Rose Wilder Lane gilt in den USA als eine der 3 weiblichen Gründungsfiguren der wohl konsequentesten Freiheitsbewegung, des Libertarismus. Als Journalistin war sie ab 1918 bis 1924 in der Sowjetunion unterwegs und bereiste Europa und den Orient. Besonders gern und häufig hielt sie sich jedoch in Albanien auf, wo sie ab 1926 bis 1928 durchgehend lebte.
Während ihrer Aufenthalte im sowjetisch okkupierten Kaukasus (Aserbaidschan, Georgien, Armenien) im Mittleren Osten (Türkei, Ägypten, Palästina, Syrien, Irak) und auf dem Balkan (Albanien), zeigte sie ein besonderes Interesse an der frühen Geschichte des Islamischen Reiches.
Die Expertise zu diesem Thema hat sie anscheinend nachhaltig beeindruckt und veranlasste sie, in ihrem literarischen Hauptwerk „The Discovery Of Freedom“ (Die Entdeckung der Freiheit), den Islam und seine Ausrufung durch den Propheten Mohamed – Allah segne ihn und schenke ihm Heil – als den zweiten historischen Versuch zur Befreiung des Individuums darzustellen.
Im Folgenden zitiere ich aus der deutschsprachigen – von Jean Pierre Hamilius kommentierten – Übersetzung zum Thema Bildungsfreiheit.
»Es geschah, daß kurz ehe Mohammed sich von seinem Arbeitsbereich zurückzog, die Polizei im byzantinischen Reich alle Schulen der Wissenschaft schloß. Ein Wissenschaftler konnte den Mund halten, oder er konnte im Kerker sitzen oder aber das Reich verlassen, wenn es ihm möglich war.
Natürliche verließen viele das Reich. Im Westen war Rom eine verlassene Stadt, Verbrecher und Plünderer schwärmten über Europa. Der Norden lag in der Barbarei. Im Osten war Persien im Augenblick verhältnismäßig liberal. Die Wissenschaftler gingen nach Persien.
Auch die Kraft des byzantinischen Reiches sollte nun unter einer guten, starken Regierung versiegen. Die Perser fegten wieder über Kleinasien hinweg, um dieses Mal Mohammeds Behauptung zu erproben, daß nämlich die Einzelnen frei seien. Die Menschen, die dies glaubten, konnten nicht unterdrückt werden.
Nach kaum einem Jahrhundert begriff die mohammedanische Welt Indien, Persien, Arabien, Syrien, Palästina, Ägypten, und ganz Nordafrika bis zum Atlantik, große Teile Spaniens, die Balearen, einzelne Küstengebiete Südfrankreichs, Süditalien und die italienischen Inseln. Sie umschloß den Persischen Golf, das Kaspische Meer und das Mittelmeer. Keine Grenze trennte die Völker in diesem Raum: es gab also dort schon einen „Gemeinsamen Markt“ für Ideen, Güter und Dienstleistungen.
Diese Menschen ware die Kinder von Menschen, die in all den früheren Reichen gelebt hatten; sie bewahrten das Erbgut ihrer Vorfahren, ihre Sprachen, Gebräuche und Kulturen. Nur war ihre Ansicht über die Natur Gottes und des Menschen neu. Sie glaubten nun nicht länger, daß viele Götter diese Welt bewohnten und durch ihre Launen der Menschen Akte und Schicksale bestimmten. Jetzt wußten sie, daß der Mensch selbst die verantwortliche Autorität ist, die seine Handlungen kontrolliert und aus seinem Leben das macht, was es auf dieser Erde ist. […]
Die geflüchteten Wissenschaftler waren nun volkstümlich in Persien – sie wurden geachtet, bewundert und angehört. Keine Autorität unterdrückte sie; keine Polizei trat sie mit Füßen. Sie öffneten ihre Schulen; von Bagdad bis Granada füllten sie sich mit Studenten. Nach zwei Jahrhunderten hatten diese Schulen sich zu großen Universitäten entwickelt, die ersten Universitäten der Welt. […]
Die arabischen Universitäten hatten gar keine Organisation. Eine muslimische Universität hatte kein Programm, keinen Lehrplan, keine Selektion, keine Regeln und keine Prüfungen; sie verlieh keine Grade und keine Diplome. Sie war ganz einfach eine Lern-Einrichtung. Keine Lehr-, aber eine Lern-Einrichtung. Ein Mensch, ob jung oder alt, ging zu einer Universität, um das zu lernen, was er zu wissen wünschte, genau wie ein Amerikaner oder Europäer in einen Laden geht, um die Lebensmittel zu kaufen, die er wünscht.
Die Menschen, die etwas wußten (oder dachten, etwas zu wissen) und es zu lehren wünschten, öffneten eine Schule, um ihr Wissen zu verkaufen. Ihr Erfolg hing von der Nachfrage nach ihren Kenntnissen ab. War ihr Erfolg groß, so schlossen sich andere Lehrer ihnen an. So wurden aus den Schulen Universitäten und Jahrhundert um Jahrhundert fügten Menschen, die um das Wohl der Allgemeinheit besorgt waren, neue Gebäude hinzu, genau wie heute einzelne und auch Gruppen von ehemaligen Studenten helfen, die amerikanischen Universitäten auszudehnen.
Die Lehrer gaben ihre Vorlesungen in offenen Klassenräumen. Jedermann war willkommen. Ein neueintretender Student schlenderte umher und hörte zu. Entschloß er sich für einen Lehrer, so besprach dieser mit ihm, was er zu lernen wünschte und studieren mußte. Dann einigte man sich über die Gebühren. Gewöhnlich kam er regelmäßig zur Klasse. War er nicht zufrieden, so konnte er sich jeden Augenblick zurückziehen und sich einen anderen Lehrer suchen. Hatte er gelernt, was er wissen wollte, so verließ er die Universität, um seine Kenntnisse zu verwerten. […]
Im Angesicht der Geschichte haben die Araber große Leistungen im Bereich der Wissenschaft, der Kunst, des Handwerks und der Wirtschaft aufzuweisen.
Alle Glanzleistungen des Araberreiches beweisen, daß Politik und Religion nicht immer fortschrittshemmend und -lähmend wirken, sondern oft ein dem Fortschritt günstiges Klima schaffen können. Ist die staatliche Macht begrenzt und sind die religiösen Instanzen von Toleranz gegenüber Andersgläubigen und Andersdenkenden durchdrungen, besteht kaum Gefahr für alles, was den Keim des Neuen in sich birgt. Nichtvorhandene Zwangsgewalt gegenüber dem Fortschritt in allen Bereichen ist der Nährboden auf dem außergewöhnliche Menschen am besten gedeihen und ihren Mitmenschen dienen. Aber auch alle anderen „einfachen“ Menschen können dadurch nur zu neuen Entdeckungen angeregt werden. Denn letzten Endes ist jeder normale Mann, ist jede normale Frau auf irgendeinem Gebiet talentiert. Schließlich liegt es in den schöpferischen Kräften einer freien Zivilisation, „daß der Einzelne aus viel mehr Wissen Nutzen zieht als ihm bewußt ist“.
Ein Staat oder eine Religionsgemeinschaft kann weder Menschen mit Talenten züchten noch bewirken, daß sie sich vermehren. Der geniale Schöpfer im Bereich der Wissenschaft, der Kultur oder der Wirtschaft ist kein Dressurprodukt. Seine Gaben und Talente können nicht in Spezialschulen gelehrt werden. Er kann nur dann gedeihen, und seinen Mitmenschen, d. h. der Allgemeinheit am besten dienen, wenn seinem schöpferischen Dynamismus keine Fesseln angelegt werden!“
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