Summary of Sunni concepts | 51- Obstacles and warnings in education

0:00 A summary of the concepts of the Ahl al-Sunnah.

0:08 The contradiction between the environments that influence upbringing.

0:11 If one of the influential environmental factors—

0:18 such as the home, for instance—is Islamic, while all other factors are jahili (ignorant of divine guidance),

0:23 such as the street, the school, the media, or society at large,

0:28 then the educational process will become difficult.

0:31 It will require the educator to exert double the effort to remove the traces of this jahiliyyah.

0:37 That is, without a doubt, a dilemma.

0:40 For if you isolate the child from society,

0:43 you will cause psychological atrophy in their character.

0:46 And if you let them loose,

0:48 they will return to you every day muddied by corruption.

0:52 So, what is the solution?

0:54 You may succeed in reducing interaction with this society to some extent,

0:59 but there is no escaping the necessity of living in it and dealing with it.

1:04 There are no magical solutions.

1:06 Necessary interaction is unavoidable,

1:09 along with a daily, arduous, and exhausting cleansing process for both the educator and the child simultaneously.

1:15 This cleansing may succeed completely, or it may not.

1:20 But in any case,

1:22 it will mitigate the filth of this jahiliyyah,

1:25 and erase some of its effects on the child’s soul.

1:29 The child may find themselves confused between your Islamic values and concepts upon which you are raising them,

1:37 and the deviant jahili behavior prevalent in society.

1:41 At that point, the educator has no choice

1:44 but to exert double the effort

1:46 to remove these negative effects as much as possible,

1:51 “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)

1:54 followed by intense supplication that Allah may protect the youth from misguidance and trials,

1:59 and guide them to the straight path.

2:04 Leisure time.

2:07 Many people complain about what they call "leisure time."

2:11 They use it as a scapegoat upon which they hang the blame for the misguidance, falsehood, and corruption they fall into.

2:19 They say,

2:21 "We have no way to kill this leisure time."

2:25 In reality, they are killing themselves for the sake of time.

2:29 In truth, there is no such thing as leisure time;

2:33 rather, it is a void of the soul, the heart, and the spirit.

2:36 It is a void of values and noble principles,

2:39 a void of serious goals that occupy a human being

2:44 when they are in the divine state that Allah intended for them,

2:49 in the best of forms.

2:51 How true was the one who said:

2:53 "If you do not occupy your soul with truth, it will occupy you with falsehood."

2:59 In Islam, and with serious upbringing, this problem does not exist,

3:05 because a void cannot exist in a heart filled with the remembrance of Allah,

3:10 nor in a spirit devoted to Allah,

3:14 nor in a soul upright upon the guidance of Allah.

3:20 The preoccupation of the caller (da'iyah) with public outreach at the expense of raising his own family and children.

3:26 You are amazed when you see a caller who is active and effective in many fields of public outreach,

3:35 yet you find him preoccupied with that to the neglect of his own family and those whom Allah has placed under his care.

3:41 They rarely see him,

3:44 and they know only a tiny fraction of what he calls people to.

3:49 Yet, he is not ignorant of the saying of Allah the Exalted:

3:53 “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)

4:01 "Over it are angels, harsh and severe."

4:05 “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)

4:10 His children and his family are the first for whom he will be held accountable.

4:15 The Prophet (peace be upon him) said:

4:18 "Every one of you is a shepherd and is responsible for his flock."

4:22 The leader is a shepherd and is responsible for his flock,

4:26 and a man is a shepherd in his household and is responsible for his flock.

4:31 Agreed upon.

4:33 Just as you find, on the opposite end,

4:36 someone who neglects the duty of calling to Allah, seeking knowledge, and striving (jihad),

4:40 under the pretext of fulfilling the rights of his wife and children,

4:44 revolving only in their orbit and fulfilling their demands.

4:48 The matter lies in the middle between this and that.

4:51 The successful one is he whom Allah the Almighty grants success

4:55 in balancing the duties of public outreach

4:58 and the rights of his family and children in particular.

5:01 For moderation is a hallmark of this great religion.

5:06 “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)

5:11 Some disadvantages of modern education.

5:15 There are many disadvantages to modern educational systems.

5:21 We will mention some of them and their harms.

5:24 First: placing the intelligent, gifted student with the dull, slow student.

5:30 Whereas traditional Islamic education

5:34 allowed individual talents to flourish

5:37 and advance to higher circles

5:40 according to their level of attainment, regardless of their age.

5:45 The West has attempted to overcome this negative aspect

5:49 by creating a system for promoting gifted students to a higher level.

5:54 Second: modern education seeks to abolish memorization and highlights its flaws,

6:01 claiming that it restricts the faculty of creativity and thinking.

6:05 We may agree on some of the flaws resulting from limiting oneself to memorization

6:10 and neglecting the aspect of thinking,

6:12 but this does not mean, in any way, abolishing the aspect of memorization.

6:17 Rather, we only eliminate the flaws that may accompany focusing on it

6:22 and neglecting the other aspect.

6:25 Third:

6:26 Modern education adopts the principle of teaching starting from the whole

6:31 and ending with the part.

6:33 They base this on the idea that the eye perceives an image in its entirety first,

6:39 then begins to recognize its details.

6:42 Therefore, they begin teaching language with the sentence,

6:47 then move from it to the word, then to the letter.

6:51 They forgot that there is a great difference between an image and a language.

6:56 An image is a visual matter perceived by the sense of sight,

7:01 which perceives wholes before parts.

7:05 Whereas language relies on hearing, which perceives sound,

7:10 the origin of which is the part of a composite thing.

7:13 That is why if someone hears speech in a language they know nothing about,

7:19 they will not understand what is heard, nor will they perceive it.

7:22 But if they begin to learn the letters of the language and combine them with one another,

7:27 they can recognize what they hear little by little,

7:32 until they perceive the meanings thereafter and understand the language and its connotations.

7:38 Teaching language in Islamic civilization

7:42 relies on the letter, then the word, then the sentence.

7:47 In fact, it teaches the child the letter with its various diacritics first,

7:52 so the child excels in understanding their language through the details of its letters and their diacritics.

7:58 Look at those who study the Baghdadi Primer or the Noorani Primer,

8:05 how they surpass others and learn the language with lightning speed.

Summary of Sunni concepts | 51- Obstacles and warnings in education | Concepts (821-824)

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