Teaching Methods in Islam

Teaching Methods in Islam

The ancient Muslim educationists adopted a special method of teaching that promotes the recipients of knowledge. The following are some articles of the teaching methods:

Forsaking Tension

Teachers ought to treat their pupils leniently and kindly and avoid any tension and cruelty since these two things impede the mental growth and author serious psychological complexes. Ibn Khuldun says, “Tensional teaching injures the pupils, especially the children and the harshly educated.”

Physical Discipline

Pupils of irregular behavior and negligence should be disciplined if they ignore the advice. The ancient Muslim teachers used to beat and detain even the kings’ sons. Abu Merriam, the educator of al-Amin and al-Mamun*, caned them so harshly that one’s arm was injured. Before his father, the boy showed his hand, and the teacher was summoned. “What for did Mohammed –al-Amin- complain you?” asked ar-Rashid. “He is full of naivete and slyness,” answered the teacher. The caliph then said, “You may kill him! His death is better than being dull.”

In his instructions to al-Ahmer, one of his sons’ educators, ar-Rashid said, “You should first reform him by means of kindness and lenience. If he refuses, then you should use tension and coarse.”

Fathers used to say to the educators of their sons, “Your share is the flesh while ours is the bones.”

Beating and tormenting were the most important means of education. This is incorrect indeed since it is undecided to Islam that regards mercy, kindness, and lenience as the most matters on which education should settle. All of the crooked ways should be avoided in the educational processes. Teachers should not exceed in disciplining the irregular and deviant pupils since it creates mental complexes and impedes the maturity and prosperity of education and personality. Ibn Khuldoun says, “If the educator uses coercion, this will distress the pupil and confine his delighted spirit and urge on indolence and lead to lie and malignancy for avoiding more coercion. In addition, this coercion will teach the pupil trickery and fraud, and the pupil may take them as customs and qualities forever. The educator, whether teacher or father, should not exaggerate in disciplining the sons.” The Prophet (s) said, “Teach without chiding. Teachers are preferable to the scolders.” Ibn Quteiba said, “Teachers are recommended not to use tension or pride.”

Teachers are compared to the compassionate father. It is said, “Teachers are the substitutes of fathers.” It is also said, “Teachers ought to care for the students’ interests and treat them like the dearest sons with kindness, courtesy, benevolence, and patience on probable alienation. Teachers should apprise of their flaws by means of advice and sympathy, not chiding and crudeness.” Al-Qabisi, one of the master educators of the fourth century –of Hegira-, was asked whether it is recommended for teachers to use coarseness or lenience with students, he answered, “Disciplining should never occupy the good teachers’ lenience and mercy to the pupils. Teachers are the substitutes of their fathers. It is discommended for teachers to be always frowning. This will make the pupils disrespect them.”

Teachers’ roughness originates mental troubles and leads to the students’ refusing the lessons.

Suggestive Rebuke

Muslim educationists believe that the insinuative rebuke should be within the teaching methods in case pupils show irregular behavior or imperfect work since this method is more impressive than expression. They said, “Teachers who notice an irregularity or a crooked behavior should not state it directly to the pupils. They should insinuate within their common speech by referring to the disadvantages of such a behavior. This will achieve the intended convention.”

This method, in fact, is more useful than direct reproach, which may lead to rebellion and insistence on the wrong. Islam has asserted this topic in the fields of education and teaching. It is related that Imams al-Hassan and al-Hussein, the grandsons of the Prophet, once noticed an old man perform the ritual ablution incorrectly. They avoided stating to him directly; hence, they agreed on making him the arbiter who should rule of the most accurate ablution. As they performed the ablution before him, the old man said, “O masters! You both have performed the very accurate ablution, but it seems that the old man can master nothing.”

Islam has adopted this necessary practice since it saves the deviant from irregularity and aberrance and takes him back to the truth and right. Educationists said, “The pupil that is not amended by insinuative impression, owing to lack of understanding and perception, secret expression and frank warning should be used. If this method is unsuccessful, the teacher may warn openly and reproach. If this is also unsuccessful, the teacher then may dismiss and leave the pupil till he

returns.”

THE LEARNERS’ MANNERS

Muslim educationists have been greatly concerned with the learners’ affairs. They constituted the considerable methods that aim at disciplining and acquiring the virtuous ethics and noble manners.

- Learners should seek knowledge for God’s sake purely, neglecting any worldly interest or valueless purpose. God will surely raise the respects of such learners, facilitate the difficulties, grant perception and intelligence, and combine the welfare of this world and the Hereafter.

- Learners should carry out the religious instructions and precepts as well as the noble morals and ritual practices. They should fear God in their hiddens as well as their appearances and purify their hearts against discommended qualities such as envy, ostentation, pride, and arrogance since these characters are the vilest and the most unassuming. An educationist says, “Prayers are invalid without extrinsic purification. Likewise, heart worship that is seeking knowledge is invalid unless the hearts are purified from ill manners and immoral qualities. Knowledge is not the abundance of narration. It is an illumination that is cast in hearts.”

- Learners should enjoy self-possession and sedateness. The Prophet (s) said, “Seek knowledge and convey to people. Use composure, tranquility, and modesty to those from whom you learn and those to whom you convey. Do not be the despotic of knowledge.” Imam as-Sadiq said, “Seek knowledge and use self-possession, composure, and modesty to those from whom you learn. Do not be the despotic of knowledge, otherwise the wrong will remove your right.” Students of such perfect moralities will naturally be the exemplars of others and influence positively in the people’s behavior and ethics.

- Learners should exert all efforts for seeking knowledge since it is not inspirational. Knowledge is acquirable. It depends upon the scope of the efforts that lead to obtaining scientific fortune. Learners should respect time as well as their lessons. Any tardiness will waste the classes and cause the teachers’ carelessness.

- Learners should not exaggerate in studying lest their powers and energy will be exhausting and the mental maturity be impeded. It is essential for learners to have sufficient time for rest and physical relaxation. Men should regard the rights of their bodies. Al-Ghezali said, “It is essential to give the pupils sufficient time for acceptable amusement and relaxation after the fatigue of teaching. Preventing the pupils from entertainment after the exhausting teaching will deaden their hearts stupefy their minds. This will also cause a life disturbance and oblige them to look for trickeries for the sake of getting rid of such a disturbance.”

- Learners should not ask rigor questions otherwise they lose prosperity owing to disrespecting the knowledge and dishonoring the teachers whose approval should precede everything else.

- Learners should respect their teachers who should enjoy rights that are preferable to the fathers. Ashafii said, “I used to reverence my teacher, Malik, to the degree that I skimmed over the books so slightly so that he will not hear the sounds of the papers.” Learners should also esteem their teachers in their presence or absence, use various styles of honoring and veneration, neglect using their names, and stand their flaws and roughness. Ashafii reported, “People informed Sufian bin Uyeina that some people, who had come from distant districts, would leave him because of his harshness.” He said, “They are surely ignorant if they leave their advantages because of my ill manners.” Learners should also be in the class before their teachers, sit in front of them, not lean to a wall or a pad, and not turn the back before them. All these affairs contradict the teachers’ rights. They should also listen heedfully to their teachers and save them against repeating the teaching materials. Moreover, learners should avoid yawning, eructing, laughing, mocking, or practicing any deed that dishonors the teachers.

- Learners should not combine two subjects of study at the same time, lest their minds will be exceedingly disturbed. Ibn Khuldoun says, “Learners must not mix two matters of knowledge at the same time, lest they will be too deficient to obtain any of them since this causes mind confusion and leaning to one on the account of the other.”

- Learners should not associate with other than the hard-working students so that they receive the good behaviors. It is said that the social life is influential and being influenced. Each individual gives and takes from the surroundings. Lazy and slender individuals will surely convey their qualities to their associates.

- Primary learners should not involve themselves in discrepancies and ambiguous opinions of the master scholars especially in conceptual theses, lest these variant opinions will weaken their mentalities and natures.

- Learners should not move to another lesson before they master the earlier. Negligence will surely cause tardiness and skillessness.

SOME SUGGESTIONS FOR PARENTS AND CHILDREN

SOME SUGGESTIONS FOR PARENTS AND CHILDREN

The directives concerning education in Islam are many and the ways for reformation well defined. Here we will mention some of the most important ones and concentrate on the following directives and suggestions and beseech Allah to make our endeavors successful:

* It is advisable for parents to build a harmonious and loving relationship between them because constant disagreement or abnormal behavior on their part reflects on their children's conduct. Disrespect for each other by the husband and wife, constant nagging or quarrelling, violence, discontent and an atmosphere of gloom and hatred have negative effects upon the children's psychology and personality which ultimately leads to bad behaviour and low morals. Therefore the parents' mutual relationship and their behaviour is of vital importance because it leaves its good or bad effects on the family as a whole, but more particularly on the children, who in turn infect the society.

* We must give our children love and kindness and teach them good manners, in order to create a harmonious family. An atmosphere of peace and security, would help them to develop their personalities and guarantees their safe future. In contrast the child who doesn't receive any love and sympathy from its parents, will grow up to be an irresponsible misfit. Such a behaviour is likely to make the child abnormal, and a psychological complex, full of hatred, aimlessness and social ills.

* Adolescent or growing up children, who are becoming conscious of themselves and the environment around them should not be maltreated or ridiculed by parents. Paying scant respect to their budding personality and making them feel imperfect may lead them to disobey and dislike their own parents. To treat them harshly and deprive them of their material needs may push the adolescents toward such immoralities as lying, theft, fraud, psychological disorders and etc., thereby affecting the whole society.

* It is not proper for parents to discriminate among their own children, doting on one but neglecting the other, because the feeling of negligence will instill in the child an unconscious abhorance for the parents, weakening family ties and ruining the child's future.

* The isolation and aloofness of a family which severes its ties from all relatives, neighbors and society has a negative effect on the children's lives, retarding their mental and social growth. On the other hand when children observe their parents’ firm ties with friends, kinsfolk, and neighbours, interspersed with exchange of visits, gifts, warm hospitality and a sincere concern for the others' needs, it is natural for youngsters to absorb these qualities, learning good morals and ettiquette.

* Parents should draw an educational and cultural program for their children, starting from early childhood even before the child enters school. They should recite Qur'anic verses and phrases like the Shahadatain' (the two testimonies) necessary for a Muslim. They should tell morals and narrate events from the life of the Prophet, his infallible Household and pious -companions. Their glorious life full of courage, magnanimity, truth, honor, love and kindness will inspire the children and help mould their character.

* The children should be introduced to Islamic events and rites and should be explained the significance and importance of these dates. Annual events like Lailatul-Qadr (The Qadr Night in Ramadhan), start of

the Prophet's mission, The Eids, the Hajj pilgrimage and its dimensions should be properly explained.

* The belief in Monotheism (Tawheed) and Allah's pristine Majesty and love towards Him, should be instilled in the children's heart. They should be taught to remember Allah, and invoke His blessings, whether, starting a meal, finishing it, undertaking something, facing difficulties, etc., and should be taught to thank Allah on achieving their aims. Parents must entertain questions arising in their children's minds concerning belief, ideology, hereafter, laws etc., providing able answers and clearing doubts.

* Teaching children Allah's last revelation to mankind, the Holy Qur'an, the way to recite it and understand its eternal wisdom. Parents should encourage children to contemplate on the glorious verses of the Qur'an and their meanings.

* Parents should dissuade children from hearing, watching or practicing forbidden things, or acts and explain their harmful effects and the reason the thing or act is prohibited in Islam. It is a duty to help children differentiate between Halal and Haram.

* Fostering the spirit of Islamic brotherhood among children and expanding their knowledge of the Muslim Ummah and its affairs, its past history and the present situation. At tile same time it is necessary to caution children against the enemies of Islam and their guilable plots to' deceive and enslave unsuspecting Muslim peoples. Practical examples can be provided from current events and the recent colonial past.

* The lofty concept of repentance and being generous to a fault should be nurtured in the children. Teaching them to forgive others and offer apologies for faults of their own removes much ill-feeling and promotes goodwill among the society. Ways of seeking Allah's forgiveness and desisting from repeating a blunder should be encouraged. Of-course parents have the right to use coercion to reform children but punishment should be used as a last resort.

* Instructing children in hygiene and cleanliness, so they take proper care of their boy, clothes and appearance. A saying from the Prophet says:

"Cleanliness is part of faith”

* Children should be encouraged to take to sports and invest their free time in constructive activities. Islam lays stress on physical training.

* Both male and female should be instructed in their respective spheres. for nature and physique has created them as perfect foils to each other with different responsibilities in life.

* Guiding them to keep away from bad habits which eventually ruin both body and spirit. A novel example is the Western society in which children grow up in violence and moral decadence, reading and watching fictious comic characters. No wonder today the godless societies of Europe and America are inflicted with dangerous diseases and social breakdown.

We earnestly hope our humble efforts to spotlight the importance of Islamic Education will inspire Muslim parents and children to rally to Allah's path.

We seek guidance from the holy Qur'an and implore Allah to guide us on the glorious path of the Prophet Muhammad (s.a.w.) and his infallible Household. Ameen.

Liberation by the Veil

Liberation by the Veil

Modesty and chastity , very important ideologies with Islam, are achieved by prescribing standards on behavior and the dress of a Muslim. A woman who adheres to the tenements of Islam is required to follow the dress code called Hijab, other synonymes are Veil, Purdah, or just Covering. It is an act of faith and establishes a Muslim's life with honor, respect and dignity. The Hijab is viewed as a liberation for women, in that the covering brings about "an aura of respect" (Takim, 22) and women are recognized as individuals who are admired for their mind and personality, "not for their beauty or lack of it" ( Mustafa ) and not as sex objects.

Contrary to popular belief, the covering of the Muslim woman is not oppression but a liberation from the shackles of male scrutiny and the standards of attractiveness. In Islam, a woman is free to be who she is inside, and immuned from being portrayed as sex symbol and lusted after. Islam exalts the status of a woman by commanding that she "enjoys equal rights to those of man in everything, she stands on an equal footing with man" (Nadvi, 11) and both share mutual rights and obligations in all aspects of life.

Men and women though equal are not identical, and each compliments the other in the different roles and functions that they are responsible to. "From an Islamic perspective, to view a woman as a sex symbol is to denigrate her. Islam believes that a woman is to be judged by her [virtuous] character and actions rather than by her looks or physical features" (Takim, 22). In the article, "My Body Is My Own Business", Ms. Naheed Mustafa , a young Canadian born and raised, university-educated Muslim woman writes,

"The Quran [ which is the Holy Book for Muslims] teaches us that men and women are equal, that individuals should not be judged according to gender, beauty, wealth or privilege. The only thing that makes one person better than another is his or her character."

She goes on to say,

"In the Western world, the hijab has come to symbolize either forced silence or radical, unconscionable militancy. Actually, its neither. It is simply a woman's assertion that judgement of her physical person is to play no role whatsoever in social interaction."

Muslims believe that God gave beauty to all women, but that her beauty is not be seen by the world, as if the women are meat on the shelf to be picked and looked over. When she covers herself she puts herself on a higher level and men will look at her with respect and she is noticed for her intellect, faith, and personality, not for her beauty. In many societies, especially in the West, women are taught from early childhood that their worth is proportional to their attractiveness and are compelled to follow the male standards of beauty and abstract notions of what is attractive, half realizing that such pursuit is futile and often humiliating (Mustafa).

Chastity, modesty, and piety are promoted by the institution of veiling. "The hijab in no way does not prevent a woman from playing her role as an important individual in a society nor does it make her inferior." (Takim,22)

A Muslim woman may wear whatever she pleases in the presence of her husband and family or among women friends. But when she goes out or when men other than her husband or close family are present she is expected to wear a dress which will cover [her hair and] all parts of her body, and not reveal her figure. What a contrast with Western fashions which every year concentrate quite intentionally on exposing yet another erogenous zone to the public gaze! The intention of Western dress is to reveal the figure, while the intention of Muslim dress is to conceal [and cover] it, at least in public (Lemu,25).

The Muslim woman does not feel the pressures to be beautiful or attractive, which is so apparent in the Western and Eastern cultures. She does not have to live up to expectations of what is desirable and what is not. Superficial beauty is not the Muslim woman's concern; her main goal is inner spiritual beauty. She does not have to use her body and charms to get recognition or acceptance in society. It is very different from the cruel methods that other societies subject women, in that their worth is always judged by their physical appearance. There are numerous examples of discrimination at the workplace where women are either accepted or rejected, because of their attractiveness and sex appeal.

Another benefit of adorning the veil is that it is a protection for women. Muslims believe that when women

display their beauty to everybody, they degrade themselves by becoming objects of sexual desire and become vulnerable to men, who look at them as "gratification for the sexual urge"(Nadvi,8). The Hijab makes them out as women belonging to the class of modest chaste women, so that transgressors and sensual men may recognize them as such and dare not tease them out of mischief" (Nadvi, 20). Hijab solves the problem of sexual harassment and unwanted sexual advances, which is so demeaning for women, when men get mixed signals and believe that women want their advances by the way they reveal their bodies.

The western ideology of, 'if you have it, you should flash it!' is quite opposite to the Islamic principle, where the purpose is not to bring attention to ones self, but to be modest.

women in so many societies are just treated as sex symbols and nothing more than just a body who "display themselves to get attention" (Mustafa). A good example is in advertising, where a woman's body is used to sell products. women are constantly degraded, and subjected to reveal more and more of themselves. .

The Covering sanctifies her and forces society to hold her in high esteem. Far from humiliating the woman, Hijab actually grants the woman an aura of respect, and bestows upon her a separate and unique identity (Takim, 22). According to the Qu'ran, the same high standards of moral conduct are for men as it is for women. Modesty is essential in a man's life, as well, whether it be in action, morals or speech. Islam also commands proper behavior and dress of men, in that they are not allowed to make a wanton show of their bodies to attract attention onto themselves, and they too must dress modestly. They have a special commandment to lower their eyes, and not to brazenly stare at women.

In Sura Nur of the Holy Qu'ran it says,

"Say to the believing men that they should lower their gaze and guard their modesty; that will make for greater purity for them, and God is well acquainted with what they do".

Many of the misconceptions of the Muslim woman in the west, particularly her veil stems from Arab and Muslim countries that have deviated from the true doctrines of Islam, and have " mixed up Islamic principles with pre-Islamic pagan traditions" (Bahnassawi, 67)

In this present period of decline from Islam, many Muslim women are alienated, isolated from social life, and are oppressed by Muslim men and rulers who use the name of religion for their injustices. (Bahnassawi, 65) In this instance, the Hijab is used as a means of keeping many Muslim women away from society, with the misconception that it signifies isolation and weakness. But as many Muslim women come back into the fold of the untainted and true Islam, they are able to recognize the injustice of men who have for so long stripped them of their rights to be an integral part of society and "deserving the same dignity, honor, progress and prosperity as the men" (Nadvi,26).

women regaining their true identity and role in society, are now wearing Hijab and embracing its concept of liberation for women, and are taking their rightful places that Islam had endowed upon them fourteen hundred years ago.

Attitude of Imam Khomeini towards women

The Attitude of Imam Khomeini towards women at the Backdrop of Philosophy

No creation on earth is without a purpose; nor unnecessary. Some of the creations may apparently appear to us of having no purpose, but in essence behind every created being there lie unassailable reason and reality. In other words, a well-thought out and accurate planning is at the root of all these countless creations.

Man and Woman are two inseparable parts of a unified human society. These two parts are complimentary to each other. The human society cannot attain its full stature to the exclusion of any of the two. Allah has created Man and Woman with a mission to implement a great scheme. Woman has been created as a unique example towards execution of this flawless scheme. In the realm of creation the place and the role of woman are very important. From the inception of the earth, Woman has been playing her role resplendent in her own sphere. In order to meet the multi-faced needs of this strange and wonderful world the Creator created two species of opposite physical and mental characteristics. That is why, each of them was given the physical and mental capability as were required to fulfill his/her assigned role in their respective areas of necessities. Distinctiveness in the way of life and living has been made in order to maintain the differentiation in the physical and mental faculties of Man and Woman. Woman accounts for half of humanity, while Man represents the other half.

In fact, the real identity and role of a Woman are discernible in her accomplishing this task. The Great Creator in His ingenuity has endowed woman with the necessary limbs and nerves, physical and mental capabilities suited to this task. For the multiplication and continued existence of mankind, the Creator has delineated four successive stages: Conceiving, delivering, breast-feeding and rearing. Suffice it to say, each stage is very significant and a Woman has to pass the time of these stages very delicately and with a keen sense of responsibility. Admittedly, the up-keeping and rearing of children calls for special care, alertness and a code of conduct. A little lapse may cause serious consequence including fatality. It is known to all, the educated and the uneducated without any distinction that a mother has to pass a very critical chapter of her life while she crosses the first three of the four stages of her motherhood. Even at a certain juncture, she may have to give up her hope of survival.

After such sufferings fraught with danger, a Woman becomes a mother and again a new chapter of responsibility opens up before her. This chapter spans from the date of birth of a child to its attaining the stature of being able to independently taking care of itself when a mother can be relieved of her responsibility of rearing. During this growth period, a mother has to keep a sharp eye and look after the food and rest, the movement, the conduct - all aspects of a child’s life. Nothing is of more concern to a mother than a child’s golden future and whether the valuable moments are being properly utilized by the child towards building such a future. A mother’s role mission is to equip her child with the best character, excellent health and highest attributes of morality.

A Woman can create a social reformer. Likewise, good mothers can offer a good nation. A man hasn’t been given the mentality that a Woman possesses for the love and sacrifice for a child. Although there is no dearth of love and feeling in a father for his child, only the mother and none else can rear a child with love, affection and care.

In spite of her playing a very important role in the world of creation, woman has been subjected to torture, subjugation, maltreatment and neglect over a long period. women forgot their womanhood and motherhood, busied themselves in the show of beauty and thus pleasing the men and hence became easily available commodities. True, women came out of the shackles of home; but they couldn’t confine themselves to be the rivals of men in the working field. They started quenching, rather unknowingly, the sexual thirst of men. The so-called slogan of “Liberation of women” though could bring out the women in the name of self-reliance, from the four walls of the house in the open space, but failed to provide the women with an iota of security, honor and relief.

In establishing the women in their self-glorified positions, the Leader of the Age,

Ayatollah Imam Khomeini (RA), says:

“Islam doesn’t want that women should be pawns or commodities at the hands of men. Islam wants to protect the personality of a woman and to see her as an important and active person.”

According to Imam Khomeini (RA), the duty of women of today is to perform their social and religious functions, to maintain the sanctity and chastity as individuals and to carry forward social and political movement based on public sanctity and congenial atmosphere. He has given forceful opinion about the appropriate position, role and respect of women in the modern world. Not only in the contemporary world, nay, in the history of 1000 years women were never found so progressive and dignified as the women of Iran of today.

In order to focus special attention to the upliftment and respect of women, Imam Khomeini (RA) has declared the Sacred Birthday of the mother of the Muslim world, Fatima Zahra (SA) as the Great women Day. Through this declaration, Imam Khomeini (RA) has reinstated woman in their deserving positions and the women thus regained their lost respect and glory.

About the role and position of women in the world the great Imam (RA) says: “women have a big role to play in the society. They are the symbols of hopes, aspirations and realizations of mankind.” He has designated the women as the guardians of mankind. He says: “ Only women from their laps can hand over to the society such human beings, because of whom, not only one society, but many such societies can acquire unfaltering fighting spirit and towering human values.” In identifying the position of women in the world of creation, the Imam opines, “Man has gone on Meraj from the lap of a woman.” He observes: “Woman’s role is higher than that of man in the society. It is due to the fact, the women besides being an active class by all its definitions, sustain in their domain, the other classes.”

He goes on to say: “I am observing amazing changes in the women’s societies which are far-reaching and wide compared to those of the societies of men. I feel proud of the respectable women of Iran; because such changes have come into the women of Iran which have nullified the devilish conspiracy hatched out, over 50 years, by the alien conspirators and their local boot-licker-collaborators, and despicable poets, writers and the hired publicity organizations.” He also says: “The rise and fall of a society depend on the rise and fall of women of that society.”

“Hazrat Fatima Zahra (SA) possessed an immutable personality and had profound knowledge on all aspects of Islam which she used to translate into her practical life and living. She wasn’t only the ideal of that age, she, too, is a Model to be imitated even in this age when science and technology have made great strides in human civilization.”