WEBVTT 00:00:00.240 --> 00:00:08.740 Summary of Sunni concepts 00:00:08.740 --> 00:00:13.339 Education is continuous and never ending 00:00:13.339 --> 00:00:15.339 Of the nature of the human soul 00:00:15.339 --> 00:00:18.339 Fluctuation between obedience and disobedience 00:00:18.339 --> 00:00:21.339 Guidance and seduction 00:00:21.339 --> 00:00:25.339 So it needs constant follow-up 00:00:25.339 --> 00:00:30.339 It is not enough to put it in a statement of guidance and obedience once 00:00:30.339 --> 00:00:34.340 Thinking that it would be fixed forever after that 00:00:34.340 --> 00:00:38.340 Rather, it always exceeds the boundaries of the set template 00:00:38.340 --> 00:00:41.340 One hill and another 00:00:41.340 --> 00:00:46.340 Every time you need to be directed to reset it 00:00:46.340 --> 00:00:51.380 Thus, the difficulty and seriousness of the education process become clear 00:00:51.380 --> 00:00:54.380 Its constant necessity 00:00:54.380 --> 00:00:57.380 Either this persistent effort 00:00:57.380 --> 00:00:59.380 Or loss 00:01:01.109 --> 00:01:06.780 The lapses of the educated person between neglect and neglect 00:01:06.780 --> 00:01:09.780 Sometimes issued by Al-Mutaribi 00:01:09.780 --> 00:01:12.780 Some lapses that the educator hates 00:01:12.780 --> 00:01:15.780 But he may ignore it 00:01:15.780 --> 00:01:19.780 Realizing that the alert continues for every lapse 00:01:19.780 --> 00:01:24.780 A counter reaction may occur from the recipient's alienation and distraction 00:01:24.780 --> 00:01:27.879 There is nothing wrong with ignoring this 00:01:27.879 --> 00:01:30.879 Provided that it is about lapses 00:01:30.879 --> 00:01:33.879 Even obvious bad deeds 00:01:33.879 --> 00:01:40.879 The intention should be to balance priorities and postpone until the pupil matures 00:01:40.879 --> 00:01:44.939 And his understanding of the flaw in the lapse 00:01:44.939 --> 00:01:50.939 This neglect should in no way lead to negligence or negligence 00:01:50.939 --> 00:01:54.939 Neglecting the warning is as harmful as insisting on it 00:01:54.939 --> 00:01:56.939 And the wisdom of the educator 00:01:56.939 --> 00:02:01.939 Which tells him when it is better to ignore and when to direct 00:02:01.939 --> 00:02:09.060 Using both leniency and decisiveness in education 00:02:09.060 --> 00:02:12.060 Being flexible is essential 00:02:12.060 --> 00:02:17.060 Decisiveness in its place is also necessary to the same extent and level 00:02:17.060 --> 00:02:23.060 What is forbidden is from rudeness and harshness of heart, which does not bring good 00:02:23.060 --> 00:02:25.060 God Almighty said 00:02:25.060 --> 00:02:29.060 Because of the mercy of God, He softened for them 00:02:29.060 --> 00:02:34.060 And if you were generous and hard-hearted, those around you would not be weak 00:02:34.060 --> 00:02:37.090 Decisiveness does not mean harshness in any way 00:02:37.090 --> 00:02:41.090 Rather, it is the educator’s persistence in making the right decision 00:02:41.090 --> 00:02:44.090 And insistence on its implementation 00:02:44.090 --> 00:02:46.090 Taking into account the good manner 00:02:46.090 --> 00:02:49.090 It contains kindness and love 00:02:49.090 --> 00:02:51.090 What the educator needs 00:02:51.090 --> 00:02:55.090 It is insight into areas of softness and areas of decisiveness 00:02:55.090 --> 00:03:00.500 On a permanent foundation of love 00:03:00.500 --> 00:03:03.500 Education to control desires 00:03:03.500 --> 00:03:08.229 Controlling desires is an ability that a person trains on 00:03:08.229 --> 00:03:11.229 He usually gets used to it 00:03:11.229 --> 00:03:14.229 And the more he trained on it when he was young 00:03:14.229 --> 00:03:18.229 He was more capable of it and more capable of it 00:03:18.229 --> 00:03:22.229 He finds it present when he needs it 00:03:22.229 --> 00:03:25.259 A Muslim cannot call to God Almighty 00:03:25.259 --> 00:03:28.259 Or jihad for its sake 00:03:28.259 --> 00:03:31.259 Without controlling his lusts and desires 00:03:31.259 --> 00:03:34.259 Even if it is within the scope of permissibility 00:03:34.259 --> 00:03:37.259 In which there is no sin in itself 00:03:37.259 --> 00:03:39.300 God Almighty said 00:03:39.300 --> 00:03:43.300 Say if your fathers and your sons 00:03:43.300 --> 00:03:47.300 And your brothers, your husbands, and your clan 00:03:47.300 --> 00:03:49.300 And the money you made 00:03:49.300 --> 00:03:52.300 And a trade that you fear will stagnate 00:03:52.300 --> 00:03:55.300 And dwellings that please you are dearer to you 00:03:55.300 --> 00:03:59.300 From God and His Messenger and jihad in His cause 00:03:59.300 --> 00:04:03.300 So they waited until God brought His command 00:04:03.300 --> 00:04:07.300 And God does not guide the rebellious people 00:04:07.300 --> 00:04:10.330 Everything mentioned in the verse 00:04:10.330 --> 00:04:13.330 It is essentially permissible 00:04:13.330 --> 00:04:16.329 But it becomes forbidden and sinful 00:04:16.329 --> 00:04:20.329 I return from the duty of preaching and jihad for the sake of God 00:04:20.329 --> 00:04:24.420 Controlling desires does not mean depriving them 00:04:24.420 --> 00:04:26.420 If it is permissible 00:04:26.420 --> 00:04:30.420 Rather, it means training oneself to dispense with it 00:04:30.420 --> 00:04:32.420 When needed 00:04:32.420 --> 00:04:34.420 And on this 00:04:34.420 --> 00:04:37.420 The educator can provide training to the trainees 00:04:37.420 --> 00:04:40.420 Courses in which some desires are prohibited from them 00:04:40.420 --> 00:04:43.420 The soul is permissible for a limited period 00:04:43.420 --> 00:04:47.420 To accustom them to dispensing with it when needed 00:04:52.930 --> 00:04:57.930 Punishment is neither reprehensible nor forbidden in itself 00:04:57.930 --> 00:05:00.930 It is not harmful to the entity of the individual or the child 00:05:00.930 --> 00:05:05.930 As some doctrines of education claim in contemporary pre-Islamic times 00:05:05.930 --> 00:05:08.959 The Prophet, may God bless him and grant him peace 00:05:08.959 --> 00:05:11.959 He ordered the child to be disciplined for not praying 00:05:11.959 --> 00:05:13.959 And he said 00:05:13.959 --> 00:05:16.959 Encourage your children to pray for seven years 00:05:16.959 --> 00:05:19.959 And beat them for ten 00:05:19.959 --> 00:05:24.959 But what we need to decide and emphasize is the following 00:05:24.959 --> 00:05:26.959 Firstly 00:05:26.959 --> 00:05:31.959 The punishment should not be both physical and moral 00:05:31.959 --> 00:05:34.959 The first thing the educator resorts to 00:05:34.959 --> 00:05:37.959 Rather, it should start with reward 00:05:37.959 --> 00:05:39.959 If that does not work, 00:05:39.959 --> 00:05:41.959 Go to punishment 00:05:41.959 --> 00:05:46.089 It begins with the moral before the sensory 00:05:46.089 --> 00:05:48.089 Secondly 00:05:48.089 --> 00:05:51.089 Individual differences between one child and another are taken into account 00:05:51.089 --> 00:05:56.089 The type of punishment and the necessary dose of it are decided wisely 00:05:56.089 --> 00:06:01.089 There is a child who sees turning away as a deterrent punishment 00:06:01.089 --> 00:06:03.089 His conscience is affected by her 00:06:03.089 --> 00:06:08.089 He did not exceed that punishment and went to another 00:06:08.089 --> 00:06:11.089 Rather, the period of symptoms did not last long 00:06:11.089 --> 00:06:14.089 If a little is enough 00:06:14.089 --> 00:06:19.089 Another child does not care except through sensory punishment 00:06:19.089 --> 00:06:23.379 This person uses what is beneficial to him 00:06:23.379 --> 00:06:25.379 Third 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 00:06:32.379 --> 00:06:39.379 He does not have a fixed dose of punishment that he uses for every case equally 00:06:39.379 --> 00:06:44.379 This would make a child commit a major violation 00:06:44.379 --> 00:06:48.629 As long as her punishment is equivalent to a small punishment 00:06:48.629 --> 00:06:50.629 Fourth 00:06:50.629 --> 00:06:55.629 Likewise, the first is the threat of punishment rather than the actual imposition of it 00:06:55.629 --> 00:07:00.629 Because that preserves her constant fear in the child’s soul 00:07:00.629 --> 00:07:02.629 In addition to its high rhythm 00:07:02.629 --> 00:07:08.629 Which may cause the child to become accustomed to it and not be afraid of it 00:07:08.629 --> 00:07:13.459 Education through guidance and indoctrination 00:07:13.459 --> 00:07:16.300 Firstly 00:07:16.300 --> 00:07:19.300 The necessity of guidance and indoctrination 00:07:19.300 --> 00:07:23.360 Role models alone are not enough in the education process 00:07:23.360 --> 00:07:26.360 It does not fulfill everything required 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 00:07:31.360 --> 00:07:34.360 He was not satisfied with his behavior in raising his friends 00:07:34.360 --> 00:07:38.360 Rather, he was always guiding and instructing them 00:07:38.360 --> 00:07:42.360 Until a huge wealth of hadiths were created 00:07:42.360 --> 00:07:46.360 Which has become one of the main sources of legislation 00:07:46.360 --> 00:07:51.360 The Holy Qur’an is all guidance and indoctrination 00:07:51.360 --> 00:07:56.360 In education, there must be a combination of role modeling and indoctrination 00:07:56.360 --> 00:07:58.680 Secondly 00:07:58.680 --> 00:08:00.680 A source of guidance and indoctrination 00:08:01.810 --> 00:08:03.810 It is clear from the previous point 00:08:03.810 --> 00:08:06.810 That is a source of guidance and indoctrination 00:08:06.810 --> 00:08:09.810 It should be the Qur’an and the Sunnah 00:08:09.810 --> 00:08:13.810 Therefore, we do not take guidance from our children 00:08:13.810 --> 00:08:18.810 In values, perceptions, morals, and patterns of behavior 00:08:18.810 --> 00:08:22.810 From the ignorance surrounding us throughout the earth 00:08:22.810 --> 00:08:26.000 This does not mean that we should close our minds 00:08:26.000 --> 00:08:29.000 About useful human experiences 00:08:29.000 --> 00:08:32.000 Wisdom is the lost property of the believer 00:08:32.000 --> 00:08:35.000 Wherever he finds it, he has more right to it 00:08:35.000 --> 00:08:40.000 But what is meant is for us to be careful not to be tempted by ignorance 00:08:40.000 --> 00:08:43.000 About what was revealed to us, or part of it 00:08:43.000 --> 00:08:45.000 God Almighty said 00:08:45.000 --> 00:08:49.000 And I will judge between them according to what God has revealed 00:08:49.000 --> 00:08:52.000 Do not follow their desires 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 00:08:57.000 --> 00:08:59.029 So what does that mean? 00:08:59.029 --> 00:09:02.029 That we derive the principles only from the Book of God 00:09:02.029 --> 00:09:06.029 And the Sunnah of His Messenger, may God bless him and grant him peace 00:09:06.029 --> 00:09:08.029 As for applications 00:09:08.029 --> 00:09:11.029 That is, the method of implementation and performance 00:09:11.029 --> 00:09:15.029 There is nothing wrong with quoting any useful method or style 00:09:15.029 --> 00:09:19.029 As long as it does not conflict with the derived assets 00:09:19.029 --> 00:09:21.029 From the Qur’an and Sunnah 00:09:21.029 --> 00:09:23.029 With our firm certainty 00:09:23.029 --> 00:09:28.029 In terms of principles, pre-Islamic times only had two things 00:09:28.029 --> 00:09:32.029 Either values and principles similar to those in Islam 00:09:32.029 --> 00:09:37.029 Let us then take it from its original divine source 00:09:37.029 --> 00:09:40.029 Or values that contradict Islam 00:09:40.029 --> 00:09:44.029 Under no circumstances can good be achieved 00:09:44.029 --> 00:09:49.029 Even if at first glance it appears shiny and shiny 00:09:49.029 --> 00:09:53.090 Directing energies and emotions 00:09:53.090 --> 00:09:58.340 Islam directs human energies and emotions 00:09:58.340 --> 00:10:02.340 And his many emotions are in the right direction 00:10:02.340 --> 00:10:07.340 He places it in the required field for it to bear fruit 00:10:07.340 --> 00:10:11.429 For example, if the energy of hatred accumulates in a person 00:10:11.429 --> 00:10:14.429 It is an innate energy 00:10:14.429 --> 00:10:18.429 Islam directs her to hate Satan and his helpers 00:10:18.429 --> 00:10:21.429 And no, all the evil they create 00:10:22.429 --> 00:10:27.429 Likewise, Islam empties the energy of love into the love of God 00:10:27.429 --> 00:10:31.429 And love of believers, goodness and lawful things 00:10:31.429 --> 00:10:34.429 The same applies to all other energies 00:10:34.429 --> 00:10:38.429 Such as jihad, cultivation, production, and reconstruction 00:10:38.429 --> 00:10:44.429 Islam devotes all of this to doing good and destroying falsehood 00:10:44.429 --> 00:10:51.429 This protects the soul from being distorted by its energies and afflicted with turmoil and evil 00:10:56.389 --> 00:11:01.029 Knowledge devoid of education and self-purification 00:11:01.029 --> 00:11:06.029 It becomes an excuse for its owner rather than being beneficial 00:11:06.029 --> 00:11:10.029 Rather, it may lead its owner to spread corruption on earth 00:11:10.029 --> 00:11:13.100 Instead of fixing it 00:11:13.100 --> 00:11:20.100 Therefore, students in all stages of education should be linked to high and noble goals 00:11:20.100 --> 00:11:25.129 He avoids low goals and trivial matters 00:11:25.129 --> 00:11:29.129 Education curricula should be prepared according to this vision 00:11:29.129 --> 00:11:34.129 Especially in the field of so-called theoretical sciences 00:11:34.129 --> 00:11:38.129 Such as history, language, literature and education 00:11:38.129 --> 00:11:43.129 In history, for example, students study the biography of the heroes of the Nation of Islam 00:11:43.129 --> 00:11:47.129 Role models are highlighted in their biography 00:11:47.129 --> 00:11:53.129 He mentions evil people and explains the sources of their evil and deviations 00:11:53.129 --> 00:12:01.149 Its bad effects on the nation are based on giving insight into the path of criminals 00:12:01.149 --> 00:12:04.789 Collective education 00:12:04.789 --> 00:12:11.789 Although individual education has its importance and role in preparing distinguished individuals 00:12:11.789 --> 00:12:15.789 However, it is never enough alone 00:12:15.789 --> 00:12:21.789 Rather, there must be collective education or the education of the individual within a group 00:12:21.789 --> 00:12:26.789 Because the human soul, as we have shown, is in the nature of the educated 00:12:26.789 --> 00:12:29.789 It has two original tendencies 00:12:29.789 --> 00:12:33.789 Individualism and collectivism 00:12:33.789 --> 00:12:35.789 He is an individual in a group 00:12:35.789 --> 00:12:40.789 Accordingly, the individual will not have a normal upbringing 00:12:40.789 --> 00:12:45.789 Unless we take into account the aspects of it that do not mature or work 00:12:45.789 --> 00:12:49.789 Except within a group in which there are other individuals 00:12:49.789 --> 00:12:56.860 The school and its student activities are a type of collective education 00:12:56.860 --> 00:13:00.860 As well as memorization circles in mosques 00:13:00.860 --> 00:13:07.860 The accompanying educational trips and camps are a type of group education 00:13:07.860 --> 00:13:12.860 The recipient trains in correct coexistence with others 00:13:12.860 --> 00:13:16.860 And how to deal positively with them 00:13:16.860 --> 00:13:19.860 And forming common goals 00:13:19.860 --> 00:13:21.860 And achieving teamwork 00:13:21.860 --> 00:13:28.860 Which yields great results in areas that cannot be achieved through individual work 00:13:28.860 --> 00:13:32.620 The environment affecting education 00:13:32.620 --> 00:13:38.649 The child or educator is generally influenced by the environment around him 00:13:38.649 --> 00:13:44.649 The home, the street, the school, and the community affect it 00:13:44.649 --> 00:13:49.710 If we want the educational process to be successful and fruitful 00:13:49.710 --> 00:13:53.710 We must have a Muslim home 00:13:53.710 --> 00:13:55.710 And the Muslim street 00:13:55.710 --> 00:13:57.710 And the Muslim school 00:13:57.710 --> 00:13:59.710 And the Muslim community 00:13:59.710 --> 00:14:01.710 And Islamic media