Dua Tawassul - My Favorite Recitation - ARABIC with ENGLISH subtitles-By Aba Thar Al-Hawaigi
Dua Tawassul is a supplication recited by the Followers of the Family of the Prophet of Islam -Ahlulbayt- in which they ask Allah-the Exalted-for the intercession of those pure people whom He has...
Dua Tawassul is a supplication recited by the Followers of the Family of the Prophet of Islam -Ahlulbayt- in which they ask Allah-the Exalted-for the intercession of those pure people whom He has spoken of in the Quran - when Allah says -None shall have the power of intercession but such a one as has received permission -or promise- from -Allah- Most Gracious - 19.87 - Who is there can intercede in His presence except as He permitteth 2.255 - no intercession avail except for those for whom permission has been granted by -God- 20.109 - And those whom they call upon besides Him have no authority for intercession. BUT he who bears witness of the truth and they know -him- 43.86 - And how many an angel is there in the heavens whose intercession does not avail at all except after Allah has given permission to whom He pleases and chooses - 53.26 Question - Does Allah -swt- allow us to use others as a Wasila -means of approach- to him. Yes - Allah -swt- tells us in the Quran that the sole reason for creating Man and Jinn is so that they worship Him. We are here to worship Allah who also says in the Quran -Fear Allah and find a wasila to him 5.35. The definition of wasila is -a means of approach- so worship is not direct - it is attained via a means of approach - a guide. Remember Allah -swt- is not telling you to create a wasila - he is telling you to find it. So it exists - it is down to you to find it. For mankind that wasila can only be through a fellow human being - we have no contact with jinns and therefore they cannot act as a wasila. Angels likewise cannot act as a wasila to Allah -swt- as they have no contact with us until the time of death. The wasila will have to be a human being- because the earth is inhabited by humans and as Allah says when explaining the appointment of Prophets -If there were angels on the earth I would send them an angel as a Prophet from heaven -Surat al Isra verse 95 Question - Is this Dua authentic - Shaykh Tusi says - in his book Misbah - that Imam Hassan bin Ali Al Askari a.s. wrote this duaa for Abu Muhammad who requested him to teach him the proper way of reciting salawat. Allama Majlisi has mentioned this duaa on the authority of Ibn babawayh who confidently says that there is no difficulty or problem that this duaa does not solve. The merciful Allah is beseeched in the name of and for the sake of the Holy prophet and his Ahl ul Bayt. It is known as the Dua which fulfills all legitimate desires in a short amount of time. By Aba Thar Al-Hawaigi
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Description:
Dua Tawassul is a supplication recited by the Followers of the Family of the Prophet of Islam -Ahlulbayt- in which they ask Allah-the Exalted-for the intercession of those pure people whom He has spoken of in the Quran - when Allah says -None shall have the power of intercession but such a one as has received permission -or promise- from -Allah- Most Gracious - 19.87 - Who is there can intercede in His presence except as He permitteth 2.255 - no intercession avail except for those for whom permission has been granted by -God- 20.109 - And those whom they call upon besides Him have no authority for intercession. BUT he who bears witness of the truth and they know -him- 43.86 - And how many an angel is there in the heavens whose intercession does not avail at all except after Allah has given permission to whom He pleases and chooses - 53.26 Question - Does Allah -swt- allow us to use others as a Wasila -means of approach- to him. Yes - Allah -swt- tells us in the Quran that the sole reason for creating Man and Jinn is so that they worship Him. We are here to worship Allah who also says in the Quran -Fear Allah and find a wasila to him 5.35. The definition of wasila is -a means of approach- so worship is not direct - it is attained via a means of approach - a guide. Remember Allah -swt- is not telling you to create a wasila - he is telling you to find it. So it exists - it is down to you to find it. For mankind that wasila can only be through a fellow human being - we have no contact with jinns and therefore they cannot act as a wasila. Angels likewise cannot act as a wasila to Allah -swt- as they have no contact with us until the time of death. The wasila will have to be a human being- because the earth is inhabited by humans and as Allah says when explaining the appointment of Prophets -If there were angels on the earth I would send them an angel as a Prophet from heaven -Surat al Isra verse 95 Question - Is this Dua authentic - Shaykh Tusi says - in his book Misbah - that Imam Hassan bin Ali Al Askari a.s. wrote this duaa for Abu Muhammad who requested him to teach him the proper way of reciting salawat. Allama Majlisi has mentioned this duaa on the authority of Ibn babawayh who confidently says that there is no difficulty or problem that this duaa does not solve. The merciful Allah is beseeched in the name of and for the sake of the Holy prophet and his Ahl ul Bayt. It is known as the Dua which fulfills all legitimate desires in a short amount of time. By Aba Thar Al-Hawaigi
[Audio] A Brief Account of the Life of Martyr Allameh Motahhari - English
Martyred professor, Allameh Morteza Motahhari, was born on February 2, 1919 in the town of Fariman, 75 kilometers from the holy city of Mashhad. At the age of twelve, he set off for Mashhad...
Martyred professor, Allameh Morteza Motahhari, was born on February 2, 1919 in the town of Fariman, 75 kilometers from the holy city of Mashhad. At the age of twelve, he set off for Mashhad seminary to embark on learning the basics of Islamic sciences. In 1937, despite Reza Khan’s intense confrontation with clergymen and also opposition by some of his friends and relatives, he left for Qom seminary to complete his studies.
During 15 years of his stay in Qom, he benefited from the presence of Grand Ayatollah Borujerdi (in jurisprudence and the principles of jurisprudence), Imam Khomeini (12 years in the philosophy of Molla Sadra, gnosis, ethics and principles of jurisprudence) and Allameh Seyyed Mohammad Hossein Tabatabaiee (in philosophy). He had also benefited from the presence of the late Ayatollah Haj Mirza Ali Aqa Shirazi in ethics and gnosis. Among other teachers of professor Motahhari mention can be made of the late Ayatollah Seyyed Mohammad Hojjat (in principles of jurisprudence) and the late Ayatollah Seyyed Mohammad Mohaqqeqdamad (in jurisprudence). While he was in Qom, in addition to education, he participated in socio-political affairs as well and he was in contact with Fadaiyan-e-Eslam group.
In 1952, he migrated to Tehran though he was one of the renowned teachers and among the future hopes of the seminary. In Tehran, he taught at Marvi School and delivered well-researched speeches. In 1955, the first session of the exegesis of the holy Qur’an in the Students\\\' Islamic Association was held by professor Motahhari. In the same year, he began teaching at the faculty of divinity and Islamic teachings of Tehran University. In 1958-59 concurrent with the establishment of the Physicians\\\' Islamic Association, professor Motahhari was one of the main speakers of the Association and during 1961-1971 he was the only speaker of the Association leaving behind a number of important deliberations.
In 1962, with the start of Imam Khomeini’s uprising, professor Motahhari accompanied him to the extent that one can consider the organizing of the June 5th uprising in Tehran and its coordination with Imam Khomeini’s leadership as being indebted to him and his companions. Having given an enlightening speech against the Shah on Wednesday, 5th of June 1963, Ayatollah Motahhari was detained by the police at 1 a.m. and sent to the interim police headquarters and was imprisoned with a number of Tehrani clergymen. 43 days later, following the migration of Ulema from other provinces to Tehran and public pressure, he was freed together with other clergymen.
After the formation of groups called “Mo’talefe Eslami”, which was among the combatant groups of the time, Imam Khomeini called on martyr Motahhari to lead these groups along with a number of clergymen.
Following Imam Khomeini\\\'s exile, professor Motahhari and his companions shouldered a heavier responsibility. At that time, he wrote books covering social requirements and delivering speeches at universities, the Physicians\\\' Islamic Association and mosques. Professor Motahhari made a lot of ideological efforts to Islamicize the content of the movement and strongly fought against diversions and falsehoods. In 1967, he established Hosseinieh Ershad with the help of some friends.
In 1969, after releasing an announcement signed by him, Allameh Tabatabai and Ayatollah Haj Seyyed Abolfazl Mojtahed Zanjani calling for collection of aid for the displaced Palestinians and because of publicizing it during a speech in Hosseinieh Ershad, he was detained and held in solitary confinement for a short while. From 1970-72 he supervised publicity works by Al-jawad mosque where he was the main speaker until the mosque and the Hosseinieh were closed and professor Motahhari was detained for a while. Later, Ayatollah Motahhari gave speeches at Javid, Ark and a number of other mosques. After a while Javid mosque was also closed. Around the year 1974 he was forbidden to speak which lasted till the triumph of the Islamic revolution.
Presenting genuine Islamic ideology through teaching, speech and writing books were among the valuable activities of professor Motahhari reaching its climax particularly during the years 1972-78; since in those years the leftists had increased their propaganda and groups of leftist Muslims and also those with a hotchpotch of ideas had emerged. After Imam Khomeini, professor Motahhari was the first figure who found out the ideological deviation of the heads of the so-called “Mojahedin-e-Khalq” organization and prevented others from cooperating with them and even foresaw their change of ideology. In those years, upon Imam Khomeini’s recommendation, professor Motahhari traveled to Qom twice a week to teach at its seminary where he taught important courses and at the same time he taught some courses at home in Tehran. In 1976, following an ideological dispute with a communist teacher of the faculty of divinity, he became retired prematurely. Furthermore; in those years Ayatollah Motahhari, in collaboration with some clergymen, established “Jameye Rohaniat-e-Mobarez” of Tehran hoping that such an institution would be gradually established in other cities as well.
Although professor Motahhari’s contact with Imam Khomeini continued after the Imam’s exile in France via letters and other means, in the year 1976 he managed to travel to the holy city of Najaf and consulted with Imam Khomeini on the important issues of the revolution and also seminaries. After the martyrdom of Ayatollah Seyyed Mostafa Khomeini and the start of the new phase of the Islamic revolution, professor Motahhari fully devoted himself to the revolution and hence played a fundamental role in all of its phases.
At the time of Imam Khomeini’s stay in Paris, Ayatollah Motahhari traveled to France where he spoke with the Imam on the important issues of the revolution and it was then that Imam Khomeini urged him to shape the Islamic Revolution Council. Upon Imam Khomeini’s return to Iran, he personally took the responsibility of the welcoming committee and till the victory of the revolution and after that he always acted as a supporter of the leader of the Islamic revolution and served as a kind and trusted advisor for him. But at 22:20 p.m. of Tuesday, 1st of May 1979 he was martyred by a grouplet called “Forqan” after leaving an ideological and political gathering. This caused profound sorrow and grief for Imam Khomeini and the Islamic Ummah who had a lot of hopes for this great man’s future.
There remain tens of works by Ayatollah Motahhari. These works deal with a variety of religious issues and offer responses to many of the important questions of religious society so much so that we can name his works as a reliable source concerning the Islamic ideology system.
Some of Imam Khomeini’s Words on Martyr Allameh Morteza Motahhari
[Motahhari] was rare in Islamology and different Islamic and Qur’anic sciences. I have lost a very dear child. I am mourning for him who was one of the figures who was considered the fruit of my life. Martyrdom of this righteous child and immortal clergyman created a vacuum in the dear Islam that cannot be filled by any means.
Motahhari, who was rare in purifying spirit, the strength of belief and the power of speech, flew to the ethereal world, but the ill-wishers should know that his Islamic, scientific and philosophical personality won’t perish with his departure.
Motahhari was a dear child for me and a firm stronghold for the religious and scientific seminaries and a useful servant for people and country.
I recommend the students and the committed intellectuals not to let this dear professor’s books be forgotten by non-Islamic schemes.
In his short life, [Motahhari] left behind immortal works which stemmed from a wakeful conscience and a spirit filled with the love for religion. He embarked on educating and training the society with an eloquent style and an able thought in analyzing Islamic subjects and explaining philosophical facts with a popular diction and without uncertainty. His oral and written works are unexceptionally instructive and inspiring; and his advice and admonitions, which sprang from a heart filled with faith and belief, are useful both for the Ulema and the laymen.
Late Motahhari was an individual who had different aspects of personality; and few people have done the service to the young generation and others as Motahhari has done. All his works are unexceptionally good and I don’t know anybody else whose works I could call unexceptionally good. His works are unexceptionally good and constructive for humans.
Professor Motahhari from the Viewpoint of Ayatollah Khamenei
Interview with the Supreme Leader on Martyr Motahhari
‘I consider myself Mr. Motahhari’s pupil’
As you know late professor Motahhari was a philosopher; the science sought by him was mostly the philosophical science. Later on; however, he got to the subjects of theology, i.e. he dealt with Islamic issues with new argumentation method of modern philosophy. But he spent most of his time on philosophical matters. He was considered the philosophical student of Imam Khomeini and Allameh Tabatabaiee. Thus what he maintains in theology is Hekmat Mota’aliah, i.e. the Philosophy of Molla Sadra.
His behaviour was like that of the mystics who would set out to find a perfect instructor. Basically his spiritual and moral condition was in such a way. He would search to know for example if a perfect elderly instructor is somewhere in the world, and he would go to him to stay by him. Indeed, spiritually, such a situation was fitting him. Yet he had found such a perfect instructor in Iran. He was absorbed in Imam Khomeini and Allameh Tabatabaiee. He was captivated by their love and regarded their scientific and mystic status very high.
Morally, late Motahhari was a prominent man; and a pure-hearted, enlightened, just, self-possessed and mature person. In his personal bonds with God he was a mystic, a man of God’s remembrance, journey towards God and worship. He used to say: “I have learnt paying attention to and worship of God from my father.”
Professor Motahhari had a lot of historical information especially about the recent history, and particularly on the issues related to the Ulema, seminaries, scientific, spiritual, philosophical and mystic figures. These pieces of information were not registered in any book and are heard from the professors and great figures and kept in mind. Since he knew all professors and Ulema of Najaf, Samarra and Isfahan, he was well-informed about their events and he would talk of them in the gatherings and visits held on different occasions.
Supereme Leader’s Words on Professor Motahhari’s Personality and Works
“As time passes from his martyrdom, his spiritual and ideological works and bounties manifest more fresh dimensions. The ideological and scientific works of that grand clergyman become clearer in the scene of the country press and religious knowledge; and one understands that an intellectual clergyman with responsibilities could have so fruitful life.”
Martyr Motahhari with his strong and decent thought stepped in the fields of Islamic subjects that hitherto nobody had stepped; and considering the ideas that had prevailed or were going to prevail in the country---through translation and import from the west and east, he entered a profound, vast and interminable scientific challenge. He both embarked on a very clever struggle to confront with the Marxists and entered the scene to confront with the western and Liberalist thoughts. This role is very important; it needs both courage and self-confidence, it requires both thinking strength and Ijtihad (being well- qualified in jurisprudence and different theological fields), it both needs certainty and resolute belief. This great man had all these together; he was both a learned man and very faithful, he was firm in his belief and had self-confidence, too; these are all necessary.”
Leader’s Visit with Martyr Motahhari’s Family (1996)
He had three characteristics regarding ideological issues: First, he had a strong thought and he was a true thinker. Secondly, while presenting and spreading the ideological principles, he had no intention but God’s nearness, promotion of the truth and fighting against the false. There was sincerity in him and his personal actions which would naturally make the second characteristic tangible. For example think of some people who are thinkers, yet do not present their thought for God’s sake, but they present it to show that they are knowledgeable, to draw people’s attention and to say that they are philosophers. Martyr Motahhari was not such. He would present thought for God’s sake and for Islam. He would truly burn up [like a candle] and would gush forth [like a fountain] and would present [Islamic ideas]. The reason for his survival is his second characteristic. It means that sincerity will have its impact and the Almighty God will grace any deed done with sincerity. The third characteristic was his working hard and his inexhaustibility.
The truth is that he wouldn’t sit till he might be referred to; but rather he would himself go after activity. He had these three characteristics.”
Leader’s Visit with Martyr Motahhari’s Family (1998)
“We should introduce Mr. Motahhari to the world especially the Islamic world. And if we want to introduce him, which points should be highlighted? I think this is your most important job. Some aspects of a figure’s personality are either unique that must be highlighted or are very outstanding that should be stressed.
In the life of the late Martyr Ayatollah Motahhari, his personality and his scientific identity there are numerous examples of these. One point, that in my opinion has the prime importance, is the new interpretation of the Islamic teachings. This is apart from his philosophical aspect and his strong and compelling arguments in the footnotes of ‘The principles of philosophy’ by ‘Ayatollah Tabatabaiee. This is another point. He elucidated Islamic concepts and teachings with a novel diction and expression which was much needed. I don’t say that if the works of the predecessors were pondered and scrutinized signs of this exegesis would not be found. Really if one had attentively studied the works of the Ulema he would have found some hints and cues; but I want to say that nobody had done this. As far as we know, nobody had done it before Mr. Motahhari. Even the modernist writers, who had emerged in the Arab countries, and we knew some of them, had not done this. These Egyptian authors, who were modernists and would write things with a broader sight and who knew the world somewhat more than Martyr Motahhari, most of them had traveled a lot and had visited different universities. Yet he [Ayatollah Motahhari] was not so, he was confined. I mean he was inside Iran and Tehran but his profound vision of the Islamic issues and his novel understanding of the verses [of Qur’an] and the narrations [of the Ahl-ul-Bayt], in my opinion, was one of his most outstanding aspects. It was he who, for the first time, substantively expressed the subjects related to principles of ideology, piety, patience, love, fairness, justice, and so on in the ideological atmosphere of Iran.
We thank God that Mr. Motahhari’s name was not forgotten in our society and the mental atmosphere of this country; but rather it became more prominent day by day. Many of the world phenomena are naturally perishable and by the lapse of time they become older. Most of the world phenomena are such. Yet there are some phenomena that not only do not fall into oblivion via lapse of time but become brighter, more manifest, more spectacular and more impressive. The phenomena based on reality are usually such. I clearly feel that, thank God, Martyr Ayatollah Motahhari’s thoughts are such.”
Memoirs of Dr. Ali Motahhari (Martyr Motahhari’s Son)
Night Supplication in front of the Word Allah
As it is said he didn’t give up midnight vigilance, midnight prayer, and wakefulness since his youth till the end of his life. It was his practice both at the time of studentship and after that and even at the time of martyrdom. I remember that facing our house there was the house of one of the previous regime’s officials which was usually guarded by two police officers. Apparently since the official had seen that the lamp of our house was lit at midnight, had worried to find the reason and it was important for him from the security point of view. He had told the guards to look for the reason. Professor [Motahhari] had a neon board of Allah which was green when lit. He would turn it on and perform his midnight prayer in its light. After the revolution one of the officers said, we had examined several nights and I had looked through the window to see what was going on inside the house. At the end I myself saw that he came at midnight and started worshipping for an hour. We were somehow absorbed by the professor, and despite much negative propaganda against the clergymen and him in particular to make us pessimist to them, we became very interested in him so much so that some would say we got our salary from the government but it was as if we were guarding him.
A Voice vis-à-vis MHe was very sensitive against ideological deviations and believed that we were seeking Islamic revolution and not mere revolution. It is not important that Shah goes but it is important to see what system is established after his going. Because if after the ouster of the Shah, for example the Mojahedin-e-Khalq take the lead, it is much better not to stage a revolution at all. Thus the deviated groups had found out professor Motahhari’s sensitiveness and had become his enemy. Three or four months before the victory of the Islamic revolution, a person, who had some tendencies to Mojahedin-e-Khalq and the leftists and was intended to be religious, too, was freed from the prison. Professor [Motahhari] said we had better visit him. I was with the professor. There was a man by the name of Ashuri as one of the heads of the Forqan group. He spoke of Islam and Marxism and said: ‘These two religions say one single thing and their content is the same with different forms. They speak of the laborers and we speak of the oppressed. Therefore our word is the same. We should unite to topple the regime of Shah and basically there is no difference between Islam and Marxism, etc.’ Professor was very upset and that man knew that professor Motahhari would answer him. That’s why he rose to leave. The professor said: ‘No, Be seated! Be seated!’ He made him sit and explained him in detail that our path is fundamentally separate from that of the Marxists. In no way can the forms be different with the same content. And we cannot unite with the Marxists in any way.
Immortal among People
Prior to the victory of the Islamic revolution, at the time of Imam Khomeini’s staying in Paris, it was heard everywhere that the regime of Shah wanted to arrest the leaders and prominent figures of the revolution.
Some people told him [Ayatollah Motahhari] it was better to go somewhere else to hide. He said: ‘Such actions are not good for clergymen. It is not good for us to escape from one place to another to hide; such things are not good for us.’ He stayed at home like before and nothing happened.
His Method of Training Children
One of the features of the professor’s training method for his children was that he would never resort to force and coercion and he would let them to realize and choose the right path with their own thought and wisdom. About choosing the field of education and the way of spending leisure time and the like he would never force us to do something necessarily; but he would show us the way. As the holy Qur’an says: ‘…be he grateful or ungrateful.’ And it was we who would choose the way. There was never force over our heads and we would choose one way with interest and free will.
The Professor’s Arrest after anti-Israel Speech
I have another memory from the year 1969 when he delivered the provocative speech on Palestine in Hosseinieh Ershad. This speech has been broadcast many times by IRIB. It was a very provocative, important and interesting speech which shook the regime of Shah; and it required a lot of courage to deliver such a speech when the regime of Shah was in the zenith of power and had the highest level of relations and unity with Israel. When the Israeli planes would refuel in Iran’s airport(s) during the 1967 war and would fly over the heads of the Arabs and Muslims, much bravery was needed to give such a speech and we saw that professor Motahhari gave that speech and was promptly arrested and taken away. When he was freed he said, ‘They made me sit in a car and blindfolded me and the car set out. I told them there is no need to blindfold and I will not look. If you want me not to look I will close my eyes. But they didn’t agree. Yet I realized the route till Ferdowsi square but didn’t realize after that.’ Apparently they had taken him to the committee of the SAVAK which was presumably located in the same Ferdowsi Street.
Allameh Tabatabaiee’s Message on the Occasion of Ayatollah Motahhari’s Martyrdom
In the name of the Almighty God
In memory of a scientific and philosophical personality who cast a world into grief and made the world of science and merit mournful with his departure.
Late Motahhari, who was a scientist, a thinker and a researcher with an overflowing intellect, a bright thought and a realistic mind, has left behind marvelous works and researches written about scientific and argumentative purposes that are seen in his books.
Late Motahhari, through his precious and blissful life that was abundant with scientific effort and philosophical thinking, sends an expressive and valuable message to the enthusiasts of science and philosophy never to repose from effort towards perfection and never forget scientific struggle for perfection; and in the market of realities turn their life--which is the best human commodity-- to the spiritual life— which is the lofty human life and is lasting till the world exists; and not to be absorbed and deceived by fabricated and imaginary personalities in this short life.
Yes, a narrow route opened by a scientist towards realities will bestow eternal life upon him and this is more valuable than the world and what it contains.
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Description:
Martyred professor, Allameh Morteza Motahhari, was born on February 2, 1919 in the town of Fariman, 75 kilometers from the holy city of Mashhad. At the age of twelve, he set off for Mashhad seminary to embark on learning the basics of Islamic sciences. In 1937, despite Reza Khan’s intense confrontation with clergymen and also opposition by some of his friends and relatives, he left for Qom seminary to complete his studies.
During 15 years of his stay in Qom, he benefited from the presence of Grand Ayatollah Borujerdi (in jurisprudence and the principles of jurisprudence), Imam Khomeini (12 years in the philosophy of Molla Sadra, gnosis, ethics and principles of jurisprudence) and Allameh Seyyed Mohammad Hossein Tabatabaiee (in philosophy). He had also benefited from the presence of the late Ayatollah Haj Mirza Ali Aqa Shirazi in ethics and gnosis. Among other teachers of professor Motahhari mention can be made of the late Ayatollah Seyyed Mohammad Hojjat (in principles of jurisprudence) and the late Ayatollah Seyyed Mohammad Mohaqqeqdamad (in jurisprudence). While he was in Qom, in addition to education, he participated in socio-political affairs as well and he was in contact with Fadaiyan-e-Eslam group.
In 1952, he migrated to Tehran though he was one of the renowned teachers and among the future hopes of the seminary. In Tehran, he taught at Marvi School and delivered well-researched speeches. In 1955, the first session of the exegesis of the holy Qur’an in the Students\\\' Islamic Association was held by professor Motahhari. In the same year, he began teaching at the faculty of divinity and Islamic teachings of Tehran University. In 1958-59 concurrent with the establishment of the Physicians\\\' Islamic Association, professor Motahhari was one of the main speakers of the Association and during 1961-1971 he was the only speaker of the Association leaving behind a number of important deliberations.
In 1962, with the start of Imam Khomeini’s uprising, professor Motahhari accompanied him to the extent that one can consider the organizing of the June 5th uprising in Tehran and its coordination with Imam Khomeini’s leadership as being indebted to him and his companions. Having given an enlightening speech against the Shah on Wednesday, 5th of June 1963, Ayatollah Motahhari was detained by the police at 1 a.m. and sent to the interim police headquarters and was imprisoned with a number of Tehrani clergymen. 43 days later, following the migration of Ulema from other provinces to Tehran and public pressure, he was freed together with other clergymen.
After the formation of groups called “Mo’talefe Eslami”, which was among the combatant groups of the time, Imam Khomeini called on martyr Motahhari to lead these groups along with a number of clergymen.
Following Imam Khomeini\\\'s exile, professor Motahhari and his companions shouldered a heavier responsibility. At that time, he wrote books covering social requirements and delivering speeches at universities, the Physicians\\\' Islamic Association and mosques. Professor Motahhari made a lot of ideological efforts to Islamicize the content of the movement and strongly fought against diversions and falsehoods. In 1967, he established Hosseinieh Ershad with the help of some friends.
In 1969, after releasing an announcement signed by him, Allameh Tabatabai and Ayatollah Haj Seyyed Abolfazl Mojtahed Zanjani calling for collection of aid for the displaced Palestinians and because of publicizing it during a speech in Hosseinieh Ershad, he was detained and held in solitary confinement for a short while. From 1970-72 he supervised publicity works by Al-jawad mosque where he was the main speaker until the mosque and the Hosseinieh were closed and professor Motahhari was detained for a while. Later, Ayatollah Motahhari gave speeches at Javid, Ark and a number of other mosques. After a while Javid mosque was also closed. Around the year 1974 he was forbidden to speak which lasted till the triumph of the Islamic revolution.
Presenting genuine Islamic ideology through teaching, speech and writing books were among the valuable activities of professor Motahhari reaching its climax particularly during the years 1972-78; since in those years the leftists had increased their propaganda and groups of leftist Muslims and also those with a hotchpotch of ideas had emerged. After Imam Khomeini, professor Motahhari was the first figure who found out the ideological deviation of the heads of the so-called “Mojahedin-e-Khalq” organization and prevented others from cooperating with them and even foresaw their change of ideology. In those years, upon Imam Khomeini’s recommendation, professor Motahhari traveled to Qom twice a week to teach at its seminary where he taught important courses and at the same time he taught some courses at home in Tehran. In 1976, following an ideological dispute with a communist teacher of the faculty of divinity, he became retired prematurely. Furthermore; in those years Ayatollah Motahhari, in collaboration with some clergymen, established “Jameye Rohaniat-e-Mobarez” of Tehran hoping that such an institution would be gradually established in other cities as well.
Although professor Motahhari’s contact with Imam Khomeini continued after the Imam’s exile in France via letters and other means, in the year 1976 he managed to travel to the holy city of Najaf and consulted with Imam Khomeini on the important issues of the revolution and also seminaries. After the martyrdom of Ayatollah Seyyed Mostafa Khomeini and the start of the new phase of the Islamic revolution, professor Motahhari fully devoted himself to the revolution and hence played a fundamental role in all of its phases.
At the time of Imam Khomeini’s stay in Paris, Ayatollah Motahhari traveled to France where he spoke with the Imam on the important issues of the revolution and it was then that Imam Khomeini urged him to shape the Islamic Revolution Council. Upon Imam Khomeini’s return to Iran, he personally took the responsibility of the welcoming committee and till the victory of the revolution and after that he always acted as a supporter of the leader of the Islamic revolution and served as a kind and trusted advisor for him. But at 22:20 p.m. of Tuesday, 1st of May 1979 he was martyred by a grouplet called “Forqan” after leaving an ideological and political gathering. This caused profound sorrow and grief for Imam Khomeini and the Islamic Ummah who had a lot of hopes for this great man’s future.
There remain tens of works by Ayatollah Motahhari. These works deal with a variety of religious issues and offer responses to many of the important questions of religious society so much so that we can name his works as a reliable source concerning the Islamic ideology system.
Some of Imam Khomeini’s Words on Martyr Allameh Morteza Motahhari
[Motahhari] was rare in Islamology and different Islamic and Qur’anic sciences. I have lost a very dear child. I am mourning for him who was one of the figures who was considered the fruit of my life. Martyrdom of this righteous child and immortal clergyman created a vacuum in the dear Islam that cannot be filled by any means.
Motahhari, who was rare in purifying spirit, the strength of belief and the power of speech, flew to the ethereal world, but the ill-wishers should know that his Islamic, scientific and philosophical personality won’t perish with his departure.
Motahhari was a dear child for me and a firm stronghold for the religious and scientific seminaries and a useful servant for people and country.
I recommend the students and the committed intellectuals not to let this dear professor’s books be forgotten by non-Islamic schemes.
In his short life, [Motahhari] left behind immortal works which stemmed from a wakeful conscience and a spirit filled with the love for religion. He embarked on educating and training the society with an eloquent style and an able thought in analyzing Islamic subjects and explaining philosophical facts with a popular diction and without uncertainty. His oral and written works are unexceptionally instructive and inspiring; and his advice and admonitions, which sprang from a heart filled with faith and belief, are useful both for the Ulema and the laymen.
Late Motahhari was an individual who had different aspects of personality; and few people have done the service to the young generation and others as Motahhari has done. All his works are unexceptionally good and I don’t know anybody else whose works I could call unexceptionally good. His works are unexceptionally good and constructive for humans.
Professor Motahhari from the Viewpoint of Ayatollah Khamenei
Interview with the Supreme Leader on Martyr Motahhari
‘I consider myself Mr. Motahhari’s pupil’
As you know late professor Motahhari was a philosopher; the science sought by him was mostly the philosophical science. Later on; however, he got to the subjects of theology, i.e. he dealt with Islamic issues with new argumentation method of modern philosophy. But he spent most of his time on philosophical matters. He was considered the philosophical student of Imam Khomeini and Allameh Tabatabaiee. Thus what he maintains in theology is Hekmat Mota’aliah, i.e. the Philosophy of Molla Sadra.
His behaviour was like that of the mystics who would set out to find a perfect instructor. Basically his spiritual and moral condition was in such a way. He would search to know for example if a perfect elderly instructor is somewhere in the world, and he would go to him to stay by him. Indeed, spiritually, such a situation was fitting him. Yet he had found such a perfect instructor in Iran. He was absorbed in Imam Khomeini and Allameh Tabatabaiee. He was captivated by their love and regarded their scientific and mystic status very high.
Morally, late Motahhari was a prominent man; and a pure-hearted, enlightened, just, self-possessed and mature person. In his personal bonds with God he was a mystic, a man of God’s remembrance, journey towards God and worship. He used to say: “I have learnt paying attention to and worship of God from my father.”
Professor Motahhari had a lot of historical information especially about the recent history, and particularly on the issues related to the Ulema, seminaries, scientific, spiritual, philosophical and mystic figures. These pieces of information were not registered in any book and are heard from the professors and great figures and kept in mind. Since he knew all professors and Ulema of Najaf, Samarra and Isfahan, he was well-informed about their events and he would talk of them in the gatherings and visits held on different occasions.
Supereme Leader’s Words on Professor Motahhari’s Personality and Works
“As time passes from his martyrdom, his spiritual and ideological works and bounties manifest more fresh dimensions. The ideological and scientific works of that grand clergyman become clearer in the scene of the country press and religious knowledge; and one understands that an intellectual clergyman with responsibilities could have so fruitful life.”
Martyr Motahhari with his strong and decent thought stepped in the fields of Islamic subjects that hitherto nobody had stepped; and considering the ideas that had prevailed or were going to prevail in the country---through translation and import from the west and east, he entered a profound, vast and interminable scientific challenge. He both embarked on a very clever struggle to confront with the Marxists and entered the scene to confront with the western and Liberalist thoughts. This role is very important; it needs both courage and self-confidence, it requires both thinking strength and Ijtihad (being well- qualified in jurisprudence and different theological fields), it both needs certainty and resolute belief. This great man had all these together; he was both a learned man and very faithful, he was firm in his belief and had self-confidence, too; these are all necessary.”
Leader’s Visit with Martyr Motahhari’s Family (1996)
He had three characteristics regarding ideological issues: First, he had a strong thought and he was a true thinker. Secondly, while presenting and spreading the ideological principles, he had no intention but God’s nearness, promotion of the truth and fighting against the false. There was sincerity in him and his personal actions which would naturally make the second characteristic tangible. For example think of some people who are thinkers, yet do not present their thought for God’s sake, but they present it to show that they are knowledgeable, to draw people’s attention and to say that they are philosophers. Martyr Motahhari was not such. He would present thought for God’s sake and for Islam. He would truly burn up [like a candle] and would gush forth [like a fountain] and would present [Islamic ideas]. The reason for his survival is his second characteristic. It means that sincerity will have its impact and the Almighty God will grace any deed done with sincerity. The third characteristic was his working hard and his inexhaustibility.
The truth is that he wouldn’t sit till he might be referred to; but rather he would himself go after activity. He had these three characteristics.”
Leader’s Visit with Martyr Motahhari’s Family (1998)
“We should introduce Mr. Motahhari to the world especially the Islamic world. And if we want to introduce him, which points should be highlighted? I think this is your most important job. Some aspects of a figure’s personality are either unique that must be highlighted or are very outstanding that should be stressed.
In the life of the late Martyr Ayatollah Motahhari, his personality and his scientific identity there are numerous examples of these. One point, that in my opinion has the prime importance, is the new interpretation of the Islamic teachings. This is apart from his philosophical aspect and his strong and compelling arguments in the footnotes of ‘The principles of philosophy’ by ‘Ayatollah Tabatabaiee. This is another point. He elucidated Islamic concepts and teachings with a novel diction and expression which was much needed. I don’t say that if the works of the predecessors were pondered and scrutinized signs of this exegesis would not be found. Really if one had attentively studied the works of the Ulema he would have found some hints and cues; but I want to say that nobody had done this. As far as we know, nobody had done it before Mr. Motahhari. Even the modernist writers, who had emerged in the Arab countries, and we knew some of them, had not done this. These Egyptian authors, who were modernists and would write things with a broader sight and who knew the world somewhat more than Martyr Motahhari, most of them had traveled a lot and had visited different universities. Yet he [Ayatollah Motahhari] was not so, he was confined. I mean he was inside Iran and Tehran but his profound vision of the Islamic issues and his novel understanding of the verses [of Qur’an] and the narrations [of the Ahl-ul-Bayt], in my opinion, was one of his most outstanding aspects. It was he who, for the first time, substantively expressed the subjects related to principles of ideology, piety, patience, love, fairness, justice, and so on in the ideological atmosphere of Iran.
We thank God that Mr. Motahhari’s name was not forgotten in our society and the mental atmosphere of this country; but rather it became more prominent day by day. Many of the world phenomena are naturally perishable and by the lapse of time they become older. Most of the world phenomena are such. Yet there are some phenomena that not only do not fall into oblivion via lapse of time but become brighter, more manifest, more spectacular and more impressive. The phenomena based on reality are usually such. I clearly feel that, thank God, Martyr Ayatollah Motahhari’s thoughts are such.”
Memoirs of Dr. Ali Motahhari (Martyr Motahhari’s Son)
Night Supplication in front of the Word Allah
As it is said he didn’t give up midnight vigilance, midnight prayer, and wakefulness since his youth till the end of his life. It was his practice both at the time of studentship and after that and even at the time of martyrdom. I remember that facing our house there was the house of one of the previous regime’s officials which was usually guarded by two police officers. Apparently since the official had seen that the lamp of our house was lit at midnight, had worried to find the reason and it was important for him from the security point of view. He had told the guards to look for the reason. Professor [Motahhari] had a neon board of Allah which was green when lit. He would turn it on and perform his midnight prayer in its light. After the revolution one of the officers said, we had examined several nights and I had looked through the window to see what was going on inside the house. At the end I myself saw that he came at midnight and started worshipping for an hour. We were somehow absorbed by the professor, and despite much negative propaganda against the clergymen and him in particular to make us pessimist to them, we became very interested in him so much so that some would say we got our salary from the government but it was as if we were guarding him.
A Voice vis-à-vis MHe was very sensitive against ideological deviations and believed that we were seeking Islamic revolution and not mere revolution. It is not important that Shah goes but it is important to see what system is established after his going. Because if after the ouster of the Shah, for example the Mojahedin-e-Khalq take the lead, it is much better not to stage a revolution at all. Thus the deviated groups had found out professor Motahhari’s sensitiveness and had become his enemy. Three or four months before the victory of the Islamic revolution, a person, who had some tendencies to Mojahedin-e-Khalq and the leftists and was intended to be religious, too, was freed from the prison. Professor [Motahhari] said we had better visit him. I was with the professor. There was a man by the name of Ashuri as one of the heads of the Forqan group. He spoke of Islam and Marxism and said: ‘These two religions say one single thing and their content is the same with different forms. They speak of the laborers and we speak of the oppressed. Therefore our word is the same. We should unite to topple the regime of Shah and basically there is no difference between Islam and Marxism, etc.’ Professor was very upset and that man knew that professor Motahhari would answer him. That’s why he rose to leave. The professor said: ‘No, Be seated! Be seated!’ He made him sit and explained him in detail that our path is fundamentally separate from that of the Marxists. In no way can the forms be different with the same content. And we cannot unite with the Marxists in any way.
Immortal among People
Prior to the victory of the Islamic revolution, at the time of Imam Khomeini’s staying in Paris, it was heard everywhere that the regime of Shah wanted to arrest the leaders and prominent figures of the revolution.
Some people told him [Ayatollah Motahhari] it was better to go somewhere else to hide. He said: ‘Such actions are not good for clergymen. It is not good for us to escape from one place to another to hide; such things are not good for us.’ He stayed at home like before and nothing happened.
His Method of Training Children
One of the features of the professor’s training method for his children was that he would never resort to force and coercion and he would let them to realize and choose the right path with their own thought and wisdom. About choosing the field of education and the way of spending leisure time and the like he would never force us to do something necessarily; but he would show us the way. As the holy Qur’an says: ‘…be he grateful or ungrateful.’ And it was we who would choose the way. There was never force over our heads and we would choose one way with interest and free will.
The Professor’s Arrest after anti-Israel Speech
I have another memory from the year 1969 when he delivered the provocative speech on Palestine in Hosseinieh Ershad. This speech has been broadcast many times by IRIB. It was a very provocative, important and interesting speech which shook the regime of Shah; and it required a lot of courage to deliver such a speech when the regime of Shah was in the zenith of power and had the highest level of relations and unity with Israel. When the Israeli planes would refuel in Iran’s airport(s) during the 1967 war and would fly over the heads of the Arabs and Muslims, much bravery was needed to give such a speech and we saw that professor Motahhari gave that speech and was promptly arrested and taken away. When he was freed he said, ‘They made me sit in a car and blindfolded me and the car set out. I told them there is no need to blindfold and I will not look. If you want me not to look I will close my eyes. But they didn’t agree. Yet I realized the route till Ferdowsi square but didn’t realize after that.’ Apparently they had taken him to the committee of the SAVAK which was presumably located in the same Ferdowsi Street.
Allameh Tabatabaiee’s Message on the Occasion of Ayatollah Motahhari’s Martyrdom
In the name of the Almighty God
In memory of a scientific and philosophical personality who cast a world into grief and made the world of science and merit mournful with his departure.
Late Motahhari, who was a scientist, a thinker and a researcher with an overflowing intellect, a bright thought and a realistic mind, has left behind marvelous works and researches written about scientific and argumentative purposes that are seen in his books.
Late Motahhari, through his precious and blissful life that was abundant with scientific effort and philosophical thinking, sends an expressive and valuable message to the enthusiasts of science and philosophy never to repose from effort towards perfection and never forget scientific struggle for perfection; and in the market of realities turn their life--which is the best human commodity-- to the spiritual life— which is the lofty human life and is lasting till the world exists; and not to be absorbed and deceived by fabricated and imaginary personalities in this short life.
Yes, a narrow route opened by a scientist towards realities will bestow eternal life upon him and this is more valuable than the world and what it contains.
4:46
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زيارت عاشوراء Ziyarat - e - ASHURA [first ever on web] - Urdu & English
Ziyarat ASHURA - Urdu and English. Ziyaarate Aashoora: In the light of traditions
The above incidences clearly convey the virtues and significance of Ziyaarate Aashoora - both in this world and...
Ziyarat ASHURA - Urdu and English. Ziyaarate Aashoora: In the light of traditions
The above incidences clearly convey the virtues and significance of Ziyaarate Aashoora - both in this world and the Hereafter. Now let us have a look at those traditions that indicate and highlight the merits of reciting Ziyaarate Aashoora and also substantiate the above incidents.
Tradition 1
Alqamah bin Mohammed ibn Hazrami (r.a.) narrates 'I requested Imam Baqir (a.s.) to teach me a dua that I should recite on the day of Aashoora after the reciting the Ziyaarat of Imam Husain (a.s.) - from near his (a.s.) grave or from a distance.' Imam (a.s.) replied
'O Alqamah, whenever you wish to recite the Ziyaarat of Imam Husain (a.s.), you first perform two units of prayers. Then turn towards the grave of Imam Husain (a.s.) and while pointing towards it, you first say 'Salam' and then 'Takbir'. Thereafter, you recite this Ziyaarat (Ziyaarate Aashoora). If you do so, then as if you have recited the supplication read by the angels while visiting the grave of Imam Husain (a.s.). Moreover, when you recite this Ziyaarat, then
(a) Allah will increase your grade ten lakh times
(b) You will be included among those people who were martyred along with Imam Husain (a.s.)
(c) On the day of Judgment, you will be included among the martyrs
(d) You will get the reward of all the Prophets (a.s.) who have visited the grave of Imam Husain (a.s.) from the day that he (a.s.) was martyred till date.
And the way of reciting the Ziyaarat is like this…'
(Then Imam (a.s.) recited the entire Ziyaarate Aashoora for Alqamah (r.a.))
(Kaamil al-Ziyaarat, Ibn Qoolwayh, Ch. 71, p.194)
At the end of this tradition, Imam Baqir (a.s.) says
'O Alqamah, if you can, then recite this Ziyaarat every day send salutations to Imam Husain (a.s.). You will get all the rewards (of the one who recites it on the day of Aashoora).'
Tradition 2
Imam Sadiq (a.s.) says:
'The one who visits the grave of Imam Husain (a.s.) on the day of Aashoora or spends the night near his (a.s.) grave, then it is as if he attained martyrdom along with him (a.s.).'
(Kaamil al-Ziyaarat, Chapter 71, p. 191)
(Many Ziyaaraat have been mentioned that can be recited on the day of Aashoora. But the Ziyaarat mentioned by Janab Safwan (r.a.) is more common and it is Hadith-e-Qudsi).
Tradition 3
Imam Sadiq (a.s.) informs,
'The one who does the Ziyaarat of Imam Husain (a.s.) on the day of Aashoora, then paradise is obligatory upon him.'
(Behaar al-Anwaar, vol. 101, p.104)
Tradition 4
Imam Sadiq (a.s.) mentions,
'The one who visits the grave of Imam Husain (a.s.) knowing his right (of Imamate) then it is as if he has done the Ziyaarat of Allah on the Arsh.'
(Kaamil al-Ziyaarat, Chapter 71, p. 192)
Tradition 5
Abdullah bin Fazl narrates, 'Once I was in the presence of Imam Sadiq (a.s.) when a person from the city of 'Toos' came to visit him (a.s.). He asked. 'O son of the Messenger of Allah (s.a.w.a.)! What do you have to say for the one who visits the grave of Aba Abdillah (a.s.) on the day of Aashoora?' Imam (a.s.) replied
'O Toosi! The one who visits the grave of Aba Abdillah (a.s.) while he acknowledges that his (a.s.) obedience is obligatory from the side of Allah, then all his past and future sins shall be forgiven. He will be granted the right of intercession for seventy sinners. There will be no supplication that he shall ask from Allah near the grave of Aba Abdillah (a.s.) except that it shall be accepted.'
More...
Description:
Ziyarat ASHURA - Urdu and English. Ziyaarate Aashoora: In the light of traditions
The above incidences clearly convey the virtues and significance of Ziyaarate Aashoora - both in this world and the Hereafter. Now let us have a look at those traditions that indicate and highlight the merits of reciting Ziyaarate Aashoora and also substantiate the above incidents.
Tradition 1
Alqamah bin Mohammed ibn Hazrami (r.a.) narrates 'I requested Imam Baqir (a.s.) to teach me a dua that I should recite on the day of Aashoora after the reciting the Ziyaarat of Imam Husain (a.s.) - from near his (a.s.) grave or from a distance.' Imam (a.s.) replied
'O Alqamah, whenever you wish to recite the Ziyaarat of Imam Husain (a.s.), you first perform two units of prayers. Then turn towards the grave of Imam Husain (a.s.) and while pointing towards it, you first say 'Salam' and then 'Takbir'. Thereafter, you recite this Ziyaarat (Ziyaarate Aashoora). If you do so, then as if you have recited the supplication read by the angels while visiting the grave of Imam Husain (a.s.). Moreover, when you recite this Ziyaarat, then
(a) Allah will increase your grade ten lakh times
(b) You will be included among those people who were martyred along with Imam Husain (a.s.)
(c) On the day of Judgment, you will be included among the martyrs
(d) You will get the reward of all the Prophets (a.s.) who have visited the grave of Imam Husain (a.s.) from the day that he (a.s.) was martyred till date.
And the way of reciting the Ziyaarat is like this…'
(Then Imam (a.s.) recited the entire Ziyaarate Aashoora for Alqamah (r.a.))
(Kaamil al-Ziyaarat, Ibn Qoolwayh, Ch. 71, p.194)
At the end of this tradition, Imam Baqir (a.s.) says
'O Alqamah, if you can, then recite this Ziyaarat every day send salutations to Imam Husain (a.s.). You will get all the rewards (of the one who recites it on the day of Aashoora).'
Tradition 2
Imam Sadiq (a.s.) says:
'The one who visits the grave of Imam Husain (a.s.) on the day of Aashoora or spends the night near his (a.s.) grave, then it is as if he attained martyrdom along with him (a.s.).'
(Kaamil al-Ziyaarat, Chapter 71, p. 191)
(Many Ziyaaraat have been mentioned that can be recited on the day of Aashoora. But the Ziyaarat mentioned by Janab Safwan (r.a.) is more common and it is Hadith-e-Qudsi).
Tradition 3
Imam Sadiq (a.s.) informs,
'The one who does the Ziyaarat of Imam Husain (a.s.) on the day of Aashoora, then paradise is obligatory upon him.'
(Behaar al-Anwaar, vol. 101, p.104)
Tradition 4
Imam Sadiq (a.s.) mentions,
'The one who visits the grave of Imam Husain (a.s.) knowing his right (of Imamate) then it is as if he has done the Ziyaarat of Allah on the Arsh.'
(Kaamil al-Ziyaarat, Chapter 71, p. 192)
Tradition 5
Abdullah bin Fazl narrates, 'Once I was in the presence of Imam Sadiq (a.s.) when a person from the city of 'Toos' came to visit him (a.s.). He asked. 'O son of the Messenger of Allah (s.a.w.a.)! What do you have to say for the one who visits the grave of Aba Abdillah (a.s.) on the day of Aashoora?' Imam (a.s.) replied
'O Toosi! The one who visits the grave of Aba Abdillah (a.s.) while he acknowledges that his (a.s.) obedience is obligatory from the side of Allah, then all his past and future sins shall be forgiven. He will be granted the right of intercession for seventy sinners. There will be no supplication that he shall ask from Allah near the grave of Aba Abdillah (a.s.) except that it shall be accepted.'
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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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
8:50
|
Jab Imam Aaynge By Prof Sibte Jaffer (Shaheed) - Urdu
Distinguished Shair e Ahlebait and Renowned Marsiya khwan, Janaab Sibt e Jafar. Shaheed
Professor Sibte Jafar was also prominent educationist and the principal of Government Degree College,...
Distinguished Shair e Ahlebait and Renowned Marsiya khwan, Janaab Sibt e Jafar. Shaheed
Professor Sibte Jafar was also prominent educationist and the principal of Government Degree College, Qasimabad. He was shot dead in a targeted attack in Liaquatabad on Monday, March 18, 2013.
Professor Jafar, 50, had left the college on his motorcycle in the afternoon when two assailants on a motorcycle fired a volley of bullets at him near Arshee Chowk. The injured was taken to Abbasi Shaheed Hospital (ASH)
\"All his life, Jafar kept an old motorcycle but you needed to call him only once for help in any personal or academic matter and he would arrive at the appointed place,\" recalled Prof Mirza Athar Hussain, a former president of the Sindh Professors and Lecturers Association (SPLA).
\"He was a devoted marsiya khwan and trained hundreds of students in the art,\" he said, adding that the slain professor even established an institute to teach the art of writing and reciting marsiya [elegy]. About 5,000 students are enrolled at the institute.
Jafar\'s students too remember him for his simplicity and love for Urdu poetry, especially in the elegy genre. He was well-versed in Urdu, Arabic and Persian. Jafar also authored several books and wrote thousands of marsiyas and nohas.
To protest the murder, professors and lecturers have announced boycotting academic activities on Tuesday across the province, said SPLA President Prof Iftikhar Azmi. All colleges will be closed on Tuesday (today).
Three-day mourning
Criticising the government, judiciary and law enforcers on their failure to protect Shia citizens, the MWM announced three days of mourning over the untimely deaths of Jafar and senior lawyer Zaheer Abbas Naqvi.
MWM Secretary General Allama Raja Nasir Abbas Jafri said the people of Pakistan had lost a great teacher, poet and humanitarian in Jafar. \"His brutal murder is tantamount to the murder of Urdu literature and marsiya.\"
The Shia Ulema Council also condemned the murder of the professor.
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Description:
Distinguished Shair e Ahlebait and Renowned Marsiya khwan, Janaab Sibt e Jafar. Shaheed
Professor Sibte Jafar was also prominent educationist and the principal of Government Degree College, Qasimabad. He was shot dead in a targeted attack in Liaquatabad on Monday, March 18, 2013.
Professor Jafar, 50, had left the college on his motorcycle in the afternoon when two assailants on a motorcycle fired a volley of bullets at him near Arshee Chowk. The injured was taken to Abbasi Shaheed Hospital (ASH)
\"All his life, Jafar kept an old motorcycle but you needed to call him only once for help in any personal or academic matter and he would arrive at the appointed place,\" recalled Prof Mirza Athar Hussain, a former president of the Sindh Professors and Lecturers Association (SPLA).
\"He was a devoted marsiya khwan and trained hundreds of students in the art,\" he said, adding that the slain professor even established an institute to teach the art of writing and reciting marsiya [elegy]. About 5,000 students are enrolled at the institute.
Jafar\'s students too remember him for his simplicity and love for Urdu poetry, especially in the elegy genre. He was well-versed in Urdu, Arabic and Persian. Jafar also authored several books and wrote thousands of marsiyas and nohas.
To protest the murder, professors and lecturers have announced boycotting academic activities on Tuesday across the province, said SPLA President Prof Iftikhar Azmi. All colleges will be closed on Tuesday (today).
Three-day mourning
Criticising the government, judiciary and law enforcers on their failure to protect Shia citizens, the MWM announced three days of mourning over the untimely deaths of Jafar and senior lawyer Zaheer Abbas Naqvi.
MWM Secretary General Allama Raja Nasir Abbas Jafri said the people of Pakistan had lost a great teacher, poet and humanitarian in Jafar. \"His brutal murder is tantamount to the murder of Urdu literature and marsiya.\"
The Shia Ulema Council also condemned the murder of the professor.
Arabic Alphabet Nasheed - Zain Bhikha and Yusuf Islam - English Arabic
Toddlers learn the most during the ages of 0-6 years when they absorb things like sponges.
When teaching children to read it is better to teach the sound the letter makes. This presents the...
Toddlers learn the most during the ages of 0-6 years when they absorb things like sponges.
When teaching children to read it is better to teach the sound the letter makes. This presents the Arabic alphabet along with a nasheed by Zain Bhika and Yusuf Islam that teaches the phonics or sound each letter makes.
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Description:
Toddlers learn the most during the ages of 0-6 years when they absorb things like sponges.
When teaching children to read it is better to teach the sound the letter makes. This presents the Arabic alphabet along with a nasheed by Zain Bhika and Yusuf Islam that teaches the phonics or sound each letter makes.
52:06
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12th Ramzan 09 - Making Mission, Significance of Aamal - Dubai -Urdu
Make mission something that has longterm value.
- the only thing helpful in long run is amal: which is based on intention.
- hadith: consider the world as miniscule, it will fall into ur laps.
-...
Make mission something that has longterm value.
- the only thing helpful in long run is amal: which is based on intention.
- hadith: consider the world as miniscule, it will fall into ur laps.
- hadith to make people and Allah happy: zuhd from duniya, god will appreciate and avoid things that people have.
- 3 levels of life: khulq, malakoot and jabaroot. these are this physical world, barzakh and world of aql. the jannat of 3 r also different, jannat of last world is only for those who have good tauheed.
- sura sabaa: 25mins:
- chains will be holding men in here after. 70 links of his desires will hold him.
- some people are too busy with worldly affairs (mutrifeen), very happy (fariheen). work agst rasool, the are followed by the regular people.
- mutrifeen have money and children and believe they will not be punished.
- but the only way to get preference is to get imaan and and amaal e saleh: double benefit.
- karbala best dars to teach: stand up agst : syed baqirus sadr
speech from dubai by agha ali murtaza zaidi
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Description:
Make mission something that has longterm value.
- the only thing helpful in long run is amal: which is based on intention.
- hadith: consider the world as miniscule, it will fall into ur laps.
- hadith to make people and Allah happy: zuhd from duniya, god will appreciate and avoid things that people have.
- 3 levels of life: khulq, malakoot and jabaroot. these are this physical world, barzakh and world of aql. the jannat of 3 r also different, jannat of last world is only for those who have good tauheed.
- sura sabaa: 25mins:
- chains will be holding men in here after. 70 links of his desires will hold him.
- some people are too busy with worldly affairs (mutrifeen), very happy (fariheen). work agst rasool, the are followed by the regular people.
- mutrifeen have money and children and believe they will not be punished.
- but the only way to get preference is to get imaan and and amaal e saleh: double benefit.
- karbala best dars to teach: stand up agst : syed baqirus sadr
speech from dubai by agha ali murtaza zaidi
5:19
|
GHADIR = REVIVAL OF IMAMATE | Farsi sub English
Does Islam accept the forms of governments other than Imamate? While we are surrounded by all kinds of \"isms\", what does Islam expect us to do? What does Ghadir teach us? What is the...
Does Islam accept the forms of governments other than Imamate? While we are surrounded by all kinds of \"isms\", what does Islam expect us to do? What does Ghadir teach us? What is the real philosophy of Ghadir? The Leader speaks.
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Does Islam accept the forms of governments other than Imamate? While we are surrounded by all kinds of \"isms\", what does Islam expect us to do? What does Ghadir teach us? What is the real philosophy of Ghadir? The Leader speaks.
نصرت امام -تعليمات آئمہ کی روشنی ميں Day 08 Part I-Nusrate Imam (a.s) by AMZ-Urdu
Very informative speeches in which aga is trying to teach us how can we help imam of our time Day 8 Part I-Nusrate Imam (a.s) by Aga Ali Murtaza Zaidi from Dubai
Very informative speeches in which aga is trying to teach us how can we help imam of our time Day 8 Part I-Nusrate Imam (a.s) by Aga Ali Murtaza Zaidi from Dubai
نصرت امام -تعليمات آئمہ کی روشنی ميں Day 07 Part I-Nusrate Imam (a.s) by AMZ-Urdu
Very informative speeches in which aga is trying to teach us how can we help imam of our time
Day 7 Part I-Nusrate Imam (a.s) by Aga Ali Murtaza Zaidi from Dubai
Very informative speeches in which aga is trying to teach us how can we help imam of our time
Day 7 Part I-Nusrate Imam (a.s) by Aga Ali Murtaza Zaidi from Dubai
8:02
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Inner Revolutions | Pray But Keep Rowing the Boat - English
Aisha El-Mekki’s mother didn’t believe in ‘sparing the rod’. She also had a deep respect for teachers, nuns and other authority figures; a respect that never trickled down to her youngest...
Aisha El-Mekki’s mother didn’t believe in ‘sparing the rod’. She also had a deep respect for teachers, nuns and other authority figures; a respect that never trickled down to her youngest daughter. Discipline was real in the El-Mekki household, so from an early age she and her older sister formed an alliance. They promised not to tell on each other. Sometimes El-Mekki even took a beating for her sister. When she was in first grade, the two were sent away to a private, all-white boarding school. In third grade, El-Mekki was expelled.
“As a child, if I got backed into a wall, I would refuse to do whatever you wanted me to do because you were trying to force me.”
Upon returning to her home in Philadelphia, El-Mekki’s mother – who worked until five everyday – enrolled her daughter in the neighborhood school. It was around this time that El-Mekki met her best friend, Shakora. The two began spending afternoons together, deepening their friendship and getting into trouble.
“One time I was on a bus. It was a Friday afternoon. The bus driver said my pass had expired; that I had to get a transfer…so he gave me a transfer while waiting for the next bus and the next bus was late. We waited for a while. There was a crowd of people by the time the bus came. [The next bus driver] said that my pass had expired and that I needed to get off the bus. Well I didn’t have any more money, so I said, ‘I paid my fare and I will ride.’ This man decided that he was going to send a message. So he stopped a police car and told them that I refused to pay. The police emptied the bus and told the driver to drive to the police station with just me on it….so he drives this empty bus to the police station and they arrested me. And this just infuriated me. My mother had to be called and of course she was just livid….she had to end up getting a lawyer, and had to go court, miss time from work…and eventually it was resolved but I mean they charged me. I had a record. It was ridiculous. That was my first incident with what I consider police brutality…and how they can escalate a situation unnecessarily.”
Three years later, El Mekki graduated from an all-girls Catholic high school. It was at this point that she began to question the Trinity. She didn’t want to leave the church; she believed she would go to hell if she did. Still, the questions remained. So she kept her eyes open. After college, El-Mekki decided she wanted to become a social worker. She learned about a group called the Black Panther Party that was organizing programs for the needy.
“When I heard about these people feeding children – and I worked on the midnight shift – I said, ‘you know what? I’m gonna go up there’. And there were tables and tables of children being fed cereal and toast, and I was really amazed. People were doing this out of the bottom of their hearts. They weren’t getting paid for it. But they wanted to make sure the children were getting a decent breakfast.”
El-Mekki joined the group. At the same time, her religious search continued.
“I had an aunt that was Muslim. I used to visit her. She was not aggressive, she was not pushy, she was not trying to convert me. Anytime I had a question, she would answer. Her husband was very nice. And I liked the way her family was so calm. It was so peaceful. And so I would go visit her often. During that time I was in the Black Panther Party, and she didn’t disapprove. Everybody else in my family said, ‘Here she goes again, doing something off the beaten path.’ But not aunt Mariam. One time when we knew that there was going to be a police raid, and we were trying to get the children out because I didn’t want the children to be there. And she just told me to bring them to her house. You know? And I just admired her. I just said wow, if her religion supports revolutionary acts like that, then I want to hear more about it. So she would always be listening to Shaheed Malcolm’s albums. She owned every word he ever said. And she’d often have his records on when I’d go over there. And she gave me his book to read because I was always asking questions about him. And that was like the answer to my prayer. You know? The part where he said that our religion doesn’t teach us to be aggressive, but if you lay a hand on me, then I can send you to the cemetery. And I said, ‘I can do that. That is the religion that I need.’ You know, that allows me to defend myself. That doesn’t encourage me to just constantly turn the other cheek. Nobody else is turning the other cheek. They’re turning the other side of their hand. And so i decided you know what, that’s when I decided Islam was for me because it allowed me to be religious and at the same time, be revolutionary.”
innerrevolutions.net
More...
Description:
Aisha El-Mekki’s mother didn’t believe in ‘sparing the rod’. She also had a deep respect for teachers, nuns and other authority figures; a respect that never trickled down to her youngest daughter. Discipline was real in the El-Mekki household, so from an early age she and her older sister formed an alliance. They promised not to tell on each other. Sometimes El-Mekki even took a beating for her sister. When she was in first grade, the two were sent away to a private, all-white boarding school. In third grade, El-Mekki was expelled.
“As a child, if I got backed into a wall, I would refuse to do whatever you wanted me to do because you were trying to force me.”
Upon returning to her home in Philadelphia, El-Mekki’s mother – who worked until five everyday – enrolled her daughter in the neighborhood school. It was around this time that El-Mekki met her best friend, Shakora. The two began spending afternoons together, deepening their friendship and getting into trouble.
“One time I was on a bus. It was a Friday afternoon. The bus driver said my pass had expired; that I had to get a transfer…so he gave me a transfer while waiting for the next bus and the next bus was late. We waited for a while. There was a crowd of people by the time the bus came. [The next bus driver] said that my pass had expired and that I needed to get off the bus. Well I didn’t have any more money, so I said, ‘I paid my fare and I will ride.’ This man decided that he was going to send a message. So he stopped a police car and told them that I refused to pay. The police emptied the bus and told the driver to drive to the police station with just me on it….so he drives this empty bus to the police station and they arrested me. And this just infuriated me. My mother had to be called and of course she was just livid….she had to end up getting a lawyer, and had to go court, miss time from work…and eventually it was resolved but I mean they charged me. I had a record. It was ridiculous. That was my first incident with what I consider police brutality…and how they can escalate a situation unnecessarily.”
Three years later, El Mekki graduated from an all-girls Catholic high school. It was at this point that she began to question the Trinity. She didn’t want to leave the church; she believed she would go to hell if she did. Still, the questions remained. So she kept her eyes open. After college, El-Mekki decided she wanted to become a social worker. She learned about a group called the Black Panther Party that was organizing programs for the needy.
“When I heard about these people feeding children – and I worked on the midnight shift – I said, ‘you know what? I’m gonna go up there’. And there were tables and tables of children being fed cereal and toast, and I was really amazed. People were doing this out of the bottom of their hearts. They weren’t getting paid for it. But they wanted to make sure the children were getting a decent breakfast.”
El-Mekki joined the group. At the same time, her religious search continued.
“I had an aunt that was Muslim. I used to visit her. She was not aggressive, she was not pushy, she was not trying to convert me. Anytime I had a question, she would answer. Her husband was very nice. And I liked the way her family was so calm. It was so peaceful. And so I would go visit her often. During that time I was in the Black Panther Party, and she didn’t disapprove. Everybody else in my family said, ‘Here she goes again, doing something off the beaten path.’ But not aunt Mariam. One time when we knew that there was going to be a police raid, and we were trying to get the children out because I didn’t want the children to be there. And she just told me to bring them to her house. You know? And I just admired her. I just said wow, if her religion supports revolutionary acts like that, then I want to hear more about it. So she would always be listening to Shaheed Malcolm’s albums. She owned every word he ever said. And she’d often have his records on when I’d go over there. And she gave me his book to read because I was always asking questions about him. And that was like the answer to my prayer. You know? The part where he said that our religion doesn’t teach us to be aggressive, but if you lay a hand on me, then I can send you to the cemetery. And I said, ‘I can do that. That is the religion that I need.’ You know, that allows me to defend myself. That doesn’t encourage me to just constantly turn the other cheek. Nobody else is turning the other cheek. They’re turning the other side of their hand. And so i decided you know what, that’s when I decided Islam was for me because it allowed me to be religious and at the same time, be revolutionary.”
innerrevolutions.net
[Latest GeoTv ] Lifestyle of Irani President Ahmadinejad -VS- Pakistani PM & President - Urdu
http://pknews.tv - on tripartite summit -
Mahmoud Ahmadinejad was born in village of Aradan near city of Garmsar, southeast of Tehran in 1956. He is the fourth son of an ironworker who had seven...
http://pknews.tv - on tripartite summit -
Mahmoud Ahmadinejad was born in village of Aradan near city of Garmsar, southeast of Tehran in 1956. He is the fourth son of an ironworker who had seven children. Mahmoud and his family migrated to Tehran when he was one-year-old. He went to primary and high school in Tehran and got his diploma and was admitted to the University of Science and Technology (Elm-o-Sanaat) in the field of civil engineering after he ranked 132nd in the nationwide university entrance exams in 1975. He was accepted as an MS student at the same university in 1986 and became a member of the scientific board of the Civil Engineering College of University of Science and Technology. Later on he got his doctorate in 1987 in the field of engineering and traffic transportation planning. He is married with two sons and one daughter.
Following the 1979 Islamic revolution he became a member the conservative faction of the Office for Strengthening Unity [OSU] Between Universities and Theological Seminaries. The OSU was established by Ayatollah Mohammad Beheshti, one of Ayatollah Khomeini's key advisors, to organize Islamic students against the rapidly growing Islamic group of Mojahedin-e Khalq (MEK).
With invasion of Iraq and start of the Iran-Iraq war in 1980, Ahmadinejad rushed to the western fronts to fight against the enemy and joined the voluntary (basij) forces of the Islamic Revolution's Guards Corps (IRGC). He served in different units of the Islamic Revolution Guards Engineering Corps.
He served as governor of Maku and Khoy cities in the northwestern West Azerbaijan province, and as an advisor to the governor general of the western province of Kurdistan for two years. While serving as the cultural advisor to then Ministry of Culture and Higher Education in 1993, he was appointed as governor general of the newly established northwestern province of Ardebil from 1993 to 1997. He was elected as the exemplary governor general for three consecutive years. But in 1997 the newly-installed Khatami administration removed Ahmadinejad from his post as Ardebil governor general. He returned to the University of Science and Technology (Elm-o-Sanaat) again to teach in 1997.
In April 2003 Ahmadinejad was appointed mayor of Tehran by the capital's municipal council, which is dominated by the hard-line Islamic Iran Developers Coalition (Etelaf-e Abadgaran-e Iran-e Islami). In some of Ahmadinejad's public statements, he has appeared to identify himself as a Developer. He lives a very Spartan lifestyle and that's how he projected himself. As Mayor, he reversed many of the policies of previous moderate and reformist mayors, placing serious religious emphasis on the activities of the cultural centers by turning them into prayer halls during the Islamic holy month of Ramadan. He also suggested the burial of the bodies of martyrs of the Iran-Iraq war in major city squares of Tehran.
On 24 June 2005 Dr. Mahmoud Ahmadinejad was elected as Iran's sixth president. He swept to the presidential post with a stunning 17,046,441 votes out of a total of 27,536,069 votes cast in the runoff election.
In the 2009 presidential election Ahmadinejad was nominated to run for the second term.
In the presidential election of 2009, 39,165,191 ballots were cast on 12th June, according to Iran's election headquarters. Ahmadinejad won 24,527,516 votes, (62.63%). In second place, Mir Hossein Mousavi won 13,216,411 (33.75%) of the votes. The election drew unprecedented public interest in Iran.
The election results remain in dispute as Mir Hossein Mousavi and his supporters who believe that electoral fraud occurred during the election. This popular belief ignited protests and demonstrations in the large cities with a united slogan of “Where is my vote”, which resulted in the birth of “Green Movement” of Iran.
Finally Supreme Leader Ayatollah Ali Khamenei formally endorsed Ahmadinejad as President on 3 August 2009, and Dr. Ahmadinejad was sworn in for a second term on 5 August 2009
Pakistan, Afghanistan and Iran have agreed to expand socio-economic cooperation and more particularly neutralize foreign interference in this part of the world.
At the conclusion of a tripartite summit in Islamabad, Iranian President Mahmoud Ahmadinejad said the regional cooperation will lead to an end to foreign interference, a reference to the US-led NATO military presence in Afghanistan.
The Iranian President said that the nuclear weapon do not empower any state and must be eliminated from political relations.
Howerver, Afghan President Hamid Karazi’s focus was to gain regional support for the Taliban talks, a reference to his demand to include Kabul in the talks between the US and Taliban.
Islamabad asserted that it would lend its support to President Karazi in any future Taliban talks. The Taliban have so far refused to negotiate with Kabul describing Karzai administration as the puppet.
The three neighboring countries also decided to step up their efforts to combat drug production and trafficking in Afghanistan, a particular source of concern for Pakistan.
The summit also decided to enhance trilateral trade through facilitative measures like preferential tariff and free trade arrangements and barter trade.
The three countries in their summit declaration sounded determined to ensure the territorial integrity and sovereignty of regional states.
This is a clear reference to the frequent US drone strikes in Pakistan's tribal region that have killed large number of civilians since 2004.
However, analysts believe more than any thing else, it depends on Islamabad if it is willing to scrap secret deals with Americans that allows them to carry out drone attacks in the tribal areas.
More...
Description:
http://pknews.tv - on tripartite summit -
Mahmoud Ahmadinejad was born in village of Aradan near city of Garmsar, southeast of Tehran in 1956. He is the fourth son of an ironworker who had seven children. Mahmoud and his family migrated to Tehran when he was one-year-old. He went to primary and high school in Tehran and got his diploma and was admitted to the University of Science and Technology (Elm-o-Sanaat) in the field of civil engineering after he ranked 132nd in the nationwide university entrance exams in 1975. He was accepted as an MS student at the same university in 1986 and became a member of the scientific board of the Civil Engineering College of University of Science and Technology. Later on he got his doctorate in 1987 in the field of engineering and traffic transportation planning. He is married with two sons and one daughter.
Following the 1979 Islamic revolution he became a member the conservative faction of the Office for Strengthening Unity [OSU] Between Universities and Theological Seminaries. The OSU was established by Ayatollah Mohammad Beheshti, one of Ayatollah Khomeini's key advisors, to organize Islamic students against the rapidly growing Islamic group of Mojahedin-e Khalq (MEK).
With invasion of Iraq and start of the Iran-Iraq war in 1980, Ahmadinejad rushed to the western fronts to fight against the enemy and joined the voluntary (basij) forces of the Islamic Revolution's Guards Corps (IRGC). He served in different units of the Islamic Revolution Guards Engineering Corps.
He served as governor of Maku and Khoy cities in the northwestern West Azerbaijan province, and as an advisor to the governor general of the western province of Kurdistan for two years. While serving as the cultural advisor to then Ministry of Culture and Higher Education in 1993, he was appointed as governor general of the newly established northwestern province of Ardebil from 1993 to 1997. He was elected as the exemplary governor general for three consecutive years. But in 1997 the newly-installed Khatami administration removed Ahmadinejad from his post as Ardebil governor general. He returned to the University of Science and Technology (Elm-o-Sanaat) again to teach in 1997.
In April 2003 Ahmadinejad was appointed mayor of Tehran by the capital's municipal council, which is dominated by the hard-line Islamic Iran Developers Coalition (Etelaf-e Abadgaran-e Iran-e Islami). In some of Ahmadinejad's public statements, he has appeared to identify himself as a Developer. He lives a very Spartan lifestyle and that's how he projected himself. As Mayor, he reversed many of the policies of previous moderate and reformist mayors, placing serious religious emphasis on the activities of the cultural centers by turning them into prayer halls during the Islamic holy month of Ramadan. He also suggested the burial of the bodies of martyrs of the Iran-Iraq war in major city squares of Tehran.
On 24 June 2005 Dr. Mahmoud Ahmadinejad was elected as Iran's sixth president. He swept to the presidential post with a stunning 17,046,441 votes out of a total of 27,536,069 votes cast in the runoff election.
In the 2009 presidential election Ahmadinejad was nominated to run for the second term.
In the presidential election of 2009, 39,165,191 ballots were cast on 12th June, according to Iran's election headquarters. Ahmadinejad won 24,527,516 votes, (62.63%). In second place, Mir Hossein Mousavi won 13,216,411 (33.75%) of the votes. The election drew unprecedented public interest in Iran.
The election results remain in dispute as Mir Hossein Mousavi and his supporters who believe that electoral fraud occurred during the election. This popular belief ignited protests and demonstrations in the large cities with a united slogan of “Where is my vote”, which resulted in the birth of “Green Movement” of Iran.
Finally Supreme Leader Ayatollah Ali Khamenei formally endorsed Ahmadinejad as President on 3 August 2009, and Dr. Ahmadinejad was sworn in for a second term on 5 August 2009
Pakistan, Afghanistan and Iran have agreed to expand socio-economic cooperation and more particularly neutralize foreign interference in this part of the world.
At the conclusion of a tripartite summit in Islamabad, Iranian President Mahmoud Ahmadinejad said the regional cooperation will lead to an end to foreign interference, a reference to the US-led NATO military presence in Afghanistan.
The Iranian President said that the nuclear weapon do not empower any state and must be eliminated from political relations.
Howerver, Afghan President Hamid Karazi’s focus was to gain regional support for the Taliban talks, a reference to his demand to include Kabul in the talks between the US and Taliban.
Islamabad asserted that it would lend its support to President Karazi in any future Taliban talks. The Taliban have so far refused to negotiate with Kabul describing Karzai administration as the puppet.
The three neighboring countries also decided to step up their efforts to combat drug production and trafficking in Afghanistan, a particular source of concern for Pakistan.
The summit also decided to enhance trilateral trade through facilitative measures like preferential tariff and free trade arrangements and barter trade.
The three countries in their summit declaration sounded determined to ensure the territorial integrity and sovereignty of regional states.
This is a clear reference to the frequent US drone strikes in Pakistan's tribal region that have killed large number of civilians since 2004.
However, analysts believe more than any thing else, it depends on Islamabad if it is willing to scrap secret deals with Americans that allows them to carry out drone attacks in the tribal areas.
3:01
|
Nasheed A way of life - English sub French
Islamic anasheed A way of life in English subtitled in French particularly interesting for kids in order to teach them what Islam is and what the Quran says about life
Nasheed islamique Un mode...
Islamic anasheed A way of life in English subtitled in French particularly interesting for kids in order to teach them what Islam is and what the Quran says about life
Nasheed islamique Un mode de vie particulièrement intéressant pour apprendre aux enfants ce qu\\\\\\\'est la vie selon le Saint-Coran
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Islamic anasheed A way of life in English subtitled in French particularly interesting for kids in order to teach them what Islam is and what the Quran says about life
Nasheed islamique Un mode de vie particulièrement intéressant pour apprendre aux enfants ce qu\\\\\\\'est la vie selon le Saint-Coran
5:03
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Anasheed A is for Allah - English sub French
Anasheed A is for Allah in English subtitled in French - to teach kids the letters of the Arabic alphabet
Nasheed A comme Allah en anglais sous-titre en francais pour enseigner aux enfants les...
Anasheed A is for Allah in English subtitled in French - to teach kids the letters of the Arabic alphabet
Nasheed A comme Allah en anglais sous-titre en francais pour enseigner aux enfants les lettres de l alphabet arabe
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Description:
Anasheed A is for Allah in English subtitled in French - to teach kids the letters of the Arabic alphabet
Nasheed A comme Allah en anglais sous-titre en francais pour enseigner aux enfants les lettres de l alphabet arabe
نصرت امام -تعليمات آئمہ کی روشنی ميں Day 10 Part I-Nusrate Imam (a.s) by AMZ-Urdu
9th Moharram
Very informative speeches in which aga is trying to teach us how can we help imam of our time , how can is use my field to support imam of our time -Day 10 Part I-Nusrate Imam...
9th Moharram
Very informative speeches in which aga is trying to teach us how can we help imam of our time , how can is use my field to support imam of our time -Day 10 Part I-Nusrate Imam (a.s) by Aga Ali Murtaza Zaidi from Dubai
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Description:
9th Moharram
Very informative speeches in which aga is trying to teach us how can we help imam of our time , how can is use my field to support imam of our time -Day 10 Part I-Nusrate Imam (a.s) by Aga Ali Murtaza Zaidi from Dubai
8:21
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نصرت امام -تعليمات آئمہ کی روشنی ميں Day 10 Part II-Nusrate Imam (a.s) by AMZ-Urdu
9th Moharram
Very informative speeches in which aga is trying to teach us how can we help imam of our time , how can is use my field to support imam of our time
Day 10 Part I-Nusrate Imam...
9th Moharram
Very informative speeches in which aga is trying to teach us how can we help imam of our time , how can is use my field to support imam of our time
Day 10 Part I-Nusrate Imam (a.s) by Aga Ali Murtaza Zaidi from Dubai
More...
Description:
9th Moharram
Very informative speeches in which aga is trying to teach us how can we help imam of our time , how can is use my field to support imam of our time
Day 10 Part I-Nusrate Imam (a.s) by Aga Ali Murtaza Zaidi from Dubai
Anasheed know Islam - English sub French
A nasheed for children in English subtitled in French to teach them what Islam is
Un nasheed en anglais sous-titré en français pour enseigner aux enfants ce qu\\\'est l\\\'Islam, l\\\'iman,...
A nasheed for children in English subtitled in French to teach them what Islam is
Un nasheed en anglais sous-titré en français pour enseigner aux enfants ce qu\\\'est l\\\'Islam, l\\\'iman, l\\\'ihssan
More...
Description:
A nasheed for children in English subtitled in French to teach them what Islam is
Un nasheed en anglais sous-titré en français pour enseigner aux enfants ce qu\\\'est l\\\'Islam, l\\\'iman, l\\\'ihssan
2:20
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Teach Your Toddler Arabic Shapes - Educational Kids Songs - Baby Einstein - Arabic
Shapes includes the circle, square, triangle, rectangle, oval, crescent star and heart with quizzes which offer plenty of opportunity for parent-child interaction.
This educational and...
Shapes includes the circle, square, triangle, rectangle, oval, crescent star and heart with quizzes which offer plenty of opportunity for parent-child interaction.
This educational and entertaining new video introduces early learning basics that every child needs to know plus great sing along songs to help them remember what they learned! Learn about circles, square and crescents from around you through songs, puppets, animation and captivating colorful footage with all the familiar children!
This video will take you toddler on an exciting visual and auditory field trip through a shape filled world familiar to his eyes. Whether in the wheel of a car or the window of a house, your little thinker will start to spot the shapes around him in his daily life.
More...
Description:
Shapes includes the circle, square, triangle, rectangle, oval, crescent star and heart with quizzes which offer plenty of opportunity for parent-child interaction.
This educational and entertaining new video introduces early learning basics that every child needs to know plus great sing along songs to help them remember what they learned! Learn about circles, square and crescents from around you through songs, puppets, animation and captivating colorful footage with all the familiar children!
This video will take you toddler on an exciting visual and auditory field trip through a shape filled world familiar to his eyes. Whether in the wheel of a car or the window of a house, your little thinker will start to spot the shapes around him in his daily life.
نصرت امام -تعليمات آئمہ کی روشنی ميں Day 09 Part I-Nusrate Imam (a.s) by AMZ-Urdu
Very informative speeches in which aga is trying to teach us how can we help imam of our time
Day 9 Part I-Nusrate Imam (a.s) by Aga Ali Murtaza Zaidi from Dubai
Very informative speeches in which aga is trying to teach us how can we help imam of our time
Day 9 Part I-Nusrate Imam (a.s) by Aga Ali Murtaza Zaidi from Dubai
3:05
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3:35
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Hajj: Co-existence & Simplicity | Leader of the Muslim Ummah | Farsi Sub English
What is one of the unique things that the Hajj teaches us?
And what are some of the pillars of our life that the Hajj teaches us?
How does the Hajj teach us coexistence on a global scale, yet...
What is one of the unique things that the Hajj teaches us?
And what are some of the pillars of our life that the Hajj teaches us?
How does the Hajj teach us coexistence on a global scale, yet via a much more limited moment and smaller scale?
And how is the chaos that has engulfed the world related to the concept of coexistence that is taught to us by the Hajj?
How does the Hajj teach us to lead a simple lifestyle?
Finally, what is one of the main moral corruptions that is facing humanity and how can the Hajj solve it for them?
The Leader of the Muslim Ummah, Imam Sayyid Ali Khamenei, speaks and answers for us all.
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Description:
What is one of the unique things that the Hajj teaches us?
And what are some of the pillars of our life that the Hajj teaches us?
How does the Hajj teach us coexistence on a global scale, yet via a much more limited moment and smaller scale?
And how is the chaos that has engulfed the world related to the concept of coexistence that is taught to us by the Hajj?
How does the Hajj teach us to lead a simple lifestyle?
Finally, what is one of the main moral corruptions that is facing humanity and how can the Hajj solve it for them?
The Leader of the Muslim Ummah, Imam Sayyid Ali Khamenei, speaks and answers for us all.
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islam,
Hajj,
Co-existence,
Simplicity,
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islam,
muslim,
ummah,
imam,
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khamenei,
life,
pillar,
global,
lifestyle,
humanity,
2 1/2 Years Old Daughter of Islam reciting Dua Faraj - Arabic
Message from father :
Please upload the video of My dauther Syedeh Sussan Zare reciting Dua e Faraj. May be it might inspire log of our Shia Brothers and Sisters to teach our kids right from the...
Message from father :
Please upload the video of My dauther Syedeh Sussan Zare reciting Dua e Faraj. May be it might inspire log of our Shia Brothers and Sisters to teach our kids right from the childhood the Dua e Faraj for our Imam of the time Imam Mahdi (A.S).
May Allah hasten the reappearance of our Imam
Syed Hassan Zare
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Description:
Message from father :
Please upload the video of My dauther Syedeh Sussan Zare reciting Dua e Faraj. May be it might inspire log of our Shia Brothers and Sisters to teach our kids right from the childhood the Dua e Faraj for our Imam of the time Imam Mahdi (A.S).
May Allah hasten the reappearance of our Imam
Syed Hassan Zare