climate changes would ensue along with the rise of flood waters, loss of coastal landmasses, massive environmental hazards like major earthquakes, hurricanes, volcanic eruptions and tsunamis and all this would needless follow alongside the complete melting of the polar icecaps which would cause a major hole in the ozone layer and worsen the greenhouse effect on the planet leading to severe rise in temperatures. The most disheartening aspect of James Hansen’s predictions is that, despite Western developed countries, primarily the USA, being responsible for most carbon emissions and fossil fuel depletion and use, it is developing and underdeveloped countries that will bear the brunt of the adverse effects of climate change. He, along with Rafe Pomerance and the politician and statesman Gordon MacDonald, attempted to persuade the reigning Western and then global powers that be to initiate a policy addressing this issue, raise awareness, and, first and foremost, implement a carbon emission tax. The US presidents during this crucial period, namely, President Jimmy Carter, President Ronald Reagan, and President George H.W. Bush, all failed to prioritize this issue at their election rallies and respective presidencies to maintain the popular vote. Similarly, in the present time, no President receives the popular vote if theythe people are taxed for something not currently visible but which is going to happen in the foreseeable future or is a culmination of various smaller events. After a series of negotiations, long nights of endless discussions and even some more begging even on the part of fossil fuel companies like Exxon to study the matter further and to at least start the process of carbon emission taxation to deter the addition of carbon dioxide into the atmosphere – eventually, everything fell apart during the reign of US President George H.W. Bush. The book notes that President Bush was initially sympathetic and aware, but later became partially vagrant and wayward in his stance on global warming and climate change. Unlike most Americans of the 1980s, he did not believe in the hole in the ozone layer, and he found it difficult to relate the same phenomenon to global warming and climate change. The book ‘Losing Earth: A Recent History’ indicates that it took the three heroes Rafe Pomerance, Gordon MacDonald and James Hansen a lot of time, effort and scientific jargon made simpler to indicate to Western countries, especially the USA that the hole in the ozone layer and global warming with climate change both were related to one another! Yet, despite President Bush sympathizing with the scientific fraternity fighting for this cause, and these individuals were already being ‘camped’ as the ‘Left Wing’ scientists of the USA, he revealed that he could do nothing much because his hands were tied regarding national policy about something in the foreseeable future which could take longer than even 20 years. President Bush was vague about the claims of Rafe Pomerance, Gordon MacDonald, and James Hansen, but it would be John Sununu who would come in the way of a final deal regarding a cut in US emissions. The book then shows us, in its magnificent and well-crafted yet hard-hitting afterword, how, from the 1950s onwards, scientists and officials from fossil fuel and oil companies were aware that something like global warming was going to take place. Ironically, and indirectly, most US citizens, if not anyone else, were aware of Global Warming and Climate Change because, in quite a few newsreels, movies, and documentaries of the 1940s and 1950s, a reference was always made to the same, especially about increasing temperatures across the Earth. One example of the movie ‘The Unchained Goddess’ was mentioned in the book ‘Losing Earth’, along with the crucial dialogue for the same. Yet, it has been proven, says the afterword, that by negating the existence of Global Warming, we are proving without any shadow of a doubt that we care a tuppence for the lives of our so-called ‘children and children’s children and their children in turn’. It is sad, it is murky, but it is real – the greatest fraud humanity has ever committed – probably the most hair-raising one of all, is that we refuse to believe that actions have consequences. Especially actions against the environment. The end of the book signals for us to change our lifestyle choices for the sake of the planet – not just to alter our habits, but to fundamentally change our way of life, which would even mean to rid ourselves of the conveniences of our everyday existence forever. Otherwise, it is certain that the waters of the Earth will rise and probably like the famous photograph of one of our book’s heroes, Gordan MacDonald from Discovery, we will witness by the year 2030 the horror of seeing the Washington Monument underwater; and probably we’ll at last make that trip to the Grand Canyon, but our sea vessel will be floating over it!

    For more information on what that earlier capitalized FOREVER means about the lifestyles that we should then be forced to adopt as human beings for our survival, please refer to my book review of the 2020 Booker Prize Shortlisted book ‘The New Wilderness’ by Diane Cook on my literary blog, insaneowl.com.

    This deeply researched, deeply felt book is an essential addition to the canon of climate change literature. Others have documented where we are and speculated about where we might be headed, but the story of how we got here is perhaps the most important one to be told, because it is both a cautionary tale and an unfinished one.’

    –           Jonathan Safran Foer

    (Author of the book ‘Eating Animals’)

    Book Analysis

    ‘In this book, Nathaniel Rich demonstrates exquisitely how shallow the debate of a deep problem – the planetary scale and civilizational consequences of climate change – exacerbates the problem. We are still a long way from thinking about climate change in the multi-century frame we need to deal with realistically. Getting there will be a new skill for humanity, if we get there.’

    –           Stewart Brand

    (Author of the book ‘Whole Earth Discipline’)

    ‘I urgently appeal, then, for a new dialogue about how we are shaping the future of our planet. We need a conversation which includes everyone, since the environmental challenge we are undergoing, and its human roots, concern and affect us all. The worldwide ecological movement has already made considerable progress and led to the establishment of numerous organizations committed to raising awareness of these challenges. Regrettably, many efforts to seek concrete solutions to the environmental crisis have proved ineffective, not only because of powerful opposition but also because of a more general lack of interest. Obstructionist attitudes, even on the part of believers, can range from denial of the problem to indifference, nonchalant resignation, or blind confidence in technical solutions. We require a new and universal solidarity. As the bishops of Southern Africa have stated: “Everyone’s talents and involvement are needed to redress the damage caused by human abuse of God’s creation”. All of us can cooperate as instruments of God for the care of creation, each according to his or her own culture, experience, involvements, and talents.’

    –           Pope Francis

    (LAUDATO SI’ Introduction 14-22)

    This book, titled ‘Losing Earth: A Recent History’ by author Nathaneil Rich, is a part of contemporary 20th-century history and Geo-Politics with regards to how we’ve got to this stage where it is an inevitability that the Earth’s temperatures will increase by 2 degrees Celsius. Nothing can stop it, because those countries whose statistics can tip the scale are not interested in following a reasonable climate policy for a safe and cooler global climate.

    It was interesting to note among many revealing and informative facts from this book that the countries India, the Philippines, Gambia, Morocco, Ethiopia, Costa Rica and Bhutan are the only countries in the world since the crucial date of 1978 post the release of the Charney Report, who are close to limiting emissions at the level necessary to keep warming to 2 degrees. If we can’t prevent it from rising by 2 degrees, we must ensure it stays at 2 degrees from now on, or we’ll face even worse consequences!

    It was also heartening to note that the only world leader until 2019 who directly addressed global warming and climate change was the recently deceased Pope Francis, who served as Pontiff of Rome from 2013 to 2025. In his 2015 Encyclical ‘Laudato Si’, he categorically calls this heinous act against Mother Nature a sin and, in turn, gave a sort of shout-out to Ecumenical Patriarch Bartholomew, also known as the ‘Green Patriarch’ who is the Spiritual Leader of Orthodox Christians. It was Patriarch Bartholomew who first:

    ‘…called on every living person to repent for the ecological damage we have contributed, ‘smaller or greater, to the disfigurement and destruction of creation’……’

    –           Nathaniel Rich

    (Losing Earth: Afterword page 193)

    It was surprising to note that only Pope Francis and Patriarch Bartholomew were the famous individuals who openly, in their form of ‘governments’, tried to make some ‘policy’ changes regarding the way at least the Catholic Church would now tackle the issue of global warming and climate change. It would be equated with sins of a serious nature, and Catholics would be held accountable for their actions in this regard. They would also focus their attention on addressing the issue and trying to lessen global temperatures by heeding the advice and guidance of environmental scientists and other international global warming experts.

    The afterword of the book ‘Losing Earth: A Recent History’ also called out:

    ‘….the unrestrained efforts of the fossil fuel industry, compounded by the ingratiating abetment of the Republican Party of the USA to suppress scientific fact, confuse the public and bribe politicians in their country.’

    –           Nathaniel Rich

    (Losing Earth: A Recent History: Afterward Page 181)

    Author Nathaniel Rich

    Thus, many skeletons from various cupboards were let loose upon the world through this book, and in this analysis giving justice to all aspects of the text is next to impossible for one simple blog post. However, in the context of the IB and IGCSE subjects of Global Perspectives, Global Politics, Sociology and History that I the writer of this review/analysis Fiza Pathan am willing and am being trained to teach at the IB and IGCSE level, here are a few points for analysis that can be explored in depth and can afford for a brief discussion accordingly:

    (1) Because of the increased efforts in the USA since the year 2016 to accelerate the use of the remaining meagre fossil fuels available on this planet in the form of natural gas, coal and oil, the estimate of James Hansen and others and their predictions of the crucial decade of 1978-1989 can be just turned into everyone’s worst nightmare. This is because unlike the earlier estimates, it is evident now that the using up of fossil fuels will happen sooner than expected, that no lasting and issue based (serious) efforts are being made with regards to alternate forms of energy production like solar panels, hydroelectricity, etc, and most importantly that the heating of the earth with the rising of flood water levels along vulnerable coastal areas will take place sooner than ever expected. Sadly, we will probably be witnessing our worst living nightmares – the seas and oceans taking over by 2030, guaranteed.

    (2) Global Politics IB and IGCSE students as well as students of Global Perspectives will take note that in addition to the fact that 1978-1989 was a crucial year in climate change history, it was then the job of scientists and politicians to try and prove whether or not global warming was serious or not -something that will happen now or much later in the future. Now post-2016, the situation has turned into a cacophony of lies where the aim is to deny that the problem ever existed in the first place. American scientists from the Republican side have been systematically brainwashing and disseminating fake scientific information regarding this issue, or the lack of it, to suit the purposes of the big fossil fuel and oil companies, as well as self and public-destroying statesmen in office. In fact, as a Global Perspectives question at the IGCSE, I can see inserts regarding Climate Change, coastal reclamation of land by the sea, and mass displacement, along with issues related to immigration in the USA, being a part of the syllabus and a crucial interconnected question in the Global Perspectives question paper. The Immigration Policy of the USA post-2025 will have a vital effect, according to ‘Losing Earth’, upon several American states, especially the state of Florida. Again, the interconnected aspects of Poverty, draconian immigration laws, rising water levels due to global warming, etc., can be a foreseeable set of issues in a future Global Perspectives IGCSE or O Levels Paper.

    (3) It is not that the politicians and statesmen of today are convinced that there is no such thing as Global Warming. Like Nathaneil Rich states, they have brainwashed everyone into believing that they are confident that there is no such thing as global warming!

    (4) Where Sociology is concerned in IB schools at the IBDP level, it was earlier believed that countries like India and China did not make a real dent in the whole carbon emission cycle business, unlike the USA and other European countries. However, it is evident that with the rise of urbanization and further modernization of these countries, their role in this destructive cycle can be crucial to the overall global temperature figures coming out post-2025. In fact, by 2026, China will surpass the USA as the world’s largest emitter of carbon emissions.

    (5) For those students who wish to add to their Climate Change information base regarding the following:

    1. Aerosol Pollution

    2. ‘World Conference on the Changing Atmosphere: Implications for Global Security’ at Toronto

    3. Vienna Convention of 1985

    4. Montreal Protocol of 1987

    5. The IPCC or the Intergovernmental Panel on Climate Change

    Please refer to the non-fiction book under our study today titled ‘Losing Earth: A Recent History’ by Nathaneil Rich and get a bird’s-eye view of the respective roles of each contributor during this decade who tried to make the future more livable. It will add to your already adequate repertoire of collected information regarding the same during your MYP and PYP classes. This is unique information not usually mentioned in most other books published these days, nor in most online information resources, nor correctly yet on AI.

    Book Review

    I found the book to be unique and revelatory, as mentioned before, especially about the roles of various reports used during crucial climate change and global warming meetings like the 1981 study by James Hansen titled ‘Climate impact of increasing atmospheric carbon dioxide.’ I found all of James Hansen’s reports to be enlightening and not exaggerated. The author Nathaniel Rich also managed to compose James Hansen’s words and explanation in a calm and ‘concerned professor-like’ tone, which appealed to me, and I’m sure it will appeal to many readers of the report and research-study portions of this text.

    The essential episodes during that crucial decade like the publishing of the 1981 study on Climate impact of increasing atmospheric carbon dioxide by Hansen and others, the release of the Charney Report, the 1985 a joint UNEP/WMO/ICSU Conference on the “Assessment of the Role of Carbon Dioxide and Other Greenhouse Gases in Climate Variations and Associated Impacts”, 1988 the WMO established the Intergovernmental Panel on Climate Change with the support of the UNEP, etc., were handled beautifully and suspensefully enough for the book to read almost like an apocalyptic thriller, but with a workable solution at the end of it rather than just sadistic destruction and chaos.

    The scenes of the many global conferences in that decade, between 1978 and 1989, especially between 1985 and 1989, were crafted vividly, and one could easily picture everything like an HD motion picture with sound effects, etc. That terrible climax to a great decade of hard work gone by, orchestrated by US politician John Sununu, sounded in the book like a death knell worse than the ones heard at state funerals in Europe. It was an anti-climax for the US government to negate the whole idea of global warming and its long-term effects. I could not believe that we were this close to living with our luxuries and other conveniences, maybe for a very long time to come along with our kids, but without beating about the bush (sorry! really!) the last nail on that coffin was sealed by Sununu with the Republican Bush Government take it or leave it. At least I give President Bush credit for admitting that he believed in the cause and the issue, but his hands were tied.

    The sad thought from President Bush is beautifully summed up by the author in this book, who notes that the seriousness with which US Presidents address the Global Warming issue spans as long as two Presidential terms. President Barack Obama, to play devil’s advocate here, also managed to pose himself as a great emancipator of all those who were fighting for the lost cause of global warming. But ironically, which President Trump does not fail to highlight in his many rally speeches, it was during the tenure of President Barack Obama that the most significant consumption of fossil fuels took place which outbeat not only all the previous decades gone by right since the Industrial Age, but it also outdid all the hard work put into the 1990s in the name of uniting the world towards creating a more greener and cleaner earth! He even attempted, like President Clinton, to introduce a carbon emissions tax in Congress, but, as usual, it was vetoed. To save his Presidency from further harm, he backed out of taking a more decisive step on Global Warming and Climate Change. The irony was that President Clinton and President Obama both Democrats had managed to pull the wrong strings just at the time when the Climate issue needed their greatest aid: President Clinton thought of propelling his tax forward during the time when the infamous Lewinsky case was going on; President Barack Obama tried to do this during the very first year of his Presidency when the Republicans were already blaming him with alleged money frauds, etc.

    President George W. H. Bush
    President Bill Clinton
    President Barack Obama

    For more information on President Barack Obama and his years as President check out my book reviews on insaneowl.com of the following books ‘The Audacity of Hope’ by Barack Obama, ‘A Promised Land’ by Barack Obama, ‘Change We Can Believe In’ by Barack Obama and ‘To Obama, With Love, Joy, Hate and Despair’ by Jeanne Marie Laskas.

    So the ending of the book ‘Losing Earth’ was like a death sentence. Maybe one could say that it is a death sentence in layers. If water levels rise by 2030, World War III could commence that year, and smaller-scale pandemics, coupled with disastrous weather conditions, would plague developing and underdeveloped countries. We will officially have to change more than just our AC regulators or the type of fridges we have in our kitchen. We will probably have to give up our technologically advanced lives, as suggested by ‘Losing Earth’, and revert to a more basic and primitive style of life, as often depicted in science fiction apocalyptic books, movies, and now OTT serials. If we really, at this point, care about our ‘future generations’ and we still seriously want to bring more children into this cruel world, then we’ll have to go back quite a bit. My estimate would be where lower middle class and poor citizens would be concerned only of their country, considering the increasing number of detrimental viral and flu diseases that will plague us, we better shift to the foraging and hunting gathering stage or better something the way our 20th century Bedouin friends in Arabia and the Sahara lived their days out.

    I’m not joking.

    Since most of the USA will probably be submerged, especially the greater part if not the whole of the Grand Canyon area, I will right now not be in a position to determine what kind of life will be suitable there for them to recoup; especially considering the turmoil in their political system currently, but I would again estimate that it would have to be based on more of an underwater city. Additionally, a more eco-friendly city built above the skyscrapers, which would be underwater, is a great idea. Utilizing more green technology, such as ‘ship vessels’ or ‘light-weight submarines,’ would be an effective solution.

    I’m serious. I’m giving tips that have been pondered upon by plenty of scientists who have their minds in the right place.

    There is no more time for damage control; we are way past that now. It is time we accept the inevitable and move on from there, despite our many right-wing strong ‘I gotta be a macho man’ statesmen and political leaders (now my favorite 1980s band, Village People, is playing in my head! Sigh!). It will be tough, but it will be inevitable when the waters come, let alone anything else.

    A few tips from ‘Losing Earth’ for IB and IGCSE Global Perspectives and Global Politics students for their projects (IOs) and exam papers:

    • Exxon, SHELL and other fossil fuel and oil companies did start by trying to aid the investigation and awareness campaign about Global Warming, but turned back for a reason not totally definable or definite, at least for our three heroes and their team (Rafe Pomerance, Gordon MacDonald and James Hansen – we must never forget these true USA heroes!). However, it is identifiable that the moment the Right Wing Republican Scientists, or rather fake scientists, started downplaying the Global Warming issue to the public, we suddenly saw that these big oil companies backed off from their earlier intended proposals.
    • The US presidents mentioned in this book are not being demonized; instead, the book and its writer are trying to put things into perspective. The truth is, they were merely victims of their popular vote bank and their own ambitions to keep their tenures and seats at all costs, through thick and thin, even if that meant that the ozone layer was getting thinner and thinner! A special shout-out nevertheless to only one US President who at least towards the end of his Presidency as well as later during the trying tenure of President Ronald Reagan, managed to inform not only America but also the whole world about Global Warming and its many after effects – President and Humanitarian Jimmy Carter is that President and it is heartening how he latched on to this and tried to carry it forward. The whole situation should have cropped up before 1978, before Jimmy Carter’s tenure was spent focusing on restoring a sense of morality to both domestic and foreign policy following the traumas of the Vietnam War and Watergate. If IB and IGCSE students especially from the bustling IB and IGCSE school of Podar International, Santacruz manage to delve more into the life and times of President Jimmy Carter rather than only the many foibles of his successors, we can get a lot of useful material for our projects and thesis papers, especially in Global Perspectives and now strangely, even in a IBDP subject like English where the IO project is focused on the comparative study of a novel or a set of poems, an artwork and then a major global issue. What could be a major common factor in most fiction novels of the day, including those dating from the European Industrial Age, other than Global Warming?
    • Do not consider that any policy now can keep the Earth’s temperature from increasing by 2 degrees. It is happening and probably before this year 2025 ends, we will not only sadly be a full 2 degrees hotter as a planet, but we’ll immediately be moving onto covering the next half a degree lap and by 2027 we’ll be another degree hotter. The book ‘Losing Earth’ has been trying to indicate that 5 degrees Celsius is the death sentence, and more irresponsible use and even wastage of fossil fuels with no sustainable development in sight will be the death of our species; period.
    • A significant debate took place during the critical period from 1980 to 1985, as detailed in the book, to confirm a temperature rise that would be ‘workable’. Yes, although James Hansen had bluntly stated 2 degrees, it was debated whether such a serious rating should be shared with the US public or if a more alarming rating should be shared to ensure that some seriousness would be taken in this matter! After initially deviating from 2 degrees to 1.5, then to only 1, which would be totally incorrect, and finally to 2.5, which freaked some of the US fossil fuel companies out, we eventually came back to a safe 2 degrees rise in global temperatures. The point is that it could be more, since 2 degrees was just an estimate at the end of the day, not exactly a scientific fact! But definitely, it won’t be less than that, sadly.
    • In the field of Global Perspectives and Sociology, it is painful, as mentioned before, to note that the people worst affected by Global Warming are the people who could never afford to emit so much carbon emissions in the first place. These countries being among the poorest, the countries including India will be severely affected by the after shocks of severe Global Warming including rise in sea levels, more contagious and debilitating flus and fevers affecting the population, more pollution, hygiene and sanitation issues, flooding, erratic monsoons, severe rains, cities becoming more polluted, the urban air becoming unbreathable etc. The poor will be most affected. In India, the heat is excruciating when temperatures rise above 40 degrees Celsius at noon. Moreover, the humidity during the monsoons exacerbates the heat, making the weather remain hot, if not hotter. This makes living, working, and studying conditions next to impossible and agonizing. As more slums grow in cities and other urban areas, traffic issues will escalate to a point where it will be imperative to seek the aid of some billionaires to start creating some air vehicles to reach a place of work or study on time! With no alternative but to remain in India, considering the immigration issues taking place worldwide, the future of global warming will only rattle the bones of the poor, who already are skin and bones because of hardship, dire destitution, and innumerable national budget issues.
    • Consider other minimalistic and simplistic modes of living that are congenial with the Earth, characterized by less technology and more sustainability. The time has come for us to embrace this, especially to protect our future children from deadly airborne viral and flu ailments, particularly those born after Gen Beta. Their constitution won’t be as good as ours. So they will be susceptible to deadly viruses that will plague our many nations, not to mention the chronic and lethal air pollution that will plague our atmospheres post-2030. Some concerned parents will even consider disbanding from ‘real life’ to retreat to the remaining forests, jungles, and woodlands for the sake of their children’s health and well-being. I hardly think everyone will commit mass suicide when such an eventuality comes up; humans are very accommodating and adjustable animals – I hope!
    • Study the atmosphere of Venus like Dr. James Hansen, even if you don’t have a simulator or a simulated environment. Realize, as you study, especially IBDP students, that Venus was very much like Earth more than the ways we have learnt in our old Science or UOI PYP classes, like the fact that they are both the same size, they both have an atmosphere, they both are rocky inner planets, they both have clouds, etc. They also share comparable atmospheres with complex weather systems. However, Venus’s atmosphere is vastly different due to a runaway greenhouse effect that makes it the hottest planet in the solar system. Venus’s thick, carbon dioxide atmosphere traps heat, creating an extreme greenhouse effect and scorching surface temperatures that can melt lead, making it the hottest planet in the solar system. One fine day, the planet emitted too much carbon dioxide into the atmosphere. It did not wait for more to be emitted when the total greenhouse effect took hold of the planet, making it an extremely hot and unlivable planet at an unbelievably fast rate, like what it is today. With the loss of oceans and the absence of Plate Tectonics, massive and sustained volcanism released large amounts of CO2, and the lack of water recycling contributed to Venus becoming a hot, uninhabitable ball of land. Strangely enough, it was once livable like Earth, but the planet’s surface was resurfaced within the last 500 million years, making it difficult to find evidence of ancient conditions. Scientists use computer models and simulations to understand how Venus evolved, with studies suggesting that a near-global resurfacing event could have been the turning point in Venus’ history. As an IB or IGCSE PYP student who has studied Science or UOI in the past, the situation the Earth is in today is very similar. If we hit that 5-degree rise in temperature mark, we may become the next Venus.
    President Jimmy Carter
    Venus

    I want to mention here a heirloom of our shared contemporary past and a major part of this book. Former Vice President Al Gore’s contribution to the climate change issue has been a significant focus, which we lauded in 2006 when his documentary movie ‘An Inconvenient Truth’ aired worldwide and stunned us into a deathly silence. We then realized how serious this issue could be and who was partially complicit in hiding the facts from us. However, there were many instances during the latter portion of the 1980s where Al Gore’s stance on Global Warming and Climate Change was not clearly articulated by him personally or by his aides or media staff. We can see here that politics and economic gain have always trumped the climate. Also, notwithstanding that Al Gore himself is a highly controversial US Political figure and an inconvenient truth in himself, it is applaud worthy of him to have gone out of his way to put before a larger portion of the Western public an issue that will affect all of us, some worse than others. I highly recommend that all Global Political students, particularly those at the IBDP level, watch this movie before starting their research papers. IGCSE Global Perspectives students will also find the viewing of this movie very helpful and informative to aid them in answering their papers, and especially to revise earlier MYP Global Perspective topics of:

    (a) Climate Change, energy, and resources

    (b) Environment, pollution, and conservation

    Conclusion

    Whatever our differences as people, we must set aside everything else to assess what has come before us and what we can do to salvage the situation. Some of us have been here long enough to acknowledge that we allowed the whole thing to slip right past us, despite numerous signs to the contrary. Whether it be documentaries or encyclicals of Popes from Pope John the XXIII to even Pope Benedict XVI let alone the writings of late Pope Francis, Hollywood movies or newspaper articles galore, featured stories in the magazine Nature about Global Warming for decades to even pop stars like Michael Jackson for whatever reason publicizing about the issue on live TV through his concerts – we still chose to be indifferent and not see the real signs of the times. Or rather, the red traffic lights right in front of our faces! This is because we human beings tend to say, like in India, ‘we will adjust when the time comes’ or ‘we will know how to manage then’ or ‘some brilliant scientist will think of something by that time and we’ll be saved’. But we can’t ‘adjust’ ourselves out of this conundrum this time. Read this book to understand that if you genuinely care about ‘our future generations’, this is our last chance.

    Special Note

    If you are interested in more book reviews, indie author interviews, book analyses, short story analyses, poems, essays, essay analyses, and other bookish content, check out my blog, insaneowl.com. If you are interested in purchasing my books, you can check the products page of my blog or on Amazon. There is a lot of good stuff to buy! Happy reading to you always!

    ©2025 Fiza Pathan

  • ‘The Monkey Theory: Conquer Your Mental Chatter’ by Sfurti Sahare

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    Introduction

    We are surrounded by Gen-Alpha and Gen-Z students who are victims of severe cases of procrastination, anxiety, disorderly behavior, and a heightened sense of materialism. They look for validation for their existence from social media and their peers, both of which are detrimental to their overall development and growth as ethical adults of the future. Never before has such a crisis occurred where the younger generation seems ‘unfit’ to take on the responsibilities of a hi-tech, fast-evolving society. Instead, they have become the victims of the various issues related to this accelerated model of societal development, including becoming hardcore addicts of gaming, drugs, alcohol, vaping, smoking, gambling, racing, and the like. In such instances, life coach and motivational speaker Sfurti Sahare brings out this timely self-help or how-to-book for the young to tackle the mental negative chatter that dominates their waking moments.

    Sfurti Sahare is the national bestselling author of ‘Think And Win Like Dhoni’, published by Jaico Books, which established her name in the Indian publishing world as a winning motivational speaker, life coach, and success manual expert. It also established her name as a reputed sports writer, and now she will be coming out with her latest sports how-to book titled ‘Think and Win Like Virat: 5 Success Secrets’. Sahara has a knack for breaking down complex psychological jargon into lucid and easy-to-understand story mnemonics for the young to understand, especially those not used to reading heavy self-help books or those from our present troubled Gen-Alpha and Gen-Z generation.

    In ‘The Monkey Theory: Conqueror Your Mental Chatter’, Sfurti Sahare, through a series of monkeys that live in our brains like the Drunk Monkey, Anger Monkey, Fear Monkey, Procrastination Monkey, etc., manages to decipher the negative mental chatter the young indulge in every day, sometimes 24/7, especially while at school, college, or on social media. She also challenges the reader to win over or defeat their negative monkeys and fulfill only the dreams and ambitions of the Human Monkey, the only monkey that seeks the betterment of humans. Sahare believes that we can overcome our hidden demons, or mischievous monkeys, to get to where we want to see ourselves as successful, happy, and ethical citizens of the new global future.

    Synopsis

    “It’s not talent that makes a winner. It’s what you do with the talent that matters.” ― Sfurti Sahare (Think and Win Like Dhoni)

    The book begins with the Human Monkey in a hypothetical crisis about how to fulfill his dreams when he is at every point in his existence thwarted in his attempts by various negative monkeys in the form of negative self-talk or mental chatter. He mentions his struggles with the P-Monkey or Procrastination Monkey, the Fear Monkey, the Drunk Monkey, the Complaint Monkey, the Aggression Monkey, etc. The author then, through the help of the hypothetical idea of an ‘Eagle of Wisdom,’ takes the Human Monkey on a journey of inner healing and transformation that does get a person to reach their goals and to fulfill their various aspirations in life for the betterment of themselves and the world at large.

    During this process, the Human Monkey is shown a series of life examples showcasing how one gives into procrastination, anxiety, self-doubt, aggression, complaints, etc., and then how to eliminate these negative emotions, turning them into opportunities for success, thereby creating a foundation for more positive and beneficial monkeys ruling the mind of the individual and not the earlier unruly negative monkeys. The hypothetical Eagle of Wisdom takes such a Human Monkey on a journey to the heart of the mental chatter where the positive monkeys are kidnapped and onto a magically peaceful island called the ‘purple island’ that individuals can use as their go-to place to remind themselves not to let their emotions take the better of their rational judgement and sense of equilibrium.

    Using simple analogies, real-life examples, and engaging exercises, Sfurti Sahare manages to convey the required requisites needed for every Gen-Alpha and Gen-Z individual to stop letting their mental chatter get the better of them and instead start crafting their own future using their talents, skills, and resources at their disposal. This is because it does not depend on how smart, wealthy, resourceful, and organized you are but on how you use those talents, resources, skills, etc., to achieve what you need in this lifetime. And you only live once as the personality you are! So why waste one’s life running after trivialities when life needs to be seen in the bigger picture beyond what one can easily see and perceive? In this book, Sfurti Sahare teaches us to look beyond what we see.

    Analysis

    This non-fiction how-to or self-help book is the perfect tool for Gen-Alpha and Gen-Z individuals struggling with issues that their predecessors normally did not face while growing up. This is because their predecessors, including young Millennials, have been given the opportunity to have several things at their disposal for free, which is not available to their successive generations, and the following list speaks of these unique opportunities that they had:

    1. Leisure Time in plenty to do as they please, especially to be content to be with themselves and to do their own thing, be it playing a musical instrument for long hours at a stretch, painting with watercolors all night, reading novels in a park till the sun sets, etc., or even just sitting idle and watching a natural scene like the sunset, the sunrise, the activities on a beach, children at play in a park, animals going about their daily errands, flowers blooming, etc. They had the leisure and the dignity to take time off in plenty to ‘stand and stare’ and participate in rejuvenating and revitalizing leisure time.

    2. They were not so materialistic and prone to giving into affective values like loyalty, love, compassion, empathy, mercy, gratefulness, remorse, etc. All these emotions came naturally to them, and all could be easily identified from the expressions of these Boomers, Gen-Y, Gen-X, and Millennial Individuals. It was not difficult for past generations to emote and feel the pain of others; it did not take a lot of effort to do so. Money, fame, power, gadgets, etc., were not the ultimate sources of lasting fulfillment for these earlier generations. Instead, feeling comfortable with themselves and being contented individuals doing their best to help one another is what defined these people best.

    3. They were very much in tune with nature and spent more than 85% of their waking moments surrounded by nature or within the bosom of nature. Playtime was always meant to happen outdoors in gardens, parks, fields, meadows, near river banks, etc., where knees were scraped, dips were taken in cool pools, swings were made with tyres attached to branches of trees with a strong rope, basketball, and cricket galore were played on hot, dusty fields, flowers were plucked and scattered upon each other like confetti and no bicycle race in the wild was complete without a good roll in the wet mud.

    4. Their lives were not a rat race of tuition, competitive exams, portfolio submission work, CV updates, extracurricular classes for credit, and working late into the night trying to make it to the University of their Dreams. Life was simply – simple! Life was not a never-ending competition, and your worth as a human did not depend on the money in your bank account and your previous stalwart alma maters. Life was beautiful because it was not a race.

    5. They loved to play ‘make-believe’ games and dramatize situations like being a doctor in the hospital, a teacher at school, or a policeman, being the Famous Five or the Secret Seven, depending on how many friends came out to play that day with their dog or dogs! It prepared them to empathize, so it was not difficult for them to think out of the box or from another person’s point of view or perspective about a situation.

    6. They believed in a better tomorrow where hope would dry the tears from each one’s tired eyes and where self-efficacy equaled responsibility towards not only one’s own education but also the positive edification of others. They did not drown themselves in addictions just because they felt reality was too difficult to digest.

    This is all what Gen-Alpha and Gen-Z lack, but Sfurti Sahare has managed through this book to bridge that gap by making the young focus on their strengths or positive monkeys rather than their negative monkeys. In her book, the author mainly focuses on the Procrastination Monkey, the Fear Monkey, the Drunk Monkey, and the Positive Human Monkey. She mentions that we need to focus on the Human Monkey’s wants and needs because only they align with our dreams and aspirations to make us better versions of ourselves. The other monkeys only seek temporary solace in life and do not like to go the extra mile to work hard to fulfill their goals in life.

    The P-Monkey or the Procrastination Monkey tends to distract the young student from achieving their goals. The P-Monkey does not focus on hard work and consistency but concentrates on temporary self-gratification and self-indulgence. This is evident when a Gen-Alpha individual prefers to keep gaming the whole day and live in a virtual world for the greater part of their lives than to work hard to gain true success in the real world. This is also evident when, instead of following a timetable or a to-do list for the day, the Gen-Alpha individual prefers to waste time by scrolling through his social media messages the whole day and even conversing or chatting online at night till the early morning hours.

    The above scenarios are nothing but examples of the P-Monkey at work in our lives, and Sfurti Sahare, through her book, enlightens us to especially not give in to the whims and fancies of this monkey. She informs us to distract this monkey by stalling, not the work we have on hand, on our to-do lists, or in our study timetables for the day, but instead to stall the gratification of our temporary self-indulgent wants and desires. We can do this by letting the P-Monkey know through stern mental self-talk that we will gratify his desires later or once our work for the day is done. It then turns out that by the time the day’s work or study is done, the need or urge to gratify the P-Monkey will not be so desirable or warranted, leading to lessening the influence of this Monkey in our minds and lives.

    Similarly, with the Fear Monkey, who technically tries not to allow us to take risks in case of self-harm, it is evident that to get around him, we need to distract him or gas-light him in a roundabout way as well. Humans are very adaptable by nature; that is why we’ve been the most successful animal race on Earth, even though we were not as gigantic or powerful as the dinosaurs. So it is very easy to adapt ourselves to get distracted IN THE RIGHT WAY FOR THE RIGHT REASONS. We don’t need to distract ourselves from our work or study but from the mental chatter related to fear, procrastination, guilt, anxiety, self-gratification, etc., that prevents us from achieving our goals.

    This requires a lot of hard work, unshakable resolve, a firm mind, steely determination, and perseverance to get this kind of distraction-free mindset to work in our favor. But with the aid of ‘The Monkey Theory’ book, this too can become easy. There is an old idiom that says that one cannot bake a cake without breaking some eggs. Success is indeed only 10% talent and 90% hard work and sweat.

    Thus, though all the monkeys can be distracted, first, a steely resolve has to be established in the students’ minds not to distract themselves from what is wanted but instead from what is unwanted. One can distract the Fear Monkey by letting him know that the ‘worry session’ or ‘anxiety-neurosis session’ can take place at another time, but not at the time when the work is at hand or a to-do list is meant to be checked out.

    Monkeys can also be temporarily distracted by cherries. The Cherry Method is another crucial method that the author, Sfurti Sahare, speaks about. However, there is an issue with it that I will focus on in this book’s analysis as we go along.

    The Cherry Method, or throwing cherries, is different from plain distraction because, in this case, we are distracting the concerned negative monkey with something else to think or work upon so that the monkey forgets why he was interfering with us in the first place. The example of the Cherry Method used by life coach Sfurti Sahare is an individual climbing the stairs and spotting a giant, gigantic brown lizard on one of the steps. At first, the Fear Monkey kicks in and tells us to run away from the situation, but then we distract that monkey with the thought that upstairs is our room where our phone is where a while ago, our best friend informed us that a mutual friend of ours has broken up with her long-term boyfriend over something sensational. To gratify our sadistic joy at our mutual friend’s loss, we are intrigued to know more, overcome the fear of the lizard on the stairway, pass over it, and head to our room and phone. What have we done? We have thrown a bunch of cherries to distract the Fear Monkey and excite his curiosity over another matter. In this example, however, Sfurti Sahare does not focus on whether we should study or finish our work assignment after we reach our rooms or go to our phones and gloat over the loss of our friend by slandering her behind her back.

    The author does not touch upon this, leaving the book incomplete. I shall complete it by saying that after throwing the cherry or the sadistic cherry of our dear friend’s loss to curb the Fear Monkey, we head safely to our rooms. Instead of heading to our phones, we head to our study table, open our textbooks to restart our studies, or open our laptops to continue our weekend work assignments or projects. We then consciously try not to gloat in thought over our friend’s loss, and then later when our job or work at hand is done, we vow to call the friend in question to take her out maybe for a movie or to the park to chat with her and give her a moments rest from her traumatic period or go for a coffee to allow her to vent her sorrow and for us to be a consoling factor in her life.

    We must learn to regard people less in the light of what they do or omit to do, and more in the light of what they suffer.” ― Dietrich Bonhoeffer (a German Lutheran pastor, neo-orthodox theologian, and anti-Nazi dissident who was a key founding member of the Confessing Church)

    (Letters and Papers from Prison)

    This is the slight improvement I wish to extend regarding the Cherry Method of Persuasive Distraction. Otherwise, it is an effective method. Also, lizards are cute little guys; they are more scared of us than we are of them! Having them in one’s home and private garden is sometimes a real blessing. They keep other poisonous lizards and insects away from our residences better than an Electronic Insect and Mosquito Killer.

    Where the Drunk Monkey is concerned, according to the author and life coach Sfurti Sahare, he can be curbed or even eliminated if we train ourselves to have control over our emotions. She is not telling us to avoid being emotional; instead, she is asking us not to base our reactions solely on how the emotional train of life guides us. We need to be rational and logical in thinking out the consequences of our actions and the actions of others. We then should take our next step accordingly. The Drunk Monkey, like any drunk individual, does not have control over himself and his desires, and we don’t need to give into this monkey and his frivolities at all, especially when we have work at hand. Instead, we can distract him by ignoring his irrational judgements for another time or by throwing him some cherries to keep him distracted while we go on some other work or subject of useful study.

    According to author Sfurti Sahare, we can also throw some Oxygen Bars at the negative monkeys troubling us. In this case, especially to calm down our emotions, which seem to be running wild, like in the case of the overactive Drunk Monkey trying to rule us, we can calm him down by distracting him by doing some breathing exercises or some Yoga or Pranayama Breathing Exercises. A good and large dose of fresh oxygen always makes us think more positively than negatively, even in a troubling situation. It can calm us down for a long spell so that we can refocus our attention on our goals or damage control if we are in a difficult situation. She highly recommends breathing exercises or Oxygen Bars to be used to distract these negative monkeys regularly. Just like while gyming or exercising, we love to snack on some healthy muesli bars or energy bars to regain our strength for some more work, so also Oxygen Bars help us to work even better and to strengthen our ‘emotional immunity’, not to mention our power of forbearance.

    Sfurti Sahare focuses on two other elements in this book: the Eagle of Wisdom and the Purple Island. Where the latter is concerned, it is the island that we must, in our imagination, fix as a crown upon our heads to make us know that in all circumstances, we need to remain calm and always visualize ourselves in the realm of the Purple Island. On Purple Island, we are the bosses of our destiny because we don’t let our emotions get the better of us and decide consciously to remain calm and peaceful at all times. Even if we feel a bit wayward in our resolve at some point in time, we must return in our imagination to this calming island so that we can regain our composure with the help also of some more Oxygen Bars and then, after a healthy rejuvenation go on to the next order of business.

    Where the Eagle of Wisdom is concerned, this is our guiding conscience who can guide the Human Monkey towards achieving his goals, but only if he presents himself more often to this Eagle and heeds all the advice given to him by this Eagle. What the author, however, did not focus upon was the fact that this is technically not usually easy to do because it is hard to sift words of true wisdom from the varied thoughts and negative chatter that goes on in our minds 24/7 and sometimes, sadly even in our sleep and dreams. Therefore, we must first learn to sift the sound advice of the Eagle of Wisdom from the negative chatter of the Negative Monkeys in our head. To do this, the student needs the constant practice of introspection on their part to have a calm disposition and always think things over rationally after thoroughly inspecting the facts before jumping to conclusions. If one’s thoughts are inclined to harm or extort another person’s expertise or other resources for one’s selfish gain, then such thoughts are not from the Eagle of Wisdom because Wisdom does not hanker after what is not one’s own. Wisdom is the voice of reason, and the voice of reason always speaks the truth, which is good for oneself and others. To hear this voice in our heads, one has to listen carefully and sift through the chatter, but the key is that the voice should benefit you and another without resorting to violence or illegal criminal practices.

    “One man practicing kindness in the wilderness is worth all the temples this world pulls.” ― Jack Kerouac (Internationally Famous American Novelist and Poet) (from the Book ‘The Dharma Bums’)

    Then only is it the voice of the Eagle of Wisdom, not otherwise, if it benefits one another.

    “If your compassion does not include yourself, it is incomplete.”

    ― Jack Kornfield (American writer and teacher in the Vipassana movement in American Theravada Buddhism and Internationally bestselling spiritual writer)

    (from the Book ‘Buddha’s Little Instruction Book’)

    Other monkeys focused on are a range of negative and positive monkeys like the Aggression Monkey, the Guilt Monkey, the Compassion Monkey, the Grateful Monkey, etc. All are associated with the idea that gratefulness and compassion should be the hallmark of every student’s life. Thus, these two crucial monkeys, along with the Monkey of Confidence, will keep the students boat afloat and will not allow them to drown in the various storms created by the other negative monkeys at sea. It is always possible that all the negative monkeys can easily gang up against the Human Monkey to torture them to submit to defeat, but with the techniques taught by the author and motivational coach Sfurti Sahare, we can manage to keep our equanimity of mind and to move on with our work and not give in to distractions. The virtues of compassion and gratefulness can aid the person in getting a realistic and holistic understanding of life and its realities. It also helps the individual to be a human being and not a mere machine extracting the maximum from another individual like a greedy sponge.

    Conclusion

    Thus, this book helps the individual to live distraction and negative chatter free to excel in life and to make the world a better place to live in. It teaches the reader self-efficacy and allows a person to maintain an equanimity of mind and soul through healthy, easy-to-understand mental practices, including one’s favorite positive hobbies like a sport, painting, journaling, diary writing, blogging, etc. I hope to read more books written by motivational speaker Sfurti Sahare in the near future. I highly recommend this book to all MYP students in any IGCSE and IB school from the 6th to the 10th grades. It is an excellent self-help book without the heavy statistics and jargon that are usually scattered about in other serious non-fiction self-help books, which makes the reading process for younger readers less enjoyable. If one is especially facing a crisis in one’s study schedule or in getting job assignments done, one should pick up this book and have a go at it, especially solving the exercises after each chapter in the book.

    Special Note

    If you are interested in more book reviews, indie author interviews, book analyses, short story analyses, poems, essays, essay analyses, and other bookish content, check out my blog, insaneowl.com. If you are interested in purchasing my books, you can check the products page of my blog or on Amazon. There is a lot of good stuff to buy! Happy reading to you always!

    ©2025 Fiza Pathan

  • ‘The Crazy World of Ms Wiz’ by Terence Blacker

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    Title of the Book: The Crazy World of Ms Wiz

    Author: Terence Blacker

    Publisher: Macmillan Children’s Books

    Publication Year: Omnibus Edition 2004

    Pages: 187 pgs.

    ISBN: 9780330431361/0-330-43136-6

    Age Group: PYP & MYP (Grades 3rd, 4th, 5th & 6th)

    Genre: Children’s Fantasy

    IBDP & IGCSE Subjects Covered: English Language & English Literature

    Review Written By: Fiza Pathan

    Introduction

    ‘Where there is a woman there is magic.’

    -Ntozake Shange (American playwright, poet & novelist)

    I’ve always believed in the above quote. So I was keen on reading this omnibus titled ‘The Crazy World of Ms Wiz’, which is a collection of three of the Ms Wiz novels penned by Terence Blacker with some awesome illustrations done by Tony Ross of the Roald Dahl and David Walliams, fame. Any book where a woman prefers to be referred to by the ambiguous Ms rather than the clearer Mrs and Miss is always up my alley, even as an IB and IGCSE teacher in training. When I realized after reading a few pages of this omnibus that Ms Wiz did not like to be referred to by the prefix Mrs or Miss because they seemed too ‘drab’ that caught my attention, and then I started diving deep into the magical world of Ms Wiz the witch or rather, the paranormal operator as she likes to call herself and her wonderful batch of third-grade students who loved her style of teaching and relating to them as friends more than students.

    I think the last line explains why I probably relished the Ms Wiz omnibus, especially the first book in the series titled ‘Ms Wiz Spells Trouble’ which is the book in which Ms Wiz is introduced to the class of third-form students at St. Barnabas School situated in England. I relished it because the way Ms Wiz taught or rather educated her students was so in keeping with the IB method of teaching, which is in a way made up of ‘magic’ that, in a sense, this kind of education puts the onus on the student concerning their development and role in the education process or their learning. It teaches them individual self-efficacy, which is a kind of ‘magic’ in itself because then the teacher is more of a facilitator to aid the child to excel at their own pace in the subjects of their choices for an all-round development, which is what a proper IB or International Board Education is all about.

    Ms Wiz is the epitome of the ideal IB teacher who teaches magic more than subjects and creates ethically minded and yet successful students for life who will make a positive difference to the world rather than just parrots who can repeat subject content verbatim without analyzing the connecting dots or lines in between their subjects of study. Whether it was the smart Alec Jack, the meek Podge, the lazy Caroline, or the girl with gumption, Katrina, Ms Wiz managed to teach all the IDEA students effectively, catering to their individual needs and making them fit enough to tackle their own educational needs for the rest of their lives for the betterment of themselves and others. I saw the IDEA students imprinted in every student in this series who were taught and nurtured by the amazing Ms Wiz. Indeed, it is, therefore, quite true that where there is a woman sans her patriarchal conditioning, there will always be magic.

    I saw a lot of things that Ms Wiz cast aside that she felt were not in keeping with the overall positive development of her wards at St. Barnabas School, including patriarchy and what patriarchy determined that a female teacher should look like, teach like, speak like and even have a prefix to her name. This was revolutionary on the part of Terence Blacker to inculcate in the minds of younger readers as far back as 1988 when the first book in this series was published in Great Britain.

    Book Synopsis

    As mentioned in the introduction, this omnibus by Terence Blacker, illustrated by the well-renowned and loved Tony Ross, contains three books from the Ms Wiz series. They are:

    1. Ms Wiz Spells Trouble (1988)

    2. In Stitches With Ms Wiz (1989)

    3. You’re Nicked Ms Wiz (1989)

    The first book was published in 1988 after which the following year in 1989, the other two books in the Ms Wiz series were published back-to-back. The following are the condensed storylines of each Ms Wiz novel:

    1. Ms Wiz Spells Trouble

    This is the novel where Ms Wiz is first introduced to the third-form students of St. Barnabas School as their new homeroom teacher. The third-form students were always considered a difficult batch of students that no homeroom teacher at St. Barnabas could handle. However, Ms Wiz, with her unconventional ways, dressing sense, name, and, of course, her magic, managed to set the third-form students in order on the first day itself, and from then on, the students took to her like several moths to a flame. They enjoyed coming to school and learning new subjects and topics, especially researching them, similar to the IB and IGCSE styles of education. Ms Wiz would also bring live pets, specimens, and animals to the class to demonstrate the topic of study or under study more elaborately and to the utter delight of the students. They especially loved it whenever Ms Wiz brought along to school her pet rat named Herbert. However, the students were warned by Ms Wiz never to divulge to the outside world about their magical world and that she was a witch or, rather, a paranormal operator. The students kept their promise. But the school authorities started smelling a rat, which would be more than just the occasional appearance of Herbert the rat, and so they started spying on Ms Wiz’s class. In turn, these teachers or other authority figures got turned into ducks, geese, pigs, et al., whenever they would try to meddle in the affairs of Ms Wiz and her third-form students. Nothing would stop the students of the third form from excelling in all their studies and extra-curricular activities. On the final prize distribution day ceremony, they were all in for a surprise when they realized that their favorite teacher of all time, Ms Wiz, would leave their school forever. They try to stop her but end up knowing that even without Ms Wiz’s magic, they can still be excellent math wizards, sportsmen or women, all-rounders, etc. Therefore, Ms Wiz, as a teacher or paranormal operator, only appeared when children needed extra magic in their lives to make their world a better place. Ms Wiz, after bidding adieu to them, took off into the sky on her vacuum cleaner, reminding them that they would once in a while see her again whenever they or their friends needed some magic in their lives.

    2. In Stitches With Ms Wiz

    In this novel in the Ms Wiz series, the third-form student Jack is suddenly caught with terrible pain in his lower abdomen. Since his parents were absentee nonchalant parents, they did not pay attention to Jack’s trouble, nor did his quite heartless new third-form homeroom teacher, a self-centered male named Mr. Bailey. Mr. Bailey even thought poor Jack was faking the pain in his abdomen due to an upcoming Math test. Finally, however, Jack was taken in an ambulance to the hospital when, on arrival, it was determined that he had a swollen appendix. It was so swollen that if he had come any time later, he would have been in serious trouble. Jack, however, made it and had his appendix removed in the absence of his parents and little sister. However, to his luck with his obnoxious surgeon consultant was another doctor who looked vaguely familiar to him. To his surprise and joy, he later realized that that doctor was his favorite third-form teacher, Ms Wiz. He was glad upon seeing her and wondered what a third-form teacher was doing in a general hospital helping out a surgeon! To that, Ms Wiz revealed that she was aware that this appendix surgery would be tough on Jack, and so she decided to turn into a fake surgeon to assist at his bedside during the operation. As she had mentioned in the earlier book, whenever her students needed a bit of magic to lighten up their lives, Ms Wiz would be there. She inadvertently converted the annoying Franklyn, Jack’s roommate, who managed to witness all the amazing magic that took place during Jack’s stay at the hospital to her form of teaching and magic. Meanwhile, Mr. Bailey, the self-centered new third-form teacher, realized that he had done a great injustice to Jack by mistreating him at school when poor Jack was truly having terrible abdominal pain, which later on turned out to be appendicitis. Mr. Bailey tries to set things right by visiting Jack in the hospital when his parents and little sister are around. Unfortunately, he ends up making an even greater fool of himself by eating up Jack’s appendix, thinking it to be the hospital’s rubbery food! This was done through the magic of Ms Wiz to teach the heartless third-form teacher a lesson. Along with cheering up Jack and Franklyn, attending to the needs of other lonely patients in the hospital, and flooding the hospital with a lot of white rodents due to not being able to locate the whereabouts of Herbert, the white pet rat of Ms Wiz, Ms Wiz managed to cause quite a ruckus in the hospital after which she made off on her vacuum cleaner. Jack made it out of the hospital, good to go, but Podge, his classmate who truly wanted to miss a Math test at school, taking a cue from Jack, also pretended to be having abdominal pain and tried to get into the hospital to be with Ms Wiz. When he, at the last moment, realized that Ms. Wiz was just about to leave the hospital and he would be alone to tackle the mean consultant surgeon in the hospital, he managed to save himself from being operated upon by getting off the bed and running for his dear life!

    3. You’re Nicked Ms Wiz

    In this novel, a little girl known well to Ms Wiz lost her pet cat over the school week. Her name was Lizzie, and she was in the third form at St. Barnabus School with the other third form students taught earlier by Ms Wiz. Mr. Bailey, the new third-form teacher, could not understand the seriousness of Lizzie’s pain being separated from her cat, Waif or Waify. He pooh-poohed her sorrow, which annoyed most of the students of the third form who were formerly students of Ms Wiz. However, Lizzie was not about to give up on her search for Waify, so she started putting up missing posters of him all over town and even personally tried looking for him herself. In the bargain, she met up with a female tramp who happened to be her former teacher, Ms Wiz, in disguise. Again, Ms Wiz had returned to help Lizzie find her pet cat with a little bit of her magic. The story goes on to indicate how Ms Wiz tried to save Waify from a set of mismatched cat kidnappers while the local police were under the mistaken impression that Lizzie had been kidnapped by a female tramp named Ms Wiz who was known to Jack and Caroline, her former students. Ms Wiz, to save Waify, turned Lizzie into a cat to creep into the lair of the kidnappers, upon which she realized that the cats’ fur was going to be used to make gloves for a soulless elite individual called Mrs. D’Arcy and then later would be killed. She tried notifying Ms Wiz about the same but was stuck in the lair because the foolish local police had nabbed Ms Wiz. Ms Wiz, after turning the local police force into white rabbits, then managed, with the help of Jack and Caroline, to head straight to the kidnappers’ lair to stop the malicious Mrs. D’Arcy from having her way with the innocent cats. With the aid of her magic, Ms Wiz manages to save Waify and the other cats, turn Lizzie back into a human being, make a human being out of a cat kidnapper, and renders Mrs. D’Arcy naked, which almost stunned the local police inspector into a state of hysterical laughter and shock at the same time. Thereby, Ms Wiz, as a tramp, proved helpful to her little friends when they needed her and her magic the most.

    Book Analysis

    “What is a teacher? I’ll tell you: it isn’t someone who teaches something, but someone who inspires the student to give of her best in order to discover what she already knows.”

    ― Paulo Coelho (from his book ‘The Witch of Portobello’)

    As mentioned in the introduction, Ms Wiz’s style of educating or imparting education to her students in the third form reminded me a lot about how a Cambridge or International Board Teacher or IB Teacher conducts herself. This is enshrined in the quote by internationally well-renowned author Paulo Coelho words in the quote I’ve mentioned above because a teacher like Ms Wiz teaches the student not only individual self-efficacy but also manages to create an ethically minded global citizen who can help in the sustainable development of the world and the cosmos through innovation, positivity and active participation in all forms of constructive technological advancement world over. These students then don’t remain merely students but turn into teachers in their own right who teach their skills to others, spreading wide the circle to create inclusion for all and sundry.

    The students of Form Three in St. Barnabus School were very ethically sound and could excel at whatever they needed to in life; they just needed that confidence and validation from an innovative teacher to gear them toward achieving their goals and fulfilling their ultimate potential already inherent in them. I think Ms Wiz, especially in the first book in this omnibus, namely, ‘Ms Wiz Spells Trouble’ manages to inculcate:

    1. The 12 IB or International Board Attitudes she wished her students to imbibe, namely:

    • Appreciation
    • Commitment
    • Confidence
    • Cooperation
    • Creativity
    • Curiosity
    • Empathy
    • Enthusiasm
    • Independence
    • Integrity
    • Respect
    • Tolerance

    2. The Five IB Skills a Student Needs to Change the World for the better, namely:

    • Thinking Skills
    • Social Skills
    • Communication Skills
    • Self-Management Skills
    • Research Skills

    3. She even incorporated the Cambridge Learners Attributes in her students, namely making her students:

    (i) Confident

    (ii) Responsible

    (iii) Reflective

    (iv) Innovative

    (v) Engaged

    4. She even strove to create various IB Learner Profiles within her third-form students to make them into internationally minded citizens who recognized their common humanity and shared guardianship of the planet, which would help create a better and peaceful world. These IB Learner Profiles are:

    1. Inquirers

    2. Knowledgeable

    3. Thinkers

    4. Communicators

    5. Principled

    6. Open-minded

    7. Caring

    8. Risk-Takers

    9. Balanced

    10. Reflective

    One can see and witness all this when one reads the three books in this omnibus. One could then easily think that the author and creator of the Ms Wiz series, Terence Blacker, probably knew something about the Cambridge and IB forms of education. Here are some examples from the various three books in this omnibus titled ‘The Crazy World of Ms. Wiz’ to illustrate the points put forward:

    Example 1:

    In the book ‘Ms Wiz Spells Trouble, ’ Podge was never known to be able to excel at any sporting event due to him being plus size. But Ms Wiz encouraged him to be a risk taker, which is part of the IB Learner Profile and created a lot of confidence, enthusiasm, and independence in him, which are essential IB Attitudes to undertake the many sporting events conducted by St. Barnabus School where he emerged as the undisputed winner of all the games, first with a little help via Ms Wiz’s magic and then all on his own. By the time Ms Wiz left at the end of the book on her vacuum cleaner, Podge had even stunned his indifferent and bossy parents by his capabilities as a sportsman.

    Example 2:

    In the novel ‘You’re Nicked Ms. Wiz’, because of the proper training done by Ms Wiz in the third form with her students, Lizzie was able to be empathetic, committed, and independent enough to turn into a risk taker to seek out her lost cat Waify despite the nonchalance of Mr. Bailey. Her love and commitment to the safety of her cat made her take on the responsibility of seeking Waify out herself. She was pushed to put up numerous posters of the cat all over town on her own, thereby incorporating not only a lot of IB Learner Attributes but also some of the major Cambridge Leaner Attributes, like being confident, responsible, and engaged.

    Example 3:

    In the novel ‘In Stitches With Ms. Wiz,’ the third-form student Caroline, studying with Jack, because of her empathetic nature, immediately recognizes that Jack is not fibbing when he states to Mr. Bailey that he is indeed getting a lot of discomfort and pain in his abdomen. She even coaxed Mr. Bailey to call the hospital, which showed her independent spirit, her risk-taking capabilities, and her confidence in dealing with a rather difficult homeroom teacher, not to mention that she was committed and responsible for the welfare of her friend Jack. If one had studied the previous novel in this omnibus, ‘Ms Wiz Spells Trouble’ then one would have realized that before Ms Wiz came into Caroline’s life, Caroline was a rather laid back and lazy student tending to always daydream in class and not having any reason to excel in her studies or other extra-curricular activities. After Ms Wiz inculcated in her a sense of direction and motivation, the class dreamer turned over the term into the class spokesperson and a very committed and talented student, especially falling in the category of an Independent Learner according to the IB and Cambridge theory of the four different IDEA Learners in a classroom. One would notice the witty Caroline later on giving Mr. Bailey a hard time for having driven poor Jack almost to the brink and creating, in turn, a comically guilty conscience in Mr. Bailey.

    Example 4:

    In the novel ‘Ms Wiz Spells Trouble’, we notice that at the beginning of the third form, Jack is an Emerging Learner in Mathematics. All his previous teachers treated him like a dunce, so he never developed his abilities in Mathematics any further. But when Ms Wiz came into his life and taught him Math through a lot of magic and some innovative teaching techniques, which involved a lot of kinesthetic and visual learning among the various types of learning techniques according to Gardner’s Multiple Intelligence Theory, then Jack turned into a Developing Learner in Mathematics and then finally into such an amazing Independent Learner that at the Prize distribution ceremony it was he who won the award for outstanding performance in Mathematics in the whole school. Thus, Ms. Wiz developed in Jack a sense of confidence in himself and his mathematical capabilities, making him a risk-taker ready to reflect on his various approaches toward a sum. Then, he became highly knowledgeable and enthusiastic in this subject, which earlier used to be his bete noir.

    Further Points for Analysis

    Here are a few extra points one can analyze from a literary point of view from the omnibus titled ‘The Crazy World Of Ms Wiz’ by author Terence Blacker and illustrator Tony Ross.

    • Feminism

    One notices that Ms Wiz is a hard-core feminist who does not abide by the laws set down by patriarchal society, including in the way she wishes people and students to address her. She did not wish to be defined as a person by her relationship with a man, that is, through the prefixes Mrs. or Miss. She wished to be an independent woman, feeling that whether she was married or not was none of anyone’s business and did not define her as a teacher or a paranormal operator. She even refuses to use the word ‘witch’ to define her profession, which is indeed a negative patriarchally created sexist connotation to define a woman who knew magic. In the same context, a male who knew magic would only be termed a wizard or a warlock, both of which do not hold the negative connotations easily evident in the former term ‘witch’. She instead wishes to call herself something neutral, like a paranormal operator, where her gender would not define her capabilities as an adept in the art of white magic. Ms Wiz, a third form teacher, dresses oddly; she paints her nails with black nail polish, making herself look like a punk, wears, at times, black lipstick, is loud as a person, wears black heavy metal clothing to school and treats her students like one of her own little friends rather than her juniors and so her students were in awe of her and yet were very friendly and fond of her. One especially saw this in the book ‘Ms Wiz Spells Trouble’ on the sports field whenever Ms Wiz, like the students, would also jump up and down on her seat to cheer her students participating in the various races and games that day. Ms Wiz was never known to be living with anyone else and was always on her own with her China-figure cat Hecate and her white rat Herbert to keep her company. She knew how to make any space homely and comfy, as is shown in ‘You’re Nicked Ms Wiz’, where she even manages to make a tramp’s broken-down car into a haven of delights for herself, her pets, and her guest Lizzie. Ms Wiz was not bashful and bold in dealing with dangers and with tyrannical men who tried to put her down or with anyone who tried to harm her students. Her independent spirit, self-assurance, self-actualization qualities, and calm disposition make her an ideal feminist candidate worthy of emulation.

    • One Inconsistency

    In the book ‘You’re Nicked Ms Wiz’ one notices that when Ms Wiz is being dragged away from the kidnapper’s den by the police inspector, she does not use her magic then to turn them into white rabbits but waits for a full night to pass till she can do just this in the presence of Jack and Caroline, who technically were not needed for the magic act to take place. This she does even though Lizzie is in grave trouble as she was stuck in the kidnapper’s den as a cat in danger of being skinned off her fur and then killed with the other cats. I thought it to be a severe inconsistency on the part of Terence Blacker to have created this particular sub-plot twist in the story because it was not exactly needed for Ms Wiz to prove her innocence to the police at the cost of an innocent little child’s life. Ms Wiz could have, then and there, outside the lair, turned the policemen into white rabbits en masse. She could have gone on to save Lizzie rather than allowing herself to be dragged away and locked in prison. There was no question of a long-distance issue in this instance either because at least the police were near her, and she could have easily turned them into rabbits because of the proximity. I noted this inconsistency in the third book in this omnibus.

    • Note on Tony Ross’ Illustrations

    If one were to notice the Tony Ross illustrations in this omnibus titled ‘The Crazy World of Ms Wiz’, one would notice that Tony Ross followed a style similar to his drawings of the Horrid Henry Series by Francesca Simon. One can see the same dark blush red in the cheeks of Ms Wiz as it is in Horrid Henry, the more vibrant dark colours rather than the usual Quentin Blake style faded watercolor splashes as in the Roald Dahl books; one can also see the strong and well formed drawing lines rather than the sketchy and messy lines of the Roald Dahl books. However, as the series progresses, Tony Ross seems in a hurry or at odds with the author, for I see a certain hastiness in the illustrations to get the work done. There is no soul in most of the drawings therein though some were drawn with a deft hand, especially in the book ‘You’re Nicked Ms Wiz’, but there were many scrawls done in several places that were inconsistent with the overall illustrative style theme of this series as was shown in the first book ‘Ms Wiz Spells Trouble’. One would decipher that there was some acrimony between Tony Ross and Terence Blacker, as Tony Ross’ name is only mentioned as an afterthought at the back of this omnibus where the ISBN and ASIN are placed! That is not something done in a book where the illustrations play more of a plot guide than anything else and are the heart and soul of the various stories. I did not feel that was done in good taste either by Terence Blacker or by the publishers in question because, as an indie-publisher myself, I make sure to publish the name of my illustrator at the front of my children’s books, especially my books in the Rare Classics Series where I adapt and abridge rare classics for younger readers. It is not good publishing ethics to divert attention and credit due to the illustrator to the author of a juvenile fiction illustrated book or a PYP/MYP or Lower Secondary book, which took place here in this omnibus. Otherwise, the illustrations were good enough, just that they were a bit sketchy, inconsistent, and drawn in a hurry. Compared to the illustrations done by the same Tony Ross in the David Walliams books like ‘Demon Dentist’, ‘Awful Aunty’, ‘Ratburger’ or even something that I am reading recently, which is another PYP read titled ‘Dogbird and Other Mixed Up Tales’ by Paul Stewart, Tony Ross’ illustrations there are firm, neat, beautifully done and very poignant to the plot and not messy at all or drawn in a hurry.

    Conclusion

    As I mentioned, Ms Wiz reminded me a lot about myself as a teacher – not bashful, highly feminist, innovative, captivating for some reason, unconventional, loyal, highly principled, etc. That is why I took easily to her stories and felt that she is the epitome of what an IGCSE or IB teacher should be to create world citizens for the future. I identified very much with Ms Wiz, especially in how I relate to students as my friends more than my juniors or subordinates. I don’t appreciate that ‘talk them down’ attitude at all, and I prefer a comforting and friendly atmosphere in my classroom where there is a lot of communication but at the same time a form of discipline as well for the sake of classroom decorum and for the sake of maintaining peace for others to work in. Mind you, Ms Wiz was also of the same opinion and would not sacrifice decorum in the classroom for the sake of activity. Form Three at St. Barnabus could have fun, but Ms Wiz held them responsible for maintaining some discipline in the classroom. I may not be a paranormal operator, but I have unique ways of keeping peace and having fun, whether it be in a PYP, MYP, IGCSE, or IBDP classroom. Even if I am placed in a higher MYP or IBDP or A Levels classroom, I will make that classroom colourful and lively like a PYP classroom. Truly, I saw a lot of myself in the personality of Ms Wiz, and I hope to emulate her to a greater extent as the PGCITE course continues this year.

    Special Note

    If you are interested in more book reviews, indie author interviews, book analyses, short story analyses, poems, essays, essay analyses, and other bookish content, check out my blog, insaneowl.com. If you are interested in purchasing my books, you can check the products page of my blog or on Amazon. There is a lot of good stuff to buy! Happy reading to you always!

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