Islamic Educational Institutions Part 1

Bilal Philips


Channel: Bilal Philips

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AI: Summary © The speakers discuss the importance of developing a Muslim community and providing guidance and support for students to learn about their " pest control" concepts. They stress the need for schools to provide guidance and support for students to learn about their " pest control" concepts and build physical and mental strength for Islam. The success of schools is dependent on internal hinge, and the community's support. The speakers emphasize the importance of providing proper education and monitoring children’s progress, as well as allowing children to learn about other educational options.
AI: Transcript ©
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Susana, Melina

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Abdullah, bin

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Allah and as such we should pray

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and seek His help and his forgiveness and seek refuge in a law from the evil which is within ourselves and the evil which results from our action. For whosoever lives guidance, men can misguide. And whosoever allows allowed to astray, none can guide and I bear witness that there is no god worthy of worship Allah, and that Muhammad Sallallahu Sallam is the last messenger of Allah.

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This evening's presentation

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is, as Vetter introduced a continuation from yesterday's

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talk on developing

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a Muslim community, the need for developing a Muslim community. And I will focus this evening on the aspect of Islamic educational institutions,

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which we mentioned yesterday was part of the components of developing a community a vital part.

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So, to try to give a better overview, to the brothers and sisters in the community, as to what constitutes an Islamic education, tuition, what are the goals of that institution, etc. And, furthermore, why it is essential for us to develop such institutions.

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Now, before looking at what constitutes an educational institution, it's important for us to understand what constitutes Islamic education.

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Now, education in and of itself,

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is regarded.

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Education in and of itself is regarded as a method

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by which

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a human being

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is developed

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into a balanced personality, capable of coping with his or her environment.

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Now, Islamic education

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includes both the religious as well as the academic,

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religious, as well as what may be called secular. because fundamentally,

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the seeking of knowledge which lm insisted on was not restricted to Islamic knowledge when he said follow up on me for Iraq was a Muslim seeking knowledge is compulsory for every Muslim. He didn't restrict that knowledge. However, we do understand that when looking at knowledge, we have to put things according to priority.

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And the knowledge which will benefit us in this life as well as the next has to be given priority over the knowledge which is which focuses on this life,

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value and at the end of this life,

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so the religious knowledge, knowledge of a law and madman's responsibility to allow to the community etc. This has to be given precedence, obviously, over the knowledge which is that human being in functioning in this material world.

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precedence doesn't mean neglecting one or the other.

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The fundamental principle when looking at Islamic education, is that all true knowledge is fundamental.

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All knowledge which is true,

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has come from Allah.

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When we look into the various sciences, etc. And you see the various discoveries that have been made,

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you'll find that

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those who are seeking

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particular answers or particular solutions, didn't find instead, whilst they were looking for one thing, they happen to see something else. And then they focused on this thing and

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A new body of knowledge.

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So many, so many of the great

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scientific discoveries, when you want to track it down, whether it is by that curious discovery of, you know, radio and the whole process of X ray,

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photography, etc, this was accidental, and they happen to come between, you know, from radio, and there happened to be a photographic film hanging and impresses me, she had no intention, this was not the plan at all. And the whole body of knowledge came.

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And of course, we all know of the story of Isaac Newton, the apple falling on his head, and him reflecting on the laws of gravity, etc, such as such as action and reaction and all

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those yours is a myth that they have shown that there is a certain amount of truth to that influence to play.

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But the point is, that, this is, this is science, much of the knowledge that we have in this world today, of what they call nature, Mother Nature

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of working on this world has been through accidents, this is how they look at it, what it is, is a lot of revealing to them at certain points, these bodies of knowledge, no accidents, no accident happened in this world, what was destined is what takes place.

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So, this is the proper view, that all true knowledge comes along. Now, there is a body of knowledge out there, which may be passed on or passed off as knowledge, no things like the Einsteins, sorry, the

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Dow Theory of Evolution, you know, and other things that are out there with these kind of claims, you know, or even, for example, Einstein's theory of relativity, theory of relativity, as it is taught

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islamically we look at it as false knowledge, the light

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equals mc squared is a lie.

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Because equals mc squared translated literally energy equals mass times the square of the speed of light. When this is translated into

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layman's terms, they say it means that energy can neither be created nor destroyed, or that matter can neither be created or destroyed, meaning that matter evolves or transforms into energy and energy transforms back into matter. On the basis of this theory, they split the atom we have the atomic bombs, we have the sonic reactors, we have all these things. But as a statement, as a scientific statement, this is a life. It is false knowledge for Muslims, they have to qualify. Because if we say that energy can neither be created nor destroyed, and we're saying that there's something eternal in this world, besides

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our creative means,

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no beginning

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cannot be destroyed means it has no end.

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to something which is in eternal existence. Besides the law, we know that there is no eternal existence without the law only alive, eternal. This is of the attributes of a lot of use without beginning or end

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with our will act

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our oblong shape.

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So we cannot give this attribute to this world.

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So that kind of knowledge we although starting our schools, you know, we'll have to show them how to learn, we would have to teach our children to add a qualifying statement by men.

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Men cannot create or destroy energy, yes, but Allah created it, and Allah will destroy because a lot of them will do.

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Everything on this world, everything in this world will be destroyed,

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including energy. And

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so I children have to have that kind of knowledge, that kind of realization, where across knowledge will be handed to them in the in the guise of to knowledge without those qualifications and becomes

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the fact that they were able to split the atom with it doesn't mean that it is absolutely true. It is possibly true or on the basis of that partial knowledge.

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It is very essential for us to make that distinction between

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true knowledge and false True Knowledge coming from a law and false knowledge coming from man's creation. Now, that false knowledge

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could be either as we express formulas, explanations, like the Darwinian theory, explaining how things were they are,

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or they could be

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false knowledge, which has no basis. In fact, we have the case of the Darwinian theory of evolution, there are some facts, they have bones, collected these bones. Now,

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these bones when you put them on to them, you may interpret them one way or another way.

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They came to look at these bonds with the belief that there is no God.

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So, they tried to interpret these bones as justifying their belief that there is no God.

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That man got to the state that he is by evolution,

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which is their justification for their disbelief in God.

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A believer can look at those same bones, analyze it and say, This is evidence of God's creation.

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Because, when you look at these bones, we don't see the transitional

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fossils that suppose, the word exists in existence, whereby forms transform from species to species.

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So, the Darwinian theory, and even Darwin from the time that he proposed it, he mentioned that this was a problem, but he suppose that as human knowledge begins around the world increase, that they would find the missing links,

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but the reality is that the more they have done it, the bigger the gap

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is the reality. So much so, that the leading proponents of that of Darwinism today our

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theory of evolution today, Stephen Jay Gould, his theory, which is the most popular now is called the punctuated equilibrium theory, what is the punctuated equilibrium theory basically, if you put it in simple terms, it means that, a

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a dinosaur gave, had an egg,

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egg, an egg, and found that egg, a bird

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transition from being a dinosaur lizard like animal directly to ever the egg, immediate transition, nothing, no nothing in between.

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This is what they have to propose to explain why there are these big gaps.

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They just

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put something together to punctuate the bounce rate,

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punctuated equilibrium theory, when they say the fact that, you know, a dinosaur had a good comeback, a puffed out a

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Bert, meaning that also in, in our case, as human beings, it means in the end, that there was no gradual transition to humans.

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It means that

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an ape, ape like creature, gave birth to a human being

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just one time they're extracted.

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And all of the other animals that

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they were they claim transformation from the animal to the land animals, you know, before they were trying to say, Well, you know, that these species, they develop more bees are black things right, and they slip up on the land and they would crawl on the land for a while and get back in the water. They have all kinds of theories about that. And the coroner can was one of the I suppose the transitional fossil.

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Then, in the 50s, fisherman off the coast of Madagascar, pulls up in his neck.

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It's supposed to have died off 60 million years ago.

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60 million years ago, there

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was a transition. And he's still submitter out, you know, off the coast of Madagascar. And since then, they found more and more data very deep.

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When they bring them up, they can bring them up a life changer for my life. Because of the pressures, the high pressures of development, so they bring up their costs.

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So, no more explanation by flipping on land or just one day, a fish give birth to a lizard crawled out.

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Finishing, don't try to explain how he became a lizard anymore finish. This is the is the false knowledge, the false knowledge and education was being educated has to be able to realize and understand the difference between what is true knowledge, what is false knowledge, no matter how beautiful that true knowledge is, is is put in the scientists love to elaborate on things. When when the classical example is the Nebraska man.

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From one

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from one, two, they had pictures of a human being complete, from head to toe walking the color of the skin, the hair on his body, the color of his eyes, everything.

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And after some 15 years, they found out that the truth was that of a of an ancient pig.

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A prehistoric pig wasn't human at all.

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In years that was

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a transitional form. That

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many times in here, people remember that. Some years back, they were talking about cold fusion.

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Cyprus in America claimed that they had achieved cold fusion with all around the world is really cold fusion.

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Other people tried to do the work.

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Margaret Mead,

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social anthropologist, whose ideas have formed the basis for Western education, spent all these years in Borneo came back with her wonderful theory, observing the people of Borneo.

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Know what, five years ago some people did research into her methodology and only to find that she doctoring better results if she came there with already that idea. And she just modified Dr. Dre, whatever it didn't suit her ideas, then she brought back all our data and their arguments. And it wasn't.

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This is not uncommon. Something is poppin time and time again, within science, so called scientific community.

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So we have to be rough to educate those ones in the process to be able to make this distinction.

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Recognize when false knowledge is being offered, and when true knowledge is being offered.

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And we also have to be able to distinction make a distinction between useful knowledge and useless knowledge,

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useful knowledge and useless knowledge. Because we don't follow and subscribe to the concept of knowledge for the sake of knowledge. This is what the West likes,

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knowledge for the sake of

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just going through just for the sake of the knowledge

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of Islamic perspective, knowledge should be for the use, that can come out of

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research and go into areas where we can take benefits with the intention of applying that knowledge to improve the quality of human life

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to improve the quality. We don't spend, you know millions of dollars trying to create life.

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This is the useless knowledge, useless knowledge. Those who would spend so much money trying to create life, or those who would spend so much knowledge trying, as they say to turn off the biological clock so people won't die anymore to find the cure for death.

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This is all useless magnets. Why? Because I lost my balance as stated in the Quran that mankind got together they couldn't even create the wing of a fly.

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They couldn't create the wing of a fly much less.

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This is a reality that will never

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is saved by problems or problems. But Allah has created a cure for every sickness

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is created a cure for every sickness.

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But not that

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There's no cure. No matter how much man studies and learns about the cells and cancer you will not find

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The cure

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that is useless knowledge

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like mental being in the universe, trying to get

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to find like some other planets, you know in distant galaxy

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So, the process of education

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recognizes fundamentally

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that all true knowledge.

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we should be able to distinguish between what through knowledge, what

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knowledge should not be for the sake of knowledge, but it should be for application, how human beings benefit.

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So, time and energy and money should not be spent researching trying to develop areas with the most useful to you in which human beings cannot achieve, which are beyond their ability.

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related to that is a particularly particular tradition reported by Omar and collected by Germany and the Messiah, in which he quoted from Mohammed Abdullah, along in the hours of becoming in life

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or law, I seek refuge in You from a heart, which has no fear of

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the heart has no fear of God

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will fear for doing evil, they're hot, they don't feel bad about it. This is the worst state.

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In law, US law

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from prayers, which are not

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allowed, accept,

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which will be due to certain action.

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Women nothing lifespan and from a soul that cannot be satisfied.

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No matter what we have. Our desires is for more problems. As Alan said, that is the son of Adam in the valley of gold, he would want another

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The grass is always greener. On the other side.

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We ask the Lord to protect us from our soul that is

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never satisfied

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with life will be wretched there is no such

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woman in life and from knowledge which is of no benefit

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from useless

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to seek refuge from useless knowledge.

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Now, the product of Islamic education

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to produce an individual

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who is aware of the will of God in all circumstances of his or her life,

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their rights

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and is prepared to fulfill their obligations to God

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to themselves and to the society around.

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This is the role

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This is a balanced individual. One knows what a law wants from him or her in all of the various circumstances of their life.

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the Muslim students, students that were that the Islamic institutions strive to produce

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as one who is primarily pious, conscious of God

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which leads them to the other higher qualities of honesty, truthfulness, etc, etc.

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So they are not known

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for cheating.

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doing their homework from other people not doing their homework, making excuses for the teachers and the type of things we did

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in school.

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These are not the qualities of a

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but one was honest, and truthful, trustworthy.

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Furthermore, one who is an excellent student,

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why? Because Prophet Muhammad

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in the law, your employment,

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or law notes from each and every one of them, if you do a deed, to do it to the best of your ability.

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So they are

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educated with that sense of excellent striving for excellence.

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Furthermore, they would graduate

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with a sense of duty and mission,

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that they would realize that their education was a gift, and opportunity which was given to them.

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That their intelligence to be able to utilize that educational

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opportunity was also another gift given to them by a loss to Allah, and that they should give thanks to Allah, they should give thanks to God, not just by saying 100

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but by service to the community.

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This is how thanks to Allah Express.

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But what was given was still feel is their own

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to do with

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how they wish,

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it's my wealth, my knowledge, my abilities, and I can use it however, I feel

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that that's not the case.

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These are all gifts from Allah.

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And we have a responsibility to use them in a way which is pleasing to Allah. We take benefits from it for ourselves. But we also have an obligation to the community, the community who sacrifice and efforts to the

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students graduated with that sense of mission and responsibility back to the community. Now,

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when we

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set up

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in our institution, our curriculum

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we have a choice as Muslims between going with an English medium system

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when Arabic mediums

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the Arabic medium is a traditional

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medium which is used for the madrasa.

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when we consider

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that the children will graduate up to survive in this society,

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then we realize that we cannot make

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the primary medium of instruction, but that Arabic should be a part and parcel of the curriculum that our children should graduate, bilingual.

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the main instruction is in English, but Arabic is enough in the curriculum that they graduate bilingual. Because Arabic is the common language.

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It is the language of the final revelation. It doesn't mean that Arabs are superior to non Arabs

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in the final put

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a call

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to get the masses of leavers

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hatch, after which you guys will be there after he made it clear that there is no superiority of unhearable

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of a black or a white

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or any over any other except by

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by this is where security is reaffirming what Ally's already said in the

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last chapter with a lot said in the kurama komenda Mahi.

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The most noble of you in the sight of a law are the ones who have

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the most consciousness.

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that should be part of the goal of the curriculum.

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taught in such a way that the graduates graduate,

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may be

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a weekend type school or a forecast.

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Practically speaking,

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the weekend school

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as has been demonstrated in places like North America, etc,

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is a failure.

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weekend school cannot compete with the full backs.

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Children are in a full time situation, not Islamic school. And we only tried to give them something on the weekend. They cannot.

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countries they have tried to develop a an afternoon. So they go to public school in the morning, and in the evening, they'll go for a few hours, no

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Again, that's better than the weekend school. But it still cannot compete, you know, nine hours of public school and two hours of Islamic instruction.

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We're putting our children in a situation where they're bound to lose. And this is what has resulted in North American situation. Canada, England, places where they've experimented in these ways. And ultimately, people came up to the conclusion that the only solution is a full time Islamic

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one which will only be successful, if it has, again, that philosophy about philosophy of education, which is not purely a religious school, which is going to produce three

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was the priest, the Minister, but

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an education institution, which provides both academic religious knowledge side by side,

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not only side by side, but fully integrated. Meaning that even the academic knowledge has to be taught from an Islamic perspective.

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This is how we weed out the false knowledge. And we infuse into that other body of knowledge,

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a consciousness, the mind is the child of the relationship between that knowledge and body.

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that it is the life of a muscle.

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We can show them partially through examples from history of the contributions of Muslim scientists in Spain and in Baghdad and elsewhere, Morocco, other parts of the Muslim world where they contributed to what is now modern science.

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We can also show them, for example, in mathematics,

00:33:23--> 00:33:24


00:33:25--> 00:33:27

there is mathematics in the class.

00:33:29--> 00:33:42

All of your prime numbers you can find examples in the class can be taken out as you're teaching the children teaching young people numbering system and how it is applied. You can take examples from the class. And

00:33:45--> 00:34:22

in our system of inheritance, mathematics, fractions are involved in everything. So as they're being taught, the academic aspects of the mathematics, there are also being exposed to the relationship within the Islamic system. So it is in the mind of the student fully integrated, because you don't want the system where Islamic education separate as secular education is called secular academic institution is separate. So, the child comes out with you know, a sense of sort of

00:34:23--> 00:34:33

schizophrenic kind of approach, no mind splits the religious side, there the secular side is what has happened in the secularization of knowledge.

00:34:34--> 00:34:45

They have removed religion and morality from the educational system, secularization worldview. So, the church separate the

00:34:46--> 00:34:59

agreement made many many centuries ago. From the Islamic perspective, there is no separation is all fully integrated. So the child should come out with that sense of

00:35:01--> 00:35:06

integration of the knowledge that they have its relationship to a law, the duty to apply.

00:35:08--> 00:35:12

Now, in terms of the

00:35:13--> 00:35:17

start of production school staff

00:35:18--> 00:35:20

should be primarily Muslim.

00:35:21--> 00:35:28

We need Muslim teachers. Again, we don't need teachers who happen to be Muslim.

00:35:30--> 00:35:37

The distinction between the two, it may sound like semantics. But in fact, there's a big difference between

00:35:38--> 00:35:58

a teacher who happens to be a Muslim is one who could teach in the same way that a non Muslim teacher with us whether it's Buddhist, Hindu, or Christian, or whatever, teaching the thing that would make her do whereas a Muslim teacher is Muslim, first, Muslim who happens to be

00:35:59--> 00:36:22

that Muslim will now convey that knowledge with that Islamic perspective. distinguishing for the student between false knowledge and true knowledge, knowledge is useful knowledge. Letting the child realize young person realize that this knowledge is ultimately and that they have a mission in life and utilize it for the benefit of the community for themselves.

00:36:24--> 00:36:25

The difference?

00:36:27--> 00:36:34

So, core staff should be Muslims who happen to be Muslim.

00:36:36--> 00:36:39

And there may be along with them, some non Muslim,

00:36:41--> 00:36:47

it's not absolutely necessary that the whole staff, if we can make the whole staff would have been enough.

00:36:49--> 00:37:02

But if there are some gaps, and non Muslims may fill the gap, there is no harm in bringing them in, as long as they do not contradict standards of the school.

00:37:03--> 00:37:09

Because, again, we're setting up an Islamic institution. We're not ghettoizing

00:37:10--> 00:37:19

another idea that people have in their mind is you know, when you set up a community, we talked about yesterday, the idea of that community where Muslims are congregating

00:37:20--> 00:37:25

physically and their institutions arriving, Mr. cetera, this is sort of ghettoized.

00:37:27--> 00:37:28

Like Chinatown,

00:37:29--> 00:37:31

you know, Little Italy,

00:37:32--> 00:37:34

in different cities, but the different

00:37:35--> 00:37:44

Chinatown is, quote, Chinese, you cannot come inside it. You cannot, you cannot be a part. You can come live there, everything but doesn't matter in a Chinese,

00:37:47--> 00:37:50

Italian forget, it cannot make the connection.

00:37:52--> 00:37:56

Slavic community is one based on faith.

00:37:59--> 00:38:02

Which is not restricted in its outlook.

00:38:03--> 00:38:09

It feels a sense of mission and responsibility to convey that word to the outside.

00:38:11--> 00:38:14

It's not hiding and doing secret things amongst themselves.

00:38:16--> 00:38:23

And that's what happens in these kind of sites. When you look at Chinatown, we look at the history, there are 10s of crime,

00:38:25--> 00:38:42

Chinese and Italian Mafia. This is where their headquarters are. So they get together, they plot them, they plan how they can exploit the Society of drugs and control. This is what they're planning to do was from Islamic perspective, the Muslim community is wide open.

00:38:46--> 00:38:48

Last year,

00:38:49--> 00:38:52

there's no good in most of their secret gatherings.

00:38:55--> 00:39:00

More secrecy, the secret, you know, the Masons and all this type of thing

00:39:01--> 00:39:11

opposes it, because it's fundamentally evil, evil to the society as a whole, of course, the only good thing, good things for themselves,

00:39:12--> 00:39:42

good things for themselves. When you learn that, the sonic science, so you come into the courtroom, you've got a case to be tried to give the judge decide, he knows the side means now he will rule in your favor. He will take the rights of other human beings and give them to you. Yes, good for you. harmful to the masses of society. So Mason, you know the this type of you know, the Chinatown we live in this kind of ghettoization of societies as opposed

00:39:44--> 00:39:59

to communities and often it has no secrets nothing to hide. It has a duty to convey that knowledge out to community. So in this in this situation, you can have teachers who are not but they must conform to the standards of

00:40:00--> 00:40:07

That institution, there are three young female teacher the common stock, she's going to want to wear hot pants and a miniskirt. And you know, no

00:40:11--> 00:40:27

need to dress as they wish, we have to maintain our morality, the morality of the Islamic tradition with anonymous vices in a weird, because they have certain fields and they have to conform with the standards.

00:40:29--> 00:40:38

Similarly, you know, the administration administrative body rather than ministration, same thing can happen, of course, the top administrators should be

00:40:40--> 00:40:58

I mean, you cannot logically speaking, run an Islamic institution with a non Muslim address. I mean, this is nonsensical, but you will find in in different Bibles in world in America, they have forgotten Chicago, they have wisdom girls school, the principal is a nun.

00:41:02--> 00:41:26

So, she is going to be I mean, sure, she'll be you know, moderate, she's not openly whatever, but she's gonna affect the running of the school, she cannot serve the purposes. So, you know, we may bring non Muslims on staff in certain capacities, but it should not be in the decision making capacity, you know, in such numbers, that they will affect the whole, you know, environment of the school.

00:41:28--> 00:41:35

Now, the other aspect is, in terms of the student,

00:41:38--> 00:42:03

body, we have a choice between a student body, and separation of boys and girls. And Islamic perspective, you know, from the time the kids with seven and over, are heading towards 10, then separations should take place, in education institution. However, in circumstances where the economics in the initial stages of development economics may not

00:42:04--> 00:42:15

help the community in a position to afford a whole separate stop for the girls and a whole separate song for the boys. So, then the option would be that there is separation within the classroom,

00:42:17--> 00:42:24

that certain guidelines maintain no in terms of the classroom, and how they function around the school and cetera.

00:42:25--> 00:42:36

And I've visited schools, where they have maintained a district Code of Conduct which has been able to minimize the negative effects which come from education.

00:42:38--> 00:42:45

Although the argument is for mixed education today, though, it was separate that deficient will go back 100 years ago, all over the world.

00:42:48--> 00:42:59

And all of a sudden, today, it's all mixed. And they are promoted this throughout the Muslim world, from the colonial period, they introduced mixed school

00:43:01--> 00:43:10

education within the Muslim communities without to break down that concept of separation. He tried to do

00:43:12--> 00:43:14

studies to show our

00:43:16--> 00:43:20

set of circumstances, the students performed better than in a separate.

00:43:21--> 00:43:29

Now they know that these things were falsified. The truth of the matter is that boys study better when they're with other boys and girls.

00:43:31--> 00:43:43

So that's why you find in the New York setting up all girls school arguments about it now with the students with the with the educational administration. That's also why how can we do this discrimination against the

00:43:45--> 00:43:49

educators, specifically, black educators, instead of

00:43:50--> 00:43:50

all boys,

00:43:52--> 00:43:57

because they can see how can you put the girls and boys together, you know, heading for puberty,

00:43:58--> 00:44:11

we know how much time that student is going to spend on their work. Their mind is going to be involved in so many other things that distraction is going to be there in the classroom, no doubt is going to affect the performance.

00:44:12--> 00:44:16

We know that the ideal is really separate education.

00:44:17--> 00:44:29

The next best is at least separation in the classroom, until we can achieve the greater ideal. Now, in terms of the body itself to the body.

00:44:32--> 00:44:33

We don't want

00:44:34--> 00:44:40

a close to the body meaning or the only piece and at the same time, it is powerful.

00:44:42--> 00:44:53

It is powerful. So no doubt. Once the results start to come out. And our students on the top you will find the society clamoring to get your kids into us.

00:44:54--> 00:44:55

We love to hold them back.

00:45:00--> 00:45:02

In practice is where the

00:45:03--> 00:45:07

oldest schools through the education system can have a powerful impact.

00:45:09--> 00:45:16

Because they will ask the question, they will have to wonder why, why are they succeeding? Why? Because way, that's

00:45:17--> 00:45:20

how we have prioritized our education,

00:45:21--> 00:45:22


00:45:23--> 00:45:24

academic excellence

00:45:26--> 00:45:27

while the children are in

00:45:29--> 00:45:31

the form of academic pursuits.

00:45:33--> 00:45:43

So we said that the overall body of the school can include non Muslim in the body, as well as

00:45:45--> 00:45:59

teaching staff, some aspects of administration, maybe accounting, whatever my aspect is, had an effect in the policy of the school, either decorative or legislative.

00:46:01--> 00:46:02


00:46:03--> 00:46:11

next aspect of the school that should be considered reflected upon is the funding of the school.

00:46:13--> 00:46:17

Whether the school is going to be

00:46:18--> 00:46:19

government funded.

00:46:22--> 00:46:28

I don't know in the Bahamas, whether they have some room for government funding for for our private schools.

00:46:29--> 00:46:30

They do.

00:46:32--> 00:46:44

One has to see, to what degree what is required, you know, what are you required to comply with, to achieve that funding. To achieve that funding, it means compromising basic principles

00:46:45--> 00:46:47

that have to be abandoned.

00:46:48--> 00:46:59

Then the other option, of course, is private funding. And private funding means then ultimately, we have to decide whether the school will be run as a business

00:47:01--> 00:47:03

as a charity, or whether it will be self funded.

00:47:06--> 00:47:11

And the community has to decide, which is the best option for itself

00:47:12--> 00:47:13

to be a shower, it

00:47:16--> 00:47:31

would be a major burden on the community, the community would have to be paying out constantly, every year, they would have to be raising funds to keep this thing going. Like some of the funding schools in America, like that in California, run by

00:47:32--> 00:47:33

Medina, Medina.

00:47:35--> 00:47:43

Meaning that every year they have to go on trips around the Western world, looking for handouts to keep the school going.

00:47:46--> 00:47:48

I mean, on one hand, it is somewhat degrading,

00:47:50--> 00:48:38

and another as the funds are drying up. So it is not really a viable approach. But it's something that may work for a while when funds dry up and the school will not be able to sustain. That means that there has to be a business meaning that the setting up of the school is turned over to a corporation and the community, some people make this a business, the business of education for the sake of a lot, not just business for the sake of the business, but this is for the sake of Allah is illegitimate, that some members of the community they invest, what is going to be required to pay the staff etc, etc, etc. students see that the potential is coming back comes back to them. A

00:48:38--> 00:48:42

portion of it, of course covers their expenses, and they get profit from

00:48:44--> 00:48:45


00:48:47--> 00:48:48

versus illegitimate

00:48:49--> 00:48:58

as long as the fees are reasonable, and are putting it to the point where Muslims cannot get your children into school. And there should be some scholarships for

00:48:59--> 00:49:10

families who cannot afford whatever to be there taking care of that need as a community. So it could be as a business or it could be self financed, meaning that the money is

00:49:12--> 00:49:12

set up.

00:49:14--> 00:49:37

The money run the school is generated from the from the feed cost from the students. It goes back to the to the maintenance of the school and the school expansion with no profit so people are collecting as individuals. And it's sort of committed to this decide which one is the most effective for their particular circumstance.

00:49:42--> 00:49:43

Of course,

00:49:44--> 00:49:53

in the area of education, there are a certain number of aspects which you know, would have to be looked at, especially in the area of physical education.

00:49:55--> 00:49:57

There are certain skills which

00:49:58--> 00:49:59

are recommended.

00:50:00--> 00:50:00

likes women,

00:50:02--> 00:50:10

children, young age no before they reach the age where for girls to go swimming in public is not possible anymore.

00:50:12--> 00:50:19

Children are taught to swim. By the time that seven years old finish. Once you learn how to swim, no matter how old you get, you know how to swim.

00:50:20--> 00:50:42

like riding a bicycle you did as a kid, you can pick up one now, you're not going back to that early stage where you're wobbling around. So they learn to swim by the time they've done it. so that it becomes the skills they put behind them, seven to 10, learn how to swim in circumstances where the issues of nakedness of the beach and all the songs on the right, good teachers, manual brother, for example, in

00:50:46--> 00:50:53

Philadelphia, I mean, he was a swimming instructor. And he used to teach children back one years old, eight months old.

00:50:57--> 00:51:14

They know the skill of good structures can do that. So I'm saying that way the chairs of the girls are given that, that knowledge and it is important knowledge. When you read about incidents that happened around the world every every time, every year, you know, there are many very capsized people drowned when we talk

00:51:16--> 00:51:17

mostly women and children drowning.

00:51:19--> 00:51:23

The plane crashes, the flying of the plane crashes the ocean, people drown.

00:51:25--> 00:51:27

Swimming is recommended backup.

00:51:29--> 00:51:32

So when we approach the old issue of

00:51:33--> 00:51:49

physical education, again, we're looking at it from the point of view of benefits, how does it benefit the individual and the society. So we won't spend time, waste time teaching the children cricket, and football, volleyball.

00:51:52--> 00:51:56

I mean, they can play with that themselves on their own whatever, but

00:51:57--> 00:52:34

to teach them in the school, as a part of educational program, that we know that they should be taught, you know, karate, Judo, you know, the skills which can physical skills which can benefit them, you know, running for strength, etc, to build themselves up, you know, this type of track and field tap skills which are used for building their physical strength. So always, whatever field of knowledge that we go into in the schools, we will always look at it from the point of view of the crime incident first, what does Islam propose in terms of education, and then we

00:52:35--> 00:52:38

gather the knowledge that's available out there,

00:52:39--> 00:52:49

which is useful knowledge. And we separate the useless knowledge from because, for example, in karate, you know, there's a part of karate which involves following.

00:52:53--> 00:52:59

Religion is a religion connected to a religious aspect. So those aspects which are

00:53:00--> 00:53:04

removed, because it's not permissible for us to bow to

00:53:06--> 00:53:08

the religious, not to bow.

00:53:11--> 00:53:25

So, in that way, whatever skills that are learned, etc, you know, we remove the aspects which are against slavery, we take from it the core, which ultimately that knowledge is descended from alive, it's real knowledge, knowledge itself defenses.

00:53:27--> 00:53:36

Now, many of these, when you look into the history, you know, the stories or whatever, but they talk about, you know, how these different are supposed to develop

00:53:38--> 00:53:48

early Buddhist monks or whatever they were looking at the dragonfly, or they were looking at the praying mantis, looking at nature and the animals in the house he moved on from these

00:53:49--> 00:54:01

llamas from Allah, where did the animals learn these things, things which are put in their genes by Allah. So the human being take from them different movements, etc, etc, and applies it to his with life.

00:54:03--> 00:54:13

beneficial. So we take that aspect of which is useful. The other aspect was they connected up with Buddhism, and these other, you know, Islam. And we leave that aside.

00:54:16--> 00:54:25

And, of course, you know, as we said in the very beginning, that our institution is best placed in the midst of our community,

00:54:26--> 00:54:30

that the school should not be off somewhere

00:54:31--> 00:54:52

in the middle of the summer. So ultimately, the success of the school is going to depend on the internal hinge Robinson spoke yesterday, the need for the internal hinge rock where Muslims will congregate bring themselves in a particular area. I've been designated here, the

00:54:53--> 00:54:59

area which the masjid and school foundation is now presently existing, as this become a focal point

00:55:00--> 00:55:02

For the Muslim community,

00:55:03--> 00:55:17

that institutions created within that community will have the full support of the community. That way it is assured. And oftentimes, for young people, children, and for women,

00:55:19--> 00:55:36

they need that social contact with other Muslims on a regular basis, on a daily basis. This helps to strengthen them, help them to feel confident about their Islam, when they only need, as we talked about before, on Fridays, you know,

00:55:38--> 00:56:02

they come together, occasionally, but the rest of the time they spend mostly around non Muslims, etc, you will find that Muslim, women and children and men, you know, making compromises and being shy about the type of prayer come, you know, you're in a non Muslim house, making how many people are ready to say, Okay, please excuse me, I have to go and make my prayers. Now. You've got a room? Can I go pray in this room?

00:56:03--> 00:56:12

Most it will delay the prayer until you leave and go home and pray. Why are we shy? Why are we shy about our Islam.

00:56:14--> 00:56:16

We feel ashamed in front of bandwidth,

00:56:17--> 00:56:19

without the shame in front of them.

00:56:21--> 00:56:26

We're not we're not ashamed to disobey a law. But we are ashamed

00:56:27--> 00:56:30

to offend our non Muslim hosts.

00:56:32--> 00:56:37

If you say something about the quality of our faith, it is definitely

00:56:38--> 00:56:39

the need of

00:56:41--> 00:56:41


00:56:44--> 00:56:46

And that medicine is

00:56:48--> 00:56:58

the community. The community helps that individual who has the weakness to become strong, the community about which he described as a lot of hands on the community.

00:56:59--> 00:57:09

Support is there to the community, when people deviate from the community, as we spoke before, that they deviate into help, ultimately become

00:57:11--> 00:57:14

prey for the satanic forces that are out as

00:57:15--> 00:57:23

we all know, this is something I don't need to go back at length. So what I'm proposing here

00:57:24--> 00:57:32

is the philosophy of the Muslim institution, the school that we spoke about yesterday,

00:57:34--> 00:57:36

we talked about why it needs to be set up, I've led,

00:57:37--> 00:57:57

it's not really necessary to go back into that, again, it is fundamentally needed. In order for Islam, to go from our generation to the next. Without it, we are going to lose in the next 1015 years, we're going to lose seriously many of the young people.

00:57:59--> 00:58:06

So we have agreed that it is an absolute necessity for survival of our children.

00:58:07--> 00:58:09

If they don't have this opportunity,

00:58:10--> 00:58:10

the sins

00:58:12--> 00:58:16

of their deviation of their apostasy is borne by us.

00:58:18--> 00:58:27

Because it is our responsibility as parents to provide for them proper Islamic education. It is.

00:58:28--> 00:59:07

And if the children deviate due to its absence, then we carry the sin we will have to answer before a law on the Day of Judgment for not providing that opportunity for our children. We said that it goes without saying that this is an absolute necessity, that we have to focus our energies on, along with the eternal Hydra, along with establishing the masses etc. All of this has to come together. You can't put it way down the line, you cannot afford to time is running out and every day that we maintain the status quo is another day.

00:59:10--> 00:59:10


00:59:13--> 00:59:14

rather than system sisters, let's

00:59:16--> 00:59:46

bring our minds together and make that commitment, that spiritual commitment to fulfill this necessary project in our community. The project which is a part and parcel of our religious duties, it is part of our ibadah that we established institution. Education is the rights of our children and it is our responsibility to give them the proper education

00:59:47--> 00:59:49

shala we will

00:59:52--> 00:59:54

give the rest of the evening.

00:59:56--> 00:59:59

Time to discussion anyway

01:00:00--> 01:00:02

One would like to further

01:00:03--> 01:00:04

advance on this topic.

01:00:07--> 01:00:10

If there are no particular issues that

01:00:11--> 01:00:18

people want to discuss or we exhaust issues, then we can go on to some general discussion. But

01:00:20--> 01:00:27

Sharma, let me stop here now and give you all an opportunity to give me some feedback for this discussion.

01:00:29--> 01:00:30

And how we can fulfill these

01:00:45--> 01:00:45

the final

01:00:54--> 01:00:59

statement of questions of couples. So, this is a

01:01:06--> 01:01:07

point that was raised about the

01:01:17--> 01:01:17

it would be

01:01:22--> 01:01:23

a very good example,

01:01:24--> 01:01:29

is seen in the way of schools of the Catholics

01:01:31--> 01:01:32

of establishing

01:01:36--> 01:01:40

when the police came here,

01:01:42--> 01:01:44

back in the 30s

01:01:49--> 01:01:49

they will have to

01:01:55--> 01:01:55


01:02:00--> 01:02:01


01:02:06--> 01:02:07

all about

01:02:10--> 01:02:13

three schools, they were able to attract people who will not

01:02:16--> 01:02:21

attend school. I was raised in the Catholic system from kindergarten all the way

01:02:25--> 01:02:26

it was

01:02:27--> 01:02:36

I've seen other people you know, people of different religious persuasions who come into that setting, they end up being baptized

01:02:43--> 01:02:44

high school as well as

01:02:46--> 01:02:46


01:02:47--> 01:02:49

that I know that that would work

01:02:51--> 01:02:51


01:02:52--> 01:02:53


01:02:56--> 01:02:56

into the ground.

01:03:06--> 01:03:07

Understand that,

01:03:09--> 01:03:10

you know, in doing this,

01:03:11--> 01:03:15

you know, there's got to be a lot of sacrifice involved.

01:03:18--> 01:03:19

That was able to do it because

01:03:21--> 01:03:27

for one for one thing, I think that many of them will support by the diocese,

01:03:29--> 01:03:44

your mother or your father or whatever community they came from. For example, the priests that came here to the Bahamas for what they call the Benedictine order, and they have their headquarters in Minnesota.

01:03:47--> 01:03:50

So they were supported by that institution.

01:03:56--> 01:03:59

support that they can also set up while

01:04:00--> 01:04:00


01:04:01--> 01:04:04

Ay, ay, ay ay.

01:04:06--> 01:04:07

Eventually, most schools

01:04:08--> 01:04:09

or private schools

01:04:12--> 01:04:16

pay fees in order to move every year to

01:04:22--> 01:04:26

Queens College which is the Methodist school, St. John's.

01:04:34--> 01:04:38

But these schools are also always making good reputations

01:04:39--> 01:04:42

because of the fact that they have that

01:04:43--> 01:04:43


01:04:46--> 01:04:47


01:04:49--> 01:04:51

Prior to separation.

01:04:52--> 01:04:54

I went to an all Boys

01:04:57--> 01:04:57


01:05:01--> 01:05:02


01:05:03--> 01:05:06

a lot of physical activity,

01:05:07--> 01:05:09

sports, not a,

01:05:11--> 01:05:12

it was a required

01:05:16--> 01:05:19

physical activity, whether it is track and field,

01:05:22--> 01:05:24

baseball, so all

01:05:26--> 01:05:27

you have to practice

01:05:30--> 01:05:30

I think that's

01:05:33--> 01:05:35

very good for us

01:05:37--> 01:05:46

to make sure that our children participate in those physical activities that will be beneficial for their development, physical development happens to survive better

01:05:47--> 01:05:48

to defend themselves.

01:05:54--> 01:05:56

This is really sad, very, very good. But I do

01:05:58--> 01:06:00

want to keep emphasizing to the boat,

01:06:01--> 01:06:07

we must be prepared to make the necessary sacrifices to see this reality.

01:06:10--> 01:06:11

I would say more than that

01:06:15--> 01:06:17

must be prepared to make sacrifices.

01:06:35--> 01:06:36

As kids,

01:06:39--> 01:06:43

we don't have total control of ourselves. As far as education.

01:06:45--> 01:06:45


01:06:52--> 01:06:54

I wasn't here last night because he was close

01:06:55--> 01:06:56

to us in the city

01:06:57--> 01:07:00

of the parents, as far as indication of

01:07:04--> 01:07:05

the position

01:07:10--> 01:07:12

the direction of essentially take for

01:07:14--> 01:07:16

private schools, the mothers,

01:07:19--> 01:07:20

I don't want them.

01:07:23--> 01:07:24

And then this is tough.

01:07:31--> 01:07:37

With regard to children who are in the system right now, where a most of the

01:07:40--> 01:07:43

children are being raised by a

01:07:46--> 01:07:55

particular circumstance. And then the other type of STEM children within the public school system right now where there is no other alternative.

01:07:57--> 01:08:04

Right? So the only option, besides that is to fit into the hole and to educate them.

01:08:05--> 01:08:06

So that's one

01:08:08--> 01:08:23

one question, what do we do? What is the best approach is better? And the other question is your particular circumstance where your children are being raised by a non Muslim, of course, this is fundamentally against

01:08:25--> 01:08:30

if the children have been given by the state, to your

01:08:31--> 01:08:35

wife, into something beyond your control,

01:08:37--> 01:08:50

this is where, you know some people have brothers and other parents in the United States, etc. taking another option that taking their kids and making his or her out of the West

01:08:56--> 01:08:59

reported to the police advocate the kidnapping.

01:09:01--> 01:09:08

But the fact of the matter is that it is an option which most of them find themselves

01:09:09--> 01:09:12

would have to consider here

01:09:13--> 01:09:14


01:09:16--> 01:09:21

to be raised as Muslims and this woman for example.

01:09:23--> 01:09:28

And she's definitely against the raising of Muslims.

01:09:29--> 01:09:30

She will be at some point

01:09:33--> 01:09:38

no then one has to consider for the sake of the children. Some other option

01:09:51--> 01:09:53

say this is a real option which was

01:09:56--> 01:09:59

now in terms of the education system

01:10:00--> 01:10:00

We have

01:10:01--> 01:10:06

children in the educational system are trying to teach them.

01:10:08--> 01:10:10

These are two options.

01:10:11--> 01:10:17

We know that the educational system is providing them with so many negativities

01:10:19--> 01:10:22

asserting that nature, all this is going on.

01:10:24--> 01:10:25

At the same time,

01:10:26--> 01:10:28

bringing the children home,

01:10:29--> 01:10:30


01:10:31--> 01:10:47

you and your wife are not capable, I really don't have the academic skills, or the background, or the time because of the work that you're doing to provide the children with a

01:10:48--> 01:10:51

decent academic education along with

01:10:53--> 01:11:03

education should be given in any way, by your example, in the home, or by maintaining an environment there anyway, are they going to the school is

01:11:04--> 01:11:08

that, you know, the education aspect is that

01:11:10--> 01:11:12

when you bring the children home,

01:11:13--> 01:11:26

consider is the academic Are you going to be able to provide them with the academics, it can be done depending on the age of children very early age with education and basic reading writing.

01:11:28--> 01:11:43

books in the United States, your whole systems that have been set up for home education, people, they've got all kinds of material prepared. And everything, the number of people in America watches

01:11:47--> 01:11:51

the watch about take it with us laxa days, because

01:11:54--> 01:11:56

they don't need to know how to be there, right?

01:12:01--> 01:12:03

Maybe enough for you, as an individual,

01:12:05--> 01:12:20

not fear, to deprive children of a decent, acceptable level of academic education, so that they will be able to make choices later in their life, because of the fact that you deprive them of the right to make a choice.

01:12:21--> 01:12:24

Higher Education. So if you're going to do it

01:12:25--> 01:12:28

properly, get proper system.

01:12:30--> 01:12:37

Commit yourself, sacrifice your own side by side. And the best way to do it again,

01:12:38--> 01:12:59

is if the community has moved to an area, like the area there before the school get set up, that was three or four other families of five other families doing the same, then it's a lot easier because the teaching education can be shared, specialize in some areas.

01:13:01--> 01:13:06

And younger children, this can be much more effective,

01:13:07--> 01:13:11

more effective, when there are others cooperating with us.

01:13:15--> 01:13:19

Putting the children in the school, of course, one has to keep

01:13:22--> 01:13:23

that option one has to keep

01:13:25--> 01:13:28

a constant monitoring system.

01:13:30--> 01:13:32

Keep a regular check.

01:13:34--> 01:13:53

Because there's a certain point when their personalities change, is that undesirable to give them a good solid foundation, you know, maybe they're in school with three or four other kids. So they do have a group that they can relate to, they don't have to be absorbed into the non Muslim

01:13:54--> 01:13:58

majority. There are factors that can help them survive.

01:14:00--> 01:14:01

If you see them surviving and keep

01:14:03--> 01:14:10

giving them additional material in the hole to help to try to keep them on that path. The concept

01:14:11--> 01:14:20

was you have to keep a constant monitor because that is the point where if you know these things that are defective, that

01:14:22--> 01:14:25

can change in a very serious way. And they're assigned

01:14:27--> 01:14:33

to be constantly monitoring looking for those who see it. They know that the type

01:14:35--> 01:14:38

system and tried to find some other option for them

01:14:39--> 01:14:40

to figure out something else.

01:14:43--> 01:14:46

So I think at this point in time,

01:14:50--> 01:14:55

so options there, we should respect each other's choices on what option

01:14:57--> 01:14:58

but in both cases

01:15:02--> 01:15:05

We can't just throw up in school, right?

01:15:08--> 01:15:09

No, they have to be monitored,

01:15:12--> 01:15:14

the follow up should be there with other

01:15:18--> 01:15:28

another option that should be respected, but it should be done properly, it should get less necessary to provide the children with a proper academic education.

01:15:39--> 01:15:45

original question on the forms of Muslims acquires useful beneficial

01:15:48--> 01:15:55

veterinary or environmental scientists, they deal with animals or the environment around

01:16:00--> 01:16:03

veterinarian knowledge is useful

01:16:04--> 01:16:10

if we have a need in this community, and this is how the capital raised

01:16:11--> 01:16:13

sheep, goats

01:16:15--> 01:16:21

get to become a veterinarian here is a use a useless piece of knowledge for this community.

01:16:22--> 01:16:26

When the community does we support them,

01:16:27--> 01:16:28

by law

01:16:31--> 01:16:32


01:16:33--> 01:16:34

at that point in time,

01:16:37--> 01:16:49

but for now, when we're putting our children into higher education, then it is better to focus in the areas that are primary for the development of the

01:16:52--> 01:16:53

absolute needs

01:16:55--> 01:16:57

major job right now.

01:16:59--> 01:17:01

So this is what I would advise.

01:17:03--> 01:17:05

So this is, this is like,

01:17:06--> 01:17:09

a secondary level knowledge

01:17:10--> 01:17:12

to the need of the community right now.

01:17:16--> 01:17:24

I mean, if you become that, then you will work with the government to serve the needs of the government in general, with the Muslim community,

01:17:30--> 01:17:30

we should

01:17:33--> 01:17:33


01:17:34--> 01:17:36

more relevant need

01:17:39--> 01:17:42

to fulfill those needs to allow

01:17:45--> 01:17:45


01:17:49--> 01:17:52

to listen to other parts of the Western world.

01:17:54--> 01:17:59

North America or other parts of Africa and Asia,

01:18:04--> 01:18:09

people also to speak in a multicultural Africa.

01:18:10--> 01:18:17

Very important because truly, Islam is not a bad thing. There's nothing

01:18:19--> 01:18:29

wrong with Islam goes beyond these barriers, right? And it's very good as an exhibit that to the population at large. So it is

01:18:30--> 01:18:37

the process of setting up our institutions. And we do it some people some Muslim

01:18:39--> 01:18:40

from other parts of

01:18:48--> 01:18:52

Egypt, even though they're dressed properly and among their family, I

01:18:54--> 01:18:56

guess, not good to me.

01:19:00--> 01:19:01

In general,

01:19:03--> 01:19:04

each year,

01:19:05--> 01:19:06

I mean,

01:19:07--> 01:19:09

being bombarded with much negative

01:19:10--> 01:19:13

unless you find some beaches where these people don't congregate.

01:19:15--> 01:19:16

You can find a piece of

01:19:19--> 01:19:21

water in the morning wherever you find the time

01:19:23--> 01:19:24

to quantify that

01:19:27--> 01:19:31

because we have to take into account

01:19:35--> 01:19:38

today. How can I teach art

01:19:40--> 01:19:43

the art we can focus

01:19:45--> 01:19:49

with young people focus on nature.

01:19:53--> 01:19:55

artists use for example, ultimate

01:19:56--> 01:19:59

opposition because again, art for just

01:20:00--> 01:20:00


01:20:02--> 01:20:03

art for art,

01:20:04--> 01:20:09

this is not something to stop, go we have examples of

01:20:15--> 01:20:25

the architectural fantasy, as you actually analyze problems worth money spent on the declaration of

01:20:27--> 01:20:28

deprivation of

01:20:30--> 01:20:30


01:20:32--> 01:20:48

because it's a waste of time energy, instead of using those skills to build things are useful, but of course, it doesn't have to be so, utilitarian that is just for a wall, you can still learn the style of your architecture in

01:20:49--> 01:20:50

some aspects of

01:20:55--> 01:20:55


01:20:57--> 01:20:58

beauty is nothing

01:21:00--> 01:21:01

extreme to the other

01:21:03--> 01:21:04

than a

01:21:06--> 01:21:11

total utilitarian just for a world eco existence is another extreme

01:21:13--> 01:21:14

find them.

01:21:17--> 01:21:20

So, art can be taught

01:21:27--> 01:21:32

around the nature etc. And in teaching them this they can learn

01:21:35--> 01:21:37

to work architecture, these kind of science

01:21:39--> 01:21:40


01:21:41--> 01:21:44

can be brought out which are useful

01:21:46--> 01:21:47


01:21:57--> 01:21:58

He was mentioning about

01:22:00--> 01:22:01


01:22:02--> 01:22:04

aspects of

01:22:06--> 01:22:07


01:22:09--> 01:22:13

is also an attempt on your attentions, movement.

01:22:17--> 01:22:17


01:22:22--> 01:22:22

In other words,

01:22:25--> 01:22:26


01:22:31--> 01:22:33

position that is also

01:22:38--> 01:22:39

my understanding

01:22:42--> 01:22:42

for your goals,

01:22:43--> 01:22:44

let them know

01:22:54--> 01:22:55

that we're

01:23:01--> 01:23:01


01:23:06--> 01:23:06


01:23:08--> 01:23:08


01:23:12--> 01:23:16

but at the same time, they know their intentions

01:23:20--> 01:23:22

you have a general principle in

01:23:23--> 01:23:24


01:23:26--> 01:23:27


01:23:29--> 01:23:30


01:23:32--> 01:23:35

But this cannot be taken out of context.

01:23:37--> 01:23:38

The context in which

01:23:40--> 01:23:40

was in

01:23:48--> 01:23:50

said, is whoever

01:23:52--> 01:23:54

for the sake of a law, then

01:23:55--> 01:23:56

insurance for the sake of a

01:24:00--> 01:24:02

woman to get married to

01:24:03--> 01:24:03


01:24:05--> 01:24:08

a war, okay, but wasn't really talking about

01:24:11--> 01:24:12

which is allowed.

01:24:14--> 01:24:18

So, when we talk about intention, and deep being

01:24:19--> 01:24:20

we're talking about

01:24:21--> 01:24:27

the meaning, if you do something which is allowed, which is prescribed.

01:24:28--> 01:24:35

If you do it for the sake of a lawyer rewarded by law for if you don't do this for the sake of a law that you don't gain,

01:24:36--> 01:24:40

you get whatever physical benefit there is in this world.

01:24:41--> 01:24:43

There is no reward or law for

01:24:45--> 01:24:47

hooked up, if you make

01:24:49--> 01:24:51

the law for the sake of

01:24:52--> 01:24:56

because this is obligated. You're allowed to do it

01:24:57--> 01:24:58

for you

01:25:00--> 01:25:12

Increase your consciousness have a lot to do the quality purposes that was before. But if you get up to pray, to come to the masjid, because we want to show the community, that's

01:25:17--> 01:25:19

where they deserve to show the most committed.

01:25:21--> 01:25:34

Okay? So you want to be admired as being a part of the Muslim community. And in the course of your prayer, we'll take your time and pray you know, long slow prayer everything.

01:25:40--> 01:25:47

But when he goes home, you know, like jumping jacks, and finishing up

01:25:48--> 01:25:49

the masjid

01:25:51--> 01:25:52

that person

01:25:54--> 01:25:59

because he was seeking personally admiration of the community etc. So

01:26:01--> 01:26:03

his intention will determine whether

01:26:04--> 01:26:07

or not but now in the case of Arabi,

01:26:10--> 01:26:18

we cannot talk about good intention, making hierarchies permissible, because if we do this,

01:26:19--> 01:26:21

then we fall into the

01:26:22--> 01:26:27

matching principle that the end justifies

01:26:29--> 01:26:37

we don't believe that we believe that the means will serve in the end, if you allow me to get

01:26:38--> 01:26:40

you our RPM to get around

01:26:41--> 01:26:42

normal sort of

01:26:44--> 01:26:46

way Your life is threatened.

01:26:47--> 01:26:51

Right, you crash into the airplane, airplane crash

01:26:52--> 01:26:55

available is a bottle of alcohol.

01:26:58--> 01:27:01

Right? So now, the thing is,

01:27:02--> 01:27:02

and this remains,

01:27:04--> 01:27:10

you take profits, what is enough to keep yourself alive, your intention here is to stay alive.

01:27:11--> 01:27:17

Don't kill yourself. tension is to stay alive. So that case,

01:27:18--> 01:27:20

absolves you of the sin.

01:27:23--> 01:27:24

The differences?

01:27:25--> 01:27:27

Take that graph,

01:27:28--> 01:27:32

you take three fifths, and you feel yourself alive,

01:27:34--> 01:27:34


01:27:36--> 01:27:41

to treat this to keep you alive. But now it's up to you.

01:27:46--> 01:27:50

Finish off with that remaining about that was

01:27:52--> 01:27:52

that was

01:27:55--> 01:27:58

you will be held accountable for. So

01:27:59--> 01:28:04

that's fundamentally the principle of deeds, you know, it is according to

01:28:07--> 01:28:15

obey that from taking any of the positions of prayer as a means of honoring or

01:28:17--> 01:28:18

standing for prayer.

01:28:21--> 01:28:23

people sit up, sit down.

01:28:29--> 01:28:33

People want people to stand for their life by themselves.

01:28:36--> 01:28:39

We stand for Allah, we bow

01:28:40--> 01:28:41

and we prostrate.

01:28:43--> 01:28:55

It doesn't matter people use it in India, in the Buddhist etc. The children will prostrate at the feet of their parents as a means of reaching their parents.

01:28:57--> 01:29:11

Okay, this is a very different question, but it is breathing. But the point is that from the perspective, here intention is not the issue is not permissible for a Muslim, to prostrate to bow.

01:29:13--> 01:29:14

For anyone other than

01:29:17--> 01:29:27

this is proven, for example, from individual intention, intention and crafting an incident took place in relation to

01:29:29--> 01:29:29


01:29:31--> 01:29:33

he was told that there was a woman

01:29:34--> 01:29:41

who prostituted herself slowly and the earnings that she gained from it gave in charge

01:29:44--> 01:29:45

charges of

01:29:46--> 01:29:47


01:29:49--> 01:29:50

they ask