Ingrid Mattson – RISTalks Living the Ten Commandments Purpose RIS Canada 2010

Ingrid Mattson
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AI: Summary ©

The speakers emphasize the importance of learning and not just the end of learning, as it is a great way to learn. They highlight individuals like Dr. Ahmed and Dr. Saul who speak after them, and the importance of finding multiple frames of analysis simultaneously on any human issue to achieve the highest human possible value. The Sharia community is constantly changing, unorganized relationships, and the transformation of our world and experience is due to the shift of the Quran into a gram philosophical device of shifting perspective. The speakers emphasize the importance of policy decisions, institutions, and setting boundaries to promote an understanding of one's own values, community, and honking religious and religious leaders to bring everyone together.

AI: Summary ©

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			In the name of God,
		
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			the merciful, the compassionate.
		
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			I I wanna begin by
		
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			talking a little bit about the 2 people
		
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			who will be speaking after me.
		
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			And I know you have your bios and
		
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			you're gonna hear about them,
		
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			But one of the things that happens in
		
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			conventions like this is that
		
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			it's a wonderful way to, learn a great
		
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			deal
		
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			about a topic,
		
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			but but I hope that for many of
		
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			us, we take it as the beginning of
		
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			learning
		
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			and not the end of that of learning.
		
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			And everyone who's
		
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			who has spoke to you
		
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			this weekend and who will speak
		
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			to you has learned from other people
		
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			and has learned not just by by listening,
		
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			but also by spending
		
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			significant time
		
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			reading their books and articles and contemplating them.
		
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			And
		
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			I I wanna take this time to acknowledge
		
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			my intellectual debt
		
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			to the 2 men who are speaking after
		
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			me.
		
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			We know that the prophet Muhammad sallallahu alaihi
		
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			wa sallam peace be upon him said,
		
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			whoever does not thank people does not thank
		
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			God.
		
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			Gratitude
		
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			is one of the most important
		
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			characteristics
		
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			of a Muslim.
		
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			Muslim. And we all you know, intellectual gratitude
		
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			and intellectual indebtedness
		
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			is a great debt to have. It's it's
		
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			one of the good debts. Most debts are
		
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			bad.
		
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			But we should,
		
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			you know, continue to expand our learning, not
		
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			just by listening,
		
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			because it's it's a little bit easy come,
		
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			easy go. But please go back
		
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			and do some more learning.
		
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			I just want to,
		
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			you know, highlight some things about these people.
		
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			Doctor Ahmed, I first encountered his work when
		
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			I was a student at the University of
		
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			Chicago.
		
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			And even then, his legacy as an interpreter
		
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			of the Islamic legal tradition loomed large.
		
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			I was later blessed to be involved with
		
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			the Nowhere Foundation,
		
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			which was established to allow more people to
		
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			benefit from doctor's Ahmed scholar doctor Ahmed's scholarship
		
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			when he returned from Chicago after a lengthy
		
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			period of teaching abroad.
		
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			Doctor Ahmed has taught us a great deal
		
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			about the importance of authentic
		
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			culture
		
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			as a vehicle for religious values,
		
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			about the necessity of digging deeply into the
		
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			history of minority
		
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			and Western Muslim cult communities
		
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			like the Chinese Muslims,
		
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			the Andalusians,
		
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			and early American Muslims
		
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			to know our roots,
		
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			to be grateful to our ancestors
		
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			who struggled and sacrificed
		
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			in the face of enormous obstacles,
		
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			and to see how they survived
		
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			or failed based on their abilities to distinguish
		
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			the important from the trivial
		
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			and always to be open to witnessing God's
		
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			grace and mercy
		
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			in unfamiliar
		
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			and sometimes frighteningly
		
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			different surroundings.
		
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			As for doctor Saul, as a Canadian living
		
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			in the United States in the 19 nineties,
		
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			always looking for
		
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			a way to tune in to CBC Radio.
		
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			Now with with,
		
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			streaming radio, it's not difficult,
		
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			but it wasn't available then. And I would
		
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			always visit bookstores when I would come back
		
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			to Canada.
		
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			I remember picking up and reading his book,
		
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			The Unconscious
		
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			Civilization,
		
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			and feeling such a sense of relief that
		
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			there
		
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			were intellectuals
		
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			who were still digging into the facade of
		
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			this,
		
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			freedom presenting,
		
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			unbridled
		
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			capitalism as freedom.
		
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			His later book on equilibrium
		
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			has had a major impact on my conviction
		
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			that balance is one of the most important
		
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			principles
		
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			in managing and integrating the various tools and
		
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			sources of Islamic ethics
		
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			for practical application.
		
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			And this is something that is very relevant
		
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			to this panel tonight
		
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			as we talk about the purposes or the
		
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			goals of the sharia,
		
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			which are multiple and need to be held
		
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			in balance.
		
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			Not last and certainly not least, but enough
		
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			for tonight at least,
		
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			is a mention of A Fair Country,
		
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			a recent book of his that is a
		
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			marvelous look at the obscured
		
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			and denied, but never nevertheless
		
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			authentic Aboriginal foundation of the Canadian ethos.
		
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			And, I think there are a lot of
		
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			lessons there for the Muslim community, including
		
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			for the American Muslim community as we
		
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			try to remember and understand both the denied
		
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			and often covered up foundation of the
		
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			American
		
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			Aboriginal ethos that underlies some of the
		
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			American Aboriginal
		
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			ethos
		
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			that underlies some of the best of the
		
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			notions of
		
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			community in the United States.
		
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			So really it is,
		
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			I want you to pay attention
		
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			to the fact that,
		
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			the what you will hear tonight is just
		
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			a small bit
		
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			of a enormous
		
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			legacy, intellectual legacy that both of these men
		
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			have produced and God willing will continue to
		
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			produce, and I hope that you continue
		
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			to try to learn from them
		
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			by,
		
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			reading their books and discussing them with others
		
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			in your community.
		
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			Now,
		
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			my theme in in the short time I
		
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			have tonight is simply this,
		
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			that it is absolutely
		
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			important
		
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			for a Muslim
		
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			to adopt multiple frames of analysis
		
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			or multiple perspectives
		
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			simultaneously
		
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			on any issue that we face that is
		
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			a human issue, an issue of human concern.
		
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			There is never one model,
		
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			one frame of analysis Well,
		
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			even
		
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			if we look at the human
		
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			Well, even if we look at the human
		
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			condition from a scientific model,
		
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			which
		
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			those who do not have a, religious worldview
		
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			might say is is the only real perspective
		
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			on the human
		
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			reality.
		
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			So even if we took a scientific perspective,
		
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			what does science say about what it means
		
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			to be human?
		
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			Well, does that not depend on what kind
		
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			of scientist, you will ask.
		
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			An endocrinologist,
		
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			a geneticist,
		
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			a neurologist,
		
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			Each one of them can map out and
		
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			analyze
		
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			a complex
		
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			physical system,
		
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			their function and their dysfunctions,
		
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			so that any even small injury or illness
		
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			in that one system can lead to the
		
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			total destruction of a human being.
		
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			You can die from a dysfunction
		
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			in one of
		
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			to constituting a whole functioning body.
		
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			And then if we add the social sciences,
		
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			sociology,
		
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			psychology,
		
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			anthropology,
		
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			we see more of the complexity,
		
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			not just of the human body, but of
		
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			the human experience.
		
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			And still, it's not enough to show us
		
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			what it means to be human.
		
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			We can add poetry
		
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			and art
		
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			and literature, but still do we have the
		
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			whole picture?
		
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			So when we look at something like the
		
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			goals of the Sharia,
		
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			this is simply
		
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			one of the frames
		
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			by which
		
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			Muslim jurists try to
		
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			organize
		
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			and manage
		
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			different understanding
		
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			how to apply our principles to different aspects
		
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			of human life.
		
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			More than anything,
		
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			how do we pay attention
		
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			to those things that are important?
		
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			You know that, for example,
		
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			we have,
		
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			according to,
		
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			our scholars,
		
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			5 or 6 purposes
		
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			of the sacred law,
		
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			protection of religion,
		
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			life,
		
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			property,
		
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			intellect,
		
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			family,
		
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			and then some add honor, which I would
		
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			rather
		
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			translate as dignity, human dignity.
		
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			Now you could say as a Muslim, well,
		
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			you don't need to look through all of
		
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			those perspectives.
		
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			You could just look at them through the
		
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			perspective of religion. After all, are these not
		
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			all religious concerns? So
		
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			The the reason we do that is so
		
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			that we can pay attention to those concerns.
		
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			Because if we only say, well,
		
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			everything is important under religion, it's very easy
		
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			to overlook
		
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			or give undue priority
		
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			to certain issues or certain aspects of what
		
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			it means to be human and neglect another
		
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			aspect.
		
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			For example, I'll give you a a a
		
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			very practical example
		
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			that
		
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			that I know of.
		
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			And,
		
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			you know, it confused me a great deal
		
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			when I worked with Afghan refugees
		
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			to encounter,
		
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			you know, religious
		
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			Afghan scholars
		
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			or at least religious leaders,
		
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			banning them from education, banning them from work.
		
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			And the reasoning was that,
		
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			sometimes it was too dangerous for women to
		
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			be in the street. There's political insecurity, so
		
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			they needed to protect their life.
		
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			Right? They needed to protect their life by
		
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			keeping them in the house. This would protect
		
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			their life. They would not be harmed in
		
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			the street.
		
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			And banning them from education,
		
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			well, because it's not
		
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			necessary
		
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			for the salvation
		
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			of of women to be
		
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			to have a higher education
		
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			and the risk
		
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			of,
		
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			of them neglecting family duties by being educated,
		
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			then they should be
		
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			banned from education, higher education. Of course, this
		
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			is a small
		
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			group in terms of population of those in
		
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			Afghanistan who believe this way, but they were
		
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			powerful and they really used religious language to
		
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			justify this.
		
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			But this is the nature of extremism. What
		
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			is the problem with the logic here?
		
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			Extremism
		
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			is is really a problem in in reasoning
		
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			very often.
		
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			It's logical extremism where you take one principle
		
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			or one factor
		
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			and you take it to its logical extreme
		
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			and neglect all other principles and priorities and
		
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			interests.
		
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			So for example,
		
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			we could say, yes, we want to preserve
		
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			life,
		
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			but
		
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			what about
		
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			the preservation of intellect
		
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			when many of these women who were confined
		
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			to their homes ended up having
		
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			major clinical depression because of being confined for
		
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			so long.
		
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			What about
		
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			the preservation of human dignity,
		
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			the ability of a human being
		
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			to express
		
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			their,
		
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			value
		
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			in public life to use the gifts, the
		
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			intellectual gifts they had, the gifts for service,
		
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			the gifts to give to the community.
		
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			What about the need to preserve
		
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			religion itself?
		
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			Because when religion is used as a
		
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			tool of control,
		
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			then people will turn against religion.
		
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			So this is a simple demonstration
		
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			of how the goals of the Sharia,
		
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			the the goals of the sacred law can
		
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			be used to try to bring back some
		
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			balance
		
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			as
		
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			communities are determining how they're going to,
		
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			order themselves and what kind of policies
		
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			they're going to determine.
		
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			Now
		
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			Well, these 6 5 or 6 goals of
		
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			the Sharia
		
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			are
		
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			an excellent mechanism
		
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			for helping us further our discussions,
		
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			a rational
		
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			basis for us to organize a conversation about
		
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			our policies and practices and institutions, we need
		
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			to understand that Muslim
		
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			reality of our situation,
		
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			the urgent needs that we face,
		
00:14:07 --> 00:14:08
			and continue to develop
		
00:14:09 --> 00:14:11
			additional models
		
00:14:12 --> 00:14:13
			or frames
		
00:14:13 --> 00:14:14
			of
		
00:14:15 --> 00:14:17
			bringing balance to our community.
		
00:14:18 --> 00:14:20
			For example, one of the things that we
		
00:14:20 --> 00:14:23
			don't see as a particular focus of attention
		
00:14:24 --> 00:14:26
			by being identified as a goal of the
		
00:14:26 --> 00:14:27
			sharia
		
00:14:27 --> 00:14:29
			is the need for privacy.
		
00:14:30 --> 00:14:32
			Now we could say that the need for
		
00:14:32 --> 00:14:35
			for privacy is something that we could subsume
		
00:14:35 --> 00:14:37
			under the need for honor or dignity,
		
00:14:38 --> 00:14:39
			But remember,
		
00:14:39 --> 00:14:42
			everything could be subsumed under the goal of
		
00:14:42 --> 00:14:43
			preserving religion.
		
00:14:43 --> 00:14:46
			The purpose is, the purpose of identifying
		
00:14:47 --> 00:14:47
			Mohammed
		
00:14:48 --> 00:14:48
			Hashim
		
00:14:49 --> 00:14:49
			Kamali,
		
00:14:50 --> 00:14:50
			professor
		
00:14:51 --> 00:14:51
			Kamali,
		
00:14:52 --> 00:14:52
			who
		
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			has written
		
00:14:55 --> 00:14:58
			Mohammed Hashim Kamali, professor Kamali,
		
00:14:58 --> 00:15:00
			who has written a number of books on
		
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			this subject, has identified
		
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			there is a pressing need for the protection
		
00:15:05 --> 00:15:06
			of privacy,
		
00:15:07 --> 00:15:10
			individual privacy from the intrusion of the state
		
00:15:10 --> 00:15:11
			in our time.
		
00:15:11 --> 00:15:14
			The ability of the state to intervene, and
		
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			and Chris Hedges mentioned this earlier tonight,
		
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			to to monitor
		
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			and surveil people in this time
		
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			is so
		
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			extraordinary
		
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			and of a nature far beyond anything in
		
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			human history before
		
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			that this is a new pressing urgent need.
		
00:15:34 --> 00:15:36
			And so as we talk about
		
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			whether it's public policies in a in a
		
00:15:40 --> 00:15:41
			Muslim majority country
		
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			or in the society in which we live,
		
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			we need to very seriously take this as
		
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			a as one of the goals of the
		
00:15:47 --> 00:15:50
			Sharia that we need to identify and filter.
		
00:15:52 --> 00:15:53
			And then another,
		
00:15:54 --> 00:15:57
			focus of attention which we could identify in
		
00:15:57 --> 00:15:58
			our time
		
00:15:58 --> 00:16:00
			as a goal of the Sharia, again, we
		
00:16:00 --> 00:16:02
			could subsume it under something else,
		
00:16:04 --> 00:16:07
			but is the to give special attention
		
00:16:08 --> 00:16:10
			to our experience as living creatures in a
		
00:16:10 --> 00:16:12
			world teeming with life.
		
00:16:13 --> 00:16:16
			From worms and minnows and crayfish to pigeons
		
00:16:16 --> 00:16:20
			and sparrows, geese and robins, squirrels and deer,
		
00:16:20 --> 00:16:23
			cats and chickens, donkeys and bears, dogs and
		
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			ducks,
		
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			what does it mean for me to be
		
00:16:26 --> 00:16:27
			a human
		
00:16:28 --> 00:16:30
			from the perspective of my relationship
		
00:16:31 --> 00:16:33
			to the cat sitting on my lap or
		
00:16:33 --> 00:16:35
			the chicken sitting on my plate and then
		
00:16:35 --> 00:16:36
			in my stomach?
		
00:16:37 --> 00:16:39
			What what does that mean?
		
00:16:40 --> 00:16:43
			Now, we could subsume this under the preservation
		
00:16:43 --> 00:16:44
			of life as one of the goals of
		
00:16:44 --> 00:16:46
			the Sharia, but again, do we need to
		
00:16:46 --> 00:16:47
			give it special attention
		
00:16:48 --> 00:16:49
			because of the urgency
		
00:16:50 --> 00:16:52
			of the matter, the fact that in our
		
00:16:52 --> 00:16:54
			time, there is a real,
		
00:16:55 --> 00:16:56
			very
		
00:16:56 --> 00:16:57
			imminent risk
		
00:16:57 --> 00:16:58
			of
		
00:16:59 --> 00:17:02
			the majority of species on the earth disappearing.
		
00:17:02 --> 00:17:04
			I would say that it requires
		
00:17:04 --> 00:17:06
			a new special urgency.
		
00:17:07 --> 00:17:09
			Now I want to draw your attention to
		
00:17:09 --> 00:17:10
			something.
		
00:17:10 --> 00:17:12
			When I mentioned these different
		
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			creatures and animals,
		
00:17:15 --> 00:17:17
			except for I noticed I had a little
		
00:17:17 --> 00:17:19
			bit of a kind of fishing bait theme
		
00:17:19 --> 00:17:21
			running at the beginning with worms and minnows
		
00:17:21 --> 00:17:22
			and crayfish.
		
00:17:23 --> 00:17:24
			But other than that, when I mentioned the
		
00:17:24 --> 00:17:27
			animals, I didn't categorize them in a way
		
00:17:27 --> 00:17:29
			that you might find
		
00:17:29 --> 00:17:32
			typical. I didn't say cats and dogs or
		
00:17:32 --> 00:17:33
			ducks and geese.
		
00:17:33 --> 00:17:35
			And I did that deliberately
		
00:17:35 --> 00:17:37
			because I wanna point out
		
00:17:37 --> 00:17:40
			and draw your attention to the fact that
		
00:17:40 --> 00:17:40
			our lives,
		
00:17:41 --> 00:17:42
			our world,
		
00:17:42 --> 00:17:43
			our human experience,
		
00:17:44 --> 00:17:46
			my human experience, your human experience
		
00:17:47 --> 00:17:48
			is not an Aristotelian
		
00:17:49 --> 00:17:50
			diorama
		
00:17:51 --> 00:17:53
			where we're all organized in these neat categories
		
00:17:53 --> 00:17:56
			that we encounter going from one room to
		
00:17:56 --> 00:17:57
			the other.
		
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			But we live in a web of complex,
		
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			continually
		
00:18:02 --> 00:18:03
			changing,
		
00:18:04 --> 00:18:05
			decidedly unorganized
		
00:18:06 --> 00:18:06
			relationships.
		
00:18:08 --> 00:18:10
			And the only way to deal with this,
		
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			the only good way to deal with this
		
00:18:12 --> 00:18:13
			is to be flexible,
		
00:18:14 --> 00:18:16
			nimble, to have a good humor,
		
00:18:16 --> 00:18:18
			a great sense of adventure,
		
00:18:18 --> 00:18:21
			and to constantly shift our perspective
		
00:18:22 --> 00:18:22
			from
		
00:18:23 --> 00:18:25
			how how does this look from the perspective
		
00:18:25 --> 00:18:26
			of me as a human?
		
00:18:27 --> 00:18:29
			What does this look from the perspective of
		
00:18:29 --> 00:18:31
			my relationship with animals?
		
00:18:31 --> 00:18:32
			What does this look from
		
00:18:33 --> 00:18:34
			the perspective of me as
		
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			an intelligent
		
00:18:36 --> 00:18:37
			thinking person,
		
00:18:38 --> 00:18:39
			as an individual?
		
00:18:40 --> 00:18:41
			So we keep shifting.
		
00:18:42 --> 00:18:44
			This may seem complicated. It may seem difficult.
		
00:18:45 --> 00:18:47
			It may seem unorganized, but I want to
		
00:18:48 --> 00:18:50
			suggest to you that this is in fact
		
00:18:51 --> 00:18:54
			the one of the messages that the Quran
		
00:18:54 --> 00:18:54
			gives us
		
00:18:55 --> 00:18:56
			by the medium
		
00:18:57 --> 00:18:57
			through which
		
00:18:58 --> 00:19:00
			it gives us its messages.
		
00:19:01 --> 00:19:02
			What do I mean by that? And we're
		
00:19:02 --> 00:19:04
			in Toronto, the city of the great Marshall
		
00:19:04 --> 00:19:05
			McLuhan,
		
00:19:05 --> 00:19:07
			who said the medium is the message.
		
00:19:08 --> 00:19:10
			Think about the Quran and how the Quran
		
00:19:10 --> 00:19:11
			is organized.
		
00:19:12 --> 00:19:14
			Some people, you know, non Muslims who first
		
00:19:14 --> 00:19:16
			read the Quran find it disorganized.
		
00:19:17 --> 00:19:20
			Why is that? Because the Quran is constantly
		
00:19:20 --> 00:19:21
			shifting perspective.
		
00:19:22 --> 00:19:25
			There's the grammatical shift of pronouns. Even god
		
00:19:26 --> 00:19:29
			speaks sometimes from the perspective of enah
		
00:19:30 --> 00:19:32
			and then god is being described.
		
00:19:33 --> 00:19:35
			So we have this it's called
		
00:19:35 --> 00:19:36
			It's a grammatical
		
00:19:37 --> 00:19:39
			or rhetorical device of shifting.
		
00:19:40 --> 00:19:40
			Stylistically,
		
00:19:40 --> 00:19:44
			the Quran shifts from a straightforward narrative
		
00:19:44 --> 00:19:45
			to a doxology,
		
00:19:45 --> 00:19:46
			to an evocative,
		
00:19:47 --> 00:19:48
			almost poetic
		
00:19:48 --> 00:19:50
			description of nature, to a legislative passage from
		
00:19:50 --> 00:19:51
			one to the other.
		
00:19:58 --> 00:19:59
			Description
		
00:19:59 --> 00:20:01
			of different figures,
		
00:20:02 --> 00:20:04
			people, and even animals as it describes a
		
00:20:04 --> 00:20:07
			scenario. For example, the beautiful passage in Surat
		
00:20:07 --> 00:20:09
			al Namal, the chapter of the ant,
		
00:20:10 --> 00:20:13
			which describes at the beginning the marshaling
		
00:20:13 --> 00:20:16
			of the prophet Suleiman, the prophet Solomon, his
		
00:20:16 --> 00:20:19
			troops, giving the impression of an impressive and
		
00:20:20 --> 00:20:21
			awesome military presence.
		
00:20:22 --> 00:20:25
			Then suddenly we're pulled into a completely different
		
00:20:25 --> 00:20:26
			perspective.
		
00:20:26 --> 00:20:27
			And the Quran says
		
00:20:28 --> 00:20:31
			at length when Solomon's army came to a
		
00:20:31 --> 00:20:33
			valley of ants, one of them cried, this
		
00:20:33 --> 00:20:36
			is the ant, hey, ants, get into your
		
00:20:36 --> 00:20:36
			houses
		
00:20:37 --> 00:20:39
			or else Solomon and his armies might crush
		
00:20:39 --> 00:20:41
			you and not even notice you.
		
00:20:41 --> 00:20:43
			This is this is extraordinary
		
00:20:44 --> 00:20:46
			because here here we are in the middle
		
00:20:46 --> 00:20:47
			of war.
		
00:20:48 --> 00:20:51
			War is about the relationship of humans to
		
00:20:51 --> 00:20:51
			others.
		
00:20:52 --> 00:20:53
			This political
		
00:20:55 --> 00:20:56
			demonstration of power,
		
00:20:57 --> 00:20:59
			human to human, and suddenly,
		
00:21:00 --> 00:21:03
			boom, we're pulled down to the tiny
		
00:21:03 --> 00:21:06
			perspective of an ant. How does this look
		
00:21:06 --> 00:21:09
			to an ant? Hey. Don't forget us. We're
		
00:21:09 --> 00:21:12
			here too. We are in God's world
		
00:21:12 --> 00:21:13
			just like you are.
		
00:21:21 --> 00:21:22
			So shifting perspective
		
00:21:23 --> 00:21:24
			is is the medium
		
00:21:24 --> 00:21:26
			of the Quran. It's one of the messages
		
00:21:26 --> 00:21:27
			of the Quran.
		
00:21:28 --> 00:21:28
			It's something
		
00:21:29 --> 00:21:30
			that is confusing
		
00:21:30 --> 00:21:32
			only if you feel that you need to
		
00:21:32 --> 00:21:33
			do everything yourself.
		
00:21:34 --> 00:21:35
			You know,
		
00:21:35 --> 00:21:37
			it would be confusing as an individual,
		
00:21:38 --> 00:21:40
			but this is one of the reasons why
		
00:21:40 --> 00:21:41
			we live in community.
		
00:21:41 --> 00:21:44
			We have in our community, we have scholars.
		
00:21:44 --> 00:21:46
			We have those who are going to sit
		
00:21:46 --> 00:21:48
			for many hours reading books,
		
00:21:48 --> 00:21:50
			but we also have poets.
		
00:21:51 --> 00:21:52
			We also have activists.
		
00:21:53 --> 00:21:54
			We have young people
		
00:21:55 --> 00:21:57
			with their energy and their vigor. We have
		
00:21:57 --> 00:21:58
			older people.
		
00:21:59 --> 00:22:00
			We have those who
		
00:22:01 --> 00:22:03
			don't get along that well with people, but
		
00:22:03 --> 00:22:05
			they great get along great with animals, and
		
00:22:05 --> 00:22:07
			they can tell you a lot about the
		
00:22:07 --> 00:22:09
			natural world from their experience.
		
00:22:11 --> 00:22:12
			So part of the perspective
		
00:22:13 --> 00:22:13
			then
		
00:22:14 --> 00:22:17
			that we need to examine things
		
00:22:18 --> 00:22:20
			by is from this perspective of a true
		
00:22:21 --> 00:22:22
			meaning not just some kind of
		
00:22:23 --> 00:22:24
			democratic political
		
00:22:25 --> 00:22:26
			mechanism for making decisions
		
00:22:26 --> 00:22:28
			at this high level,
		
00:22:28 --> 00:22:31
			but just for our lives, our general decision
		
00:22:31 --> 00:22:31
			making.
		
00:22:32 --> 00:22:35
			Who who needs to give input? And of
		
00:22:35 --> 00:22:36
			course, we can have experts,
		
00:22:37 --> 00:22:37
			and a scholar who is interactive with people
		
00:22:37 --> 00:22:38
			will bring in that experience. But
		
00:22:43 --> 00:22:43
			people
		
00:22:47 --> 00:22:48
			Now we have a bit of a challenge
		
00:22:48 --> 00:22:51
			with animals because, of course, the prophet Solomon
		
00:22:53 --> 00:22:56
			understood the language of the animals, could understand
		
00:22:56 --> 00:22:58
			the animals according to the Quran.
		
00:22:58 --> 00:23:00
			So how will we listen to them,
		
00:23:01 --> 00:23:02
			and how will we
		
00:23:03 --> 00:23:04
			understand what they're saying to us?
		
00:23:05 --> 00:23:06
			Through science,
		
00:23:07 --> 00:23:09
			through study, but also through imagination,
		
00:23:11 --> 00:23:11
			Imaginative
		
00:23:12 --> 00:23:14
			scenarios. What would the world look like to
		
00:23:14 --> 00:23:16
			them? All of these things are useful and
		
00:23:16 --> 00:23:17
			we need the impact
		
00:23:18 --> 00:23:20
			or input of everyone for that.
		
00:23:22 --> 00:23:22
			The
		
00:23:25 --> 00:23:26
			but
		
00:23:26 --> 00:23:29
			one of the things that helps us
		
00:23:29 --> 00:23:31
			with the goals of the sharia
		
00:23:32 --> 00:23:34
			is that these are
		
00:23:34 --> 00:23:37
			goals or aspects of human life that
		
00:23:37 --> 00:23:38
			are
		
00:23:39 --> 00:23:40
			quite universally
		
00:23:40 --> 00:23:42
			understandable. And this is why we're able to
		
00:23:42 --> 00:23:43
			make a comparison
		
00:23:44 --> 00:23:45
			between them and the 10 commandments.
		
00:23:47 --> 00:23:50
			Because even as our our scholars said
		
00:23:52 --> 00:23:52
			that someone
		
00:23:53 --> 00:23:53
			who
		
00:23:54 --> 00:23:57
			a society does not necessarily need revelation
		
00:23:58 --> 00:24:00
			to identify these as goals.
		
00:24:01 --> 00:24:03
			Imam Al Ghazali said these things are known
		
00:24:03 --> 00:24:03
			intuitively,
		
00:24:04 --> 00:24:06
			and intuition is really just a kind of
		
00:24:06 --> 00:24:07
			experience.
		
00:24:08 --> 00:24:11
			That it's known intuitively that any society needs
		
00:24:11 --> 00:24:14
			to protect these goals, to preserve these goals
		
00:24:14 --> 00:24:15
			if they're going to survive.
		
00:24:16 --> 00:24:18
			And this is why when we talk about
		
00:24:18 --> 00:24:20
			the goals of the Sharia, there is an
		
00:24:20 --> 00:24:21
			understanding.
		
00:24:24 --> 00:24:26
			But again, what does it mean
		
00:24:27 --> 00:24:28
			to understand,
		
00:24:30 --> 00:24:32
			to preserve family if we don't have experience
		
00:24:32 --> 00:24:34
			with families.
		
00:24:35 --> 00:24:35
			You know?
		
00:24:36 --> 00:24:39
			Okay. I'm talking about family and you're talking
		
00:24:39 --> 00:24:39
			about family.
		
00:24:40 --> 00:24:42
			But if we don't
		
00:24:42 --> 00:24:44
			know the stories of families,
		
00:24:44 --> 00:24:47
			if we don't know the family that,
		
00:24:47 --> 00:24:49
			you know, is down the street and they're
		
00:24:49 --> 00:24:52
			having to make a decision between dental care
		
00:24:52 --> 00:24:54
			for their children and elderly care for their
		
00:24:54 --> 00:24:55
			parents,
		
00:24:56 --> 00:24:58
			How are we going to make policy decisions
		
00:24:59 --> 00:25:02
			about the distribution of property? Because the distribution
		
00:25:02 --> 00:25:03
			of property,
		
00:25:03 --> 00:25:04
			taxation,
		
00:25:05 --> 00:25:06
			how we
		
00:25:07 --> 00:25:08
			will determine
		
00:25:08 --> 00:25:10
			how the wealth is spread and how we
		
00:25:10 --> 00:25:13
			understand what we have in common and apart
		
00:25:13 --> 00:25:13
			is intimately
		
00:25:14 --> 00:25:17
			will affect intimately the kind of families that
		
00:25:17 --> 00:25:18
			we want.
		
00:25:19 --> 00:25:21
			We need to understand that there's going to
		
00:25:21 --> 00:25:22
			be conflicts,
		
00:25:22 --> 00:25:25
			and sometimes there's not a good answer except
		
00:25:26 --> 00:25:27
			to take a completely different perspective.
		
00:25:28 --> 00:25:29
			You own a store,
		
00:25:30 --> 00:25:33
			a little shop somewhere, and a teenager comes
		
00:25:33 --> 00:25:36
			in and steals something, shoplifts something from your
		
00:25:36 --> 00:25:37
			store.
		
00:25:37 --> 00:25:39
			At this point, do we bring down the
		
00:25:39 --> 00:25:41
			law and say, this is about protection of
		
00:25:41 --> 00:25:42
			property you stole?
		
00:25:43 --> 00:25:44
			You're going to be punished.
		
00:25:44 --> 00:25:46
			Or is this the time when we bring
		
00:25:46 --> 00:25:49
			in the perspective of mercy and say,
		
00:25:50 --> 00:25:52
			what made you do that? Who are you?
		
00:25:53 --> 00:25:55
			We may find out that this teenager is
		
00:25:55 --> 00:25:55
			homeless,
		
00:25:56 --> 00:25:58
			has run away from an abusive home.
		
00:25:58 --> 00:25:59
			And so again,
		
00:26:00 --> 00:26:01
			we need to bring in
		
00:26:02 --> 00:26:05
			all of these different perspectives and frames in
		
00:26:05 --> 00:26:06
			order to
		
00:26:07 --> 00:26:09
			get a grasp. And this is something
		
00:26:09 --> 00:26:12
			that a well trained scholar in a society
		
00:26:12 --> 00:26:13
			that is functioning
		
00:26:14 --> 00:26:17
			where they can interact with people and have
		
00:26:17 --> 00:26:18
			input and care about that
		
00:26:19 --> 00:26:21
			will be able to bring in. And that
		
00:26:21 --> 00:26:22
			without it,
		
00:26:23 --> 00:26:24
			we will be
		
00:26:25 --> 00:26:26
			impoverished
		
00:26:26 --> 00:26:29
			because we will not be able to understand
		
00:26:29 --> 00:26:31
			things from all of these different
		
00:26:31 --> 00:26:32
			perspectives.
		
00:26:34 --> 00:26:34
			So finally,
		
00:26:37 --> 00:26:39
			what are some of the the the ways
		
00:26:39 --> 00:26:41
			that we can balance or integrate,
		
00:26:43 --> 00:26:44
			these goals.
		
00:26:45 --> 00:26:48
			It is impossible to do this simply as
		
00:26:48 --> 00:26:49
			an academic exercise.
		
00:26:50 --> 00:26:51
			There need to be institutions
		
00:26:52 --> 00:26:53
			through which we
		
00:26:54 --> 00:26:57
			further these goals as well as talk about
		
00:26:57 --> 00:26:58
			these goals.
		
00:26:59 --> 00:27:00
			So for example,
		
00:27:01 --> 00:27:01
			a
		
00:27:04 --> 00:27:06
			a family can only be preserved
		
00:27:07 --> 00:27:09
			and protected and encouraged
		
00:27:10 --> 00:27:10
			through
		
00:27:12 --> 00:27:12
			formation,
		
00:27:13 --> 00:27:15
			which means good examples,
		
00:27:16 --> 00:27:16
			through education,
		
00:27:19 --> 00:27:20
			by good nutrition.
		
00:27:21 --> 00:27:23
			And what does that mean? Does that mean
		
00:27:23 --> 00:27:25
			that the family is responsible
		
00:27:26 --> 00:27:28
			for all of these aspects themselves? We know
		
00:27:28 --> 00:27:29
			that that's not the case.
		
00:27:29 --> 00:27:32
			And it's why I think this community is
		
00:27:32 --> 00:27:34
			a very generous and compassionate community
		
00:27:35 --> 00:27:37
			and tends to support public policies
		
00:27:37 --> 00:27:40
			that really do protect and encourage family.
		
00:27:40 --> 00:27:43
			But it's very easy to get distracted
		
00:27:43 --> 00:27:44
			by words
		
00:27:45 --> 00:27:46
			without digging into the meaning
		
00:27:47 --> 00:27:48
			of what it is.
		
00:27:49 --> 00:27:51
			Yes, we believe in family. We believe in
		
00:27:51 --> 00:27:53
			honoring parents. We believe in
		
00:27:53 --> 00:27:56
			the preservation and protection of property.
		
00:27:56 --> 00:27:59
			But what how can we organize ourselves in
		
00:27:59 --> 00:28:01
			order to do it? And before me, you
		
00:28:01 --> 00:28:03
			had a number of
		
00:28:03 --> 00:28:07
			public servants, politicians who came and and thanked
		
00:28:07 --> 00:28:08
			you on about,
		
00:28:09 --> 00:28:10
			for what you're doing.
		
00:28:12 --> 00:28:12
			These
		
00:28:13 --> 00:28:15
			you know, it's not just voting for them,
		
00:28:15 --> 00:28:16
			but it's really understanding
		
00:28:16 --> 00:28:17
			the impact
		
00:28:18 --> 00:28:19
			of the policies
		
00:28:20 --> 00:28:21
			that they are
		
00:28:22 --> 00:28:23
			advocating for
		
00:28:23 --> 00:28:25
			and putting in place when they're in office,
		
00:28:26 --> 00:28:27
			how they affect
		
00:28:28 --> 00:28:29
			all of the community.
		
00:28:30 --> 00:28:31
			And my final
		
00:28:33 --> 00:28:35
			the final point that I wanna say is
		
00:28:35 --> 00:28:38
			that for the Muslim community, you know, very
		
00:28:38 --> 00:28:38
			often
		
00:28:39 --> 00:28:40
			you hear many of us say we need
		
00:28:40 --> 00:28:43
			to break out, you know, of our parochial
		
00:28:43 --> 00:28:46
			kind of perspective, looking at things from our
		
00:28:46 --> 00:28:47
			perspective.
		
00:28:48 --> 00:28:50
			I think we want to be inclusive, but
		
00:28:50 --> 00:28:51
			sometimes, again,
		
00:28:52 --> 00:28:53
			if we don't have the framework
		
00:28:54 --> 00:28:55
			for doing that,
		
00:28:55 --> 00:28:58
			we can overlook people or we can overlook
		
00:28:58 --> 00:29:01
			things. And so I wanna suggest at the
		
00:29:01 --> 00:29:03
			end of it that another layer that we
		
00:29:03 --> 00:29:06
			put on in our decision making process or
		
00:29:06 --> 00:29:07
			in our analysis,
		
00:29:08 --> 00:29:09
			in addition to something
		
00:29:09 --> 00:29:11
			in addition to the goals of the Sharia
		
00:29:12 --> 00:29:14
			would be to an analysis that I would
		
00:29:14 --> 00:29:15
			call circles of community.
		
00:29:17 --> 00:29:18
			And what I mean by that is that
		
00:29:18 --> 00:29:20
			each one of us
		
00:29:21 --> 00:29:21
			is in
		
00:29:22 --> 00:29:24
			multiple circles of community.
		
00:29:26 --> 00:29:27
			On each of these
		
00:29:28 --> 00:29:30
			according to each of these
		
00:29:30 --> 00:29:34
			goals of the sacred law. For example, family.
		
00:29:35 --> 00:29:36
			We have our
		
00:29:37 --> 00:29:38
			nuclear family.
		
00:29:38 --> 00:29:40
			We have our extended family.
		
00:29:40 --> 00:29:43
			We have beyond that other relatives.
		
00:29:43 --> 00:29:45
			And then we can go to sort of
		
00:29:45 --> 00:29:45
			the
		
00:29:45 --> 00:29:46
			the looser
		
00:29:47 --> 00:29:48
			ethnic
		
00:29:48 --> 00:29:50
			group which is family like
		
00:29:50 --> 00:29:52
			or from the same heritage.
		
00:29:53 --> 00:29:54
			Now as we
		
00:29:55 --> 00:29:56
			to be committed
		
00:29:56 --> 00:29:59
			and responsible to our nuclear family
		
00:29:59 --> 00:30:01
			does not mean that we don't care about
		
00:30:01 --> 00:30:02
			other families
		
00:30:03 --> 00:30:05
			or that we don't care about the extended
		
00:30:05 --> 00:30:07
			family. It means that there's an intensity of
		
00:30:07 --> 00:30:08
			commitment
		
00:30:09 --> 00:30:11
			at that smaller circle of belonging
		
00:30:12 --> 00:30:14
			than there is beyond that. And as we
		
00:30:14 --> 00:30:15
			go beyond
		
00:30:15 --> 00:30:16
			the smaller circle,
		
00:30:17 --> 00:30:18
			then our responsibilities
		
00:30:18 --> 00:30:21
			and commitments become more collective.
		
00:30:22 --> 00:30:22
			So there's
		
00:30:23 --> 00:30:24
			one circle.
		
00:30:24 --> 00:30:26
			Then we have the circle of our religious
		
00:30:26 --> 00:30:27
			community.
		
00:30:27 --> 00:30:29
			And this is something that's very clear in
		
00:30:29 --> 00:30:32
			the Quran. The Quran does not describe 2
		
00:30:32 --> 00:30:33
			religious communities,
		
00:30:34 --> 00:30:35
			believer and unbeliever.
		
00:30:37 --> 00:30:38
			The Quran
		
00:30:38 --> 00:30:41
			shows very clearly that the Muslim community
		
00:30:42 --> 00:30:44
			this is our, you know, our Muslim ummah.
		
00:30:44 --> 00:30:46
			Our Muslim brothers and sisters are our nuclear
		
00:30:46 --> 00:30:48
			family. They're our tight circle.
		
00:30:49 --> 00:30:50
			Beyond that
		
00:30:51 --> 00:30:52
			is the broader circle
		
00:30:53 --> 00:30:54
			of believers,
		
00:30:54 --> 00:30:56
			of people who believe in god
		
00:30:56 --> 00:30:59
			and the last day. Again and again,
		
00:31:00 --> 00:31:00
			Allah
		
00:31:01 --> 00:31:02
			in the holy Quran
		
00:31:02 --> 00:31:05
			talks about those who believe in god in
		
00:31:05 --> 00:31:08
			the last day, primarily Ahlul Kitab, the scripturalists,
		
00:31:09 --> 00:31:11
			but more inclusive than that.
		
00:31:12 --> 00:31:13
			But does our circle
		
00:31:15 --> 00:31:16
			end with that?
		
00:31:17 --> 00:31:19
			It does not end with that because
		
00:31:19 --> 00:31:20
			the very
		
00:31:20 --> 00:31:21
			dignity
		
00:31:21 --> 00:31:23
			that is imprinted on us
		
00:31:24 --> 00:31:25
			by being created
		
00:31:26 --> 00:31:28
			by the divine, which is karama, nobility and
		
00:31:28 --> 00:31:30
			Nobility and dignity is something
		
00:31:30 --> 00:31:33
			that is for all human beings. Who are
		
00:31:33 --> 00:31:35
			human beings? This
		
00:31:36 --> 00:31:37
			is the Quranic
		
00:31:38 --> 00:31:41
			description of humanity. What does it mean? Children
		
00:31:41 --> 00:31:42
			of Adam.
		
00:31:42 --> 00:31:44
			You can't get rid of your family. You
		
00:31:44 --> 00:31:46
			may not like them,
		
00:31:46 --> 00:31:49
			you may sometimes be annoyed with them, but
		
00:31:49 --> 00:31:50
			whatever, they're still our family.
		
00:31:51 --> 00:31:53
			So this is another circle.
		
00:31:54 --> 00:31:55
			So let me
		
00:31:56 --> 00:31:58
			suggest then that we can continue to do
		
00:31:58 --> 00:32:02
			this with all of the the human interests
		
00:32:02 --> 00:32:04
			and draw circles where
		
00:32:05 --> 00:32:07
			being part
		
00:32:07 --> 00:32:08
			of a very
		
00:32:09 --> 00:32:09
			intense
		
00:32:10 --> 00:32:11
			relationship
		
00:32:13 --> 00:32:16
			with other people religiously or familiar or or
		
00:32:16 --> 00:32:17
			or politically, nationally,
		
00:32:18 --> 00:32:21
			ethnically never means that you need to exclude
		
00:32:21 --> 00:32:21
			others.
		
00:32:22 --> 00:32:24
			It just means that your world can continue
		
00:32:24 --> 00:32:26
			to expand, and we should never forget
		
00:32:27 --> 00:32:29
			that we belong to these broader circles,
		
00:32:30 --> 00:32:32
			and that we can continue to to expand
		
00:32:32 --> 00:32:34
			them a little more and a little more
		
00:32:34 --> 00:32:36
			to bring more people in
		
00:32:36 --> 00:32:38
			as we do not neglect
		
00:32:38 --> 00:32:39
			our very close
		
00:32:40 --> 00:32:42
			and tight and intimate obligations.
		
00:32:44 --> 00:32:45
			Thank you for your attention.