Resilience In I Am Malala Yousafzai

While education is known for its abilities to stimulate intellectual development, consequently, it nurtures resilience in the process. Resilience isn’t a trait that’s been innately programmed and ready to use when necessary, but rather a skill that is developed and built through experience especially when an individual suffers adversity. It’s a quality admired by many for its adaptability and elasticity when faced with failure, however, it isn’t a quality that many possess. For instance, Malala Yousafzai is an excellent example of resilience. In I Am Malala, Malala says “I don’t want to be thought of as the ‘girl who was shot by the Taliban’ but the ‘girl who fought for education. This is the cause to which I want to devote my life” (Yousafzai
Although Malala’s display of immense strength and resilience is astounding for any human being, her nonviolent approach applied to her educational campaign is even more impressive. Nonviolence is a difficult concept to understand and an even more difficult practice to perfect. In this society, we’ve been immersed in an environment of violence and terrorism, so much so that violence is now perceived as fascinating and “cool”. Such as, in Michael Nagler’s “An Introduction to Nonviolence” essay regarding nonviolence, he states that “Frankly, our present worldview and the institutions based on that worldview take violence as a norm” (Nagler 3). Nagler uses this line to express his disappointment in the world’s choice to drive violence into our lives and allow its parasitic tendencies leech off our nonviolent nature. Giving us a glimpse of the damaging costs of violence, Nagler mentions “We might contrast this with the appallingly high rates of depression, substance abuse, and suicide among today’s American servicemen and women” (Nagler 2). With consideration for even the most rational of readers, Nagler gathers evidence