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[01] Treasure From al-Kafi - English
Treasure From al-Kafi - English
Join us with these series of treasures from al-Kafi by sheikh Daniel Peyser to know more and more about Usul al-Kafi, however, shiekh Daneil explains some of its...
Treasure From al-Kafi - English
Join us with these series of treasures from al-Kafi by sheikh Daniel Peyser to know more and more about Usul al-Kafi, however, shiekh Daneil explains some of its treasures .
More...
Description:
Treasure From al-Kafi - English
Join us with these series of treasures from al-Kafi by sheikh Daniel Peyser to know more and more about Usul al-Kafi, however, shiekh Daneil explains some of its treasures .
8:04
|
[02] Treasure From al-Kafi - English
Treasure From al-Kafi - English
Join us with these series of treasures from al-Kafi by sheikh Daniel Peyser to know more and more about Usul al-Kafi, however, shiekh Daneil explains some of its...
Treasure From al-Kafi - English
Join us with these series of treasures from al-Kafi by sheikh Daniel Peyser to know more and more about Usul al-Kafi, however, shiekh Daneil explains some of its treasures .
More...
Description:
Treasure From al-Kafi - English
Join us with these series of treasures from al-Kafi by sheikh Daniel Peyser to know more and more about Usul al-Kafi, however, shiekh Daneil explains some of its treasures .
58:06
|
[ENGLISH e-Book] Al-Ghadir and its Relevance to ISLAMIC UNITY by Shaheed Ayatullah Mutahhari
Message of Thaqalayn
\"Al-Ghadir\" and its Relevance to Islamic Unity
________________________________________
Ayatullah Murtaza Mutahhari
Translated by Mojgan Jalali
Vol. 3,...
Message of Thaqalayn
\"Al-Ghadir\" and its Relevance to Islamic Unity
________________________________________
Ayatullah Murtaza Mutahhari
Translated by Mojgan Jalali
Vol. 3, No. 1 and 2 (1417 AH/1996 CE)
The distinguished book entitled \"al-Ghadir\" has raised a huge wave in the world of Islam. Islamic thinkers shed light on the book in different perspectives; in literature, history, theology, tradition, tafsir, and sociology. From the social perspective we can deal with the Islamic unity. In this review the Islamic unity has been dealt with from a social point of view.
Contemporary Muslim thinkers and reformists are of the view that unity and solidarity of Muslims are the most imperative Islamic exigencies at the present juncture when the enemies have made extensive inroads upon the Islamic community and have tried to resort to different ways and means to spread the old differences and create new ones. We are aware that Islamic unity and fraternity is the focus of attention of the Holy Legislator of Islam and is actually the major objective pursued by this Divine religion as firmed by the Qur\'an, the \"Sunnah\", and the history of Islam.
For this reason, some people have been faced with this question: Wouldn\'t the compilation and publication of a book such as \"al-Ghadir\" which deals with the oldest issue of differences among the Muslims- create a barrier in the way of the sublime and lofty objective of the Islamic unity?
To answer this question, it is necessary first to elucidate the essence of this issue, that is, the Islamic unity, and then proceed to examine the role of the magnum opus entitled \"al-Ghadir\"and its eminent compiler \'Allamah Amini in bringing about Islamic unity.
Islamic Unity
What is meant by the Islamic unity? Does it mean that one Islamic school of thought should be unanimously followed and others be set aside? Or does it mean that the commonalties of all Islamic schools of thought should be taken up and their differences be put away to make up a new denomination which is not completely the same as the previous ones? Or does it mean that Islamic unity is in no way related to the unity of the different schools of Fiqh (jurisprudence) but signifies the unity of the Muslims and the unity of the followers of different schools of Fiqh, with their different religious ideas and views, vis-a-vis the aliens?
To give an illogical and impractical meaning to the issue of the Islamic unity, the opponents of the issue have called it to be the formation of a single Madhhab, so as to defeat it in the very first step. Without doubt, by the term Islamic unity, the intellectual Islamic \'Ulama\' (scholars) do not mean that all denominations should give in to one denomination or that the commonalties should be taken up and the different views and ideas be set aside, as these are neither rational and logical nor favorable and practical. By the Islamic unity these scholars mean that all Muslims should unite in one line against their common enemies.
These scholars slate that Muslims have many things in common, which can serve as the foundations of a firm unity. All Muslims worship the One Almighty and believe in the Prophethood of the Holy Prophet (s). The Qur\'an is the Book of all Muslims and Ka\'abah is their \"qiblah\" (direction of prayer). They go to\"hajj\" pilgrimage with each other and perform the \"hajj\" rites and rituals like one another. They say the daily prayers and fast like each other. They establish families and engage in transactions like one another. They have similar ways of bringing up their children and burying their dead. Apart from minor affairs, they share similarities in all the aforementioned cases. Muslims also share one kind of world view, one common culture, and one grand, glorious, and long-standing civilization.
Unity in the world view, in culture, in the civilization, in insight and disposition, in religious beliefs, in acts of worship and prayers, in social rites and customs can well turn the Muslim into a unified nation to serve as a massive and dominant power before which the big global powers would have to bow down. This is especially true in view of the stress laid by Islam on this principle. According to the explicit wording of the Qur\'an, the Muslims are brothers, and special rights and duties link them together. So, why shouldn\'t the Muslims use all these extensive facilities accorded to them as the blessing of Islam?
This group of \'Ulama\' are of the view that there is no need for the Muslims to make any compromise on the primary or secondary principles of their religion for the sake of Islamic unity. Also it is not necessary for the Muslims to avoid engaging in discussions and reasons and writing books on primary and secondary principles about which they have differences. The only consideration for Islamic unity in this case is that the Muslims- in order to avoid the emergence or accentuation of vengeance - preserve their possession, avoid insulting and accusing each other and uttering fabrications, abandon ridiculing the logic of one another, and finally abstain from hurting one another and going beyond the borders of logic and reasoning. In fact, they should, at least, observe the limits which Islam has set forth for inviting non-Muslims to embrace it:
\"Call to the way of your Lord with wisdom and good exhortation, and have disputations with them in the best manner... \"(16: 125)
Some people are of the view that those schools of fiqh, such as, Shafi\'i and Hanafi which have no differences in principle should establish brotherhood and stand in one line. They believe that denominations which have differences in the principles can in no way be brothers. This group view the religious principles as an interconnected set as termed by scholars of Usul, as an interrelated and interdependent set; any damage to one principle harms all principles.
As a result, those who believe in this principle are of the view that when, for instance, the principle of \"imamah\" is damaged and victimized, unity and fraternity will bear no meaning and for this reason the Shi\'ah and the Sunnis cannot shake hands as two Muslim brothers and be in the same rank, no matter who their enemy is.
The first group answers this group by saying: \"There is no reason for us to consider the principles as an interrelated set and follow the principle of \"all or none\". Imam \'Ali (\'a) chose a very logical and reasonable approach. He left no stone unturned to retrieve his right. He used everything within his power to restore the principle of \"imamah\", but he never adhered to the motto of \"all or none\". \'Ali (\'a) did not rise up for his right, and that was not compulsory. On the contrary, it was a calculated and chosen approach. He did not fear death. Why didn\'t he rise up? There could have been nothing above martyrdom. Being killed for the cause of the Almighty was his ultimate desire. He was more intimate with martyrdom than a child is with his mother\'s breast. But in his sound calculations, Imam \'All (\'a) had reached the conclusion that under the existing conditions it was to the interest of Islam to foster collaboration and cooperation among the Muslims and give up revolt. He repeatedly stressed this point.
In one of his letters (No.62 \"Nahj al Balaghah\") to Malik al-Ashtar, he wrote the following:
\"First I pulled back my hand until I realized that a group of people converted from Islam and invited the people toward annihilating the religion of Muhammad(s). So I feared that if I did not rush to help Islam and the Muslims, I would see gaps or destruction which calamity would be far worse than the several-day-long demise of caliphate.\"
In the six-man council, after appointment of \'Uthman by \'Abdul-Rahman ibn \'Awf, \'Ali (\'a) set forth his objection as well as his readiness for collaboration as follows:\"
You well know that I am more deserving than others for caliphate. But now by Allah, so long as the affairs of the Muslims are in order and my rivals suffice with setting me aside and only I am alone subjected to oppression, I will not oppose (the move) and will give in (to it).\" (From Sermon 72, \"Nahj al- Balaghah\").
These indicate that in this issue \'Ali (\'a) condemned the principle of \"all or none\". There is no need to further elaborate the approach taken by \'Ali (\'a) toward this issue. There are ample historical proofs and reasons in this regard.
\'Allamah Amini
Now it is time to see to which group the eminent \'Allamah, Ayatullah Amini - the distinguished compiler of the \"al-Ghadir\" - belonged and how he thought. Did he approve of the unity of the Muslims only within the light of Shi\'ism? Or did he consider Islamic fraternity to be broader? Did he believe that Islam which is embraced by uttering the \"shahadatayn\" (the Muslim creed) would willy-nilly create some rights for the Muslims and that the brotherhood and fraternity set forth in the Qur\'an exists among all Muslims?
\'Allamah Amini personally considered this point - i.e. the need to elucidate his viewpoint on this subject and elaborate whether\"al-Ghadir\" has a positive or a negative role in (the establishment of) Islamic unity. In order not to be subject to abuse by his opponent - be they among the pros and cons - he has repeatedly explained and elucidated his views.
\'Allamah Amini supported Islamic unity and viewed an open mind and clear insight. On different occasions, he set forth this matter in various volumes of the \"al-Ghadir\'. Reference will be made to some of them below:
In the preface to volume I, he briefly mentions the role of \"al-Ghadir\" in the world of Islam. He states: \"And we consider all this as service to religion, sublimation of the word of the truth, and restoration of the Islamic \'ummah\' (community).\"
In volume 3 (page 77), after quoting the fabrications of Ibn Taymiyah, Alusi, and Qasimi to the effect that Shi \'ism is hostile to some of the Ahl al-Bayt (the Household of the Prophet) such as Zayd bin \'Ali bin al-Huseyn, he notes the following under the title of \"Criticism and Correction\":
\"These fabrications and accusations sow the seeds of corruption, stir hostilities among the \'ummah\',create discord among the Islamic community, divide the \'ummah\', and clash with the public interests of the Muslims.
Again in volume 3 (page 268), he quotes the accusation leveled on the Shi\'ahs by Sayyid Muhammad Rashid Rida to the effect that \"Shi\'ahs are pleased with any defeat incurred by Muslims, so much as they celebrated the victory of the Russians over the Muslims.\" Then he says:
\"These falsehoods are fabricated by persons like Sayyid Muhammad Rashid Rida. The Shi\'ahs of Iran and Iraq against whom this accusation is leveled, as well as the orientalists, tourists, envoys of Islamic countries, and those who traveled and still travel to Iran and Iraq, have no information about this trend. Shi\'ahs, without exception, respect the lives, blood, reputation, and property of the Muslims be they Shi\'ahs or Sunnis. Whenever a calamity has befallen the Islamic community anywhere, in any region, and for any sects, the Shi\'ahs have shared their sorrow. The Shi\'ahs have never been confined to the Shi\'ah world, the (concept of) Islamic brotherhood which has been set forth in the Qur\'an and the \'sunnah\'(the Prophet\'s sayings and actions), and in this respect, no discrimination has been made between the Shi\'ahs and the Sunnis.\"
Also at the close of volume 3, he criticizes several books penned by the ancients such as \"Iqd al-Farid\" by Ibn Abd al-Rabbih, \"al-Intisar\" by Abu al-Husayn Khayyat al-Mu\'tazili,\"al Farq bayn al-Firaq\" by Abu Mansur al-Baghdadi, \"al-Fasl\" by Ibn Hazm al-Andulusi, \"al-Milal wa al-Nihal\" by Muhammad ibn Abdul-Karim al-Shahristani \"Minhaj al-Sunnah\" by Ibn Taymiah and \"al-Bidayah wa al-Nihayah\"by Ibn Kathir and several by the later writers such as \"Tarikh al-Umam al-Islamiyyah\" by Shaykh Muhammad Khizri, \"Fajr al Islam\" by Ahmad Amin, \"al-Jawlat fi Rubu al-Sharq al-Adna\" by Muhammad Thabit al-Mesri, \"al-Sira Bayn al-Islam wa al-Wathaniyah\" by Qasimi, and \"al- Washi\'ah\" by Musa Jarallah. Then he states the following:
\"By quoting and criticizing these books, we aim at warning and awakening the Islamic \'ummah\' (to the fact) that these books create the greatest danger for the Islamic community, they destabilize the Islamic unity and scatter the Muslim lines. In fact nothing can disrupt the ranks of the Muslims, destroy their unity, and tear their Islamic fraternity more severely than these books.\"
\'Allamah Amini, in the preface to volume 5, under title of\"Nazariyah Karimah\" on the occasion of a plaque of honor forwarded from Egypt for \"al-Ghadir\", clearly sets forth his view on this issue and leaves no room for any doubt. He remarks:
\"People are free to express views and ideas on religion. These (views and ideas) will never tear apart the bond of Islamic brotherhood to which the holy Qur\'an has referred by stating that \'surely the believers are brethren\'; even though academic discussion and theological and religious debates reach a peak. This has been the style of the predecessors, and of the \'sahaba\' and the\'tabi\'un\', at the head of them.
\"Notwithstanding all the differences that we have in the primary and secondary principles, we, the compilers and writers in nooks and corners of the world of Islam, share a common point and that is belief in the Almighty and His Prophet. A single spirit and one (form of) sentiment exists in all our bodies, and that is the spirit of Islam and the term\'ikhlas,\"
\"We, the Muslim compilers, all live under the banner of truth and carry out our duties under the guidance of the Qur\'an and the Prophetic Mission of the Holy Prophet (s). The message of all of us is \'Surely the (true) religion with Allah is Islam ... (3:18)\' and the slogan of all of us is \'There is no god but Allah and Muhammad is His Messenger.\' Indeed, we are (the members of) the party of Allah and the supporters of his religion.
In the preface to volume 8, under the title of \"al-Ghadir Yowahhad al-Sufuf fil-Mila al-Islami\", \'Allamah Amini directly makes researches into the role of \"Al- Ghadir\" in (the establishment of) Islamic unity. In this discussion, this great scholar categorically rejects the accusations leveled by those who said: \'Al-Ghadir\' causes greater discord among the Muslims. He proves that, on the contrary, \"Al-Ghadir\"removes many misunderstandings and brings the Muslims closer to one another. Then he brings evidence by mentioning the confessions of the non-Shi\'i Islamic scholars. At the close, he quotes the letter of Shaykh Muhammad Saeed Dahduh written in this connection.
To avoid prolongation of this article, we will not quote and translate the entire statements of \'Allamah Amini in explaining the positive role of \"al-Ghadir\" in (establishing) Islamic unity, since what has already been mentioned sufficiently proves this fact.
The positive role of \"al-Ghadir\" is established by the facts that it firstly clarifies the proven logic of the Shi\'ahs and proves that the inclination of Muslims to Shi\'ism - notwithstanding the poisonous publicity of some people - is not due to political, ethnic, or other trends and considerations. It also verifies that a powerful logic based on the Qur\'an and the \"sunnah\" has given rise to this tendency.
Secondly, it reflects that some accusations leveled on Shi\'ism - which have made other Muslims distanced from the Shi\'ah- are totally baseless and false. Examples of these accusations are the notion that the Shi\'ites prefer the non-Muslims to the non- Shi\'i Muslims, rejoice at the defeat of non-Shi\'ite Muslims at the hands of non-Muslims, and other accusations such as the idea that instead of going to hajj pilgrimage, the Shi\'ahs go on pilgrimage to shrines of the Imams, or have particular rites in prayers and in temporary marriage.
Thirdly, it introduces to the world of Islam the eminent Commander of the faithful \'Ali (\'a) who is the most oppressed and the least praised grand Islamic personality and who could be the leader of all Muslims, as well as his pure offspring.
Other Comments on \"al-Ghadir\"
Many unbiased non-Shia Muslims interpret the \"al-Ghadir\" in the same way that has already been mentioned.
Muhammad Abdul-Ghani Hasan al-Mesri, in his foreword on\"al-Ghadir\", which has been published in the preface to volume I, second edition, states:
\"I call on the Almighty to make your limpid brook (in Arabic, \'Ghadir\' means brook) the cause of peace and cordiality between the Shia and Sunni brothers to cooperate with one another in building the Islamic \"ummah.\"
\'Adil Ghadban, the managing editor of the Egyptian magazine entitled \"al-Kitab\", said the following in the preface to volume 3:
\"This book clarifies the Shi\'ite logic. The Sunnis can correctly learn about the Shi\'i through this book. Correct recognition of the Shi\'ahs brings the views of the Shi\'ahs and the Sunnis closer, and they can make a unified rank\".
In his foreword to the \"al-Ghadir\" which was published in thepreface to volume 4, Dr. Muhammad Ghallab, professor of philosophy at the Faculty of Religious Studies al-Azhar University said:
\"I got hold of your book at a very opportune time, because right now I am busy collecting and compiling a book on the lives of the Muslims from various perspectives. Therefore, I am highly avidfor obtaining sound information about \'Imamiyah\' Shi\'ism. Your book will help me. And I will not make mistakes about the Shi\'ahs as others have\".
In this foreword published in the preface to volume 4 of the\"al-Ghadir\", Dr. \'Abdul-Rahman Kiali Halabi says the following after referring to the decline of the Muslims in the present age and the factors which can lead to the Muslims\' salvation, one of which is the sound recognition of the successor of the Holy Prophet (s):
\"The book entitled \"al-Ghadir\" and its rich content deserves to be known by every Muslim to learn how historians have been negligent and see where the truth lies. Through this means, we should compensate for the past, and by striving to foster the unity of the Muslims, we should try to gain the due rewards\".
These were the views of \'Allamah Amini about the important social issues of our age and such were his sound reflections in the world of Islam.
Peace be upon him.
Text Source: http://www.al-islam.org/mot/default.asp?url=ghadir-relevance.htm
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Description:
Message of Thaqalayn
\"Al-Ghadir\" and its Relevance to Islamic Unity
________________________________________
Ayatullah Murtaza Mutahhari
Translated by Mojgan Jalali
Vol. 3, No. 1 and 2 (1417 AH/1996 CE)
The distinguished book entitled \"al-Ghadir\" has raised a huge wave in the world of Islam. Islamic thinkers shed light on the book in different perspectives; in literature, history, theology, tradition, tafsir, and sociology. From the social perspective we can deal with the Islamic unity. In this review the Islamic unity has been dealt with from a social point of view.
Contemporary Muslim thinkers and reformists are of the view that unity and solidarity of Muslims are the most imperative Islamic exigencies at the present juncture when the enemies have made extensive inroads upon the Islamic community and have tried to resort to different ways and means to spread the old differences and create new ones. We are aware that Islamic unity and fraternity is the focus of attention of the Holy Legislator of Islam and is actually the major objective pursued by this Divine religion as firmed by the Qur\'an, the \"Sunnah\", and the history of Islam.
For this reason, some people have been faced with this question: Wouldn\'t the compilation and publication of a book such as \"al-Ghadir\" which deals with the oldest issue of differences among the Muslims- create a barrier in the way of the sublime and lofty objective of the Islamic unity?
To answer this question, it is necessary first to elucidate the essence of this issue, that is, the Islamic unity, and then proceed to examine the role of the magnum opus entitled \"al-Ghadir\"and its eminent compiler \'Allamah Amini in bringing about Islamic unity.
Islamic Unity
What is meant by the Islamic unity? Does it mean that one Islamic school of thought should be unanimously followed and others be set aside? Or does it mean that the commonalties of all Islamic schools of thought should be taken up and their differences be put away to make up a new denomination which is not completely the same as the previous ones? Or does it mean that Islamic unity is in no way related to the unity of the different schools of Fiqh (jurisprudence) but signifies the unity of the Muslims and the unity of the followers of different schools of Fiqh, with their different religious ideas and views, vis-a-vis the aliens?
To give an illogical and impractical meaning to the issue of the Islamic unity, the opponents of the issue have called it to be the formation of a single Madhhab, so as to defeat it in the very first step. Without doubt, by the term Islamic unity, the intellectual Islamic \'Ulama\' (scholars) do not mean that all denominations should give in to one denomination or that the commonalties should be taken up and the different views and ideas be set aside, as these are neither rational and logical nor favorable and practical. By the Islamic unity these scholars mean that all Muslims should unite in one line against their common enemies.
These scholars slate that Muslims have many things in common, which can serve as the foundations of a firm unity. All Muslims worship the One Almighty and believe in the Prophethood of the Holy Prophet (s). The Qur\'an is the Book of all Muslims and Ka\'abah is their \"qiblah\" (direction of prayer). They go to\"hajj\" pilgrimage with each other and perform the \"hajj\" rites and rituals like one another. They say the daily prayers and fast like each other. They establish families and engage in transactions like one another. They have similar ways of bringing up their children and burying their dead. Apart from minor affairs, they share similarities in all the aforementioned cases. Muslims also share one kind of world view, one common culture, and one grand, glorious, and long-standing civilization.
Unity in the world view, in culture, in the civilization, in insight and disposition, in religious beliefs, in acts of worship and prayers, in social rites and customs can well turn the Muslim into a unified nation to serve as a massive and dominant power before which the big global powers would have to bow down. This is especially true in view of the stress laid by Islam on this principle. According to the explicit wording of the Qur\'an, the Muslims are brothers, and special rights and duties link them together. So, why shouldn\'t the Muslims use all these extensive facilities accorded to them as the blessing of Islam?
This group of \'Ulama\' are of the view that there is no need for the Muslims to make any compromise on the primary or secondary principles of their religion for the sake of Islamic unity. Also it is not necessary for the Muslims to avoid engaging in discussions and reasons and writing books on primary and secondary principles about which they have differences. The only consideration for Islamic unity in this case is that the Muslims- in order to avoid the emergence or accentuation of vengeance - preserve their possession, avoid insulting and accusing each other and uttering fabrications, abandon ridiculing the logic of one another, and finally abstain from hurting one another and going beyond the borders of logic and reasoning. In fact, they should, at least, observe the limits which Islam has set forth for inviting non-Muslims to embrace it:
\"Call to the way of your Lord with wisdom and good exhortation, and have disputations with them in the best manner... \"(16: 125)
Some people are of the view that those schools of fiqh, such as, Shafi\'i and Hanafi which have no differences in principle should establish brotherhood and stand in one line. They believe that denominations which have differences in the principles can in no way be brothers. This group view the religious principles as an interconnected set as termed by scholars of Usul, as an interrelated and interdependent set; any damage to one principle harms all principles.
As a result, those who believe in this principle are of the view that when, for instance, the principle of \"imamah\" is damaged and victimized, unity and fraternity will bear no meaning and for this reason the Shi\'ah and the Sunnis cannot shake hands as two Muslim brothers and be in the same rank, no matter who their enemy is.
The first group answers this group by saying: \"There is no reason for us to consider the principles as an interrelated set and follow the principle of \"all or none\". Imam \'Ali (\'a) chose a very logical and reasonable approach. He left no stone unturned to retrieve his right. He used everything within his power to restore the principle of \"imamah\", but he never adhered to the motto of \"all or none\". \'Ali (\'a) did not rise up for his right, and that was not compulsory. On the contrary, it was a calculated and chosen approach. He did not fear death. Why didn\'t he rise up? There could have been nothing above martyrdom. Being killed for the cause of the Almighty was his ultimate desire. He was more intimate with martyrdom than a child is with his mother\'s breast. But in his sound calculations, Imam \'All (\'a) had reached the conclusion that under the existing conditions it was to the interest of Islam to foster collaboration and cooperation among the Muslims and give up revolt. He repeatedly stressed this point.
In one of his letters (No.62 \"Nahj al Balaghah\") to Malik al-Ashtar, he wrote the following:
\"First I pulled back my hand until I realized that a group of people converted from Islam and invited the people toward annihilating the religion of Muhammad(s). So I feared that if I did not rush to help Islam and the Muslims, I would see gaps or destruction which calamity would be far worse than the several-day-long demise of caliphate.\"
In the six-man council, after appointment of \'Uthman by \'Abdul-Rahman ibn \'Awf, \'Ali (\'a) set forth his objection as well as his readiness for collaboration as follows:\"
You well know that I am more deserving than others for caliphate. But now by Allah, so long as the affairs of the Muslims are in order and my rivals suffice with setting me aside and only I am alone subjected to oppression, I will not oppose (the move) and will give in (to it).\" (From Sermon 72, \"Nahj al- Balaghah\").
These indicate that in this issue \'Ali (\'a) condemned the principle of \"all or none\". There is no need to further elaborate the approach taken by \'Ali (\'a) toward this issue. There are ample historical proofs and reasons in this regard.
\'Allamah Amini
Now it is time to see to which group the eminent \'Allamah, Ayatullah Amini - the distinguished compiler of the \"al-Ghadir\" - belonged and how he thought. Did he approve of the unity of the Muslims only within the light of Shi\'ism? Or did he consider Islamic fraternity to be broader? Did he believe that Islam which is embraced by uttering the \"shahadatayn\" (the Muslim creed) would willy-nilly create some rights for the Muslims and that the brotherhood and fraternity set forth in the Qur\'an exists among all Muslims?
\'Allamah Amini personally considered this point - i.e. the need to elucidate his viewpoint on this subject and elaborate whether\"al-Ghadir\" has a positive or a negative role in (the establishment of) Islamic unity. In order not to be subject to abuse by his opponent - be they among the pros and cons - he has repeatedly explained and elucidated his views.
\'Allamah Amini supported Islamic unity and viewed an open mind and clear insight. On different occasions, he set forth this matter in various volumes of the \"al-Ghadir\'. Reference will be made to some of them below:
In the preface to volume I, he briefly mentions the role of \"al-Ghadir\" in the world of Islam. He states: \"And we consider all this as service to religion, sublimation of the word of the truth, and restoration of the Islamic \'ummah\' (community).\"
In volume 3 (page 77), after quoting the fabrications of Ibn Taymiyah, Alusi, and Qasimi to the effect that Shi \'ism is hostile to some of the Ahl al-Bayt (the Household of the Prophet) such as Zayd bin \'Ali bin al-Huseyn, he notes the following under the title of \"Criticism and Correction\":
\"These fabrications and accusations sow the seeds of corruption, stir hostilities among the \'ummah\',create discord among the Islamic community, divide the \'ummah\', and clash with the public interests of the Muslims.
Again in volume 3 (page 268), he quotes the accusation leveled on the Shi\'ahs by Sayyid Muhammad Rashid Rida to the effect that \"Shi\'ahs are pleased with any defeat incurred by Muslims, so much as they celebrated the victory of the Russians over the Muslims.\" Then he says:
\"These falsehoods are fabricated by persons like Sayyid Muhammad Rashid Rida. The Shi\'ahs of Iran and Iraq against whom this accusation is leveled, as well as the orientalists, tourists, envoys of Islamic countries, and those who traveled and still travel to Iran and Iraq, have no information about this trend. Shi\'ahs, without exception, respect the lives, blood, reputation, and property of the Muslims be they Shi\'ahs or Sunnis. Whenever a calamity has befallen the Islamic community anywhere, in any region, and for any sects, the Shi\'ahs have shared their sorrow. The Shi\'ahs have never been confined to the Shi\'ah world, the (concept of) Islamic brotherhood which has been set forth in the Qur\'an and the \'sunnah\'(the Prophet\'s sayings and actions), and in this respect, no discrimination has been made between the Shi\'ahs and the Sunnis.\"
Also at the close of volume 3, he criticizes several books penned by the ancients such as \"Iqd al-Farid\" by Ibn Abd al-Rabbih, \"al-Intisar\" by Abu al-Husayn Khayyat al-Mu\'tazili,\"al Farq bayn al-Firaq\" by Abu Mansur al-Baghdadi, \"al-Fasl\" by Ibn Hazm al-Andulusi, \"al-Milal wa al-Nihal\" by Muhammad ibn Abdul-Karim al-Shahristani \"Minhaj al-Sunnah\" by Ibn Taymiah and \"al-Bidayah wa al-Nihayah\"by Ibn Kathir and several by the later writers such as \"Tarikh al-Umam al-Islamiyyah\" by Shaykh Muhammad Khizri, \"Fajr al Islam\" by Ahmad Amin, \"al-Jawlat fi Rubu al-Sharq al-Adna\" by Muhammad Thabit al-Mesri, \"al-Sira Bayn al-Islam wa al-Wathaniyah\" by Qasimi, and \"al- Washi\'ah\" by Musa Jarallah. Then he states the following:
\"By quoting and criticizing these books, we aim at warning and awakening the Islamic \'ummah\' (to the fact) that these books create the greatest danger for the Islamic community, they destabilize the Islamic unity and scatter the Muslim lines. In fact nothing can disrupt the ranks of the Muslims, destroy their unity, and tear their Islamic fraternity more severely than these books.\"
\'Allamah Amini, in the preface to volume 5, under title of\"Nazariyah Karimah\" on the occasion of a plaque of honor forwarded from Egypt for \"al-Ghadir\", clearly sets forth his view on this issue and leaves no room for any doubt. He remarks:
\"People are free to express views and ideas on religion. These (views and ideas) will never tear apart the bond of Islamic brotherhood to which the holy Qur\'an has referred by stating that \'surely the believers are brethren\'; even though academic discussion and theological and religious debates reach a peak. This has been the style of the predecessors, and of the \'sahaba\' and the\'tabi\'un\', at the head of them.
\"Notwithstanding all the differences that we have in the primary and secondary principles, we, the compilers and writers in nooks and corners of the world of Islam, share a common point and that is belief in the Almighty and His Prophet. A single spirit and one (form of) sentiment exists in all our bodies, and that is the spirit of Islam and the term\'ikhlas,\"
\"We, the Muslim compilers, all live under the banner of truth and carry out our duties under the guidance of the Qur\'an and the Prophetic Mission of the Holy Prophet (s). The message of all of us is \'Surely the (true) religion with Allah is Islam ... (3:18)\' and the slogan of all of us is \'There is no god but Allah and Muhammad is His Messenger.\' Indeed, we are (the members of) the party of Allah and the supporters of his religion.
In the preface to volume 8, under the title of \"al-Ghadir Yowahhad al-Sufuf fil-Mila al-Islami\", \'Allamah Amini directly makes researches into the role of \"Al- Ghadir\" in (the establishment of) Islamic unity. In this discussion, this great scholar categorically rejects the accusations leveled by those who said: \'Al-Ghadir\' causes greater discord among the Muslims. He proves that, on the contrary, \"Al-Ghadir\"removes many misunderstandings and brings the Muslims closer to one another. Then he brings evidence by mentioning the confessions of the non-Shi\'i Islamic scholars. At the close, he quotes the letter of Shaykh Muhammad Saeed Dahduh written in this connection.
To avoid prolongation of this article, we will not quote and translate the entire statements of \'Allamah Amini in explaining the positive role of \"al-Ghadir\" in (establishing) Islamic unity, since what has already been mentioned sufficiently proves this fact.
The positive role of \"al-Ghadir\" is established by the facts that it firstly clarifies the proven logic of the Shi\'ahs and proves that the inclination of Muslims to Shi\'ism - notwithstanding the poisonous publicity of some people - is not due to political, ethnic, or other trends and considerations. It also verifies that a powerful logic based on the Qur\'an and the \"sunnah\" has given rise to this tendency.
Secondly, it reflects that some accusations leveled on Shi\'ism - which have made other Muslims distanced from the Shi\'ah- are totally baseless and false. Examples of these accusations are the notion that the Shi\'ites prefer the non-Muslims to the non- Shi\'i Muslims, rejoice at the defeat of non-Shi\'ite Muslims at the hands of non-Muslims, and other accusations such as the idea that instead of going to hajj pilgrimage, the Shi\'ahs go on pilgrimage to shrines of the Imams, or have particular rites in prayers and in temporary marriage.
Thirdly, it introduces to the world of Islam the eminent Commander of the faithful \'Ali (\'a) who is the most oppressed and the least praised grand Islamic personality and who could be the leader of all Muslims, as well as his pure offspring.
Other Comments on \"al-Ghadir\"
Many unbiased non-Shia Muslims interpret the \"al-Ghadir\" in the same way that has already been mentioned.
Muhammad Abdul-Ghani Hasan al-Mesri, in his foreword on\"al-Ghadir\", which has been published in the preface to volume I, second edition, states:
\"I call on the Almighty to make your limpid brook (in Arabic, \'Ghadir\' means brook) the cause of peace and cordiality between the Shia and Sunni brothers to cooperate with one another in building the Islamic \"ummah.\"
\'Adil Ghadban, the managing editor of the Egyptian magazine entitled \"al-Kitab\", said the following in the preface to volume 3:
\"This book clarifies the Shi\'ite logic. The Sunnis can correctly learn about the Shi\'i through this book. Correct recognition of the Shi\'ahs brings the views of the Shi\'ahs and the Sunnis closer, and they can make a unified rank\".
In his foreword to the \"al-Ghadir\" which was published in thepreface to volume 4, Dr. Muhammad Ghallab, professor of philosophy at the Faculty of Religious Studies al-Azhar University said:
\"I got hold of your book at a very opportune time, because right now I am busy collecting and compiling a book on the lives of the Muslims from various perspectives. Therefore, I am highly avidfor obtaining sound information about \'Imamiyah\' Shi\'ism. Your book will help me. And I will not make mistakes about the Shi\'ahs as others have\".
In this foreword published in the preface to volume 4 of the\"al-Ghadir\", Dr. \'Abdul-Rahman Kiali Halabi says the following after referring to the decline of the Muslims in the present age and the factors which can lead to the Muslims\' salvation, one of which is the sound recognition of the successor of the Holy Prophet (s):
\"The book entitled \"al-Ghadir\" and its rich content deserves to be known by every Muslim to learn how historians have been negligent and see where the truth lies. Through this means, we should compensate for the past, and by striving to foster the unity of the Muslims, we should try to gain the due rewards\".
These were the views of \'Allamah Amini about the important social issues of our age and such were his sound reflections in the world of Islam.
Peace be upon him.
Text Source: http://www.al-islam.org/mot/default.asp?url=ghadir-relevance.htm
3:16
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USOOL E DEEN - Urdu Hindi
Animation video for your kids (first chapter of Islamic belief for Children below five years)
Animation video for your kids (first chapter of Islamic belief for Children below five years)
4:18
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Ayatollah Sayed Ali al Khamenei (h) - Die neue Geometrie der Erde - Persian Sub German
\"Genau vor dem Attentatsversuch auf mein Leben, hatte ich das Gefühl dass Allah mich auserwählt hat für eine große Aufgabe. Zu diesem Zeitpunkt hatte ich keine Kenntnis über die Art der...
\"Genau vor dem Attentatsversuch auf mein Leben, hatte ich das Gefühl dass Allah mich auserwählt hat für eine große Aufgabe. Zu diesem Zeitpunkt hatte ich keine Kenntnis über die Art der Aufgabe. Dennoch hatte ich keinen Zweifel, dass ich bereit sein würde die große Last auf mich zu nehmen, um dem Allmächtigen, der Revolution und den Menschen zu dienen.\"
Geburt und Abstammung
--------------------------------------------------------------------------------
Seine Eminenz Ayatullah al-\'Uzma al-Hajj as-Sayyid \'Ali al-Husaini al-Khamenei (Möge Allah sein Leben verlängern) kam 1939 in der heiligen Stadt Mashad (Iran) zur Welt. Sein Vater, Ayatullah al-Hajj as-Sayyid Jawad, gehörte zu den wohlunterrichteten Gelehrten (Ulama). Sein Vater führte die Morgengebete in der Guharshad Moschee und die Mittags- sowie Nachtgebete in der Bazar-e-Mashad Moschee. Er war ein wohl bekannter Prediger.
Seine Mutter war die Tochter von Sayyid Hashim Najafabadi (MirDamadi), einer der berühmten Gelehrten in Mashad. Sie war eine schlichte und ehrenhafte Mutter, die viel Wissen über den Islam hatte.
Seine Kindheit
--------------------------------------------------------------------------------
Ayatullah al-\'Uzma Sayyid \'Ali Khamenei verbrachte seine Kindheit unter der Obhut seinees Vaters. Er scheute keine Mühe die Kinder zu belehren. Diese Jahre waren sehr hart für Sayyid Khamenei. Er sagte: „Ich kann mich daran erinnern, dass wir nichts zu essen hatten. Meine Mutter beauftragte uns, mit dem Geld was mir meine Großmutter gab, Milch und Rosinen zu kaufen.
Bildung und Studium
--------------------------------------------------------------------------------
Im Alter von 5 Jahren wurde Ayatullah al-Uzma Sayyid \'Ali Khamenei und sein älterer Bruder Sayyid Muhammad zur Quranschule (Maktabkhaneh) geschickt.
Auf einer religiösen Lehranstalt lehrte er arabische Grammatik. Als er 14 Jahre alt war, besuchte er die Sulaiman Khan Schule, um religiöse Wissenschaften zu studieren.
Ayatullah al-\'Udhma Khamenei lehrte neben Fiqh und Usul auch islamische Philosophie, die Biografie der Hadith-Überlieferer (Rijal), die Wissenschaft der Überlieferungverständnis (Diraya), Astronomie und die Auslegung des Qurans (Tafsir). Ayatullah Khamenei studierte unter den Gelehrten wie Ayatullah Mirza Javad Agha Tehrani, Ayatullah Hakim, Imam Khomeini, Ayatullah al-\'Udhma Burujardi and \'Allamah Tabatabai.1947 ging er nach Najaf, wo er zwei Jahre studierte. 1958 ließ er sich in Qum nieder, wo er sechs Jahre studierte.
Während und nach der Revolution
--------------------------------------------------------------------------------
- Mitglied im Kommandorat der Revolution
- Mitglied in der Imam al-Khomeinis Empfangskomitee
- Kommandeur der Revolutionsgarde
- Imam der Freitagsgebete in Tehran
- Präsident der Republik für zwei aufeinander folgende Amtszeiten.
More...
Description:
\"Genau vor dem Attentatsversuch auf mein Leben, hatte ich das Gefühl dass Allah mich auserwählt hat für eine große Aufgabe. Zu diesem Zeitpunkt hatte ich keine Kenntnis über die Art der Aufgabe. Dennoch hatte ich keinen Zweifel, dass ich bereit sein würde die große Last auf mich zu nehmen, um dem Allmächtigen, der Revolution und den Menschen zu dienen.\"
Geburt und Abstammung
--------------------------------------------------------------------------------
Seine Eminenz Ayatullah al-\'Uzma al-Hajj as-Sayyid \'Ali al-Husaini al-Khamenei (Möge Allah sein Leben verlängern) kam 1939 in der heiligen Stadt Mashad (Iran) zur Welt. Sein Vater, Ayatullah al-Hajj as-Sayyid Jawad, gehörte zu den wohlunterrichteten Gelehrten (Ulama). Sein Vater führte die Morgengebete in der Guharshad Moschee und die Mittags- sowie Nachtgebete in der Bazar-e-Mashad Moschee. Er war ein wohl bekannter Prediger.
Seine Mutter war die Tochter von Sayyid Hashim Najafabadi (MirDamadi), einer der berühmten Gelehrten in Mashad. Sie war eine schlichte und ehrenhafte Mutter, die viel Wissen über den Islam hatte.
Seine Kindheit
--------------------------------------------------------------------------------
Ayatullah al-\'Uzma Sayyid \'Ali Khamenei verbrachte seine Kindheit unter der Obhut seinees Vaters. Er scheute keine Mühe die Kinder zu belehren. Diese Jahre waren sehr hart für Sayyid Khamenei. Er sagte: „Ich kann mich daran erinnern, dass wir nichts zu essen hatten. Meine Mutter beauftragte uns, mit dem Geld was mir meine Großmutter gab, Milch und Rosinen zu kaufen.
Bildung und Studium
--------------------------------------------------------------------------------
Im Alter von 5 Jahren wurde Ayatullah al-Uzma Sayyid \'Ali Khamenei und sein älterer Bruder Sayyid Muhammad zur Quranschule (Maktabkhaneh) geschickt.
Auf einer religiösen Lehranstalt lehrte er arabische Grammatik. Als er 14 Jahre alt war, besuchte er die Sulaiman Khan Schule, um religiöse Wissenschaften zu studieren.
Ayatullah al-\'Udhma Khamenei lehrte neben Fiqh und Usul auch islamische Philosophie, die Biografie der Hadith-Überlieferer (Rijal), die Wissenschaft der Überlieferungverständnis (Diraya), Astronomie und die Auslegung des Qurans (Tafsir). Ayatullah Khamenei studierte unter den Gelehrten wie Ayatullah Mirza Javad Agha Tehrani, Ayatullah Hakim, Imam Khomeini, Ayatullah al-\'Udhma Burujardi and \'Allamah Tabatabai.1947 ging er nach Najaf, wo er zwei Jahre studierte. 1958 ließ er sich in Qum nieder, wo er sechs Jahre studierte.
Während und nach der Revolution
--------------------------------------------------------------------------------
- Mitglied im Kommandorat der Revolution
- Mitglied in der Imam al-Khomeinis Empfangskomitee
- Kommandeur der Revolutionsgarde
- Imam der Freitagsgebete in Tehran
- Präsident der Republik für zwei aufeinander folgende Amtszeiten.
1:40
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Sayyed Ayatollah Ali al-Khamenei (h) - Über den Fürsten der Gläubigen Imam Ali (a) - Persian Sub Germ
\"Genau vor dem Attentatsversuch auf mein Leben, hatte ich das Gefühl dass Allah mich auserwählt hat für eine große Aufgabe. Zu diesem Zeitpunkt hatte ich keine Kenntnis über die Art der...
\"Genau vor dem Attentatsversuch auf mein Leben, hatte ich das Gefühl dass Allah mich auserwählt hat für eine große Aufgabe. Zu diesem Zeitpunkt hatte ich keine Kenntnis über die Art der Aufgabe. Dennoch hatte ich keinen Zweifel, dass ich bereit sein würde die große Last auf mich zu nehmen, um dem Allmächtigen, der Revolution und den Menschen zu dienen.\"
Geburt und Abstammung
Seine Eminenz Ayatullah al-\'Uzma al-Hajj as-Sayyid \'Ali al-Husaini al-Khamenei (Möge Allah sein Leben verlängern) kam 1939 in der heiligen Stadt Mashad (Iran) zur Welt. Sein Vater, Ayatullah al-Hajj as-Sayyid Jawad, gehörte zu den wohlunterrichteten Gelehrten (Ulama). Sein Vater führte die Morgengebete in der Guharshad Moschee und die Mittags- sowie Nachtgebete in der Bazar-e-Mashad Moschee. Er war ein wohl bekannter Prediger.
Seine Mutter war die Tochter von Sayyid Hashim Najafabadi (MirDamadi), einer der berühmten Gelehrten in Mashad. Sie war eine schlichte und ehrenhafte Mutter, die viel Wissen über den Islam hatte.
Seine Kindheit
Ayatullah al-\'Uzma Sayyid \'Ali Khamenei verbrachte seine Kindheit unter der Obhut seinees Vaters. Er scheute keine Mühe die Kinder zu belehren. Diese Jahre waren sehr hart für Sayyid Khamenei. Er sagte: „Ich kann mich daran erinnern, dass wir nichts zu essen hatten. Meine Mutter beauftragte uns, mit dem Geld was mir meine Großmutter gab, Milch und Rosinen zu kaufen.
Bildung und Studium
Im Alter von 5 Jahren wurde Ayatullah al-Uzma Sayyid \'Ali Khamenei und sein älterer Bruder Sayyid Muhammad zur Quranschule (Maktabkhaneh) geschickt.
Auf einer religiösen Lehranstalt lehrte er arabische Grammatik. Als er 14 Jahre alt war, besuchte er die Sulaiman Khan Schule, um religiöse Wissenschaften zu studieren.
Ayatullah al-\'Udhma Khamenei lehrte neben Fiqh und Usul auch islamische Philosophie, die Biografie der Hadith-Überlieferer (Rijal), die Wissenschaft der Überlieferungverständnis (Diraya), Astronomie und die Auslegung des Qurans (Tafsir). Ayatullah Khamenei studierte unter den Gelehrten wie Ayatullah Mirza Javad Agha Tehrani, Ayatullah Hakim, Imam Khomeini, Ayatullah al-\'Udhma Burujardi and \'Allamah Tabatabai.1947 ging er nach Najaf, wo er zwei Jahre studierte. 1958 ließ er sich in Qum nieder, wo er sechs Jahre studierte.
Während und nach der Revolution
- Mitglied im Kommandorat der Revolution
- Mitglied in der Imam al-Khomeinis Empfangskomitee
- Kommandeur der Revolutionsgarde
- Imam der Freitagsgebete in Tehran
- Präsident der Republik für zwei aufeinander folgende Amtszeiten.
More...
Description:
\"Genau vor dem Attentatsversuch auf mein Leben, hatte ich das Gefühl dass Allah mich auserwählt hat für eine große Aufgabe. Zu diesem Zeitpunkt hatte ich keine Kenntnis über die Art der Aufgabe. Dennoch hatte ich keinen Zweifel, dass ich bereit sein würde die große Last auf mich zu nehmen, um dem Allmächtigen, der Revolution und den Menschen zu dienen.\"
Geburt und Abstammung
Seine Eminenz Ayatullah al-\'Uzma al-Hajj as-Sayyid \'Ali al-Husaini al-Khamenei (Möge Allah sein Leben verlängern) kam 1939 in der heiligen Stadt Mashad (Iran) zur Welt. Sein Vater, Ayatullah al-Hajj as-Sayyid Jawad, gehörte zu den wohlunterrichteten Gelehrten (Ulama). Sein Vater führte die Morgengebete in der Guharshad Moschee und die Mittags- sowie Nachtgebete in der Bazar-e-Mashad Moschee. Er war ein wohl bekannter Prediger.
Seine Mutter war die Tochter von Sayyid Hashim Najafabadi (MirDamadi), einer der berühmten Gelehrten in Mashad. Sie war eine schlichte und ehrenhafte Mutter, die viel Wissen über den Islam hatte.
Seine Kindheit
Ayatullah al-\'Uzma Sayyid \'Ali Khamenei verbrachte seine Kindheit unter der Obhut seinees Vaters. Er scheute keine Mühe die Kinder zu belehren. Diese Jahre waren sehr hart für Sayyid Khamenei. Er sagte: „Ich kann mich daran erinnern, dass wir nichts zu essen hatten. Meine Mutter beauftragte uns, mit dem Geld was mir meine Großmutter gab, Milch und Rosinen zu kaufen.
Bildung und Studium
Im Alter von 5 Jahren wurde Ayatullah al-Uzma Sayyid \'Ali Khamenei und sein älterer Bruder Sayyid Muhammad zur Quranschule (Maktabkhaneh) geschickt.
Auf einer religiösen Lehranstalt lehrte er arabische Grammatik. Als er 14 Jahre alt war, besuchte er die Sulaiman Khan Schule, um religiöse Wissenschaften zu studieren.
Ayatullah al-\'Udhma Khamenei lehrte neben Fiqh und Usul auch islamische Philosophie, die Biografie der Hadith-Überlieferer (Rijal), die Wissenschaft der Überlieferungverständnis (Diraya), Astronomie und die Auslegung des Qurans (Tafsir). Ayatullah Khamenei studierte unter den Gelehrten wie Ayatullah Mirza Javad Agha Tehrani, Ayatullah Hakim, Imam Khomeini, Ayatullah al-\'Udhma Burujardi and \'Allamah Tabatabai.1947 ging er nach Najaf, wo er zwei Jahre studierte. 1958 ließ er sich in Qum nieder, wo er sechs Jahre studierte.
Während und nach der Revolution
- Mitglied im Kommandorat der Revolution
- Mitglied in der Imam al-Khomeinis Empfangskomitee
- Kommandeur der Revolutionsgarde
- Imam der Freitagsgebete in Tehran
- Präsident der Republik für zwei aufeinander folgende Amtszeiten.
109:20
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[01] Usool-e-Ma|ashrat-e-Islami - 1 - Ustad Syed Jawad Naqvi - Urdu
Subject : Maarif-e-Islami
Event : Muharram 2010-11
Category : Majalis
Location : Lahore
Description :4-Day Majalis From 17th to 20th Muharram 1432
Subject : Maarif-e-Islami
Event : Muharram 2010-11
Category : Majalis
Location : Lahore
Description :4-Day Majalis From 17th to 20th Muharram 1432
132:24
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[02] Usool-e-Ma|ashrat-e-Islami - 1 - Ustad Syed Jawad Naqvi - Urdu
Subject : Maarif-e-Islami
Event : Muharram 2010-11
Category : Majalis
Location : Lahore
Description :4-Day Majalis From 17th to 20th Muharram 1432
Subject : Maarif-e-Islami
Event : Muharram 2010-11
Category : Majalis
Location : Lahore
Description :4-Day Majalis From 17th to 20th Muharram 1432
101:27
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[03] Usool-e-Ma|ashrat-e-Islami - 1 - Ustad Syed Jawad Naqvi - Urdu
Subject : Maarif-e-Islami
Event : Muharram 2010-11
Category : Majalis
Location : Lahore
Description :4-Day Majalis From 17th to 20th Muharram 1432
Subject : Maarif-e-Islami
Event : Muharram 2010-11
Category : Majalis
Location : Lahore
Description :4-Day Majalis From 17th to 20th Muharram 1432
123:52
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[04] Usool-e-Ma|ashrat-e-Islami - 1 - Ustad Syed Jawad Naqvi - Urdu
Subject : Maarif-e-Islami
Event : Muharram 2010-11
Category : Majalis
Location : Lahore
Description :4-Day Majalis From 17th to 20th Muharram 1432
Subject : Maarif-e-Islami
Event : Muharram 2010-11
Category : Majalis
Location : Lahore
Description :4-Day Majalis From 17th to 20th Muharram 1432
3:51
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Shaheed Shaikh Hassan Shehata (Ex-Sunni-Großgelehrter) (ra) nach seiner Rechtleitung zur Shia! - Arabic
Bitte um al Fatiha für den großen Shaheed Shaikh Hassan Shehata!
Sheikh al Kurani sinnesgemäß:
\"Der Tod von Sheikh Hassan Shehata hat ein Erdbeben ausgelöst. Er wird den Nour der...
Bitte um al Fatiha für den großen Shaheed Shaikh Hassan Shehata!
Sheikh al Kurani sinnesgemäß:
\"Der Tod von Sheikh Hassan Shehata hat ein Erdbeben ausgelöst. Er wird den Nour der Ahlulbayt (as) weiter nach Ägypten eindringen lassen, ihr werdet sehen\".
\"Betrachten die Ermordung nicht als Tat der Ägypter, sondern als Tat der Banni Umamayah, der Najdija, der Wahabiya\"...
Sheikh Hassan ist 1946 in einem Dorf namens \"Hurbait\" im Osten Ägyptens geboren. Sheikh Hassan ist Schafii\'tisch erzogen und erhielt durch seinen Vater die Liebe zur Ahl Al Bayt (as) (Familie des Propheten) und besonders zu Imam Ali (as). Schon im jungen Alter fing seine religöse Ausbildung an. Sein Vater schickte ihn, mit vier Jahren, zum Quran Unterricht. Shekh Hassan Schehata lernte den Quran mit Tartil (richtiges Lesen mit Tajwid Regeln) im Alter von 5 1/2 Jahren auswendig. Danach ging er zur Al-Azhar Universität und studierte viele Felder des Wissens. Er studierte (als Hauptfach) die Jurisprudenz der Schafii\'tischen Rechtschule und die Quranwissenschaften und erwarb den \"Master\"-Abschluss in der Wissenschaft der Erläuterung (Exegese) des Quran. Desweiteren ist er eine Authorität in Fiqh und Usul der anderen drei Rechtsschulen: Maliki, Hanafi, und Hanbali.
Shekh Hassan wurde als einer der höchsten der studierten Sunnite und Quran Gelehrter angesehen. Er hielt die Freitags Predigen seit dem er 13 ist. Im Jahre 1973 wurde er ein Prediger der ägyptischen Armee, neben seinen anderen Pflichten als Lehrer, Imam der Moschee. Darüberhinaus hatte er ein wöchentliches TV Programm im ägyptischen TV.
Sheikh Hassan\'s Reise nach Saudi Arabien
Sheikh Hassan ist als eine ehrliche Person bekannt. Er kämpfte immer gegen die Widersprüche/Fehler und Mythen in der sunnitischen Lehre, besonders in die der wahhabitischen/salafistischen Lehre. Daher propagierte er stets Milde und Klugheit. Sheikh Hassan kritisierte in seinen Reden stark die Wahhabiten/Salafisten. Da die Wahhabiten andere Muslime als ungläubig darstellen und die Feinde der Ahlul Bayt (as) loben.
More...
Description:
Bitte um al Fatiha für den großen Shaheed Shaikh Hassan Shehata!
Sheikh al Kurani sinnesgemäß:
\"Der Tod von Sheikh Hassan Shehata hat ein Erdbeben ausgelöst. Er wird den Nour der Ahlulbayt (as) weiter nach Ägypten eindringen lassen, ihr werdet sehen\".
\"Betrachten die Ermordung nicht als Tat der Ägypter, sondern als Tat der Banni Umamayah, der Najdija, der Wahabiya\"...
Sheikh Hassan ist 1946 in einem Dorf namens \"Hurbait\" im Osten Ägyptens geboren. Sheikh Hassan ist Schafii\'tisch erzogen und erhielt durch seinen Vater die Liebe zur Ahl Al Bayt (as) (Familie des Propheten) und besonders zu Imam Ali (as). Schon im jungen Alter fing seine religöse Ausbildung an. Sein Vater schickte ihn, mit vier Jahren, zum Quran Unterricht. Shekh Hassan Schehata lernte den Quran mit Tartil (richtiges Lesen mit Tajwid Regeln) im Alter von 5 1/2 Jahren auswendig. Danach ging er zur Al-Azhar Universität und studierte viele Felder des Wissens. Er studierte (als Hauptfach) die Jurisprudenz der Schafii\'tischen Rechtschule und die Quranwissenschaften und erwarb den \"Master\"-Abschluss in der Wissenschaft der Erläuterung (Exegese) des Quran. Desweiteren ist er eine Authorität in Fiqh und Usul der anderen drei Rechtsschulen: Maliki, Hanafi, und Hanbali.
Shekh Hassan wurde als einer der höchsten der studierten Sunnite und Quran Gelehrter angesehen. Er hielt die Freitags Predigen seit dem er 13 ist. Im Jahre 1973 wurde er ein Prediger der ägyptischen Armee, neben seinen anderen Pflichten als Lehrer, Imam der Moschee. Darüberhinaus hatte er ein wöchentliches TV Programm im ägyptischen TV.
Sheikh Hassan\'s Reise nach Saudi Arabien
Sheikh Hassan ist als eine ehrliche Person bekannt. Er kämpfte immer gegen die Widersprüche/Fehler und Mythen in der sunnitischen Lehre, besonders in die der wahhabitischen/salafistischen Lehre. Daher propagierte er stets Milde und Klugheit. Sheikh Hassan kritisierte in seinen Reden stark die Wahhabiten/Salafisten. Da die Wahhabiten andere Muslime als ungläubig darstellen und die Feinde der Ahlul Bayt (as) loben.
11:46
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34:55
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دیدار معلمان و فر ھنگیان سراسر کشور - Ayatollah Khamenei - 07th May 2014 - Farsi
Ayatollah Khamenei describes three main elements of the noble vocation of teaching 07th May 2014
Translation of speeech
souce: english.khamenei.ir
In the Name of Allah, the Beneficent, the...
Ayatollah Khamenei describes three main elements of the noble vocation of teaching 07th May 2014
Translation of speeech
souce: english.khamenei.ir
In the Name of Allah, the Beneficent, the Merciful
I would like to welcome you dear teachers and managers of the educational system, who imbued our working environment and our life with your warm and friendly presence.
First of all, it is the month of Rajab which is an opportunity to serve God. Our entire life can be an opportunity for serving God in a proper way and true happiness lies in this. Some occasions increase our opportunities and the month of Rajab is one of these opportunities. We should prepare ourselves in this month. We should pray for one another so that Allah the Exalted helps us prepare ourselves in this month and in the month of Sha\\\\\\\'ban and Ramadan and so that He helps us take one step forward and achieve transcendence.
Reviving the memory of a number of martyrs is one of the opportunities of this meeting and this day as well. Primarily, I would like to revive the memory of our dear martyr, Shahid Ayatollah Motahhari, who was our great thinker, our teacher and a mujahid on the path of Islamic thought and belief. With his martyrdom, he achieved the blessing to obtain the approval of Allah the Exalted for his long jihad. Good for him!
I would also like to revive the memory of Shahid Rajai and Shahid Bahonar who spent their lives in the educational system. They were two mujahid, pious and sincere individuals who were at the service of the educational system. We witnessed up close the efforts of these two dear personalities in these areas for many years and for a short time after the Revolution.
Our annual meeting with teachers has a major goal and several minor goals. The major goal is expressing respect for teachers. With this meeting, we want to show our respect to the position of teachers. This symbolic move is necessary. Respecting teachers and teaching should become a widespread practice in our society. Everyone should feel proud of being a teacher. Everyone should be proud of greeting and respecting teachers. The higher the position of teachers is, the higher the position of education will be in our society.
Adopting a narrow-minded outlook towards teachers is a loss for society. This should be prevented. The outlook towards teachers should be a respectful one. There are many different professions in the country which are seemingly very prestigious, but the position of all of these professions is much lower than the position and the profession of teaching. All of us should know and understand this.
The Holy Prophet (s.w.a.) is quoted as saying, \\\\\\\"I was sent as a teacher\\\\\\\" [Usul al-Kafi, Volume 2, page 95]. The fact that the Holy Prophet (s.w.a.) considered himself to be a teacher is the greatest honor. Of course, teaching exists at different levels, but the truth of teaching is only one thing. This is a source of honor. This is our issue. With this meeting, we want to show that we hold teachers in great respect and that we are indebted to them because of what they did for ourselves and because of what they do for our children and for those whose future is important to us. This feeling is shared by all the people. All of us are indebted to teachers. This is our main issue.
There are some minor issues as well. One issue is addressed to teachers themselves. Another issue is addressed to the managers and officials of the large educational system. What is related to teachers is that the dear teachers should know their job is not only teaching. In other words, their job is not only to teach the textbooks that are available to them. Teachers should promote knowledge, teach the way to think and strengthen morality in themselves. If we consider teaching to have a broad meaning, it will include these three tasks:
The first task is promoting knowledge and teaching the textbooks that our children - the future men and women of the country - should learn. This is one task.
The second task, which is more important, is teaching how to think. Our children should learn how to think in a proper and reasonable way. They should be properly guided about how to think. Shallow outlooks and shallow learning of the issues of life cripple a society. In the long run, it destroys a people. Thinking should be firmly established in society.
This is why when we mention someone like Shahid Motahhari, we do not only speak about his knowledge. We speak about his thinking as well. If someone knows how to think, this spirit will help them to discover the important issues of knowledge. If our youth, our scholars and our scientists are thinkers, they will use the knowledge that they have to pose tens and hundreds of new questions and to get answers for these questions. So, using knowledge is only possible with thinking.
The third task is behavioral and moral education and what the honorable minister referred to in his statements: lifestyle and behavior. We are a people with lofty ideals, with great slogans and with clear and definite peaks that we want to reach - if there is time, I will briefly address this issue later on. This requires patient, wise, religious, innovative, kind, compassionate, courageous, polite and pious individuals who are ready to take action, who avoid laziness and who consider others\\\\\\\' pains to be their own pains.
The mold and make-up of a person that Islam wants to build is shaped through education. All people can be educated. Some people may learn late and some may learn sooner than others. Some learn more efficiently and some learn less efficiently than others. But all individuals are subject to change and this change takes place with education. Primarily, this falls on the shoulders of certain main elements one of which is a teacher. Of course, parents, friends and other such people are influential as well, but the influence that a teacher exerts is deeper and more permanent. This is a task that teachers should carry out.
Therefore, teachers teach how to acquire knowledge, how to think and how to be moral. Learning morality is not like acquiring knowledge. That is to say, one cannot be moral by reading books. Morality cannot be taught with books. Behavior is more influential than books and words. You teach with your behavior in your classrooms and among your students. Of course, you teach with words as well. You should provide verbal advice, but behavior has a deeper and more comprehensive influence. It is one\\\\\\\'s behavior which makes it clear whether one\\\\\\\'s words are sincere or not. This is what we wanted to say to teachers.
The society of teachers has been entrusted with the responsibility of taking care of children. We should pay attention to this issue. If, by Allah\\\\\\\'s favor, our teachers decide to build children and teenagers with this method - that is to say, by paying attention to these three elements - then I believe that this will exert great influence on the future of society.
Of course, after the Revolution, certain good measures were adopted in this regard. The society of teachers exerted great influence with their commitment and by showing their presence in the revolutionary environment - whether during the Sacred Defense Era or afterwards. I sometimes read the books which are about teachers. A teacher who took part in the front lines of the Sacred Defense and who was martyred exerted great influence on the minds of his students. One can see this.
One issue about the educational system and its management is the issue of the transformation plan. The transformation plan - which has thankfully been prepared and established - was not something that was created all of a sudden. This plan was one of our desires from the beginning of the Revolution. Because the educational system in our country was created by imitating western educational systems with the same form, content and order, there was a need for a fundamental change in the educational system of the country, whether in terms of form or in terms of content.
Well, many people shared this thought for many years. Then, it was developed gradually and it led to the transformation plan. I am not saying that this transformation plan is the peak of our desires. This is not the case. For everything, there is a higher form. It is possible that by Allah\\\\\\\'s favor, you take action, move forward and gain experience in a way that you can add something to what is available to you today.
However, this transformation plan is what is available to us in the present time and therefore, it should be taken seriously. My advice to the honorable officials and managers of the educational system is that we should take the transformation plan seriously. And this seriousness should be beyond formal statements. It should be shown in practice.
Well, as the friends in this meeting quoted what I had said before, if we want this transformation plan to be implemented, we need a roadmap and a plan. If our thoughts and the general ideas that officials and sympathetic personalities have in mind do not take the form of a practical plan, then it will remain a mere idea and it will decay. Therefore, it requires a practical plan.
You should prepare and implement this practical plan in collaboration with the Supreme Council of Cultural Revolution - which is a great cultural center and a reference point for making decisions and in which officials are present. You should feel that this step has been taken. Then, you should go to the next step. Of course, some tasks should be carried out simultaneously and in line with one another.
An issue for the management of the educational system is the issue of manpower. As was pointed out in this meeting, the educational system is the greatest decision-making organization in the Islamic Republic. More than one million officials exist in this great system. These officials are directly involved with more than 12 million people and they are indirectly involved with tens of millions of people - that is to say, families. Such a great network is very important.
The forces that should be employed in this great network should have certain characteristics. One of these characteristics is that they should be motivated and enthusiastic. You should not give priority to tired, old and unimaginative forces - those who tried whatever they knew and who do not have new methods anymore. The priority should be given to young, enthusiastic, motivated, pious and revolutionary forces and to those for whom the main goal is what the main issue of the educational system is - which is building individuals.
You should benefit from these forces. This is one issue. Therefore, in my opinion, the first issue about the macro-management of the educational system is that they should see what forces they are using. They should benefit from religious, revolutionary, enthusiastic and zealous forces who love their job and who are ready to enter difficult arenas for the sake of the goals of the educational system. This is the most important task.
The second issue is the issue of support. All governmental organizations are responsible for supporting the educational system, whether the organizations which are in charge of the budget or the organizations which are formed on the basis of the laws that the Majlis passes. The outlook of all these organizations should be such an outlook. They should not think that the educational system is only a consumer. Sometimes, there is such an outlook. Some people say that the educational system is only a consumer. But this is not the case. The more you spend money on it, the more results you will achieve. The educational system is such a system.
This is an organization which creates the future generators of wealth, knowledge and civilization and the future managers of the country. It is not the case that we think the educational system is a costly organization. There is no achievement which is greater than the one the educational system makes. Whatever achievement and innovation you see throughout the country is rooted in the educational system. You should improve this organization so that everything will be improved. Therefore, spending money on the educational system and expanding the financial resources of this organization is one of the tasks that we hope government officials pay attention to.
Another issue is that - as I mentioned in the middle of my speech - the managers that we choose should be managers whose focus is on the main issue of the educational system. Adopting partisan, political and other such outlooks is poison for the educational system. Over the course of these long years, we have witnessed certain eras during which there was more attention to such issues. As a result of this, the educational system suffered a loss. You should be careful about this. You should adopt such an outlook towards the different issues of the educational system that for each manager in each sector of this large and vast organization, the main issue is the issue of education and building revolutionary forces.
Dear brothers and sisters, the reason why we stress the issue of building revolutionary and religious forces is that we have a long way ahead of us. Our people have a long way ahead of them. The goal that we have in mind for the Islamic Republic - which is based on the general guidelines of the Revolution - is a very lofty goal. When I say \\\\\\\"we\\\\\\\", I do not mean this humble person. Rather, I mean the people of Iran, officials and the owners of the Revolution. This goal is creating an exemplary society. You want to build a society in dear Iran - which has been located in a very sensitive geographical area in the world - which is a model in the shade of Islam and under the flag of the Holy Quran. This model is both in material areas and in spiritual and moral areas.
Westerners made a leap in material areas. They made a leap in a certain era, but this leap was separated from and opposed to the moral movement. It was a hundred percent materialistic leap. In the beginning, no one understood what had happened, but now they are beginning to understand. They are gradually feeling the irreversible damage of what they did. No one should think that a purely materialistic and secular civilization can help its people achieve happiness. This is not the case. The people in this civilization will face a great disaster.
In the present time, they are witnessing this disaster. This disaster is not because of the demonstrations which are held in European streets. For the west, this disaster is much deeper than this. Primarily, what humanity needs is psychological, moral and conscience-based security. Primarily, what it needs is the satisfaction of its conscience. Such satisfaction does not exist in western environments and it will get even worse.
If you are familiar with western writers, critics and thinkers, you will see that it is several years now that they have been raising their voices. These people are showing some aspects of increasing corruption in their societies. A materialistic lifestyle is like this. Although they have moved forward in the area of science, technological achievements and the like and although they have accomplished great feats in this regard, they have collapsed in the area of morality and they will continue to collapse because of this.
The society that Islam wants to build is a society that is at an advanced level in terms of wealth, knowledge and welfare. But it also wants this society to be at this level or even at a higher level in terms of morality and spirituality. This is an Islamic society. You want to build this society. So, you have a long way ahead of you. But it is possible. No one should say that it is not. Many things were considered to be impossible, but they happened.
When a people show determination, they can accomplish great and historical feats. Our societies have shown that they can be great, that they can blossom and that they can grow and exert influence. Man is an endless and infinite creature. Knowledge has made so much progress, but the main parts of man\\\\\\\'s brain are still unknown. This is what the scientists who work on this say. This physical aspect of man is unknown, let alone his spiritual, psychological and inner aspect. Man has many capabilities. We can carry out many tasks. An individual can simultaneously achieve great material and spiritual growth.
Well, we want to reach these goals. Reaching these goals requires manpower more than anything else. What is more important than the path is the person who takes this path. If there is not such a person, then even a well-paved road is useless. But if there is a determined person, then lack of a well-paved road will not be problematic. You have seen that mountaineers climb so high while there is no road. But they have feet and determination. So, it is possible to move forward and to reach peaks. It is possible to know and utilize unknown talents. It is possible to solve problems in a constant way.
All of these things require human resources. These human resources should be created in the educational system. Universities are important in this regard. The same is true of society and the IRIB. But none of these is as important as primary school. The teachers and managers of this great organization have such a responsibility. Therefore, we stress that they should be religious and revolutionary.
It is with this religious and revolutionary spirit that we can take this path. Even if there is a hard obstacle ahead of us, we can move forward. Even if there are certain hurdles, we can jump over them provided that this revolutionary spirit, this piety and this commitment to religious and revolutionary steadfastness exist. This is one point.
Another issue is the issue of textbooks. We should be very careful about textbooks. They should be well-developed. If they are poor in content, this is harmful. Not only is it not beneficial, but it is also harmful. If they contain deviant statements - whether political, religious or factual deviation - this is harmful. Those who are responsible for this should carry out their responsibility with complete trustworthiness and precision.
Another issue is the issue of the teachers\\\\\\\' training university. On my way to this meeting, I spoke with the honorable minister about this issue. This university is different from ordinary universities. As well as the advantages that other universities have, this university has the advantage of producing teachers. This has certain requirements. Great significance should be attached to this university.
Another issue is the issue of moral education and the deputy of moral education. This issue was neglected. This deputy was closed at one point. Later on, they opened and closed it again and again. The deputy of moral education is an organization in charge of attending to the issue of moral education - spiritual, revolutionary, behavioral and moral aspects of education. This deputy is important both at a ministerial level and at lower levels.
I hope that Allah the Exalted bestows His blessings and mercy on all of you. I hope that, God willing, the immaculate soul of our dear Imam (r.a.) - who opened this path for us - is pleased with you. I hope that the pure souls of our dear martyrs - particularly those martyrs who were teachers and students - benefit from divine blessings.
Greetings be upon you and Allah\\\\\\\'s mercy and blessings
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Description:
Ayatollah Khamenei describes three main elements of the noble vocation of teaching 07th May 2014
Translation of speeech
souce: english.khamenei.ir
In the Name of Allah, the Beneficent, the Merciful
I would like to welcome you dear teachers and managers of the educational system, who imbued our working environment and our life with your warm and friendly presence.
First of all, it is the month of Rajab which is an opportunity to serve God. Our entire life can be an opportunity for serving God in a proper way and true happiness lies in this. Some occasions increase our opportunities and the month of Rajab is one of these opportunities. We should prepare ourselves in this month. We should pray for one another so that Allah the Exalted helps us prepare ourselves in this month and in the month of Sha\\\\\\\'ban and Ramadan and so that He helps us take one step forward and achieve transcendence.
Reviving the memory of a number of martyrs is one of the opportunities of this meeting and this day as well. Primarily, I would like to revive the memory of our dear martyr, Shahid Ayatollah Motahhari, who was our great thinker, our teacher and a mujahid on the path of Islamic thought and belief. With his martyrdom, he achieved the blessing to obtain the approval of Allah the Exalted for his long jihad. Good for him!
I would also like to revive the memory of Shahid Rajai and Shahid Bahonar who spent their lives in the educational system. They were two mujahid, pious and sincere individuals who were at the service of the educational system. We witnessed up close the efforts of these two dear personalities in these areas for many years and for a short time after the Revolution.
Our annual meeting with teachers has a major goal and several minor goals. The major goal is expressing respect for teachers. With this meeting, we want to show our respect to the position of teachers. This symbolic move is necessary. Respecting teachers and teaching should become a widespread practice in our society. Everyone should feel proud of being a teacher. Everyone should be proud of greeting and respecting teachers. The higher the position of teachers is, the higher the position of education will be in our society.
Adopting a narrow-minded outlook towards teachers is a loss for society. This should be prevented. The outlook towards teachers should be a respectful one. There are many different professions in the country which are seemingly very prestigious, but the position of all of these professions is much lower than the position and the profession of teaching. All of us should know and understand this.
The Holy Prophet (s.w.a.) is quoted as saying, \\\\\\\"I was sent as a teacher\\\\\\\" [Usul al-Kafi, Volume 2, page 95]. The fact that the Holy Prophet (s.w.a.) considered himself to be a teacher is the greatest honor. Of course, teaching exists at different levels, but the truth of teaching is only one thing. This is a source of honor. This is our issue. With this meeting, we want to show that we hold teachers in great respect and that we are indebted to them because of what they did for ourselves and because of what they do for our children and for those whose future is important to us. This feeling is shared by all the people. All of us are indebted to teachers. This is our main issue.
There are some minor issues as well. One issue is addressed to teachers themselves. Another issue is addressed to the managers and officials of the large educational system. What is related to teachers is that the dear teachers should know their job is not only teaching. In other words, their job is not only to teach the textbooks that are available to them. Teachers should promote knowledge, teach the way to think and strengthen morality in themselves. If we consider teaching to have a broad meaning, it will include these three tasks:
The first task is promoting knowledge and teaching the textbooks that our children - the future men and women of the country - should learn. This is one task.
The second task, which is more important, is teaching how to think. Our children should learn how to think in a proper and reasonable way. They should be properly guided about how to think. Shallow outlooks and shallow learning of the issues of life cripple a society. In the long run, it destroys a people. Thinking should be firmly established in society.
This is why when we mention someone like Shahid Motahhari, we do not only speak about his knowledge. We speak about his thinking as well. If someone knows how to think, this spirit will help them to discover the important issues of knowledge. If our youth, our scholars and our scientists are thinkers, they will use the knowledge that they have to pose tens and hundreds of new questions and to get answers for these questions. So, using knowledge is only possible with thinking.
The third task is behavioral and moral education and what the honorable minister referred to in his statements: lifestyle and behavior. We are a people with lofty ideals, with great slogans and with clear and definite peaks that we want to reach - if there is time, I will briefly address this issue later on. This requires patient, wise, religious, innovative, kind, compassionate, courageous, polite and pious individuals who are ready to take action, who avoid laziness and who consider others\\\\\\\' pains to be their own pains.
The mold and make-up of a person that Islam wants to build is shaped through education. All people can be educated. Some people may learn late and some may learn sooner than others. Some learn more efficiently and some learn less efficiently than others. But all individuals are subject to change and this change takes place with education. Primarily, this falls on the shoulders of certain main elements one of which is a teacher. Of course, parents, friends and other such people are influential as well, but the influence that a teacher exerts is deeper and more permanent. This is a task that teachers should carry out.
Therefore, teachers teach how to acquire knowledge, how to think and how to be moral. Learning morality is not like acquiring knowledge. That is to say, one cannot be moral by reading books. Morality cannot be taught with books. Behavior is more influential than books and words. You teach with your behavior in your classrooms and among your students. Of course, you teach with words as well. You should provide verbal advice, but behavior has a deeper and more comprehensive influence. It is one\\\\\\\'s behavior which makes it clear whether one\\\\\\\'s words are sincere or not. This is what we wanted to say to teachers.
The society of teachers has been entrusted with the responsibility of taking care of children. We should pay attention to this issue. If, by Allah\\\\\\\'s favor, our teachers decide to build children and teenagers with this method - that is to say, by paying attention to these three elements - then I believe that this will exert great influence on the future of society.
Of course, after the Revolution, certain good measures were adopted in this regard. The society of teachers exerted great influence with their commitment and by showing their presence in the revolutionary environment - whether during the Sacred Defense Era or afterwards. I sometimes read the books which are about teachers. A teacher who took part in the front lines of the Sacred Defense and who was martyred exerted great influence on the minds of his students. One can see this.
One issue about the educational system and its management is the issue of the transformation plan. The transformation plan - which has thankfully been prepared and established - was not something that was created all of a sudden. This plan was one of our desires from the beginning of the Revolution. Because the educational system in our country was created by imitating western educational systems with the same form, content and order, there was a need for a fundamental change in the educational system of the country, whether in terms of form or in terms of content.
Well, many people shared this thought for many years. Then, it was developed gradually and it led to the transformation plan. I am not saying that this transformation plan is the peak of our desires. This is not the case. For everything, there is a higher form. It is possible that by Allah\\\\\\\'s favor, you take action, move forward and gain experience in a way that you can add something to what is available to you today.
However, this transformation plan is what is available to us in the present time and therefore, it should be taken seriously. My advice to the honorable officials and managers of the educational system is that we should take the transformation plan seriously. And this seriousness should be beyond formal statements. It should be shown in practice.
Well, as the friends in this meeting quoted what I had said before, if we want this transformation plan to be implemented, we need a roadmap and a plan. If our thoughts and the general ideas that officials and sympathetic personalities have in mind do not take the form of a practical plan, then it will remain a mere idea and it will decay. Therefore, it requires a practical plan.
You should prepare and implement this practical plan in collaboration with the Supreme Council of Cultural Revolution - which is a great cultural center and a reference point for making decisions and in which officials are present. You should feel that this step has been taken. Then, you should go to the next step. Of course, some tasks should be carried out simultaneously and in line with one another.
An issue for the management of the educational system is the issue of manpower. As was pointed out in this meeting, the educational system is the greatest decision-making organization in the Islamic Republic. More than one million officials exist in this great system. These officials are directly involved with more than 12 million people and they are indirectly involved with tens of millions of people - that is to say, families. Such a great network is very important.
The forces that should be employed in this great network should have certain characteristics. One of these characteristics is that they should be motivated and enthusiastic. You should not give priority to tired, old and unimaginative forces - those who tried whatever they knew and who do not have new methods anymore. The priority should be given to young, enthusiastic, motivated, pious and revolutionary forces and to those for whom the main goal is what the main issue of the educational system is - which is building individuals.
You should benefit from these forces. This is one issue. Therefore, in my opinion, the first issue about the macro-management of the educational system is that they should see what forces they are using. They should benefit from religious, revolutionary, enthusiastic and zealous forces who love their job and who are ready to enter difficult arenas for the sake of the goals of the educational system. This is the most important task.
The second issue is the issue of support. All governmental organizations are responsible for supporting the educational system, whether the organizations which are in charge of the budget or the organizations which are formed on the basis of the laws that the Majlis passes. The outlook of all these organizations should be such an outlook. They should not think that the educational system is only a consumer. Sometimes, there is such an outlook. Some people say that the educational system is only a consumer. But this is not the case. The more you spend money on it, the more results you will achieve. The educational system is such a system.
This is an organization which creates the future generators of wealth, knowledge and civilization and the future managers of the country. It is not the case that we think the educational system is a costly organization. There is no achievement which is greater than the one the educational system makes. Whatever achievement and innovation you see throughout the country is rooted in the educational system. You should improve this organization so that everything will be improved. Therefore, spending money on the educational system and expanding the financial resources of this organization is one of the tasks that we hope government officials pay attention to.
Another issue is that - as I mentioned in the middle of my speech - the managers that we choose should be managers whose focus is on the main issue of the educational system. Adopting partisan, political and other such outlooks is poison for the educational system. Over the course of these long years, we have witnessed certain eras during which there was more attention to such issues. As a result of this, the educational system suffered a loss. You should be careful about this. You should adopt such an outlook towards the different issues of the educational system that for each manager in each sector of this large and vast organization, the main issue is the issue of education and building revolutionary forces.
Dear brothers and sisters, the reason why we stress the issue of building revolutionary and religious forces is that we have a long way ahead of us. Our people have a long way ahead of them. The goal that we have in mind for the Islamic Republic - which is based on the general guidelines of the Revolution - is a very lofty goal. When I say \\\\\\\"we\\\\\\\", I do not mean this humble person. Rather, I mean the people of Iran, officials and the owners of the Revolution. This goal is creating an exemplary society. You want to build a society in dear Iran - which has been located in a very sensitive geographical area in the world - which is a model in the shade of Islam and under the flag of the Holy Quran. This model is both in material areas and in spiritual and moral areas.
Westerners made a leap in material areas. They made a leap in a certain era, but this leap was separated from and opposed to the moral movement. It was a hundred percent materialistic leap. In the beginning, no one understood what had happened, but now they are beginning to understand. They are gradually feeling the irreversible damage of what they did. No one should think that a purely materialistic and secular civilization can help its people achieve happiness. This is not the case. The people in this civilization will face a great disaster.
In the present time, they are witnessing this disaster. This disaster is not because of the demonstrations which are held in European streets. For the west, this disaster is much deeper than this. Primarily, what humanity needs is psychological, moral and conscience-based security. Primarily, what it needs is the satisfaction of its conscience. Such satisfaction does not exist in western environments and it will get even worse.
If you are familiar with western writers, critics and thinkers, you will see that it is several years now that they have been raising their voices. These people are showing some aspects of increasing corruption in their societies. A materialistic lifestyle is like this. Although they have moved forward in the area of science, technological achievements and the like and although they have accomplished great feats in this regard, they have collapsed in the area of morality and they will continue to collapse because of this.
The society that Islam wants to build is a society that is at an advanced level in terms of wealth, knowledge and welfare. But it also wants this society to be at this level or even at a higher level in terms of morality and spirituality. This is an Islamic society. You want to build this society. So, you have a long way ahead of you. But it is possible. No one should say that it is not. Many things were considered to be impossible, but they happened.
When a people show determination, they can accomplish great and historical feats. Our societies have shown that they can be great, that they can blossom and that they can grow and exert influence. Man is an endless and infinite creature. Knowledge has made so much progress, but the main parts of man\\\\\\\'s brain are still unknown. This is what the scientists who work on this say. This physical aspect of man is unknown, let alone his spiritual, psychological and inner aspect. Man has many capabilities. We can carry out many tasks. An individual can simultaneously achieve great material and spiritual growth.
Well, we want to reach these goals. Reaching these goals requires manpower more than anything else. What is more important than the path is the person who takes this path. If there is not such a person, then even a well-paved road is useless. But if there is a determined person, then lack of a well-paved road will not be problematic. You have seen that mountaineers climb so high while there is no road. But they have feet and determination. So, it is possible to move forward and to reach peaks. It is possible to know and utilize unknown talents. It is possible to solve problems in a constant way.
All of these things require human resources. These human resources should be created in the educational system. Universities are important in this regard. The same is true of society and the IRIB. But none of these is as important as primary school. The teachers and managers of this great organization have such a responsibility. Therefore, we stress that they should be religious and revolutionary.
It is with this religious and revolutionary spirit that we can take this path. Even if there is a hard obstacle ahead of us, we can move forward. Even if there are certain hurdles, we can jump over them provided that this revolutionary spirit, this piety and this commitment to religious and revolutionary steadfastness exist. This is one point.
Another issue is the issue of textbooks. We should be very careful about textbooks. They should be well-developed. If they are poor in content, this is harmful. Not only is it not beneficial, but it is also harmful. If they contain deviant statements - whether political, religious or factual deviation - this is harmful. Those who are responsible for this should carry out their responsibility with complete trustworthiness and precision.
Another issue is the issue of the teachers\\\\\\\' training university. On my way to this meeting, I spoke with the honorable minister about this issue. This university is different from ordinary universities. As well as the advantages that other universities have, this university has the advantage of producing teachers. This has certain requirements. Great significance should be attached to this university.
Another issue is the issue of moral education and the deputy of moral education. This issue was neglected. This deputy was closed at one point. Later on, they opened and closed it again and again. The deputy of moral education is an organization in charge of attending to the issue of moral education - spiritual, revolutionary, behavioral and moral aspects of education. This deputy is important both at a ministerial level and at lower levels.
I hope that Allah the Exalted bestows His blessings and mercy on all of you. I hope that, God willing, the immaculate soul of our dear Imam (r.a.) - who opened this path for us - is pleased with you. I hope that the pure souls of our dear martyrs - particularly those martyrs who were teachers and students - benefit from divine blessings.
Greetings be upon you and Allah\\\\\\\'s mercy and blessings
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