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Saturday, February 18, 2017

[mukto-mona] Kaba sharif



Some anthropologist think , human brain grew bigger because of war. Religion were responsible for many wars. No denying, history of achieving civilization is a sad cruel story.

Like music, religion is important for some souls, when it is not so for others. I know 2 person who were religious from their preteen years, even though they grew in secular families and were discouraged. That's why I think religion is a part of human psyche, more so for some than others.

It is religion that gave initial impetus to building sturdy structure that were befitting for their God. Later that knowledge gave ways to building towns. They literally took leap of faith to move from hut dwelling to towns .

Those community that never practiced religion in last three thousand years still doesn't have modern civilization; I could say practice of religion is almost like rite of passage from 'dawn of civilization' to civilization. Today some individual can survive without religion when other feel the need. A secular religious society is a good comprise.

Before the surrender in second WW2, Buddhist Japan pride itself in the art of torture. Preaching of non violence by Buddhism doesn't stop Buddhist from prosecuting Rohingas.

Islam didn't invent violence, It was born in it.. The common knowledge that Prophet was illiterate, probably started after his death by people who wanted to script the book on Islam; some were hired but weren't close enough to quote Him or knew much about him; they were in it for money. They would have meet resistance if he was not believed to be illiterate. Many verse are from him, and other not necessarily of his. Some disciple were also practicing some paganism, even today Suni / shia show respect to religious artifacts (kaba) and personalities (calipah) as was in paganism.

When he was on death bed, Omar wanted to hide his impending death and declare him immortal as in paganism, even though immortality is against core of Islamic Tenant s; all for political convenience. I am pretty sure that wasn't the last time in the following two decades some ways of paganism were slipped in Islam. One of the reason for scrambling chronological order was probably to make it hard to spot the pattern of changes in the content with time. He could have made that arrangement in his lifetime, if that's what he wanted. The authors name of all verse were left out, so nobody could verify if any of them were not close enough to know what they entered in the Book. More verse they compiled, more they earned. I suspect some were creative with verse to keep the money coming. That went on for two decades.

Just like Buddha lost on non violent preaching, prophet couldn't do away war in the name of religion; It was a tall call. I do believe the verse where he states , there can't be any compulsion in religion. The following verse call for butchering of non believers was plagiarized from old Jewish bible. Those who look down on non believers chooses to ignore his teaching in favour of old Jewish script, that is a shame. Though he did say to use bible for reference when hiz preaching don't provide answers, but never not to override his preaching. Translating Bible probably got them more money. I hope more muslims learn to decipher the the work of greedy translator and not take their words for Prophets words better Muslim. Unlike pagan, Muslims are not required answer to anybody on earth for their religious conviction, anybody demanding so are trying to play. Secular muslims are on the safe side.


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Posted by: Khoniker Othithee <khoniker.othithee@yahoo.com>


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[mukto-mona] In the age of robots, our schools are teaching children to be redundant | George Monbiot | Opinion | The Guardian



 

https://www.theguardian.com/commentisfree/2017/feb/15/robots-schools-teaching-children-redundant-testing-learn-future

 

In an age of robots, schools are teaching our children to be redundant

George Monbiot

A regime of cramming and testing is crushing young people’s instinct to learn and destroying their future

 Illustration by Andrzej Krauze

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In the future, if you want a job, you must be as unlike a machine as possible: creative, critical and socially skilled. So why are children being taught to behave like machines?

Children learn best when teaching aligns with their natural exuberance, energy and curiosity. So why are they dragooned into rows and made to sit still while they are stuffed with facts?

We succeed in adulthood through collaboration. So why is collaboration in tests and exams called cheating?

Governments claim to want to reduce the number of children being excluded from school. So why are their curriculums and tests so narrow that they alienate any child whose mind does not work in a particular way?

The best teachers use their character, creativity and inspiration to trigger children’s instinct to learn. So why are character, creativity and inspiration suppressed by a stifling regime of micromanagement?

There is, as Graham Brown-Martin explains in his book Learning {Re}imagined, a common reason for these perversities. Our schools were designed to produce the workforce required by 19th-century factories. The desired product was workers who would sit silently at their benches all day, behaving identically, to produce identical products, submitting to punishment if they failed to achieve the requisite standards. Collaboration and critical thinking were just what the factory owners wished to discourage.

As far as relevance and utility are concerned, we might as well train children to operate a spinning jenny. Our schools teach skills that are not only redundant but counter-productive. Our children suffer this life-defying, dehumanising system for nothing.

At present we are stuck with the social engineering of an industrial workforce in a post-industrial era

The less relevant the system becomes, the harder the rules must be enforced, and the greater the stress they inflict. One school’s current advertisement in the Times Educational Supplement asks: “Do you like order and discipline? Do you believe in children being obedient every time? … If you do, then the role of detention director could be for you.” Yes, many schools have discipline problems. But is it surprising when children, bursting with energy and excitement, are confined to the spot like battery chickens?

Teachers are now leaving the profession in droves, their training wasted and their careers destroyed by overwork and a spirit-crushing regime of standardisation, testing and top-down control. The less autonomy they are granted, the more they are blamed for the failures of the system. A major recruitment crisis beckons, especially in crucial subjects such as physics and design and technology. This is what governments call efficiency.

Any attempt to change the system, to equip children for the likely demands of the 21st century, rather than those of the 19th, is demonised by governments and newspapers as “social engineering”. Well, of course it is. All teaching is social engineering. At present we are stuck with the social engineering of an industrial workforce in a post-industrial era. Under Donald Trump’s education secretary, Betsy DeVos, and a nostalgic government in Britain, it’s likely only to become worse.

 

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 Photograph: Alamy

When they are allowed to apply their natural creativity and curiosity, children love learning. They learn to walk, to talk, to eat and to play spontaneously, by watching and experimenting. Then they get to school, and we suppress this instinct by sitting them down, force-feeding them with inert facts and testing the life out of them.

The stories you need to read, in one handy email

 

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There is no single system for teaching children well, but the best ones have this in common: they open up rich worlds that children can explore in their own ways, developing their interests with help rather than indoctrination. For example, the Essa academy in Bolton gives every pupil an iPad, on which they create projects, share material with their teachers and each other, and can contact their teachers with questions about their homework. By reducing their routine tasks, this system enables teachers to give the children individual help.

Other schools have gone in the opposite direction, taking children outdoors and using the natural world to engage their interests and develop their mental and physical capacities (the Forest School movement promotes this method). But it’s not a matter of high-tech or low-tech; the point is that the world a child enters is rich and diverse enough to ignite their curiosity, and allow them to discover a way of learning that best reflects their character and skills.

There are plenty of teaching programmes designed to work with children, not against them. For example, the Mantle of the Expert encourages them to form teams of inquiry, solving an imaginary task – such as running a container port, excavating a tomb or rescuing people from a disaster – that cuts across traditional subject boundaries. A similar approach, called Quest to Learn, is based on the way children teach themselves to play games. To solve the complex tasks they’re given, they need to acquire plenty of information and skills. They do it with the excitement and tenacity of gamers.

No grammar schools, lots of play: the secrets of Europe’s top education system

 

Read more

The Reggio Emilia approach, developed in Italy, allows children to develop their own curriculum, based on what interests them most, opening up the subjects they encounter along the way with the help of their teachers. Ashoka Changemaker schools treat empathy as “a foundational skill on a par with reading and math”, and use it to develop the kind of open, fluid collaboration that, they believe, will be the 21st century’s key skill.

The first multi-racial school in South Africa, Woodmead, developed a fully democratic method of teaching, whose rules and discipline were overseen by a student council. Its integrated studies programme, like the new system in Finland, junked traditional subjects in favour of the students’ explorations of themes, such as gold, or relationships, or the ocean. Among its alumni are some of South Africa’s foremost thinkers, politicians and businesspeople.

In countries such as Britain and the United States, such programmes succeed despite the system, not because of it. Had these governments set out to ensure that children find learning difficult and painful, they could not have done a better job. Yes, let’s have some social engineering. Let’s engineer our children out of the factory and into the real world.

 



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Posted by: "darmanar" <darmanar@darmanar.org>


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Mukto Mona plans for a Grand Darwin Day Celebration: 
Call For Articles:

http://mukto-mona.com/wordpress/?p=68

http://mukto-mona.com/banga_blog/?p=585

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VISIT MUKTO-MONA WEB-SITE : http://www.mukto-mona.com/

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"I disapprove of what you say, but I will defend to the death your right to say it".
               -Beatrice Hall [pseudonym: S.G. Tallentyre], 190





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[mukto-mona] Debates in the Middle-Eastern style



Enjoy debates in the Middle-East:



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Posted by: Dristy Pat <dristypat5@gmail.com>


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Mukto Mona plans for a Grand Darwin Day Celebration: 
Call For Articles:

http://mukto-mona.com/wordpress/?p=68

http://mukto-mona.com/banga_blog/?p=585

****************************************************

VISIT MUKTO-MONA WEB-SITE : http://www.mukto-mona.com/

****************************************************

"I disapprove of what you say, but I will defend to the death your right to say it".
               -Beatrice Hall [pseudonym: S.G. Tallentyre], 190





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[mukto-mona] Madina Seminary Newsletter | Non-Violence Seminar, Qur'an Academy, and Deen 4 Teens, & Flashbacks






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Non-Violence: A Fundamental Principle

Academic Seminar with Shaykh Dr. Muhammad Al-Ninowy

Madina Seminary's Center for Non-Violence and Peace Studies is proud to present a free public lecture on, "Non-violence: A Fundamental Principle" with founding director, Shaykh Dr. Muhammad Al-Ninowy. Join us as we discuss the concept of non-violence and how it is a fundamental principle in Islam. The Madinan concept of non-violence can be traced back to the Prophet Muhammad (peace be upon him and his family). Shaykh Dr. Muhammad Al-Ninowy will be going over the concept of non-violence and explaining a collection of Prophetic nonviolence and peace methods and practices that benefited Madina greatly. These concepts, methods, and practices are in need today. Register now and secure your spot, seating is limited!

Qur'an Academy & Deen 4 Teens

Programs available for our youth.

Madina Seminary is offering a multitude of programs for our future leaders. The #MadinaKids Qur'an Academy offers daily Qur'an and Hifz classes along with Sunday school for children ages 7+. For our teenagers, we have our 'Deen 4 Teens' program providing a relatable environment for our teenagers to learn about their religion. Do not miss out on these great opportunities, sign up today!

Where is the Love? & Dhikr Launch

Flashbacks from our latest events

In celebration of World Interfaith Harmony Week, Madina Seminary hosted an interfaith event titled "Where is the Love?" with Shaykh Ibrahim Hussain and Rev. Dr. Terry Atkinson.

"In light of recent events and the state of the world, Madina Seminary found it important to provide an interfaith dialogue between an Imam and Pastor. Reverend Dr. Terry Atkinson and Shaykh Ibrahim Hussain have been friends for a long time and stay in touch even outside of such events. It only made sense to bring them together for this educational and spiritual evening at Madina Seminary.
 
In recognition of World Interfaith Harmony week, Madina Seminary is proud to present, "Where is the Love?", and interfaith event discussing the importance of love and unity between all. A person's faith and background should not present itself as a barrier between others. Irregardless of these facts, we must all be united and love one another. Unfortunate events such as the shooting in a mosque in Quebec and the mosque burning and Texas highlight the importance of such events.
 
Madina Institute and Seminary is working to illuminate through education and compassion. We begin with compassion and through education strive to achieve illumination."

We also launched our weekly Dhikr program with world renowned artist Syed Sabihuddin Rehmani. 

Check out some flashbacks from these amazing events!
Where is the Love? | Interfaith event with Rev. Dr. Terry Atkinson & Shaykh Ibrahim Hussain
Where is the Love?

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Posted by: Ala'uddin Al-Athary <ibuchanda@yahoo.com>


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Mukto Mona plans for a Grand Darwin Day Celebration: 
Call For Articles:

http://mukto-mona.com/wordpress/?p=68

http://mukto-mona.com/banga_blog/?p=585

****************************************************

VISIT MUKTO-MONA WEB-SITE : http://www.mukto-mona.com/

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"I disapprove of what you say, but I will defend to the death your right to say it".
               -Beatrice Hall [pseudonym: S.G. Tallentyre], 190





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[mukto-mona] Re: Kaba sharif



Look, Islam is no different from another religion except it was started by an illiterate man with relentless violence that is still palpably a daily reality. The followers were not anymore wiser or literate than the founder that they could arrange the suras in any chronological order. Most of the contents are gibberish and were basically plagiarized from Tora and Bible and sold as another new religion. Islam preached for one invisible God but  it ended up worshiping Kaba's Pagan stones. So much for the God's new revolution in the town!

Iranian Shias were basically Fire worshipers with different customs and traditions. So, expecting that they would exactly follow the lesser intelligent Arabs is pretty much an absurd expectation. It is in their genes to be different from the Arabs... whether they pray the same God or a Persian God.

Bluntly put, God has not set up any rules for anybody. We did it for politics and to project power on others. Wahabi Sunnis can destroy the whole Kaba but that would not make Islam any closer to the God than an Amazonian tribe who do not rely on Almighty for their daily food or survival in that vast jungle. 

On Sat, Feb 18, 2017 at 12:56 AM, Khoniker Othithee <khoniker.othithee@yahoo.com> wrote:

    An eleven years old had a question, when Almighty is omnipresent ,then why pray to Him in one direction only. In islam there shouldn't be significance on symbol.(idol) or symbolism (like dressing in certain style for religious purpose or growing beard). Is using Kabasharif as symbol for  direction to face during prayer lot like facing symbol  (idol) for prayer  or not. Are theses practices  deviation from Imun or Prophet wanted to show some reverence to the practices of other beliefs that existed  in that area; he did say there is compulsion (see link below) . If imum is good, then any practice or lack of it, will not matter that's what I was told in my childhood.

   Why the verse in Holy book are not in chronological order but ordered by length of verse ( from largest to  smallest). What was there anything wrong in the chronology that prophet passed to his disciples. If it was innocent scrambling then how some conflicting verse are paired as in the link below. Holy book was first published after death of prophet, and went through changes for about next two decades. If prophet wanted it , he could have made arrangements to publish during last two decades of his life.

 Why saudi royal religious whabis boss wants to destroy Kabashrif. They also want to remove Prophets grave from present the place, because they think shia are worship Him. Are they right? 

Anybody has good answer to these question for younger generation to grow up with healthy approach towards  Islam.






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Posted by: DeEldar <shahdeeldar@gmail.com>


****************************************************
Mukto Mona plans for a Grand Darwin Day Celebration: 
Call For Articles:

http://mukto-mona.com/wordpress/?p=68

http://mukto-mona.com/banga_blog/?p=585

****************************************************

VISIT MUKTO-MONA WEB-SITE : http://www.mukto-mona.com/

****************************************************

"I disapprove of what you say, but I will defend to the death your right to say it".
               -Beatrice Hall [pseudonym: S.G. Tallentyre], 190





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