WEBVTT 00:00:00.240 --> 00:00:08.769 A summary of the concepts of the Ahl al-Sunnah. 00:00:08.769 --> 00:00:11.769 The contradiction between the environments that influence upbringing. 00:00:11.769 --> 00:00:18.079 If one of the influential environmental factors— 00:00:18.079 --> 00:00:23.079 such as the home, for instance—is Islamic, while all other factors are jahili (ignorant of divine guidance), 00:00:23.079 --> 00:00:28.079 such as the street, the school, the media, or society at large, 00:00:28.079 --> 00:00:31.079 then the educational process will become difficult. 00:00:31.079 --> 00:00:37.079 It will require the educator to exert double the effort to remove the traces of this jahiliyyah. 00:00:37.079 --> 00:00:40.079 That is, without a doubt, a dilemma. 00:00:40.079 --> 00:00:43.299 For if you isolate the child from society, 00:00:43.299 --> 00:00:46.299 you will cause psychological atrophy in their character. 00:00:46.299 --> 00:00:48.299 And if you let them loose, 00:00:48.299 --> 00:00:52.299 they will return to you every day muddied by corruption. 00:00:52.299 --> 00:00:54.299 So, what is the solution? 00:00:54.299 --> 00:00:59.530 You may succeed in reducing interaction with this society to some extent, 00:00:59.530 --> 00:01:04.530 but there is no escaping the necessity of living in it and dealing with it. 00:01:04.530 --> 00:01:06.530 There are no magical solutions. 00:01:06.530 --> 00:01:09.530 Necessary interaction is unavoidable, 00:01:09.530 --> 00:01:15.530 along with a daily, arduous, and exhausting cleansing process for both the educator and the child simultaneously. 00:01:15.530 --> 00:01:20.530 This cleansing may succeed completely, or it may not. 00:01:20.530 --> 00:01:22.530 But in any case, 00:01:22.530 --> 00:01:25.530 it will mitigate the filth of this jahiliyyah, 00:01:25.530 --> 00:01:29.530 and erase some of its effects on the child’s soul. 00:01:29.530 --> 00:01:37.659 The child may find themselves confused between your Islamic values and concepts upon which you are raising them, 00:01:37.659 --> 00:01:41.659 and the deviant jahili behavior prevalent in society. 00:01:41.659 --> 00:01:44.659 At that point, the educator has no choice 00:01:44.659 --> 00:01:46.659 but to exert double the effort 00:01:46.659 --> 00:01:51.659 to remove these negative effects as much as possible, 00:01:51.659 --> 00:01:54.659 “So keep your duty to Allah as best ye can, and listen, and obey, and spend; that is better for your souls. And whoso is saved from his own greed, such are the successful.” (64:16) 00:01:54.659 --> 00:01:59.659 followed by intense supplication that Allah may protect the youth from misguidance and trials, 00:01:59.659 --> 00:02:02.659 and guide them to the straight path. 00:02:04.420 --> 00:02:07.900 Leisure time. 00:02:07.900 --> 00:02:11.900 Many people complain about what they call "leisure time." 00:02:11.900 --> 00:02:19.900 They use it as a scapegoat upon which they hang the blame for the misguidance, falsehood, and corruption they fall into. 00:02:19.900 --> 00:02:21.900 They say, 00:02:21.900 --> 00:02:25.900 "We have no way to kill this leisure time." 00:02:25.900 --> 00:02:29.900 In reality, they are killing themselves for the sake of time. 00:02:29.900 --> 00:02:33.900 In truth, there is no such thing as leisure time; 00:02:33.900 --> 00:02:36.900 rather, it is a void of the soul, the heart, and the spirit. 00:02:36.900 --> 00:02:39.900 It is a void of values and noble principles, 00:02:39.900 --> 00:02:44.900 a void of serious goals that occupy a human being 00:02:44.900 --> 00:02:49.900 when they are in the divine state that Allah intended for them, 00:02:49.900 --> 00:02:51.900 in the best of forms. 00:02:51.900 --> 00:02:53.900 How true was the one who said: 00:02:53.900 --> 00:02:59.900 "If you do not occupy your soul with truth, it will occupy you with falsehood." 00:02:59.900 --> 00:03:05.930 In Islam, and with serious upbringing, this problem does not exist, 00:03:05.930 --> 00:03:10.930 because a void cannot exist in a heart filled with the remembrance of Allah, 00:03:10.930 --> 00:03:14.930 nor in a spirit devoted to Allah, 00:03:14.930 --> 00:03:20.500 nor in a soul upright upon the guidance of Allah. 00:03:20.500 --> 00:03:26.500 The preoccupation of the caller (da'iyah) with public outreach at the expense of raising his own family and children. 00:03:26.500 --> 00:03:35.139 You are amazed when you see a caller who is active and effective in many fields of public outreach, 00:03:35.139 --> 00:03:41.139 yet you find him preoccupied with that to the neglect of his own family and those whom Allah has placed under his care. 00:03:41.139 --> 00:03:44.139 They rarely see him, 00:03:44.139 --> 00:03:49.139 and they know only a tiny fraction of what he calls people to. 00:03:49.139 --> 00:03:53.139 Yet, he is not ignorant of the saying of Allah the Exalted: 00:03:53.139 --> 00:04:01.139 “O ye who believe! Ward off from yourselves and your families a Fire whereof the fuel is men and stones, over which are set angels strong, severe, who resist not Allah in that which He commandeth them, but do that which they are commanded.” (66:6) 00:04:01.139 --> 00:04:05.139 "Over it are angels, harsh and severe." 00:04:05.139 --> 00:04:10.139 “O ye who believe! Ward off from yourselves and your families a Fire whereof the fuel is men and stones, over which are set angels strong, severe, who resist not Allah in that which He commandeth them, but do that which they are commanded.” (66:6) 00:04:10.139 --> 00:04:15.139 His children and his family are the first for whom he will be held accountable. 00:04:15.139 --> 00:04:18.139 The Prophet (peace be upon him) said: 00:04:18.139 --> 00:04:22.139 "Every one of you is a shepherd and is responsible for his flock." 00:04:22.139 --> 00:04:26.139 The leader is a shepherd and is responsible for his flock, 00:04:26.139 --> 00:04:31.139 and a man is a shepherd in his household and is responsible for his flock. 00:04:31.139 --> 00:04:33.139 Agreed upon. 00:04:33.139 --> 00:04:36.360 Just as you find, on the opposite end, 00:04:36.360 --> 00:04:40.360 someone who neglects the duty of calling to Allah, seeking knowledge, and striving (jihad), 00:04:40.360 --> 00:04:44.360 under the pretext of fulfilling the rights of his wife and children, 00:04:44.360 --> 00:04:48.360 revolving only in their orbit and fulfilling their demands. 00:04:48.360 --> 00:04:51.389 The matter lies in the middle between this and that. 00:04:51.389 --> 00:04:55.389 The successful one is he whom Allah the Almighty grants success 00:04:55.389 --> 00:04:58.389 in balancing the duties of public outreach 00:04:58.389 --> 00:05:01.389 and the rights of his family and children in particular. 00:05:01.389 --> 00:05:06.389 For moderation is a hallmark of this great religion. 00:05:06.389 --> 00:05:11.389 “Thus We have appointed you a middle nation, that ye may be witnesses against mankind, and that the messenger may be a witness against you. And We appointed the qiblah which ye formerly observed only that We might know him who followeth the messenger, from him who turneth on his heels. In truth it was a hard (test) save for those whom Allah guided. But it was not Allah's purpose that your faith should be in vain, for Allah is Full of Pity, Merciful toward mankind.” (2:143) 00:05:11.389 --> 00:05:15.579 Some disadvantages of modern education. 00:05:15.579 --> 00:05:21.540 There are many disadvantages to modern educational systems. 00:05:21.540 --> 00:05:24.540 We will mention some of them and their harms. 00:05:24.540 --> 00:05:30.600 First: placing the intelligent, gifted student with the dull, slow student. 00:05:30.600 --> 00:05:34.600 Whereas traditional Islamic education 00:05:34.600 --> 00:05:37.600 allowed individual talents to flourish 00:05:37.600 --> 00:05:40.600 and advance to higher circles 00:05:40.600 --> 00:05:45.600 according to their level of attainment, regardless of their age. 00:05:45.600 --> 00:05:49.600 The West has attempted to overcome this negative aspect 00:05:49.600 --> 00:05:54.600 by creating a system for promoting gifted students to a higher level. 00:05:54.600 --> 00:06:01.819 Second: modern education seeks to abolish memorization and highlights its flaws, 00:06:01.819 --> 00:06:05.819 claiming that it restricts the faculty of creativity and thinking. 00:06:05.819 --> 00:06:10.819 We may agree on some of the flaws resulting from limiting oneself to memorization 00:06:10.819 --> 00:06:12.819 and neglecting the aspect of thinking, 00:06:12.819 --> 00:06:17.819 but this does not mean, in any way, abolishing the aspect of memorization. 00:06:17.819 --> 00:06:22.819 Rather, we only eliminate the flaws that may accompany focusing on it 00:06:22.819 --> 00:06:25.819 and neglecting the other aspect. 00:06:25.819 --> 00:06:26.920 Third: 00:06:26.920 --> 00:06:31.920 Modern education adopts the principle of teaching starting from the whole 00:06:31.920 --> 00:06:33.920 and ending with the part. 00:06:33.920 --> 00:06:39.920 They base this on the idea that the eye perceives an image in its entirety first, 00:06:39.920 --> 00:06:42.920 then begins to recognize its details. 00:06:42.920 --> 00:06:47.920 Therefore, they begin teaching language with the sentence, 00:06:47.920 --> 00:06:51.920 then move from it to the word, then to the letter. 00:06:51.920 --> 00:06:56.920 They forgot that there is a great difference between an image and a language. 00:06:56.920 --> 00:07:00.920 An image is a visual matter perceived by the sense of sight, 00:07:01.920 --> 00:07:05.920 which perceives wholes before parts. 00:07:05.920 --> 00:07:10.920 Whereas language relies on hearing, which perceives sound, 00:07:10.920 --> 00:07:13.920 the origin of which is the part of a composite thing. 00:07:13.920 --> 00:07:19.920 That is why if someone hears speech in a language they know nothing about, 00:07:19.920 --> 00:07:22.920 they will not understand what is heard, nor will they perceive it. 00:07:22.920 --> 00:07:27.920 But if they begin to learn the letters of the language and combine them with one another, 00:07:27.920 --> 00:07:32.920 they can recognize what they hear little by little, 00:07:32.920 --> 00:07:38.920 until they perceive the meanings thereafter and understand the language and its connotations. 00:07:38.920 --> 00:07:42.019 Teaching language in Islamic civilization 00:07:42.019 --> 00:07:47.019 relies on the letter, then the word, then the sentence. 00:07:47.019 --> 00:07:52.019 In fact, it teaches the child the letter with its various diacritics first, 00:07:52.019 --> 00:07:58.019 so the child excels in understanding their language through the details of its letters and their diacritics. 00:07:58.019 --> 00:08:05.050 Look at those who study the Baghdadi Primer or the Noorani Primer, 00:08:05.050 --> 00:08:11.050 how they surpass others and learn the language with lightning speed.