by Rishidev Chaudhuri
It is an oddly well-kept secret that mathematical learning is a very active process, and almost always involves a struggle with ideas. To a large extent, this is due to the nature of mathematical intuition: grasping a mathematical idea involves seeing it from multiple angles, understanding why it's true in a broader context and understanding its connections with neighboring ideas. And so, when you sit down to read through a proof or the description of an idea, you rarely do just that. Instead, digestion more often involves settling down with a pen and a piece of paper and interrogating the concept in front of you: “What is this statement saying? Can I translate it into something else? Can I find a simpler case that will help me gain insight into this general context? What about this makes it true? What would be the consequences if this statement were false? What contradictions would I encounter if I tried to disprove it? How does this concept reflect those that have gone before? How do the various assumptions used to prove this statement factor in? Are all of them necessary? Are there other ways to frame this fact that seem fundamentally different?” And so on. And this interrogation often involves taking your pencil and paper on long digressions, slow rambling explorations of ideas that help clarify the one you're trying to understand.
Similarly, proving a mathematical statement or solving a problem is an unfolding of false sallies and blind alleys, of ideas that seem to work but fail in very particular ways, of realizing that you don't understand a problem or a concept as well as you thought. And again, these are not wasted. In almost every case, if someone were to just give you a proof or a solution and you didn't either try to come up with it first or actively interrogate it once you had it (which is almost the same thing), you'd learn that the statement was true, but learn very little about why it was true or what it meant for that statement to be true. And much of the learning in a math class happens not in the lectures but afterwards, in the time spent on problem sets (and, if you had a choice between attending the lectures and doing the problem sets, you should always pick the latter).
Unfortunately, most people make it through a high school mathematical education without being taught this. This has unfortunate consequences and makes mathematical learning exceedingly vulnerable to expectation and self-belief, so that it is often seen as something you either can or can't do, and many people see the struggle as a sign of a lack of ability rather than as an intrinsic part of the learning. There are certainly children who, for whatever accident of genetics, upbringing or attentional prowess start out by being quicker at math. But this seems swamped by differences in temperament and confidence, or by the effect that initial quickness has on confidence. How you engage with the setbacks of learning seems more important than how quick you are1.

I am going to make twin arguments: that the difference in everyday life, everyday oppressions and everyday successes is LESS than commonly stated (though a gap may finally be opening up), but at the same time, the asymmetry in their ideals and foundational myths is much greater than outsiders tend to see. Outsiders in general tend to see other nations as generic “nations”; they assume (usually unconsciously) that the default “national interests” are likely to be reflections of the same set of assumptions everywhere. My argument here is that this is frequently true and is true enough of India and Pakistan in many cases (e.g. in negotiations over river waters), but there are some unique elements in the Pakistan story that slowly but steadily push in a less desirable direction