1 00:00:00,240 --> 00:00:08,740 Summary of Sunni concepts 2 00:00:08,740 --> 00:00:13,339 Education is continuous and never ending 3 00:00:13,339 --> 00:00:15,339 Of the nature of the human soul 4 00:00:15,339 --> 00:00:18,339 Fluctuation between obedience and disobedience 5 00:00:18,339 --> 00:00:21,339 Guidance and seduction 6 00:00:21,339 --> 00:00:25,339 So it needs constant follow-up 7 00:00:25,339 --> 00:00:30,339 It is not enough to put it in a statement of guidance and obedience once 8 00:00:30,339 --> 00:00:34,340 Thinking that it would be fixed forever after that 9 00:00:34,340 --> 00:00:38,340 Rather, it always exceeds the boundaries of the set template 10 00:00:38,340 --> 00:00:41,340 One hill and another 11 00:00:41,340 --> 00:00:46,340 Every time you need to be directed to reset it 12 00:00:46,340 --> 00:00:51,380 Thus, the difficulty and seriousness of the education process become clear 13 00:00:51,380 --> 00:00:54,380 Its constant necessity 14 00:00:54,380 --> 00:00:57,380 Either this persistent effort 15 00:00:57,380 --> 00:00:59,380 Or loss 16 00:01:01,109 --> 00:01:06,780 The lapses of the educated person between neglect and neglect 17 00:01:06,780 --> 00:01:09,780 Sometimes issued by Al-Mutaribi 18 00:01:09,780 --> 00:01:12,780 Some lapses that the educator hates 19 00:01:12,780 --> 00:01:15,780 But he may ignore it 20 00:01:15,780 --> 00:01:19,780 Realizing that the alert continues for every lapse 21 00:01:19,780 --> 00:01:24,780 A counter reaction may occur from the recipient's alienation and distraction 22 00:01:24,780 --> 00:01:27,879 There is nothing wrong with ignoring this 23 00:01:27,879 --> 00:01:30,879 Provided that it is about lapses 24 00:01:30,879 --> 00:01:33,879 Even obvious bad deeds 25 00:01:33,879 --> 00:01:40,879 The intention should be to balance priorities and postpone until the pupil matures 26 00:01:40,879 --> 00:01:44,939 And his understanding of the flaw in the lapse 27 00:01:44,939 --> 00:01:50,939 This neglect should in no way lead to negligence or negligence 28 00:01:50,939 --> 00:01:54,939 Neglecting the warning is as harmful as insisting on it 29 00:01:54,939 --> 00:01:56,939 And the wisdom of the educator 30 00:01:56,939 --> 00:02:01,939 Which tells him when it is better to ignore and when to direct 31 00:02:01,939 --> 00:02:09,060 Using both leniency and decisiveness in education 32 00:02:09,060 --> 00:02:12,060 Being flexible is essential 33 00:02:12,060 --> 00:02:17,060 Decisiveness in its place is also necessary to the same extent and level 34 00:02:17,060 --> 00:02:23,060 What is forbidden is from rudeness and harshness of heart, which does not bring good 35 00:02:23,060 --> 00:02:25,060 God Almighty said 36 00:02:25,060 --> 00:02:29,060 Because of the mercy of God, He softened for them 37 00:02:29,060 --> 00:02:34,060 And if you were generous and hard-hearted, those around you would not be weak 38 00:02:34,060 --> 00:02:37,090 Decisiveness does not mean harshness in any way 39 00:02:37,090 --> 00:02:41,090 Rather, it is the educator’s persistence in making the right decision 40 00:02:41,090 --> 00:02:44,090 And insistence on its implementation 41 00:02:44,090 --> 00:02:46,090 Taking into account the good manner 42 00:02:46,090 --> 00:02:49,090 It contains kindness and love 43 00:02:49,090 --> 00:02:51,090 What the educator needs 44 00:02:51,090 --> 00:02:55,090 It is insight into areas of softness and areas of decisiveness 45 00:02:55,090 --> 00:03:00,500 On a permanent foundation of love 46 00:03:00,500 --> 00:03:03,500 Education to control desires 47 00:03:03,500 --> 00:03:08,229 Controlling desires is an ability that a person trains on 48 00:03:08,229 --> 00:03:11,229 He usually gets used to it 49 00:03:11,229 --> 00:03:14,229 And the more he trained on it when he was young 50 00:03:14,229 --> 00:03:18,229 He was more capable of it and more capable of it 51 00:03:18,229 --> 00:03:22,229 He finds it present when he needs it 52 00:03:22,229 --> 00:03:25,259 A Muslim cannot call to God Almighty 53 00:03:25,259 --> 00:03:28,259 Or jihad for its sake 54 00:03:28,259 --> 00:03:31,259 Without controlling his lusts and desires 55 00:03:31,259 --> 00:03:34,259 Even if it is within the scope of permissibility 56 00:03:34,259 --> 00:03:37,259 In which there is no sin in itself 57 00:03:37,259 --> 00:03:39,300 God Almighty said 58 00:03:39,300 --> 00:03:43,300 Say if your fathers and your sons 59 00:03:43,300 --> 00:03:47,300 And your brothers, your husbands, and your clan 60 00:03:47,300 --> 00:03:49,300 And the money you made 61 00:03:49,300 --> 00:03:52,300 And a trade that you fear will stagnate 62 00:03:52,300 --> 00:03:55,300 And dwellings that please you are dearer to you 63 00:03:55,300 --> 00:03:59,300 From God and His Messenger and jihad in His cause 64 00:03:59,300 --> 00:04:03,300 So they waited until God brought His command 65 00:04:03,300 --> 00:04:07,300 And God does not guide the rebellious people 66 00:04:07,300 --> 00:04:10,330 Everything mentioned in the verse 67 00:04:10,330 --> 00:04:13,330 It is essentially permissible 68 00:04:13,330 --> 00:04:16,329 But it becomes forbidden and sinful 69 00:04:16,329 --> 00:04:20,329 I return from the duty of preaching and jihad for the sake of God 70 00:04:20,329 --> 00:04:24,420 Controlling desires does not mean depriving them 71 00:04:24,420 --> 00:04:26,420 If it is permissible 72 00:04:26,420 --> 00:04:30,420 Rather, it means training oneself to dispense with it 73 00:04:30,420 --> 00:04:32,420 When needed 74 00:04:32,420 --> 00:04:34,420 And on this 75 00:04:34,420 --> 00:04:37,420 The educator can provide training to the trainees 76 00:04:37,420 --> 00:04:40,420 Courses in which some desires are prohibited from them 77 00:04:40,420 --> 00:04:43,420 The soul is permissible for a limited period 78 00:04:43,420 --> 00:04:47,420 To accustom them to dispensing with it when needed 79 00:04:52,930 --> 00:04:57,930 Punishment is neither reprehensible nor forbidden in itself 80 00:04:57,930 --> 00:05:00,930 It is not harmful to the entity of the individual or the child 81 00:05:00,930 --> 00:05:05,930 As some doctrines of education claim in contemporary pre-Islamic times 82 00:05:05,930 --> 00:05:08,959 The Prophet, may God bless him and grant him peace 83 00:05:08,959 --> 00:05:11,959 He ordered the child to be disciplined for not praying 84 00:05:11,959 --> 00:05:13,959 And he said 85 00:05:13,959 --> 00:05:16,959 Encourage your children to pray for seven years 86 00:05:16,959 --> 00:05:19,959 And beat them for ten 87 00:05:19,959 --> 00:05:24,959 But what we need to decide and emphasize is the following 88 00:05:24,959 --> 00:05:26,959 Firstly 89 00:05:26,959 --> 00:05:31,959 The punishment should not be both physical and moral 90 00:05:31,959 --> 00:05:34,959 The first thing the educator resorts to 91 00:05:34,959 --> 00:05:37,959 Rather, it should start with reward 92 00:05:37,959 --> 00:05:39,959 If that does not work, 93 00:05:39,959 --> 00:05:41,959 Go to punishment 94 00:05:41,959 --> 00:05:46,089 It begins with the moral before the sensory 95 00:05:46,089 --> 00:05:48,089 Secondly 96 00:05:48,089 --> 00:05:51,089 Individual differences between one child and another are taken into account 97 00:05:51,089 --> 00:05:56,089 The type of punishment and the necessary dose of it are decided wisely 98 00:05:56,089 --> 00:06:01,089 There is a child who sees turning away as a deterrent punishment 99 00:06:01,089 --> 00:06:03,089 His conscience is affected by her 100 00:06:03,089 --> 00:06:08,089 He did not exceed that punishment and went to another 101 00:06:08,089 --> 00:06:11,089 Rather, the period of symptoms did not last long 102 00:06:11,089 --> 00:06:14,089 If a little is enough 103 00:06:14,089 --> 00:06:19,089 Another child does not care except through sensory punishment 104 00:06:19,089 --> 00:06:23,379 This person uses what is beneficial to him 105 00:06:23,379 --> 00:06:25,379 Third 106 00:06:25,379 --> 00:06:32,379 The educator should take into account that the punishment is also appropriate to the crime in terms of quantity 107 00:06:32,379 --> 00:06:39,379 He does not have a fixed dose of punishment that he uses for every case equally 108 00:06:39,379 --> 00:06:44,379 This would make a child commit a major violation 109 00:06:44,379 --> 00:06:48,629 As long as her punishment is equivalent to a small punishment 110 00:06:48,629 --> 00:06:50,629 Fourth 111 00:06:50,629 --> 00:06:55,629 Likewise, the first is the threat of punishment rather than the actual imposition of it 112 00:06:55,629 --> 00:07:00,629 Because that preserves her constant fear in the child’s soul 113 00:07:00,629 --> 00:07:02,629 In addition to its high rhythm 114 00:07:02,629 --> 00:07:08,629 Which may cause the child to become accustomed to it and not be afraid of it 115 00:07:08,629 --> 00:07:13,459 Education through guidance and indoctrination 116 00:07:13,459 --> 00:07:16,300 Firstly 117 00:07:16,300 --> 00:07:19,300 The necessity of guidance and indoctrination 118 00:07:19,300 --> 00:07:23,360 Role models alone are not enough in the education process 119 00:07:23,360 --> 00:07:26,360 It does not fulfill everything required 120 00:07:26,360 --> 00:07:31,360 The Messenger, may God bless him and grant him peace, is the greatest role model for humanity 121 00:07:31,360 --> 00:07:34,360 He was not satisfied with his behavior in raising his friends 122 00:07:34,360 --> 00:07:38,360 Rather, he was always guiding and instructing them 123 00:07:38,360 --> 00:07:42,360 Until a huge wealth of hadiths were created 124 00:07:42,360 --> 00:07:46,360 Which has become one of the main sources of legislation 125 00:07:46,360 --> 00:07:51,360 The Holy Qur’an is all guidance and indoctrination 126 00:07:51,360 --> 00:07:56,360 In education, there must be a combination of role modeling and indoctrination 127 00:07:56,360 --> 00:07:58,680 Secondly 128 00:07:58,680 --> 00:08:00,680 A source of guidance and indoctrination 129 00:08:01,810 --> 00:08:03,810 It is clear from the previous point 130 00:08:03,810 --> 00:08:06,810 That is a source of guidance and indoctrination 131 00:08:06,810 --> 00:08:09,810 It should be the Qur’an and the Sunnah 132 00:08:09,810 --> 00:08:13,810 Therefore, we do not take guidance from our children 133 00:08:13,810 --> 00:08:18,810 In values, perceptions, morals, and patterns of behavior 134 00:08:18,810 --> 00:08:22,810 From the ignorance surrounding us throughout the earth 135 00:08:22,810 --> 00:08:26,000 This does not mean that we should close our minds 136 00:08:26,000 --> 00:08:29,000 About useful human experiences 137 00:08:29,000 --> 00:08:32,000 Wisdom is the lost property of the believer 138 00:08:32,000 --> 00:08:35,000 Wherever he finds it, he has more right to it 139 00:08:35,000 --> 00:08:40,000 But what is meant is for us to be careful not to be tempted by ignorance 140 00:08:40,000 --> 00:08:43,000 About what was revealed to us, or part of it 141 00:08:43,000 --> 00:08:45,000 God Almighty said 142 00:08:45,000 --> 00:08:49,000 And I will judge between them according to what God has revealed 143 00:08:49,000 --> 00:08:52,000 Do not follow their desires 144 00:08:52,000 --> 00:08:57,000 And beware of them lest they tempt you from some of what God has revealed to you 145 00:08:57,000 --> 00:08:59,029 So what does that mean? 146 00:08:59,029 --> 00:09:02,029 That we derive the principles only from the Book of God 147 00:09:02,029 --> 00:09:06,029 And the Sunnah of His Messenger, may God bless him and grant him peace 148 00:09:06,029 --> 00:09:08,029 As for applications 149 00:09:08,029 --> 00:09:11,029 That is, the method of implementation and performance 150 00:09:11,029 --> 00:09:15,029 There is nothing wrong with quoting any useful method or style 151 00:09:15,029 --> 00:09:19,029 As long as it does not conflict with the derived assets 152 00:09:19,029 --> 00:09:21,029 From the Qur’an and Sunnah 153 00:09:21,029 --> 00:09:23,029 With our firm certainty 154 00:09:23,029 --> 00:09:28,029 In terms of principles, pre-Islamic times only had two things 155 00:09:28,029 --> 00:09:32,029 Either values and principles similar to those in Islam 156 00:09:32,029 --> 00:09:37,029 Let us then take it from its original divine source 157 00:09:37,029 --> 00:09:40,029 Or values that contradict Islam 158 00:09:40,029 --> 00:09:44,029 Under no circumstances can good be achieved 159 00:09:44,029 --> 00:09:49,029 Even if at first glance it appears shiny and shiny 160 00:09:49,029 --> 00:09:53,090 Directing energies and emotions 161 00:09:53,090 --> 00:09:58,340 Islam directs human energies and emotions 162 00:09:58,340 --> 00:10:02,340 And his many emotions are in the right direction 163 00:10:02,340 --> 00:10:07,340 He places it in the required field for it to bear fruit 164 00:10:07,340 --> 00:10:11,429 For example, if the energy of hatred accumulates in a person 165 00:10:11,429 --> 00:10:14,429 It is an innate energy 166 00:10:14,429 --> 00:10:18,429 Islam directs her to hate Satan and his helpers 167 00:10:18,429 --> 00:10:21,429 And no, all the evil they create 168 00:10:22,429 --> 00:10:27,429 Likewise, Islam empties the energy of love into the love of God 169 00:10:27,429 --> 00:10:31,429 And love of believers, goodness and lawful things 170 00:10:31,429 --> 00:10:34,429 The same applies to all other energies 171 00:10:34,429 --> 00:10:38,429 Such as jihad, cultivation, production, and reconstruction 172 00:10:38,429 --> 00:10:44,429 Islam devotes all of this to doing good and destroying falsehood 173 00:10:44,429 --> 00:10:51,429 This protects the soul from being distorted by its energies and afflicted with turmoil and evil 174 00:10:56,389 --> 00:11:01,029 Knowledge devoid of education and self-purification 175 00:11:01,029 --> 00:11:06,029 It becomes an excuse for its owner rather than being beneficial 176 00:11:06,029 --> 00:11:10,029 Rather, it may lead its owner to spread corruption on earth 177 00:11:10,029 --> 00:11:13,100 Instead of fixing it 178 00:11:13,100 --> 00:11:20,100 Therefore, students in all stages of education should be linked to high and noble goals 179 00:11:20,100 --> 00:11:25,129 He avoids low goals and trivial matters 180 00:11:25,129 --> 00:11:29,129 Education curricula should be prepared according to this vision 181 00:11:29,129 --> 00:11:34,129 Especially in the field of so-called theoretical sciences 182 00:11:34,129 --> 00:11:38,129 Such as history, language, literature and education 183 00:11:38,129 --> 00:11:43,129 In history, for example, students study the biography of the heroes of the Nation of Islam 184 00:11:43,129 --> 00:11:47,129 Role models are highlighted in their biography 185 00:11:47,129 --> 00:11:53,129 He mentions evil people and explains the sources of their evil and deviations 186 00:11:53,129 --> 00:12:01,149 Its bad effects on the nation are based on giving insight into the path of criminals 187 00:12:01,149 --> 00:12:04,789 Collective education 188 00:12:04,789 --> 00:12:11,789 Although individual education has its importance and role in preparing distinguished individuals 189 00:12:11,789 --> 00:12:15,789 However, it is never enough alone 190 00:12:15,789 --> 00:12:21,789 Rather, there must be collective education or the education of the individual within a group 191 00:12:21,789 --> 00:12:26,789 Because the human soul, as we have shown, is in the nature of the educated 192 00:12:26,789 --> 00:12:29,789 It has two original tendencies 193 00:12:29,789 --> 00:12:33,789 Individualism and collectivism 194 00:12:33,789 --> 00:12:35,789 He is an individual in a group 195 00:12:35,789 --> 00:12:40,789 Accordingly, the individual will not have a normal upbringing 196 00:12:40,789 --> 00:12:45,789 Unless we take into account the aspects of it that do not mature or work 197 00:12:45,789 --> 00:12:49,789 Except within a group in which there are other individuals 198 00:12:49,789 --> 00:12:56,860 The school and its student activities are a type of collective education 199 00:12:56,860 --> 00:13:00,860 As well as memorization circles in mosques 200 00:13:00,860 --> 00:13:07,860 The accompanying educational trips and camps are a type of group education 201 00:13:07,860 --> 00:13:12,860 The recipient trains in correct coexistence with others 202 00:13:12,860 --> 00:13:16,860 And how to deal positively with them 203 00:13:16,860 --> 00:13:19,860 And forming common goals 204 00:13:19,860 --> 00:13:21,860 And achieving teamwork 205 00:13:21,860 --> 00:13:28,860 Which yields great results in areas that cannot be achieved through individual work 206 00:13:28,860 --> 00:13:32,620 The environment affecting education 207 00:13:32,620 --> 00:13:38,649 The child or educator is generally influenced by the environment around him 208 00:13:38,649 --> 00:13:44,649 The home, the street, the school, and the community affect it 209 00:13:44,649 --> 00:13:49,710 If we want the educational process to be successful and fruitful 210 00:13:49,710 --> 00:13:53,710 We must have a Muslim home 211 00:13:53,710 --> 00:13:55,710 And the Muslim street 212 00:13:55,710 --> 00:13:57,710 And the Muslim school 213 00:13:57,710 --> 00:13:59,710 And the Muslim community 214 00:13:59,710 --> 00:14:01,710 And Islamic media