Archive for the ‘Education’ category

notes from sunnipath lesson, with shaikh Faraz rabbani, on the Rank and Rights of the Prophet

May 28, 2007

did not take notes from the beginning  There was an expalination of the Prophets name Mohmmad= praiseworthy one. This name by the majority of scholars (not consnsus) was not given to anyone but the prophet among the arabs. That the paraents of the Prophet were Devinely inspired to give this name to him. A Prophet is someone Honoured by given Devine Revelation, then he is also a Messenger if commanded to deliver it 

  1. Devine electhood; pity can be gained through works, but not with prophethood, imam laqani, jawhara
    1. Mustafa= the selected one
    2. Selected servant, honoured by given message, and conveyed
    3. His learning not acquired but given through Devine command, by Allah Himself
    4.  Quran3;164 blessed the believers, a messenger from themselves, reciting to them verses,  purifying them, teaching them the book and the wisdom, before that they were in heedlessness
    5. The emissary of Allah, for this is abetter word, messenger just means carrying a messenger, but emissary is in himself a great being is what Abd Al Hakim Murad says is a better word for the Prophet.
  2. the Prophet
    1. conveyed Devine revelation, what it meant, teaching and showing how to imply it, the wisdom is the sunnah in that it is rightfully applied in the right place and time saying and doing what is appropriate
    2. wisdom is the capacity to act in the right way in each situation, shown through the prophetic methodology, for the prophet never told the samehitng to anyone, each given what they required
    3. explained, how to live it
    4. propose of revelation, has an optimum purpose, that to purify oneself, not just rulings halal, and haram, rather a Devine purpose of realizing the Devine in life AHM told me at the conference at essex ‘if his sight does not change you his words will not change you’ from Imam Qushayri
  3. Hadith ‘gift of mercy’ prophet to all the worlds. Mercy is a person that implies the religion in
    1. Religion is reduced to half sunnah and quran, but the prophet showed us how to live that quran and sunnah, and this is what is lacking. They do not see that the sunnah is meant to TRANSFORM the way one is (is meaning the very being of oneself), making good relationships with Allah, Prophet and those that live on earth. Showing mercy to all Allah’s creation. ‘be merciful to those on earth and the lord of heaven will show mercy to you’ transmitted to us by sh.faraz the first Hadith that a teacher will transmitt to one. Shkh Faraz was given the hadith by Mufti Usmani, Mufti of
      Egypt
    2. The Prophet is discribed as Gift from Allah, to make us servants of Allah; and hence they tread lightly on earth. Manifestation of mercy, and good
  4. two revelations; Quran and Sunnah; being the exemplified revelation, living it and being transformed by it to make good our relationship with Allah
  5. attributes of the Prophets
    1. can a Prophet be not trust worthy, liar
    2. 4 attributes of the Prophets;

                                                               i.      Sidq being true, real                                                             ii.      Trustworthy, prophets did not commit sin, actions correspondence with their teachings. The qurash used to call the prophet the truthful before he was given to deliver his message, that he never lied                                                            iii.      intelligent, able to explain, defined and uphold that which they revealed                                                           iv.      Conveyed the message, did not tell everyone all the things at once, rather in time, different things in different situations.1.       conveyed the message as commanded to do so2.       AND all the message was conveyed

  1. opposite of these message is that it is lying, betray, not the qualities or attributes of the prophets
  2. Prophets are share in the human treats but not humans, for being choosen to be Uphold the Devine relvelation
  3. the seal of the prophets, leader of the pious, and the prophets
    1. someone who affirms a prophet after the Prophet has left the Islam, for negating quran and clear hadiths mass transmitted hadiths
    2. Prophet ‘I am the very last one and none shell ever be after me’
  4. faith is that accepting everything that the prophet cames with
    1. if ignorant then explained to them, otherwise anyone can claim to be doing the right thing
    2. takfir is left to the ulama, the point is not to just do something and say something rather defering our own judgement in favour of those who know well the deen
    3. rather good is done, or remaining silent
    4. saying good is that when said its consequence is good as well, wisdom lies in the greatest benefit
    5. the Devine command is to ask those who know if you know not
  5. follow the imam, worthy of following
    1. anyone can be correct or wrong except Allah
    2. absolute is Allah’s command and the prophets who convey it and relative for the Imams
    3. imams being worthy of following for their learning is what we follow as they have speacilize in understanding the deen
    4. Prophets are followed unconditionally, Imams are followed conditionally

                                                               i.      He leads people to the way of guidance the Prophet, our very existence is begging for guidance…the imam of guidance is the prophet                                                             ii.      The pious our imam, because piety is the protector of guidance                                                            iii.      ‘In this book there is no doubt but guidance for those seeking pity’ the gift of guidance is protected, shielded, by taqwa                                                           iv.      taqwa avoiding sins, that which Allah has prohibited1.       doing that which preserves our guidance2.       imam, baydawi ‘that we protect ourselves from disbelief, and acting upon

  1. I am the master of the children of Adam , and that is not a boast’ in relative world, in that he was the leader and the best in all on this earth
    1. The prophet lead all the prophets
    2. Not differentiating between the prophets; meaning not excepting some, talking about them in befitting their rank, as they received the Devine command
    3. Q ‘these are the messengers we have proffered some above others’
    4.  Why Mohamed is the select, leader, master of all
  2. duties toward the prophet, for Allah has granted us with a gift of Mohammad
    1. following the prophet
    2. taking him as our imam in life
    3. excellence, doing best in everything
    4. the path, the sunned, if you follow him you will be guided
    5. benefit knowledge
    6. learn about the prophet,
    7. seeking blessings on the Prophet

                                                               i.      the thanks being expressed for the prophet what he has done, and thanking allh for such a gift                                                             ii.      NEVER LOSING HOPE when ever one falls short one should turn to Allah, AHM ‘Hope is the way into religion, dispair is the way out’ 

A heretic never claims to be a heretic, he claims to transcend orthodoxy

May 21, 2007

Learn that you are the merest shadow of Another’s act; thus you will learn humbleness, which is the beginning of understanding

‘For Allah created the English mad – the maddest of all mankind.’ (Kipling)

To learn truth is always to relearn. To lapse into falsehood is not always to relapse.

42.       ‘What can I say – it must have been the will of God.’ (Mikhail Gorbachev)

43.       Use words in your preaching only if absolutely necessary.

The road to God is paved with laughter at the self. The road to Hell is paved with laughter at others.

63.       Sufism: don’t think that you can dive without lowering yourself.

‘All true Reformers are by the nature of them Priests, and strive for a Theocracy.’ (Carlyle, on Knox)

59.       Do not think that anything has any purpose other than to point to God.

60.       Idolatry, at best, is the unbalanced fixation on an Attribute.

65.       Wisdom consists mainly in the ability to recognise human weakness.

66.       God’s mercy is not limited; but He is not limited by His mercy.

67.       For each karama that takes you forward, there are ten which will take you back.

68.       Only those who know themselves to be unworthy are worthy.

69.       If you do not sanctify the dawn, the day will not sanctify you.

70.       Against Modernism: between signs and science there is neither rhyme nor reason.

71.       Islamism: untie your camel, and trust in God.

86.       Do not fear any extremist; fear the consequences of his acts.

87.       Do not be complacent. Most people judge religions by their followers, not by their doctrines.

93.       Being at ease in the company of scholars is a proof of faith.

94.       Nobility is the aptitude for seeing beauty.

97.       Let the next hours be an apology for the sunna prayer. Let the sunna prayer be an apology for the fard. Let the fard be an apology for separation.

98.       In the fight against the Monoculture, the main sign is the hijab, and the main act is the Prayer.

99.       It’s quite a hard thing to respect
             A God who our prayers would accept,
            We splash and we preen
            Then we fidget and dream,
            So proud to be of the Saved Sect.

100.     ‘May I not prove too much of a skunk when I shall be tried.’ (Wittgenstein)

Approach the teacher as the comet approaches the sun. AHM

May 21, 2007

burn, burn….and burn

Defending The Transgressed By Censuring The Reckless Against The Killing Of Civilians

May 17, 2007

Shaykh Muhammad Afifi al-Akiti

Defending The Transgressed By
Censuring The Reckless Against The Killing Of Civilians

Mudâfi’ al-Mazlum bi-Radd al-Muhâmil
‘alâ Qitâl Man Lâ Yuqâtil

Introduction by Shaykh Gibril F Haddad

Fatwa Against The Targeting Of Civilians

© 2005 Shaykh Muhammad Afifi al-Akiti

This text is also in pdf < O >
It has been published by Amal Press in a volume with other authors entitled 'The State We Are In: Identity, Terror and the Law of Jihad', and published seperately as a booklet by Aqsa Press and Warda Publications.

http://www.livingislam.org 

Dodging the Homeschool Stereotype beliefnet.com

May 8, 2007

I’m not a militia-supporting separatist or a seven-day creationist. The reality is a lot more complex

By Susan Wise Bauer

This defensive reaction doesn’t do justice to my own reasons for homeschooling. The truth is, I am teaching my sons at home for religious reasons; I find most classrooms to be toxic social environments, where children are taught to gang up on the weakest to survive. As a Christian, I want my own sons to turn away from violence, to learn humility, compassion, and patience. This, to me, is proper socialization. It isn’t going to take place if my three boys are surrounded for most of each day by a crowd of peers who thrive on aggression and a steady diet of multimedia bloodshed.But my religious convictions can’t be separated from my academic goals for my children. Classical education–my mother’s method of teaching, and the method I now use to teach my own children–views teacher and student as bound together in discipleship, in which a respected elder leads a receptive learner toward knowledge and wisdom.

http://www.zikrcast.com/podcast/VidStream/ZVCast_Ep5Strm.mov Shaikh Hamza on Heedlessness

SELECTIONS FROM CONTENTIONS AHM

May 3, 2007

93. To attribute the maqam of da‘wa to one’s self is to be open to the Divine ruse.

94. Wonder is the first passion.

95. The Qur’an shows, it does not just explain.

96. Courtesy and knowledge are like two hands washing each other.

97. Without the inward whom can we worship? The Outwardly Manifest?

98. No-one is uncircumcised, for the bezm-i alast was too joyful to be forgotten entirely.

99. Truth is the further shore of love.

100. Only in Unity can suffering find no place.

1. Activism will only succeed when it remembers that history is in good hands.

9.Modernity: an accelerating attempt to shovel matter into the growing hole where religion used to be

100. ‘May I not prove too much of a skunk when I shall be tried.’ (Wittgenstein)

15. Islamic modernism: a danse macabre flirting with the spiritual death of the Enlightenment.

8. ‘There is no God at all, and Atatürk is His prophet.’

17. The radicals are announcing only one thing: ‘Attention! This vehicle is reversing!’

19. Followers of Antichrist see with only one eye, whose name is Zahir or Batin.

27. ‘The English lack nothing to make them sound Mussulmans, and need only stretch out a finger to become one with the Turks in outward appearance, in religious observance and in their whole character.’ (The Fugger Letters.)

31. Hagar, that ‘root out of a dry ground’, the most fertile woman in history.

32. Hagar is the matriarch of liberation because, unlike Sarah, she fends for herself

35. Liberal Protestantism: God is no longer the Father, but an occasional and indulgent Grandfather.

55. The lottery: a way of exploiting the weak-willed in order to reward the undeserving.

56. The lottery: a tax on stupidity.

57. The Law: all freedom is difficult

59. The femininity of the crescent, the masculinity of the cross. (Max Ernst, Men shall know nothing of this.)

60. Layla: the chador of God on earth.

61. Islam is the religion of women because Madina had no place for Oedipus

65. Stay home during the peek season.

68. It is the economy of desire which shows that Law is pure mercy.

Exclusivism is less oppressive to the oppressed than to the oppressor.

70. Bacon, like a pious pasha, has blurred our faces. Is this the condition of postmodernity? To be a two-dimensional cartoon without a face?

73. It’s called the consumer society because it consumes us.

74. ‘The fact that it is so difficult for present-day man to pray and the fact that it is so difficult for him to carry on a genuine talk with his fellow men are elements of a single set of facts.’ (Buber)

75. ‘Whenever I watch TV and see those poor starving kids all over the world, I can’t help but cry. I mean I’d love to be skinny like that, but not with all those flies and death and stuff.’ (Mariah Carey)

76. The Sunna is suluk, for the Divine Other may only be intuited. ‘Perception does not attain Him, but He attains perception.’

77. The proof of God is the form of the proof.

78. Natural theology is the blind man’s stick.

Jane M. Healy – Interview AUTHOR OF FAILURE TO CONNECT

June 11, 2006

tECHNOS INTERVIEW II: ON TODAY Jane M. Healy – Interview

WARNING: THE MIND YOU SAVE BY NOT BUYING THAT WHIZ-BANG COMPUTER COULD BE YOUR OWN CHILD'S! THAT IS JANE HEALY'S MESSAGE FOR PARENTS AND EDUCATORS TODAY. SHE IS AN EDUCATIONAL PSYCHOLOGIST WITH MORE THAN 35 YEARS' EXPERIENCE AS A CLASSROOM TEACHER AND PRINCIPAL, COLLEGE PROFESSOR, AND READING AND LEARNING SPECIALIST. SHE IS ALSO A PARENT AND GRANDPARENT WHO NOT ONLY HAS STUDIED THE DEVELOPMENT OF CHILDREN'S MINDS BUT ALSO HAS LIVED WITH THE RESPONSIBILITY FOR HER OWN CHILDREN'S COGNITIVE DEVELOPMENT. DR. HEALY IS THE AUTHOR OF FOUR BOOKS ON THE SUBJECT, THE MOST RECENT OF WHICH IS FAILURE TO CONNECT: HOW COMPUTERS AFFECT OUR CHILDREN'S MINDS — AND WHAT WE CAN DO ABOUT IT (SIMON & SCHUSTER, 1999, PAPERBACK EDITION). IT IS A CAUTIONARY TALE, WARNING THAT THE RUSH TO COMPUTERS FOR EARLY CHILDHOOD USE IS FOOLHARDY AND DANGEROUS. SHE SAYS TOO MUCH OF THE SOFTWARE BEING DEVELOPED FOR YOUNG CHILDREN IS MERELY "EDUTAINMENT" MASQUERADING AS EDUCATIONAL PRODUCTS — AND IT'S FAR TOO COSTLY.

Do you ever feel like a voice crying in the wilderness when it comes to getting your message across?

I do very often. But it's been extremely interesting and surprising to me that the greatest support for my new book has come from the most technologically sophisticated people with whom I've had contact. I think the reason is that they understand very well the potential of this technology, which is so enormous. But they also know that it isn't a miracle worker, and that it can have a downside, depending on what kinds of applications are used.

You write in Failure to Connect: `Personally, I believe that the most important potential benefit of technology use is to free the power of children's minds.' So, you aren't anti-technology, per se, are you?

Hardly. I love technology and have been very involved in thinking about and watching the development of children using computers for long before it was widely accepted.

You began in 1979 as a teacher-principal getting computers in your school.

Yes, well, it was about 1980, and we started with the old Apple Classic, which was a fascinating bit of equipment! I was intrigued by them, and I thought that the potential there for freeing children's minds was terrific. This was, of course, Seymour Papert's vision in those days, when he first wrote his book Mindstorms. Unfortunately, what has happened is that because of the rapid commercialization of this field — and that certainly includes educational applications, not to mention what manufacturers are trying to peddle to parents — this potential has been almost completely diverted into getting kids to think inside the box instead of outside. And by that I mean, it's turned into a very reductive technology because the software, generally speaking, has one way that the child can work through it or maybe a set pattern of ways. There isn't much freeing up of children's minds, and I actually see it as limiting for them. I also have serious concerns about the mental habits that some of the most popular children's software is encouraging. That's extremely important, because at the age when these children are using the technology, the brain is very malleable, and the kinds of activities that the child engages in will make a significant difference in the kinds of mental skills they develop. This includes such things as internally generated motivation, and the habits that they're training their minds for, whether they're looking for a quick visual fix by punching buttons and clicking on a mouse or whether they're actually using their minds in reflective, creative, and deep ways — which children are very much capable of doing. But I'm afraid much of the software diverts them from that.

I was fascinated by that discussion in your book and the idea that if preschoolers and even toddlers use certain types of software, their brains would develop possibly in a different way than they were meant to evolve.

We don't have good research to answer that question, so it is currently a hypothesis. We do know that the brain at that age is very susceptible to different kinds of stimuli, and we know that there are sensitive periods when children need exposure to such things as direct human contact, language, behavioral habits, such as motivation and perhaps attention, not to mention just a basic sense of who you are as a human being and what the world is all about. The way that children gather these learnings is through their senses, through their bodies, through three-dimensional experience, not through a one-dimensional, symbolic excursion that ends up being someone else's symbols and images, and someone else's program.