Alhassanain(p) Network for Heritage and Islamic Thought

THE EDUCATION IN WORK FIELDS

The Islamic education in work fields aims at spreading piety, taking precautions in earnings, and habituating the craftsmen to the moralities and the Islamic ethics. It also aims at encouraging them on increasing and developing the production. It also proposes works’ skillfulness and development in such a way that is concurrent to the national maturity and prosperity in economical fields, for releasing people from poverty and neediness.

Islam has provided the most premium educational courses for craftsmen and workers.

Fidelity and sincerity:

Islam has instructed to be loyal and sincere in works and professions. The Prophet (s) said, “The real earning is the sincere.” “Allah loves the masterly work.” Insincere working brings about illegal earning, which is the most critical. Rewards are given to the faithful deeds, while the insincere are not rewarded. Workers should guarantee damages they cause to employers.

Avoiding cheating:

Islam has forbidden cheating totally because it causes economical and social damages in the country. The Prophet (s) said, “He is not one of us that whoever cheats, injures, or defrauds a Muslim.” “For those who cheat a Muslim in vendition or purchase, they are not among us, and God will add them to the Jews on the Resurrection Day. He is surely not one of us that whoever cheats us. (The Prophet repeated this statement thrice.) For those who cheat their Muslim brothers, God will remove blessing from their earnings, and will corrupt their livings and forsake them.”

Imam as-Sadiq (a) said to a seller of flour, “Beware of cheating. The consequences of cheating will be shown in the properties or the family members of the cheaters.”

Imam Musa (a) said to Musa bin Bukeir about a counterfeit dinar, “Throw it in the drain so that nothing cheated will be sold.”

Jurists decide the right of revocation in the cheated deals. They also rule the invalidation of the deals in which cheating by showing counterfeited classes is proved.

Fulfillment of missions:

Employees must begin their works in the definite time and do their jobs by themselves. It is invalid to hire others for doing the jobs since the contract was concluded with certain persons. The hirelings could be not adequate enough for doing that job except there is a previous conclusion with the employer on this point. The Prophet (s) said, “The believers are bound to their conditions.”

Keeping the production means:

Craftsmen and employees must protect the tools of working and the productive means. The employees should never neglect them because they are their trusts. Damages of the production devices cause economical loss and injure employers.

Development of wealth resources:

Craftsmen and employees should work sincerely and faithfully for developing and preserving the sources of wealth since the economic life relies upon them. It is impossible for any nation to develop economically unless workers possess a general cognizance of the necessity of conserving and maturing the nation’s resources of wealth.

Professional specialization:

Professional specialization helps in the national development, productive increase, and economical prosperity. Governments are responsible for encouraging these goals by sending the seekers of specialization to institutions inside and outside the country. They are also responsible for meeting the needs of these people. This is surely the most important social responsibility.

Activity and firmness:

The Islamic education in work cares for distributing the spirits of activity and firmness in the employees’ minds. It also cares for warning against laziness and sloth, since these matters paralyze the economic movements and freeze the energies. The following supplication is related to the Prophet’s household. It shows the abomination of laziness and sloth. “O Allah! I seek thy guard against sloth, laziness, inactivity, and indolence.” Imam as-Sadiq (a) said, “Beware of tedium and laziness. They are the key to every vile. The tedious cannot fulfill any duty. The lazy cannot keep any pledge.”[1] Imam Musa (a) said, “Beware of tedium and laziness. They block the shares of this world and the Hereafter.”[2]

Islam abhors laziness, forbids unemployment, and censures the unemployed because it leads to poverty, misery, and neediness. Muslims in the early ages disgusted long rest and stillness. They came to working fastidiously. Imam as-Sadiq (a) exposed the deeds of those companions before his adherents. He said, “Do not be lazy in seeking earnings. Our forefathers used to hasten in seeking their livings.”[3]

Proudly, Islam calls to diligence, activity, and dispatching to working fields so that the life of luxury and amenity will prevail. In our ‘Labor and rights of workers in Islam’, we have referred comprehensively to labor courses, obligations, and rights that Islam imposed for the laborers and peasants.

Evasion of the ill-gotten:

The most prominent course of the programs of the Islamic education in work is seeding the spirits of piety and integrity in the minds of the employees and craftsmen as well as taking them away from sins and vices. Stipends and salaries of those employees were gotten due to their efforts and pains. They should spend those stipends on their dependants and themselves. They will surely spend them illegally if they slip in fields of lechery. Thus, they leave the ghost of poverty in their houses and expose their families and children to poverty and deprivation.

Last word:

As we reach the end of this thesis, we would like to attract attention to the fact that this has been a brief exposition of the Islamic educational system. We cannot claim of embodying all of the topics and affairs in this regard, since this needs too many volumes.

The educational system of Islam is based upon the most modern means that lie at the top of the marches of the humanitarian civilizations. It can change the general behavior and establish immunity from the moral defects and other vicious compounds. This system achieved the best outcome in the early stages of Islam when it created men who were above all others in their progress towards the right, justice, confidence in God, and wholehearted devotion for God’s sake. Those celebrities could save people from the gloominess of ignorance, sloth, and indolence to take to oases of knowledge, activity, and production.

We regard it obligatory to praise the efforts of the grand master Sheik Hadi al-Qireshi, who provided the notices of this book. I can also hardly neglect his compassion and kindness, that I highly appreciate, without which I could not provide this work. I supplicate to God to reward him with blessings and best merits.

Finally, I wish the readers to point out any flaw that I have inadvertently mentioned in my work, so that we all achieve the service of the right.

REFERENCES

AUTHOR BOOK

Al-Mukhtar Magazine, issue April, 1956.

Mukhtasaru Jami Bayanul-Ilm

Al-Hilal Magazine, issue May, 1957.

Al-Mueyyed, the Egyptian journal

Education and child psychology

Human society

Introduction of the honorable Sharia

Jamiul-Akhbar

Learning

Philbe’s death

Psychology; principals and educational applications

The little guilty

Tibbunnabi

Towards virtuous Islamic education

1st and 2nd Martyrs Ar-Rawda

A choice of authors You taught me

A group of Physicists God emerges in age of science

A. Al-Amili Wesailushia

A. Al-Harrani Tuheful-Uqoul

A. Tabara Spirit of Islam

A. Tabara Spirit of prayer in Islam

A. Wafi Elements of education

A. Wafi Family and society

Abbas Ali Focus of light on the way of Imamite ideology.

Abbas Ali Masturbation

Abbas Ali Opinions of Plato and Aristotle

Abdu Nahjul-Balagha

Abdullah Az-Zeyyat Tibbul-Aeimma

Abdul-Qadir New course of education’s principals and teaching methods

Abu Dawud Musned

Abu Nuwas Diwan

Adam Mitts Islamic civilization

Adam Smith Fortune of peoples

Agha B. At-Tehrani Atheria

Ahmed Musned

Ahmed Amin Perfection in Islam

Ahmed Sh. History of Islamic education

Ahmed Zeki Al-Arabi Magazine

Ahwani Teaching of Al-Qabisi

Akbar Abadi Dherbu Kuleim

Al-Amawi Al-Mabad

Al-Assifi Theory of sexual relations in the Quran

Al-Bakri Nudumul-Qelada

Al-Beihaqi Sunan

Al-Belathiri Furuhul-Buldan

Al-Bubkani Method of teaching

Al-Bukhari Sahih

Alexis Karl Man; that unknown

Al-gezali Ayyuhal-Walad

Al-Gezali Ihyaul-Ulum

Al-Ghizzi Addurrunnadid

Al-Hakim Minhajussalihin

Al-Jahiz Al-Beyanu Wettebyin

Al-Khalili The Quran and modern medicine

Al-Khatib Al-Baghdadi Tarikhu Baghdad

Al-Kuleini Furu’ul-kafi

Al-Kuleini Usulul-Kafi

Al-Mawardi Adabuddunia Weddin

Al-Qabisi Manners of learners and rulings of teachers

Al-Qawsi Principals of psychological health

Amil D. K. Moral education

Angels Introduction of Lodvic Viorbach

Annadawi Towards free Islamic education

Annawawi Tedriburrawi

Annie Roader (article) Al-Menar Magazine

Annuri Mustedrakul-Wesail

Aristotle Policy

As-Saduq Al-Khisal

As-Saduq Meaanil-Akhbar

As-Sibki Tabaqatushafiiya

At-Tabari Arriyadunnedira

At-Thehbi Tethkiretul-Huffaz

Attibirsi Mekarimul-Akhlaq

Attibirsi Majmaul-Bayan

At-Tirmithi Al-Jamiul-Kabir

At-Tirmithi Sahih

Az-Zerkeli Al-A’lam

B. Sh. Al-Qireshi Political system in Islam

Badawi Atheism in Islam

Dewey Democracy and education

Dr. A. as-Shehristani Principals of health and life

F. Al-Ahwani Education in Islam

F. M. Shibl Soviet constitution

Fahmi Fields in psychology

Froyl Man’s education

G. A. Freeland Methods of modern education

G. Hyte Art of teaching

G. Shahla et al Educational cognizance and future of the Arab nation

Ghandi Basic education

H. H. Abdul-Wahab Ethics of teachers

H. Shaw Sayings about teaching in America

Habib & others Teaching the old and principal education

Haj Khalifa Keshfud-Dunoun

Hilmi The youth custody

I. Bardi Annujumuzzahira

Ibn Abdil-Berr Jamiu Beyanil-Ilm

Ibn Abdun Al-Wathiqa

Ibn Abil-Hadid Exegesis of Nahjul-Balagha

Ibn Arabi Adabul-Muridin

Ibn Jumaa Tethkiretussami

Ibn Khellekan Wefiyatul-Ayan

Ibn Khuldun Al-Muqeddima

Ibn Maja Sunan

Ibn Mandur Lisanul-Arab

Ibn Meskewayih Tehdibul-Akhlaq

Ibn Quteiba Al-Meaarif

Ibn Quteiba Uyunul-Akhbar

Ibn Rushd Muqeddimat

Ibn Sa’d Tabaqat

Ibn Sheddad Al-Mehasin

Ibnunnadim Feherest

Imam ar-Rida Tibbul-Imamirrida

Imam Zeinul abidin As-Sahifetu Sejjadiya

Ismail Islam and modern medicine

Jean Biagge People’s rights of education and teaching

John Simon (article) Al-Majallat Magazine

K. Ali Islam and Arab civilization

K. Tawtah Education of the Arabs

L. Chatleau Raid against Islamic world

Lenin Philosophic notebooks

M. A. Al-Ibrashi Islamic education

M. A. Al-Ibrashi Spirit of education and teaching

M. A. Al-Qummi Men La yahduruhul-Faqih

M. A. Baghute Teaching and meaning of life

M. A. Hafiz Planning for education and teaching

M. A. Jadulmawla Perfect morality

M. A. Zeinuddin Chastity between positivity and negativity

M. Al-Aqqad Thinking is an Islamic precept

M. Al-Gezali Human rights

M. Al-Jarmud Home and school

M. Al-Khalili Records of Imam as-Sadiq

M. Al-Qubbani Study in teaching system in Egypt

M. Annawawi Riyadussalihin

M. As-Samani Adebul-Imla Welistimla

M. As-Sibai Police management in modern states

M. Atiya In education and guidance

M. Attif Sociology

M. Basu History of teaching

M. F. Wagdi The encyclopedia

M. Fahmi Mental conditioning

M. H Al-Kashiful-Ghitta Religion and Islam

M. H. Al-Kashiful-Ghitta Commentary on Safinetunneja

M. J. Saqr Trends of education and teaching

M. Khalidi & Omar F. Missionary and colonialism

M. Kurtey Education and social struggle

M. M. Annaraqi Jamiussaadat

M. S. Al-Urfi Secret of the Arab nation’s disintegration

M. S. Ramadan Experiment of Islamic education

M. Sh, Khattab (article) Al-Aqlam Magazine

M. T. Falsafi Child between genetics and education

Malik Al-Mudawana

Mandar Psychology in life

Marry Frank How to help son in schools

Mashnuq History of education

Mohammed Beit Social principals of education

Morrison Science calls to believing

Muslim Sahih

Nasim Communism

Newton Man is not alone

O. R. Kahhala Ailamunnisa

O. S. Marden Willpower

Paul Laser Principals of Marxism

Plato The Republic

R. Alisfahani Muhadaratul-udeba

R. Milkan Islamic philosophic conception

R. Taylor Bases of courses

Ruweina The comprehensive in general education

S. Abdul-Aziz Development of educational theory

S. Abdul-Aziz Modern education

S. Al-Ahl Jafar bin Mohammed

S. Al-Hissary Opinions and sayings

S. Musa Your and mine intellect

Sayyid M. R. Al-Husseini Tajul-Arus

Sayyid Qutb Social justice

Sh. Al-Qireshi Labor and workers’ rights in Islam

Sh. Al-Qireshi Regimes and management in Islam

Sh. Al-Qireshi The lifetime of Imam al-Hasan

Sh. Al-Qireshi The lifetime of Imam Musa bin Jafar

Sh. Ashatti Precise of Islam and medicine

Sh. Jibri Land of magic

Sharif ar-Radi Diwan

Sheik A. Al-Qummi Al-Anwarul-Bahiya

Sheik A. Al-Qummi Alkuna Wel-Alqab

Sheik Al-Ansari Feraidul-usul

Sheik Al-Ansari Al-Mekasib

Sheik Attusi Feherest

Sheik Attusi Tehdibul-Ahkam

Sir R. Lingston Education for perplexed world

Sirl Bean Sexual education

Stalin Dialectical materialism and historical materialism

Stalin Statement of communist party

T. Al-Fukeiki The ward and the warden

T. Arnold Advocacy to Islam

Tash K. Zada Miftahussaada

Teifur Belaghatunnisa

Ternon Dhimmies in Islam

Thoam Children’s daily problems

UNESCO Educational management

UNESCO Family and social influences in juveniles

UNESCO Mental and speculative defects

UNESCO Social educational bases

W. Saman Comparative studies of courses

Yaqut Al-Irshad

Z. Salih Educational psychology

NOTES

INTRODUCTION

[1] Refer to Educational cognizance and future of the Arab countries; 19.

[2] Refer to Democracy and Education; 3.

[3] Refer to Social principals of education; 4-5.

[4] Refer to Educational cognizance; 19.

[5] Refer to Fields in Psychology: 45.

[6] Refer to Islamic philosophical thinking; 174.

[7] Refer to Education for perplexed world: 52.

[8] Refer to Towards Islamic education: 35-6.

[9] Refer to Development of educational hypothesis: 186-7.

[10] Refer to Development of educational hypothesis: 25-6.

[11] Refer to Education and social struggle: 12.

[12] Refer to Education and social struggle: 14.

[13] Refer to Perfection in Islam –Takamul Fil Islam-: 5/115.

[14] Refer to Islamic Education: 3-4.

[15] Refer to Factors of education: 17-9.

[16] Refer to Al-Manawiyat; an essay of Mahmud Shith published in Al-Aqlam magazine, second part, fourth year

[17] Refer to Invasion on the Islamic world.

[18] Refer to A beam of light on the path of the Imamite ideology: 134.

[19] Refer to A beam of light on the path of the Imamite ideology: 134.

[20] Refer to the following references: Invasion on the Islamic world. Missionary and imperialism in the Arab world. Al-Mueyyad Egyptian journal. Secrets beyond the decay of the Arab nation. Al-Arabi Magazine.

MEANINGS AND GOALS OF EDUCATION

[1] Refer to The comprehensive of general education: 12, and Spirit of Education and Teaching: 5-6.

[2] Refer to The modern course in principals of education: 1/5-7.

[3] Refer to Development of the educational theory: 23.

[4] Refer to Teaching: 114.

[5] Refer to Social principals of education: 4-5.

[6] Refer to Psychology in life.

[7] Refer to Education and guidance: 10-1.

[8] Refer to Ayyuhal Walad: 94.

[9] Refer to Ibn Arabi’s Adabul Muridin: 2/93.

[10] Refer to Spirit of education and teaching: 21.

[11] Refer to Educating human beings.

[12] Refer to Modern course of principals of education and Courses of teaching: 1/33.cc

[13] Refer to People’s right of education and learning, quoted from the International Declaration of Human Rights.

[14] Refer to Social principals of education: 65.

[15] Refer to The modern course in principals of education: 1/9.

[16] Refer to Plato’s republic.

[17] Refer to Psychology and teaching: 49.

[18] Refer to Planning for education and teaching: 90, and Development of educational theory: 24.

[19] Refer to Development of the educational theory: 17.

[20] Refer to Psychology: Principals and educational applications: 23-4.

[21] Few thousands of years ago, writing was invented. Before so, the experts of the generations were transferred orally. After the invention of writing, man could record and add to the knowledge. This matter facilitated the procedure of gathering and adding to the cultural elements. From this cause, it is said that the invention of writing is the most momentous event of the history of mankind. The previous is excerpted from Sociology: 274.

[22] Refer to Factors of education: 6-8.

[23] The Ovum is a minute elliptical compartment encompassed by a shell having a hydrous substance called protoplasm.

[24] The many spermatozoa burst forth the ova for fecundation. As soon as those ova feel the rush, they prepare for selecting the most giant, powerful and active. Then the ovum shows a small puff on the surface from the side facing the most active spermatozoon. The shell therefore begins to be tender and tender so that the spermatozoon will hit from that puff and pierce with the head to penetrate to the center. As the spermatozoon’s tail is still outside, the ovum shrinks and shrivels till it excises that tail and the spermatozoon combines with the nucleus inside the ovum. Accordingly, the process of fecundation is achieved. After a while, the ovum descends to the uterus where it shrinks to one of its inner edges and begins to grow and move in its phases. In that period, the tissues and the organic devices compose, and the limbs, stems, and head emerge gradually. These progresses mostly occur in the second month of pregnancy. Then a compact membrane, called placenta -the function of which is protecting and nurturing the fetus via its capillaries spreading all over its walls- covers all of the set. These capillaries absorb the mother’s blood, which was menstruation before pregnancy. This nutrition is done through a marvelous chemical operation similar to the process of the plant roots’ absorbing water from the ground. As the placenta is perfectly formed, a faint yellow liquid called laminose is originated inside the placenta. This liquid comes from the hydrous leakage of the uterus and the encompassing membranes. The functions of this liquid, which encompasses the fetus in the uterus, are protecting the fetus against any shock or impact suffered by the mother. It also keeps the temperature proper to the fetus, expands the uterus neck at delivery, purifies and sterilizes the way for the fetus just before the delivery, and saves the fetus from the uterus pressure at travails in addition to many other functions. After the formation of the placenta, the liquid and the frame of the fetus, the navel rope, which is half a meter -or more- long, emerges next to the umbilicus. Its function is transferring the mother’s blood to the fetus for nurturing, and then it returns the blood to meet the mother’s in the blood circulation. The previous was the process of the fetus composition in the uterus. God the Exalted elaborates upon these processes by saying:

And certainly, We created man of an extract of clay. Then We made him a small seed in a firm resting-place. Then We made the seed a clot, then We made the clot a lump of flesh, then We made in the lump of flesh bones, then We caused it to grow into another creation, so blessed be Allah the best of the creators.

[25] Refer to Man: the unknown being: 203, Modern education: 267 and The modern course in principals of education: Quoted from Imam As-Sadiq’s narration.

[26] The Ansar -the supporters- are people of Yathrib who swore allegiance and received the Prophet (s) and his companions after they had left Mecca; their hometown.

[27] Refer to Wasailu Shia: 14/29.

[28] Ibid.

[29] Ibid.

[30] Refer to Wasailu Shia: 14/14.

[31] Refer to Maanil Akhbar: 47.

[32] Refer to Furou’ul Kafi: 2/13.

[33] Refer to Tahdibul Ahkam: 6/1.

[34] Refer to Wasailu Shia: 14/52.

[35] Refer to Labor and laborers’ rights in Islam: Second edition, 149-50.

[36] Refer to Principals of health and life.

[37] Refer to Men La Yahduruhul Faqih: 2/131.

[38] Refer to Wasailu Shia: 14/594.

[39] For sociologists, family is a social bond comprising the husband, the wife and their children. It also includes grandfathers and grandsons as well as some kinsmen provided that they partake in the same living (Sociology: 92). Others suppose that any matrimony without descendants cannot be regarded as family (Family and society: 15-6.).

[40] Refer to Opinions of Aristotle and Plato in philosophy of ethics and behavior: 143.

[41] Refer to House and school: 27-8.

[42] Refer to psychological and intellectual diseases: B.

[43] Refer to Children’s daily problems: 48.

[44] Refer to Your and my brain.

[45] Refer to Influences of family and society on juveniles: 37.

[46] Refer to Al-Mukhtar: issue of April 1956.

[47] Refer to Al-Hilal: issue of May 1957, p. 18.

[48] Refer to How to be successful father: 39, 67 and 85.

[49] Refer to Humane society: 59-60.

[50] Refer to Family and society: 20-1.

[51] Refer to Educational social family: 69-71.

[52] Refer to How to help sons in school: 193.

[53] Refer to Sexual education: 28.

[54] Refer to Elements of education: 90, Teaching: 87 and Society: 19.

[55] Refer to Mekarimul Akhlaq: 1/229.

[56] Refer to How to help sons in school: 193.

[57] Refer to The young sinful.

[58] Refer to Tuheful Uqoul: 263.

[59] Refer to As-Sahifa As-Sejjadiya.

[60] Refer to The Lifetime of Imam Al-Hasan: 1/83.

[61] Ibid.

[62] Refer to Mekarimul Akhlaq: 1/252.

[63] Refer to Education, Child, and Child psychology: 305.

[64] Refer to Psychological consonance: 21-2.

[65] Refer to Mekarimul Akhlaq: 1/252.

[66] Refer to psychological consonance: 21-2.

[67] Refer to History of education: 82.

[68] Refer to Jamiu-saadat: 1/270-1.

[69] Refer to Tibbul-ayimma: 135.

[70] Refer to Al-mehasin: 317 and Wesailus-Shia: 7/95.

[71] Refer to Furou-ulkafi: 2/58.

[72] Refer to Sexual education: 55.

[73] Refer to Educational management: 9.cc

[74] Refer to Mekarimul Akhlaq: 1/46-7.

[75] Refer to Usoulul Kafi: 2/161-2.

[76] Refer to Teaching: 87.

[77] Refer to Statement of Communist Party: 96.

[78] Refer to Origin of family 81. For more information in this regard, it is recommended to refer to Communism: 50.

[79] Refer to Soviet constitution: 72.

[80] Refer to Social bases: 72.

[81] Refer to Bases of mental health: 75.

[82] Refer to Islam and Western Civilization: 17.

[83] Refer to Majalletul Mejallat: 17.

[84] Refer to Wagdi Encyclopaedia: 8/605-6.

[85] Refer to Al-Menar Magazine: 4/486.

[86] Refer to Land of Sorcery.

[87] Refer to Hypothesis of sexual relations in the Quran: 94-5.

[88] Refer to Allamatni –She taught me-: 24.

[89] Refer to Human rights: 115-6.

[90] Refer to al-Bukhari’s Sahih.

[91] Refer to al-Beihaqi’s Sunan.

[92] Refer to Child between genetics and education: 1/289-90.

[93] Refer to Ethical education: 19.

[94] Refer to Educational psychology: 8.

[95] Refer to Mental and intellectual disease: B.

[96] Refer to Spirit of education and teaching: 19.

[97] Refer to Elements of education: 16.

[98] Refer to Towards virtuous Islamic education: 24-5.

[99] Refer to Art of teaching: 9.

[100] Refer to Studies in teaching organization in Egypt: 26.

[101] Refer to Educational Psychology: 26.

[102] Refer to Spirit of education and teaching: 79.

[103] Refer to Spirit of education and teaching: 17.

[104] Refer to Trends in education and teaching: 12.

[105] Refer to Education for puzzled world: 31.

[106] Refer to Politics.

[107] Concern is a state of intense cryptic fear that affects man causing a great deal of depression, bigotry and pain.

[108] Refer to Home and school: 33.

[109] Refer to Planning for education and teaching: 91-2.

[110] Refer to Education and child psychology: 94-5.

[111] Refer to Chastity between positivity and negation: 69-70.

[112] Refer to Hypothesis of sexual relations in the Holy Quran: 111-2.

[113] Refer to Social principals of education: 49.

[114] Refer to Family and social effects on juveniles: 35.

[115] Refer to Psychological conditioning: 22.

[116] Refer to Lifetime of Imam Al-Hasan: 2/474.

[117] Refer to Ussulul-kafi: 2/642.

THE CULTURAL PLANNING IN THE MODERN EDUCATIONAL PROCESSES

[1] Refer to Wealth of peoples.

[2] Refer to Zarbu Kuleim: 85.

[3] Refer to Education of man.

[4] Refer to Education for perplexed world: 52.

[5] Refer to Teaching and life meaning: 10.

[6] Refer to Methods of modern education: 11.

[7] Refer to Sayings about teaching in America: 31.

[8] Refer to History of teaching: 80.

[9] Refer to Opinions and sayings: 154.

[10] Refer to Opinions and sayings: 155.

[11] Refer to Al-Mueyyed the Egyptian newspaper: issue 6696.

[12] Refer to Raid on the Islamic world.

[13] Ibid.

[14] Refer to Opinions and sayings.

[15] Refer to Secret of the Arab nation’s disintegration.

[16] Ibid.

[17] Refer to Principal education: 21-2.

[18] Refer to Principal education: 33.

[19] Refer to Experiment of Islamic education: 76.

[20] Refer to Opinions and sayings: 158-9.

[21] Refer to Comparative studies of courses: 43-4.

[22] Refer to Principals of Marxist philosophy: 2/206.

[23] Refer to Lenin’s Philosophical notebooks and Stalin’s Dialectic and historical material: 17.

[24] Refer to Engeles’s Lodvic Fiorbach: 17.

[25] Refer to Allah is unequivocal in age of science: 48.

[26] Refer to Comparative studies of courses: 44.

[27] Refer to Islamic ruling and management system: 129.

[28] Refer to Comparative study of courses: 45-6.

[29] Refer to Soviet Manifesto: 32.

[30] Refer to Islamic ruling and management systems: 112-4.

[31] Refer to Comparative studies of courses: 58-9.

[32] Refer to Fundamentals of courses: 166.

THE CULTURAL PLANNING IN THE PROGRAMS OF THE ISLAMIC EDUCATION

[1] Refer to Death of Fille: 83.

[*]China refers to the remotest place in which the harshest lethargies of traveling is expected.

[2] Refer to Usulul-Kafi: 1/31.

[3] Refer to Nahjul Balagha: revision of Mohammed Abduh: 3/186-7.

[4] Refer to Usulul-Kafi: 1/36.

[5] Refer to Tethkiretus-sami: 10.

[6] Refer to Epistles of Ikhwanus-safa.

[7] Refer to Ayyuhal Walad: 94.

[8] Refer to Education of the Arabs: 152-3.

[9] Refer to Ihiau-ulumiddin.

[10] Refer to Ibn Rushd’s Muqeddimat: 14-5.

[11] Refer to Ibn Quteiba’s Al-Meaarif.

[12] Refer to Ibn Sa’d’s Tabaqat.

[13] Refer to Keshfud-dunoun: 1/53.

[14] Refer to Muqeddima.

[15] Refer to Wesailus-Shia: 7/194-5.

[16] Refer to Entrance to the holy Sharia: 2/163.

[17] Refer to Planning for education and teaching: 88.

[18] Refer to Wesailus-Shia; 7/197.

[19] Refer to Jafar bin Mohammed: 59.

[20] Refer to Lifetime of Imam Musa bin Jafar: 1/81.

[21] Refer to Thinking is an Islamic precept: 86.

[22] Refer to Sheik Al-ansari’s al-Mekasib. In his ar-Rawdetul-behiya, Ashahid says, “Teaching sorcery is prohibited, and taking it as profession is a sort of ill-gotten properties. Legalizers of sorcery should be sentenced to death penalty.

[23] Refer to Sheik Al-ansari’s al-Mekasib.

[**] Muhajirs are people of Mecca who embraced Islam and immigrated to Yathrib, Al-Madina later on, with the Prophet. Ansar are people of Yathrib who received and welcomed the Prophet and the Meccan migrants.

[24]Refer to Futuhul-buldan: 458.

[25] Refer to Adabul-muellimin: 22.

[26] Refer to al-Beyanu wet-Tebyin: 2/2.

[27] Refer to ad-Durrun-Nadhid: 138 and Ibn Quteiba’s Uyunul-Akhbar: 2/166.

[28] Refer to ad-Durrun-Nadhid: 138

[29] Refer to Miftahus-saada: 1/43.

[30] Refer to Tuheful-uqul: 260

[31] Refer to the following reference books from which these qualities are quoted: Ibn Abdun’s al-Wathiqa: 213.

Malik’s al-Mudewwana: 4/26.

An-Nawawi’s Tedribur-rawi: 128.

Al-Gezali’s Ihiaul-ulum (Disciplining of

moralities): 3/62. Ibn Jumaa’s Tethkiretus-sami: 30.

Adabul-muellimin: 43.

al-Bekri’s Nudumul-qilada: 99.

Ibn Arabi’s Adabul-muridin: 3.

Tuheful-uqul.

Educational cognizance: 48.

[[***]] Al-Amin and al-Mamun are two Abbasid caliphs and sons of ar-Rashid, the Abbasid caliph.

[32] Refer to Muhadaratul-udeba: 1/30.

[33] Refer to Muqeddima: 540.

[34] Refer to al-Bubkani’s Course of learning: 83.

[35] Refer to Uyunul-akhbar.

[36] Refer to al-Qabisi’s Manners of the learners and rulings of the teachers: 54.

[37] Refer to Tethkiretus-sami: 49.

[38] Refer to al-Qabisi’s Manners of the learners and rulings of the teachers: 54.

[39]Refer to al-Qabisi’s Manners of the learners and rulings of the teachers: 54.

[40] Refer to the following reference books:

al-Elmawi’s al-Mabad: 13.

Usulul-kafi: 1/36.

Education and teaching in Islam: 74-6.

al-Farabi’s A thesis of policy: 29.

[****] Jahilism is the pre-Islamic era.

[41] Refer to Education in Islam: 263-4.

[42] Refer to Islamic education: 3-4.

[43] Refer to al-Kuna wel-Alqab

[44] Refer to Lifetime of Imam Musa bin Jafar: 1/81.

[45] Refer to al-Maqdisi: 205.

[46] Refer to Yaqut’s al-Irshad: 1/308.

[47] Refer to Islamic encyclopaedia: 3/401.

[48] Refer to Adults teaching and principal education: 12.

[49] Refer to Diwan of sharif ar-Radi: 3.

[50] Refer to Wefiyatul-ayan: 1/55.

[51] Refer to Islamic civilization: 1/311.

[52] Refer to Jafar bin Mohammed: 59.

[53] Refer to Tethkiretul-huffaz: 3/151.

[54] Refer to Art of dictation: 2.

[55] Refer to the lifetime of Imam Musa bin Jafar: 1/82-3.

[56] Refer to Tarikhu Baghdad: 12/248.

[57] Refer to Art of dictation: 17.

[58] Refer to History of the Islamic education: 74.

[59] Refer to Atheism in Islam: 189.

[60] Refer to Biharul-anwar: 1/108.

[61] Refer to at-Tirmithi’s Sahih

[62] Refer to the lifetime of Imam Musa bin Jafar: 1/84.

[63] Refer to Sheik at-Tusi’s Feherest: 121.

[64] Refer to the lifetime of Imam Musa bin Jafar: 1/85.

[65] Refer to az-Zerkeli’s al-A’lam: 1/186 and Mir’atul-jinan: 1/304.

[66]Refer to az-Zeria: 6/301-74.

[67] Refer to al-Anwarul-Bahiya: 91.

[68] Refer to Education and life purport: 8.

[*****] Battle of Tabuk is one of the Prophet’s battles against the foes of Islam.

[69] Refer to eraidul-Usul.

[70] Refer to Quotations of religion and science: 21.

[71] Refer to Science

[72] Refer to Spirit of Islam: 62.

[73] Refer to Man is not alone.

[74] Refer to Nahjul-Balagha: 3/175-7.

[75] Refer to Spirit of Islam: 29.

[76] Refer to Experiment of Islamic education: 45-6.

[77] Refer to Ethics of world and religion.

[78] Refer to Perfect ethics: 4/202-3.

[79] Refer to Orison Sweet Martin’s Willpower.

[80] Refer to Social justice: 211.

[******] These are names of the Umayyad kings.

[*******] Jahilites are the pre-Islamic people.

[********] Battle of Siffin occurred in the reign of Imam Ali (a) when Muawiya and people of Syria mutinied against him.

[*********] Hind is Muawiya’s mother.

[81] Refer to Balaghatun-nisa: 30, and A’lamun-nisa: 2/663.

[82] Refer to Usulul-kafi: 2/107-9.

[83] Ibid.

[84] Ibid.

[85] Ibid.

[86] Refer to Lifetime of Imam al-Hassan: 1/293.

[87] Refer to The lifetime of Imam al-Hassan: 1/295.

[88] Refer to Majmaul-Bayan: 5/960

[*********] Time of breaking the fast is the sunset.

[89] Refer to the following reference books:

Al-Fakhr ar-Razi’s book of exegesis –of the holy Quran-: 8/392.

Ruhul-Bayan: 6/546.

Al-Wahidi’s Asbabunnuzul: 331.

Yanabiul-Mawadda: 1/93.

Ar-Riyadunnedira: 2/227.

[90] Muslim and al-Bukhari record this hadith.

[91] Refer to Usulul-kafi: 2/104-5.

[92] Refer to Usulul-kafi: 2/104-5.

[93] Refer to Perfect morality: 4/386.

[94] Refer to Usulul-kafi: 2/203-4.

[***********] The Arabic root, /h-s-d/, that is intended here, refers to two meanings; envy and emulation.

[95] Refer to al-Gezali’s Ihiaul-Ulum: 3/186.

[96] Refer to Usulul-kafi: 2/307.

[97] Refer to Usulul-kafi: 2/306.

[98] Refer to Usulul-kafi: 2/307.

[99] Refer to al-Bukhari’s Sahih.

[100] Refer to al-Bukhari’s Sahih.

[101] Refer to al-Gezali’s Ihiaul-Ulum: 3/238.

[102] Ibid.

[103] Refer to the lifetime of Imam al-Hassan: 1/319.

[104] Refer to Jamiusaadat: 2/109.

[105] Ibid.

[106] Refer to Perfect morality: 4/470.

[107] Refer to Jamiusaadat: 2/109.

[108] Refer to Jamiussaadat.

[109] Refer to Usulul-kafi: 2/313.

[110] Refer to Perfect morality: 4/475.

[111] Refer to Usulul-kafi: 2/313.

[112] Refer to the lifetime of Imam Musa bin Jafar: 1/281.

[113] Refer to Jamiussaadat: 2/370.

[114] Refer to Usulul-kafi: 2/289.

[115] Refer to Al-Hakim’s Minhajussalihin: 1/101.

[116] Refer to Jamiussaadat: 3/3-4.

[117] Ibid.

[118] Ibid.

[119] Refer to Jamiussaadat: 2/317.

[120] Ibid.

[121] Refer to Perfect Morality: 4/449.

[122] Refer to Sheik al-Ansari’s al-Mekasib.

[123] Refer to Mustedrakus-Wasail: Kitabul-Hajj: 111.

[124] Refer to Jamiussaadat: 2/271.

[125] Refer to Usulul-kafi.

[126] Refer to Jamiussaadat: 2/271.

[127] Refer to Jamiussaadat: 2/283.

THE PHYSICAL AND MORTAL EDUCATION IN ISLAM

[1] Refer to al-Wajiz: ½.

[2] Refer to al-Wajiz: 1/3.

[3] Refer to al-Wajiz: 2/2-3.

[4] Refer to Deaaimul-Islam.

[5] Refer to as-Saduq’s al-Khissal.

[6] Refer to Tibbul-Imamirrida.

[7] Refer to Deaaimul-Islam.

[8] Abu Dawud reported this hadith.

[9] Refer to Spirit of Islam: 401.

[10] Refer to al-Bukhari’s Sahih and Muslim’s Sahih.

[11] Refer to al-Fussulul-Muhimma.

[*] Although ‘Amirul-Muminin’ is a nickname given exclusively to Imam Ali bin Abi Talib, it was used to all of the caliphs that ruled the Islamic state.

[12] Refer to Tibbul-Imamirrida.

[13] Refer to Tabibuke Maak: 31.

[14] Refer to Islam and modern medicine: 17.

[15] Refer to The Quran and modern medicine: 117.

[16] Refer to The Quran and modern medicine: 76.

[17] Refer to Spirit of Islam: 405.

[18] Refer to Muslim’s Sahih.

[19] Refer to Wessailushia.

[20] Ibid.

[21] Ibid

[22] Refer to Labor and rights of workers in Islam: 19 (second edition.)

[23] Refer to Principals of health and life: 287.

[24] Refer to Principals of health and life: 298.

[25] Refer to spirit of Islam.

[26] Refer to Principals of health and life.

[27] Refer to Principals of health and life; 218-20.

[28] Refer to ar-Rawda: Chapter of doctrinal provisions.

[29] Refer to Wassiletunnaja: 2/298-9.

[30] Refer to Principals of health and life: 319.

[31] Refer to Spirit of Islam: 412.

[32] Refer to al-Bukhari’s Sahih.

[33] Refer to Commentary on Safinetunnaja: 247-50.

[34] Refer to Spirit of prayer in Islam: 137.