
All you need is love: Why Rumi lives inside everyone in times of gloom
There may not be a Shams around to guide us and lend a helping hand, but there is a bit of Rumi inside each one of us. He resides in every heart that's loved and lost, and understands that a man who knows no love knows no sorrow. He resides in a heart that confides, 'I once had a thousand desires but in my one desire to know you, all else melted away.'
Each heart reverberates to Rumi. Ask Coleman Barks, whose works on Rumi can light up the gloomiest of evenings besides filling up your bookshelf. As Robert Bly once wrote, recommending Barks' The Essential Rumi, 'Coleman Barks has brought an immense gift to the study of Islamic poetry. His versions, witty and touched by Southern courtesy, support an exuberant Rumi never achieved before in English.'
Room for conversation
A few pages into the book, and one realises there is a bit of Rumi to take away from each poem. For instance, 'The Far Mosque', where Rumi, alluding to Suleiman, one of the prophets of Islam, writes, 'The place that Solomon made to worship in, called the Far Mosque, is not built of earth and water and stone, but of intention and wisdom and mystical conversation and compassionate action/Every part of it is intelligence and responsive to every other.'
Called Jelaluddin Balkhi by the Afghans, where he was born in 1207, the fear of the rampaging Mongols forced his family to migrate to Konya in Turkey. The son of a well-respected theologian father, Rumi was initially an orthodox scholar of Islam. It all changed with a chance meeting with a wandering dervish, Shams of Tabriz. The two became inseparable.
Even as a debate rages about the nature of their relationship, most agree that Shams did become Rumi's mentor. So much so that even after Shams was probably murdered, Rumi continued to believe that Shams was now part of him, and when he wrote his poetry, it was Shams writing through him.
The making of a mystic
Brad Gooch, an authority on Rumi, writes in Rumi's Secret: The Life of the Sufi Poet of Love, 'of the disruptive appearance of Shams' who 'taught him to whirl and transformed him from a respectable Muslim preacher into a poet and a mystic'. Such indecipherable love led to millions reading Rumi to turn a mirror to their inner selves. A Rumi reader is an explorer, a seeker. Rumi, writes Gooch, 'made claims for a religion of love' that went beyond organised faith.
Rumi was a font from which everyone drank and came back richer, wiser. Today, he is the best-selling poet in the U.S. and his words have soothed musicians like Madonna and Chris Martin during challenging times in their lives with the latter often quoting one of Rumi's poems, 'This being human is a guest house/Every morning a new arrival/ A joy, a depression, a meanness/some momentary awareness comes/ as an unexpected visitor.'
Unsurprisingly, the Rumi books keep coming. Noted author-translator Farrukh Dhondy has just penned Rumi: A New Selection (HarperPerennial), wherein he explains the reason for the abiding love for Rumi. Dhondy writes in a book itself deserving of much love and re-reading, 'The sales of his books in American translation surpass those of William Shakespeare, John Keats, T.S. Eliot...Why? Rumi's great work, the 'Masnavi', is sometimes dubbed 'the Quran in verse'. It certainly is devoted to Islam, but to a version and interpretation of Islam with a long and widely adopted history loosely referred to in all its variations as 'Sufism'.'
Dedicated to the divine
Interestingly, most of his ardent fans are not followers of Islam. They come to Rumi for mystical self-realisation. And for love. Dhondy analyses, 'Rumi's verse doesn't celebrate explicit Romeo and Juliet interaction. The 'love' it celebrates can never be interpreted as the desperate emotion one has for the girl next door. The love expressed in Rumi's works, the six volumes and twenty-four thousand verses of the Masnavi, his Diwan-i-Shams dedicated to his inspiration and 'lover' Shams-u-Tabrez, and in his discourses and lectures, is a dedication to the divine....When Rumi openly professes 'love' for his inspiration and spiritual partner, Shams, it's not an expression of a gay relationship, but rather a metaphor for a divine bond, a union of individual souls in a universal soul.'
Not known to many, Shams himself had great respect for Rumi's acumen, learning and intellect. And Shams, as Dhondy quotes Franklin Lewis, 'specifically says that there was no question of him being the master and Rumi the pupil'.
Let the scholars agree to disagree; the joy is in discovering Rumi all over again, with each new book, each new author. Whether one is seeking love or languishing without it, Rumi's words provide a fine accompaniment. As disclosed in Rumi's Little Book of Life by Maryam Mafi and Azima Kolin, 'Do not grieve over past joys, be sure they will reappear in another form. A child's joy is in milk and nursing but once weaned, it finds new joy in bread and honey... In sleep when the soul leaves the body you may dream of yourself as a tall cypress or as a beautiful rose, but be warned, my friend, all these phantoms dissolve into thin air once the soul returns to the body'.
Of dreams, love, past and present, body and soul, Rumi's works encapsulate them all. Never quite like a Persian miniature garden, more like a walk in the wilds, full of the joy of the unseen.

Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles


The Hindu
3 hours ago
- The Hindu
What educational institutions need to do for better learning of English among students
Language teaching must be distinct from the teaching of subjects such as Maths, Physics, or Economics. Yet, current practices rarely reflect any such distinction, especially at school level. Language syllabuses outline ambitious objectives and learning outcomes such as to enable learners to become fluent and flawless users and to empower them to be 'autonomous' by mastering the language. They also aim to equip them to employ the language effectively and naturally in both formal and informal contexts. However, at the initial stages (Levels 1 and 2) the basic objective is imparting foundational skills and, by level 3, learners are expected to have acquired the core linguistic skills: listening, speaking, reading, and writing (LSRW). Reality today However, today's teaching-learning ecosystem tells us a different story, raising certain poignant questions: if learners have acquired the basic skills, why do teachers continue to reteach them at higher levels? Why aren't they letting learners expand on their own to refine the acquired skills? Isn't the classroom engagement stifling their cognitive development by overemphasising teacher-led instructions? Why do teachers, even at the advanced stages, read texts aloud and explicate them, instead of guiding learners to explore on their own? Shouldn't class-time be devoted to acquainting learners with diverse reading texts and strategies to optimise their efforts? To materialise the stated objectives of teaching-learning of English, overhauling of curriculum is a necessity. The first two of Listening, Speaking, Reading, Writing (LSRW) are innate human abilities, while the remaining are acquired skills with reading typically preceding writing. As literacy fundamentally begins with reading, it demands prioritised attention. Instead of labelling classes generically as 'English', timetables should specify the skills being dealt with. Signaling the shift, on each day, a period should be earmarked for a particular skill. Of the five periods in a week, two should be dedicated for Reading, as it is the 'mother of all skills', and one each can be dedicated to Listening, Speaking and Writing. Moreover, reading classes must break free from the dated teacher-centric models. Learners should actively engage in varied activities to turn the grandiose plan of learner-centric and learner-driven approaches a reality. This approach will foster learner 'independence' by shifting them away from teacher dependence. The role of a teacher should be restricted to organising 'tasks' – designing and organising activities in diverse formats such as individual, in pairs, triads, and small groups — ensuring inclusive participation of all. Wide range J.K. Rowling once remarked, 'If you are not interested in reading, you have not found the right book'. In a class of 30 or 40 students, no single text can appeal to all; hence, various kinds must be utilised. This requires an alternative syllabus construction, i.e., inclusion of 'seen' and 'unseen' texts. The 'seen' could be prescribed, but the 'unseen' should be identified by teachers and anchored on students' interests and needs, a practice adopted in progressive institutions. Texts can span both fiction and non-fiction across multiple genres. Fiction, for instance, holds romance, mystery, horror, fantasy, sci-fi, and thrillers; similarly, non-fiction ranges from autobiographies, biographies, self-help, and travelogues, spiritual to scientific writings. Familiarity with this wide variety can facilitate learners to choose whatever interests them. Adults in their 40s and 50s confess that they may have read about 500 books, mostly during their school and college days. This establishes the criticality of student days, for what they were to become later in their lives. Reading, after all, is not just decoding but also involves comprehension, reflection and imagination, which enables them to be thinkers. So, to maximise their efforts, besides the text types, they must be introduced to strategies such as skimming, scanning, previewing, predicting, questioning, and inferencing. Mastery of these will accelerate the reading of more books with less time. For slogans such as 'job-ready', 'future-ready', or prepare for 'non-existent jobs', reading skills are the true foundation. 'Read to lead, and lead to read' is the maxim. As language is for communicative purposes, 'noisy classes' are the norm. So, the cliched ideal of 'pin-drop silence' must be militated against. The censure of inability to acquire English is not owing to learners' incapacity, but systemic shortcomings. The question remains: Are we truly ready to handle English courses differently? Subjects can be learnt through textbooks, but language demands efforts beyond textbooks, beyond teacher and classroom. The more one reads, the better they become. The writer is a retired Professor of English and Chief Executive Chair of the English Language Teachers' Association of India


Indian Express
6 hours ago
- Indian Express
CISCE Class 10th ICSE, 12th ISC 2025 improvement exam time tables out
The Council for the Indian School Certificate Examinations (CISCE) which administers the Indian Certificate of Secondary Education (ICSE) Class 10 and Indian School Certificate (ISC) Class 12 annual exams, on June 13 announced the exam dates for the 2025 improvement exams. The ICSE Class 10 and ISC Class 12 exams will be held from July 1. The detailed time table is available on the official website – The Class 10 exams will begin with English language – English paper 1 and environmental science on the first day of exam. The Class 10 ICSE exam will conclude on July 14. The Class 12 exams will start with the mathematics, environmental science, sociology and legal studies papers. The Class 12 exams will end on July 17. In the ICSE and ISC improvement exams, candidates will be given the opportunity to improve their marks and grades. Candidates are allowed to appear in a maximum of two subjects. The ISC Class 12 exams were started on February 13, 2025, and concluded on April 5, 2025. The ICSE Class 10 exams started on February 18 and ended on March 27, 2025. The CISCE results for both classes were declared on April 30. The ICSE Class 10 exam was conducted in 67 written subjects, of which 20 were Indian languages 14 were foreign languages and one was a classical language. The ISC Class 12 exam was conducted in 47 written subjects, 12 of them Indian languages, four foreign languages and two classical languages. A total of 2,52,557 students from 2,803 schools took the Class 10 exams, of which 2,308 students could not clear the exams. Out of 1,184 students who had learning difficulties such as dyslexia, 112 have scored above 90 per cent. 13 out of 48 visually challenged candidates scored above 90 per cent. The western region has achieved the best pass percentage in Class 10 exams at 99.83 per cent, followed by the southern region with a pass percentage of 99.73 per cent. In the class 10 exams, the pass percentage of girls stood at 99.45 per cent while that of boys was marginally lower at 98.64 per cent. In the ISC Class 12 exams, there were 99,551 students from 1,460 schools, and 973 of them could not clear the test. Girls performed better than boys in class 12 too, with girls' pass percentage at 99.45 per cent and boys' pass percentage at 98.64 per cent. Among the 257 otal students with learning difficulties who appeared for the Class 12 exams, 29 students scored above 90 per cent. Six out of 17 visually challenged candidates scored above 90 per cent. The southern region has the best pass percentage at 99.76 per cent in class 12 results, followed by the western region with a pass percentage of 99.72 per cent. The CISCE in 2024 discontinued compartment exams. Instead, they introduced the re-evaluation of answer scripts and improvement exams for students who wish to improve their marks in the same year of the examination. The CISCE improvement exams can be taken in a maximum of two subjects.


Hindustan Times
7 hours ago
- Hindustan Times
Vishwas Kumar lone survivor in Air India crash, his brother dies
The photo of Viswash Kumar Ramesh, bruised and battered, limping away from the debris of the Air India flight that crashed seconds after take-off in Ahmedabad on Thursday has become one of the defining images of India's worst aviation disaster in a decade. At his home in Leicester, central England, however, Ramesh's family oscillated between joy at his escape and grief at the loss of his brother. 'We are happy Viswash has been saved, but on the other hand we are just heartbroken about Ajay,' Hiren Kantilal, Ramesh's cousin, said. Ajay was also on the same flight seated on 11J while Ramesh was on 11A. Their younger brother, Nayan, said the two were on the return journey home after a vacation in India. 'Luckily, the portion of the plane where I was seated fell on the ground floor of the hostel premises after the plane crash-landed. When I saw that the door of the plane was broken, I told myself I can try and get out,' said Ramesh. A spokesperson from Downing Street confirmed that the UK Foreign Office has been in contact with Ramesh to offer consular support. Apart from Ramesh and Ajay, there were 51 other British nationals on the Air India flight. Of them, Hardik Avaiya, 27 and Vibhooti Patel, 28, have been identified as the victims. Avaiya and Patel, both Leicester residents, had gone to India to celebrate their engagement. Arjun Patoliya, who went to India to fulfil his wife's dying wish to immerse her ashes in Narmada, was among the victims. 'Her wish was that the ashes must be submerged in Narmada River,' said a member of the Indian Gujarati community who did not wish to be identified. Patoliya is survived by his two daughters, aged four and eight. The two girls were in London at the time of the crash. In Wellingborough, an English town 65 miles from London, mayor Raj Mishra condoled the death of Raxa Modha, 55, who accompanied her husband Kishor to India. 'Kishor wanted to be in his hometown in his final days. He died on April 26, and Raxa, along with her daughter-in-law and grandson, was returning to UK,' a person aware of the matter said. The Muslim Community in Gloucester paid tributes to Akeel Nanabawa, who along with his wife and four-year-old child, were killed in the crash. The Indian High Commission in London has been receiving several queries from family members and relatives of those affected regarding visas to India. 'We are facilitating it all at the high commission,' said an official.