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IWDM Study Library
Mujeddid
Carolina

By Imam W. Deen Mohammed
IWDM:
That's what's being passed as motivated down with. So I mean, when the whole world has gotten full on what's in today, they can't motivate them anymore. So they have to wait until the end, until they create new interests, to motivate people, right?
IWDM:
All right, so now, they've made everybody a ward of the mental institution. Yeah. Everybody's got mental problems now. How to motivate? "How to motivate him? He's got a mental problem." You don't have to motivate someone that has a mental problem. That's what they're admitting, anytime they say, "We have to come up with ways to motivate our students."
IWDM:
The Western school system, the public school system, they're saying that we have a mental problem in our schools. "We have to motivate." You think that we have to motivate them. Why does everyone need motivating? Life out there doesn't need motivating. The animals, the grass stalks, whatever it is. It doesn't need any motivation. You just leave them alone. That's their motivation. Right?
IWDM:
Yes, okay. Can you imagine the first man on this Earth needing motivating? I can't imagine the first man on Earth needing motivation. But we need to motivate people. So motivate him. Give him a reason for living. We have to understand the problems of the West and we have to see the rest as it is. The rest is problematic, it is psychotic.
IWDM:
They've got to see it as it is. As long as you look up to this world, you'll always come to it. Anytime when you can latch on to the Qur'an, and see its superiority, then you can stand above it. And thats the only way you can help it. You want to help this wolrd? From there, you can let go or move on, and see if it moves on. They just stand above it. They stand above it. I know most of you want to. I know you do. You want that. How do you do it?
IWDM:
Do you think I want to hurt them now? This is my home. My ancestors lived in Africa but this is my home. America. This is my home. The United States of America. This place and all the rest of this here. Even all of it. I wish I was way over there.
IWDM:
Because I've been trying all night and day. You're telling me this is not safety? But I remember that this is one of the best states. All right? So don't think that because I'm a Muslim and because I see God, no, above the tworld? No, don't think that I'm not American, that I'm not patriotic. I am. That's more than most Americans.
IWDM:
But I'm critical too. That's what made America great, because people had ears, who had a higher vision. They had a bigger vision than the present state that they're in. So they were able to lead their country, their people and their nation, into greater lives. Now, if we had the same vision that the world has, we had to be like those pioneering Americans, whose vision was bigger than England, bigger than the whole world. Whose vision was bigger than the reality that they were in at that time. Bigger than the 13 colonies. They're the ones who made that step.
IWDM:
The most important concern I have is the concern for your mind, because we are children of slaves. We are effected by it, we still created after decades of slavery of black hating white and then seeing it. We're blocking it all the time. That's right. We carry the effects of that. Some of us over-react to it and we get involved in our own small-mindedness. We want to take ourselves out of the world and be some separate God, be a superior being, because in America, we're bigger than everything. Then the other ones, let's do this first.
IWDM:
They deal with everything else but the white man. We're America. And be aware, what I will say no ,one of us stands up and express some ideas, right away, that person's accountable. Well, I can't say it. I ain't going to say it, because it's prejudiced. We all still say it. Just cannot, the presentation of this whole thing. But let anyone bring anything from the white man?
IWDM:
Right away then, then you will. Then you will, you see? Now, the Imam ought include that in the curriculum. Excuse me. I wouldn't want to be around that. The current concern is for our, mind, the number one the because our mind has been limited. Our mind has been burned. Our mind has been made to feel small and inadequate, to express itself. Well, it expresses itself in my mind, even now. You and me.
IWDM:
That's right. Some of us have a great idea. Be just the answer, be the solution, be the message for others before the end. But we're cool. I don't have faith, and I don't have things. I don't have 1000 dollars. I don't have any of the Western authority to support this idea. But I have never had it, but if I said this will last...
IWDM:
We have to get out of that. Getting back to the physical properties. In Chicago, I thought I said, and I knew as a child, I didn't have any problems living in the property of the lost found nation of Islam I was living on the property, of the lost found nation of Islam. It was fine. I didn't have any problems. You would never find me nor any child with my mind writing there, or defacing the property, or doing anything to diminish the beauty of our town. You wouldn't fine me or anybody with my mind. Girls, boys, alike.
IWDM:
Why? Because all those years, we were told, that this yours. It is the problem that we have inherited. I call it the plantation ghosts that are still in us. It ain't no ghosts. This is real. This is real spirits. The problem in the past was that this thing was in us, and it would be the neighbor's problem, not the white man. The neighbor's problem. But the same kind of heat come up in us when we see the neighbor get a new house or the neighbor get a new car. Then our gnashing that came up in us, when the white man said, "Problems. Child of mine. We can go out, child of mine. Come on." They're going, with the white man, you're there. The child's accomplished. But hey, why walk there? The white man knew, the white man's horse, down at my buggy.
IWDM:
Now I imagine that we, yeah. I imagine heat with this coming on. "Yes, yes. Oh master. Yes." Because he said we weren't supposed to have those things. You see? He was making us take care of his. keep his up, keep his looking nice. Okay, So the neighbor moves next door now. It's not a white person. It's another person. They've got that. If a white man had moved next door, it would be better. White man moves next door, with packages, they think, ah. "We have a white neighbor."
IWDM:
Because that means that the white man is accepted here, if he can stay next door. They will tell you in psychology that one of the heaviest strains on the mind an individual is the one produced by isolation, rejection, et cetera. So they know, the psychology. They know that your nature will want to get rid of that strain. So you don't see a way to get through yourself, to make yourself, to convince him that you are acceptable. The way to get it by force.
IWDM:
So anything that represents the end to this problem, is a great relief to you. So white man moves in. You're saying, "Sure, they know. They know these people." This is a fine neighborhood and all you have to do is keep up your property, and look at that. Yes, a white man lives next door.
IWDM:
A black man just moves next door, and you want to kill him. You want to kill him. especially if he's got something nice. You know that, and don't let him buy nothing new. All that heat comes up. Why? Why? Because you were sent out of those things, right? You were shut out of those things. Now, two things are working, if a black man moves next door.
IWDM:
If a black one moves next door, he doesn't put dirt up in your situation. Mostly, you need to be accepted, not by him, by a white man. So if he moves next door, he doesn't help your situation. If a white man moves next door, then it helps your situation because that means that you're accepted by white folk. You see?
IWDM:
Now, that's one thing that's operating. But there's something else operating. You were a shell and you have been conditioned by white men, and it's psychology, to compete with each other, for freedom. For a chance. For achievement, et cetera. So you have been conditioned to compete with each other. So it's just a natural impulse in us, to fight the one that seems to be making it.. See?
IWDM:
Deep down in you, the white man has another you in there, and that other you in there is saying, "He ain't no right to have that. I don't have it." Do you know the white man used to put fighters, gladiator fighters against each other, just for sport? The one that put on a good battle, he would favor that one, give him an advantage over the one that lost.
IWDM:
So right in that, the instinct to beat each other up, for a better image in the white man's world, goes to winning. Yes. I mean, this is history. This is history. This can be documented. This is documented. I just don't have the material. This is already documented, that the white man, on the black, Asian, and also in the North, used to pit the black man against the black man. For sport.
IWDM:
Now, he did this on a community scale too, but for sport, he would actually pit two people against each other, like gang ways. Pit them against each other for sport. They would laugh and cheer the one winning and everything. When the winner won, they would favor him, give him more recognition than the loser.
IWDM:
So on a community level, they were doing the same thing. They were creating sensitivities in the black community. They'd set the black community against itself. When their side won, they'd come in and reward that side and punish the side that they didn't approve of. They still do that. They're still doing that. You see? All right.
IWDM:
But this is happening above our heads. Over generations. Now, we have a tendency in ourselves to just automatically attack another Bilalian. Yeah. When it comes to people who are right, it's automatically wrong to want to get them out of that place. Get them out of that. So the person that represents right , rhet like to tell them to leave. Go away. If he won't leave or go away, he's going to kill him. Do anything to get him out of that conscience, because he's a discomfort in their conscience. He represents what they should be growing towards.
IWDM:
Their nature tells them that they should be growing towards that, but their worldly mind tells them that that's too uncomfortable for me. It's too difficult for me to grow towards that. So okay, now the worldly mind has to destroy the presence of that thing so that it can relax. So the worldly mind says, reject it,"condemn it. Rationalize. Break up anything. Rationalize." Rationalize means reason. Reason falters. Rationalize can mean reason correctly, but rationalize also means, in fact, rationalization is a negative word more than a positive one. It means, reason falsely.
IWDM:
So there's rationalize him into a position where you condemn him and do evil to him. So you would take a good man, a good idea, a good person, and you would rationalize that until you can put it in a position where you can do evil to it, where you can condemn it. Where you can say, "Hey, this is wrong. He's a troublemaker. He's trying to destroy our order of society. This is still America." Boom. Right?
IWDM:
Okay, so we have to understand all these tendencies in us and all of these and why, and make progress with our own lot. What's wrong with people trying to make progress for their own lot? You all should take note of what the Chinese and what the Asians are doing. The Asians are coming into this country. They are establishing themselves. By that I mean, they are bringing their culture with them. They are living in their American homes the same way they lived in Asia.
IWDM:
They eat the same way, they pray the same way, they're living the same life they live in Asia. But now, they're in America and they are Americans. What we have to understand, as educators, brothers and sisters, that America welcomes that. In fact, America is that. America means there's opportunity for you to bring your life from one part of the world to this part, and keep your same life, and grow in a new world.
IWDM:
America represents a new opportunity, a new horizon. A new horizon. The new destiny for man, is that right? Okay. Now, we think differently over here. We think that people are going to call us prejudiced if we put emphasis on retaining our own African American identity. They'll think we're prejudiced. Say, "We don't want to put no importance or no emphasis on ethnic pride or on our Bilalian ethnicity." They'll set us apart from the rest of America. When they've set you apart from the rest of Americans, it's the fact that you are not an American. You are not an American because you don't represent anything unique.
IWDM:
You don't have an identity, isn't it a fact? You don't have an identity. The other people have an identity. The other people have human personality. A human personality that has been born upon an ethnic personality. An ethnic personality has been formed upon our other ideology. A way of conceiving the world reality, and we don't have that.
IWDM:
We just buy what the white man fills into our heads, over the wire or through the airwaves. Right? Okay. Well, brothers and sisters, what am I doing this for? Let's get down to the business of the people. This is the business. I know many of us are misguided because of our sensitivities. We're good people. But our sensitivities have us missing that. All right.
IWDM:
So I think it's worthwhile for me to take the time, and dwell on these things, in order to get just one more, or two more, or 60 more, to make the turn. So it's really the future of our children depending on our ability to step up out from the muck and mire of America's ideas, and walk on. We've got an idea of our own.
IWDM:
In this interest here, dear brothers and sisters, I insist that we don't let any Arab, Pakistani, Egyptian, I don't care what he is, don't let nobody come over here and be the idol. I'm saying, nobody should come from out of this community and be the personality. Be the reference. "Oh, this is Mr. Su say Dawa he's our reference. No, no. You keep Imam WD Mohammed as your reference.
IWDM:
If I fall dead right now, you look for one that came up like I did. Hey, where is one that don't follow Saten, don't follow anybody else but his ideas. Go on, brother. You have to take Imam WD Mohammed's place. That's a need that we have inherited from the soul's of our ancestors. That's right. This country took away from us the dignity of the people and we can't have that dignity if we're going to have other people over us.
IWDM:
Many of us have some sensitivity, we'll say thats not democratic. If any other person qualifies, we should accept that person. Yes. If they qualify, I agree with you. If they qualify. But number one in their qualification is that you be part of this natural growth in America. If you're not, we can't identify with you. No indeed, because we are people growing into what we are. We're not yet there.
IWDM:
We are growing into that. I don't want nobody that has grown into the Italian form, or into the Greek form, or Turkish form, or Egyptian form, it will be a terrible conflict. Once we have grown into our own form as a people, then, "Okay, Mister, yes. You have the qualifications. Step right up. Be our leader, because we're going to hold you accountable, you bastard. You better not make mistakes." Right? Yes, sir.
IWDM:
But now, "We are too far from the destiny that we ourselves have to grow into, to give up, to allow some foreign element to come and stand over us." Because we'll be in tune. It'll feel like fresh clay. We'll be too easily influenced. We can't go out until we have established ourselves as a community and have recognition in Egypt, in Africa, and all over the world. In Asia, and all over the world. Recognition for having established our own personality as a people. When we have gained that, then we will be like any other community. But until then, we are peculiar people under the eyes of the Lord.
IWDM:
So these are our concerns. Dear beloved people, getting more at home now. I'm closer to the real problems that you're confronted with, as educated in the community, that is curriculum and teaching, or teachers' qualifications. I'll just have a few words to say. What I'm saying now should be supported by what I've said before. What I've said so far.
IWDM:
One of the main concerns I have for our subjects, subject matter and methods, teaching methods is that emphasis be put more on what is required, what is needed parden me, than on just what is available. Now, you know, there are so many subjects out there and so much knowledge out there...
PART 1 OF 4 ENDS [00:24:04]
IWDM:
There are so many subjects out there and so much knowledge out there. There are oceans of knowledge out there available. If we don't have our own specific needs in mind, then forming curriculum and setting guidelines for courses, selecting the subjects, and et cetera, becomes a problem too big for us to tackle. But if we first establish what are our real needs.
IWDM:
I said in opening, that one of the major problems we have is poor qualifications for the job market. We are not qualified for the job market, and we know the job market now is constantly changing. The thing that was a necessity yesterday may not be a necessity today. See, new demands are coming in, and it's changing the qualifications or the needs in the job market. We have to study that, be in touch with that trend, and I think if we concentrate on what is practical.
IWDM:
You know what benefited me most in mathematic arithmetic? The practical mathematics. The practical arithmetic. All of that, I would say, the academic and high language and fancy talk, I found that when I went out there to try to feed children like this, it didn't have much importance anymore. The man said, "But can you?" When he said, "Can you?" See, I was used to telling him what the principle is, what the theory is, and I was never asked to do it. Nobody ever said, "Can you?", before. They just asked me, "Could I recite? Can you recite your 12 times table?" "Yeah."
IWDM:
This man was asking me, could I apply this in a given situation, that meant something to human life and what it has to do, what it has to be. When he said that, I had to start thinking. I said, "Look, just a minute. Just a minute now." I said, "What you do is just keep my application, and I'm going back and get me some books. I'll be back. I'll take the test again." I went, and I got me some books on shop mathematics. I got me some books on shop arithmetic, shop mathematics. It's different. The other mathematics said seven times seven is 49. The shop mathematics said seven pounds times seven pounds is 49 pounds. It was different.
IWDM:
One book said six times six is 36 square, six square you see. The shop mathematics said we need 36 square feet of linoleum to cover this area. It was different, you see? So, I think we shouldn't just give. Don't even give the children tables like that. Don't give it to them. One times one is one. Three times two is six. No, tell him, "Three dollars times three dollars is nine dollars." What I'm saying is the psychology should be to eliminate the abstract for the world of reality, as much as possible. That's right. As much as possible.
IWDM:
Let them work with figures that have connections with things that they have to use, things that they have in their own life. Don't waste their time with just reciting numbers. Don't introduce even pictures into the room that have no connection with just real, practical life. Don't just bring in something that could be a dog. Bring in a dog, set him up with, "This is what you're going to be doing. You want to be an animal doctor? Here's the dog. This is a dog with such and such and such. He catches this disease, he catches that disease. Look at his ear here, look at his feet there." Okay, he's learning about a dog. Here's a dog. A pretty little dog. You don't have to do that. When you go outside, you're going to see it.
IWDM:
Okay, so this is criticizing the white man's mentality, and that's what you have to do if you want to arrive. Criticize his mentality. Okay, so now, this is a dog. Accept that thousands following this dog. For three years, he might have that one at home. You put it there. "It's a dog." "I know it's a dog. It's a dog. Here with you, dog. Where's that cat? Can you see that cat, dog?" That's not enough. That's not enough.
IWDM:
Now, if you're teaching them how to talk, you don't have to do that, just put that up there. Put the pictures there. Let's see how they think. They'll say, "What does that word say?" They say, "Look at that picture. Tell me what that word says, that he said, exactly." Now you, as a child, say, "Oh, he ain't stupid." But if I take this dog, that's a dog. We know it's a dog. Seriously. You look at a child, four or five years old. He's laughing inside. "Seriously, I can't believe you don't know how to recognize a dog."
IWDM:
So what I want to emphasize is common sense. There's a great lawyer, a great lawyer. This lawyer was on television, on a television program, on the news. No, he was on the news. This lawyer had won another case. He was such a big lawyer. I can't recall his name. I'm sorry I don't have his name, but often, I think back on this, and I can't recall that attorney's name.
IWDM:
He's one of the leaders. I think he's like second in the whole world. Maybe first, but I know he was referred to as the second in the whole world, and they were asking him, "What did he think was making him so much more successful in court than other attorneys?" He says, "Well, most of my adversaries, they stick to the book. So they follow the letter." He said, "I also use common sense." Right?
IWDM:
I thought about that. The man up there, at the top, or second to the top in the whole world, and he was stressing the value of common sense. You want to see the biggest fool in the world? The one with a whole lot of PhDs, et cetera and no common sense. He's the biggest fool on earth.
IWDM:
Somebody would say, "Oh, he couldn't get those degrees if he didn't have common sense." That's what you think. This establishment doesn't want you to have common sense. Yeah. If you make an effort and you go to college, then they deprive you of the use of common sense. They say you can have one or the other. If common sense is your left leg and academia is your right, which one do you want?
IWDM:
So can I have both of them? They say, "No, ain't no two-legged people walking around." You need to make your choice. Either common sense or academia. Yeah. I have some, a lot of people, they don't see it, thinking like that. But that wishing of their family means everything. The qualifications are everything. It's saying that, "I choose academia over common sense", and when you say that, they say, "Welcome into the club."
IWDM:
Then, brothers and sisters, all the courses should emphasize the practical use of numbers. Whether it's social sciences or whatever, we should relate it to the job of living, day by day. They used to teach movement and music, and tie music in with natural needs in the lives of human beings. But whatever you teach, it should always happen. This is our problem, it's environment and the religion. Now, there's a human basis, a practical basis for everything.
IWDM:
Yeah, and lastly now, Islamic Studies. Some of us, I think, are good Muslims, but because we are not qualified in this in Islamic Studies, not qualified in Arabic, not qualified in Islamic History, et cetera, we're afraid of it. We don't want anybody else to become qualified. This is another plantation of the spirit. To be afraid, you see. We have to get away from that. In fact, the community can't tolerate that, not at this point, accepting my leadership..
IWDM:
I'm a man that when it comes to certain things, I don't compromise at all. Believe me, if I can't win, I'll lead till I can win. I mean that. There are certain things that we just can't sacrifice, we can't compromise on. I think this community now is ready for real Islamic study programs, where we will learn Arabic, we will learn the history of Prophet Muhammad and his companions. We want to study the Quran, we want to learn it. We want this to be an Islamic religion.
IWDM:
All right, okay. So if you have the sensitivity that I'm referring to now, where you fear that a person with that knowledge is going to be a threat to your image, then you have to realize that that's a sensitivity from the slavish life. Yeah. That's another plantation spirit that's alien to your real life and nature, and nobody likes aliens. They don't mind a foreigner but if he's an alien... Yeah, a foreigner, they're being different, but aliens means that he likes to be alienated, or he likes to alienate.
IWDM:
That's something nobody likes, you see. So let us be strong, that's all. We just have to be strong. We have to be strong enough to walk away from people. That's it, because if it's dignified optics, then I'm happy. That's probably all we can come from. In that rock it, and leave it behind. So we all are working on Islamic curriculum and interested in Islamic please support what we want, and do your best to make Islamic education available to all the members of this community. So thank you very much. Now, I will let Doctor Boz and the rest of you talk over the rest of our concerns, like money, where are we going to get it from, and how big the job is, and how much money it's going to cost, and all those kinds of things. Let's get better qualified teachers in the classrooms, from our own community. We don't want to get them from outside. If we're as smart as we say we are, we can take a sincere person in this community, and make them better, probably black and probably going to get out.
IWDM:
Brothers and sisters, we most certainly have had the feast on the concerns of Imam Warith Deen Mohammed from Imam Warith Deen Mohammed. So we, as your people, with what he has said, ponder over what he has said and think with every ounce of substance that we have, to put into practice, to make live in ourselves first, what he has said to us this afternoon.
Speaker 2:
We're at the point when it's mostly dinner time, right? Pray Allah that the cooks will have it together because we have about an hour to eat, and so those who are concerned with the dining area, you can begin to get the stuff together, and Brother Lam, if someone has any questions to entertain, will take maybe five minutes or so of questions. If you have any questions, you can direct them, at this time, to Imam Warith Deen Mohammed. Yes?
Speaker 3:
Morning. [inaudible 00:39:39].
IWDM:
Yes, sir. I agree. With all that, I agree. Anything that is, what's your name? Representative of your needs, is something that you ought to take very seriously, and the Muslim need this Halal food. It Halal food, that's a local need. Now, if I'm talking to the general audience, the local, the general, local public, I would say what I'm going to say now. That we represent the leaders, all of us here. Their appeals to us, to all of us. We are teaching, we are heading departments, we are heading them, the next step to the leaders, all right.
IWDM:
Allah, whatever he has prescribed for us, is beneficial to us in every way. Now, that's a dietary requirement, right? But in it, there's economic advantage in it. If we don't promote that, we'd be losing something economic. There's an economic avenue for us. A great business avenue for us, and I'm so happy to see brothers around the country, and in Kansas City, I addressed a gathering of the members of the community there last year. We did it by telephone. I'm happy to see you all encouraging Halal products, because this is going to make us more active economically. I support it wholeheartedly, and all that. That's what this is all about.
IWDM:
All right, yes. Well, we hope to begin soon. I don't have a date yet. I don't have a date, but I hope it will be soon, because I'm very interested to start it. I'd like to head an institute, what do you want me to call it? College, or university, anything. We just led the following speak for the university, for whatever it is. Get that describing people. But I like to head a school that teaches comparative religion, with an emphasis mainly on understanding the bible and its connection with the Quran, the way it's made. Yes, and I think that would do a lot to establish leaders for Muslim society, those Imams et cetera.
IWDM:
They will have a strong ground to stand upon and it will be an opportunity for others to come in and see what we've got because we're going to have some other teachers who teach their religion too. We have already got some commitments from Catholics. They're the Catholic priests who want to teach. They are invited. They want to teach Catholicism, comparative religion but from the Catholic point of view. There's also now a Buddhist, who wants to do the same thing, and a Protestant, and a Rabbi, a Jew.
IWDM:
So we have the people already, who want to do it. We have the right mode, that they want to come in. Now, these people are coming in and they would like to speak their ideas, you see? But if you're better, welcome, prove it. Now, they won't be heading it. I will be heading it. We will head it. You see, we'll be controlling it, but if they want to come in, anything you want, give it freely. If that's your argument, and we're going to look at it. We'll look at your argument, we'll look at everybody. Let's just do it. Look at everybody's argument, and if it's different, make the choice.
IWDM:
So that's what we want, and this time, I'm going to get it. I hope it won't be too far in the future. But believe me, we have made a lot of progress. If you study, what I have been given, in my talks on the bible, just that, the Quran. You take that, just take some of that, from people that you know to be qualified. Look at that, does this work or anything? They'll tell you. "Who's this man? I'd like to meet him."
IWDM:
So why am I saying that? Because those who don't know cannot judge. If you don't know what I'm talking about, how can you judge the words of what I'm talking about? Only those who have knowledge in what I'm talking about can judge the words of what I'm talking about, you see? I say that to your benefit, not as a criticism. I know most of the Muslims in our community, they cannot appreciate that. They'll say it simply because you don't have the knowledge. You don't have that level of knowledge.
IWDM:
But many of you appreciate, at least, the new concept. You appreciate the new concept. You can't see where I'm coming from. You can't see the rational basis or the evidence from other sources that supporting what I'm saying because you don't have the information. But you appreciate the new ideas, the fresh concept, the excitement, and the new way of looking at things. So you appreciate all that, and believe me, I'm not criticizing you. I think you represent the intelligent people of America.
IWDM:
It's those that look at it and say, "Oh, that's a waste of time." They are the fools. But you say, "Oh, that's interesting. That's very interesting. That's great." You are intelligent. Now, just because you haven't had training in a particular course or a particular field or background, it doesn't mean that you're ignorant, but still, it's a fact that most of you don't have knowledge of mythology.
IWDM:
So, this is going to really help the whole community. When we establish that too, when we heading it, and we get people coming, participating and coming in, qualified people, representing their different persuasions, coming in there and being on the staff, and we all are addressing the students, we all are giving out points of view. When that history goes to the news, go out from what's happening in that institute and the old man is heading it, that's going to give a greater image and greater respect to this particular community, you see?
IWDM:
And Insha'Allah, it'll be soon. I hope it won't be a long time. Yes? Assistant secretary, from the sisters. Talk to us. I can't recall your name. Sister Salwa. Yes.
Speaker 4:
[inaudible 00:47:14].
IWDM:
Yes. I see.
PART 2 OF 4 ENDS [00:48:04]
IWDM:
Yes, I see. Well, in Los Angeles, about three weeks ago, or maybe four now. I'm not sure. I was speaking about the need for a certain kind of character on our spot, and I was trying to think of the term. I couldn't think of the term for it. After I finished, Imam Hasan, the regional Imam , he said, brother Imam, I really enjoyed what you had to say about the need for the pioneering spirit." Well, tha's what will solve the problem, sister. We have to stop looking to the outside and become pioneers ourselves.
IWDM:
And believe me, there ain't no situation that God has put us in, that he hasn't given us the solution to get out of it. You just have to climb to it. Trust ourown intelligence, and be pioneers. Yes. Sister? Yeah, sister with the tickets, yeah?
Speaker 5:
[inaudible 00:49:06]. I assumed that on our 48, we'd be raising food, our own food and supporting this institution. Can you give us a projection as to when we would open this, to get food for ourselves?
IWDM:
Well, I want to leave questions like that for those who will be carrying on the rest of the program. I think questions like that could be addressed to those who would be responsible for the program. How about them? They need to answer that question, because they know my position, my thoughts regarding that. Okay. Any others? Yes? What was that?
Speaker 6:
[inaudible 00:50:11].
IWDM:
Yeah. No. Are you in, right now, speaking forthwith, in preparation for proceeding with a course or getting a degree or something?
Speaker 6:
I'm not a student.
IWDM:
You are not a student. You are not a student at this time? All right. If you were, I was going to congratulate you. At no point in my talk, did I say, we shouldn't go to college. I didn't say we shouldn't go to college. I didn't say we shouldn't go to university. I said that we ought to have our own minds and our own ideas. Yes?
Speaker 7:
[inaudible 00:51:25].
IWDM:
Yes, sir.
Speaker 7:
[inaudible 00:51:35]
IWDM:
Praise be to Allah!
Speaker 7:
I just want to know besides, in case you all are writing your own...
IWDM:
Yes, sir.
Speaker 7:
... what other piece of event [inaudible 00:51:53].
IWDM:
I doubt if you can find another. So it's actually Carter G. Wilson that taught me everything I know. That's the only book in the room, I think. Yeah? The best approach is setting up Arabic language? It has the word. Well, I guess, that's comparative. It's just thought, methods are good, but still you have to have a teacher, even to begin to try to see, to learn that language on your own. So it's necessary to have a teacher. It's necessary to find a good instructor who has the ability, with the English language and Arabic. Both are established institutions that have the courses, and take it.
IWDM:
We have brothers in the community who've gone to some of these colleges, and they have made a lot of progress. We have a brother in Oakland, who's been there for about seven months now. We have two brothers in Oakland who are teachers in Arabic, in courses at night. They stand up with me, we all work together. We all are teaching a course in Arabic, and they are doing a very good job.
IWDM:
They went to a regular college, that offered courses in Arabic. I mean, you can learn anything. You can learn. They are not fluent with Arabic, but they have faith, they have the foundation. That's what you need, the foundation. My foundation came from Professor Jamil Diab, when I was in the Clara Mohammed School. Called the University of Islam at the time. Myself and youngest brother, Akbar. Darnell Karim. Some of you know him, in Chicago. Isaiah. Somebody named Isaiah, who's not around, on account of he was there. Rosalind, Zobir I think he's called. Darnell's sister and Leroy, his brother, and there were several others. Maybe about 16 of us, all together.
IWDM:
Out of that class came maybe, about four or five, who were very excellent students, who were able to get into Al Azha that college, who were able to pass the examinations, the entry exams, and get into Al Ahza. They were there. So the instructor, you need a good instructor. We have a good instructor here. Sheikh Tajjiddin.
IWDM:
All right. So we have a few but we need more. So if you can't find a good instructor in the community, if you can ever afford it, it would be good if you could go outside the community and go to one of these campuses where you're offered it for a comparison. Then I said, "Well, how about going to Pakistan" Well, that's good.
Speaker 8:
[inaudible 00:55:37]. Okay, all of us are trying to bring our community [inaudible 00:56:04]. All was in faith. The faith that we know we needed them, to know that we didn't have the resources, turning to leadership, turning to resources that colleges were supposed to have. To be able to get to that stage two years later.
IWDM:
I get that.
Speaker 8:
So I'm saying that that wouldn't be a factor. We can't move on, if we are able to put ourselves in the right mind, the right partner, the right situation, and then how, with their resources, we can make these institutions, if we work together.
IWDM:
Thank you very much. Yes. Yes, sir.
Speaker 9:
[inaudible 00:56:44].
IWDM:
So we have to be good parents, especially that's why the towns [inaudible 00:57:51]. If the clients themselves are done, then I don't think we have any issues to not be, because I don't think that we can turn your back on your own blood. They all were, maybe, we could have done something to save them, and maybe, they could have done something to save themselves.
IWDM:
We have to realize that and don't think that the transition made us look better about it. We were losing 60% or more of our membership, all during the whole life and the history. They were coming in and going out. So we had said clearly, and I know the old feelings because I tell you, we would like to help those teenagers because we know that a lot of them have bright minds, a lot of them have great futures. But they hear something and they let themselves be taken away by what they hear, and many times, they don't even have any knowledge and support to be heard.
IWDM:
So something somebody had said or done, just knock the foundation outr from under them, and they can't see themselves supporting the community anymore, so they walk away. They go back to putting their backs on the community. All right? So I think, we do need to make some effort to study the transition and to study the effect of the transitrion on members of the community, not just youth. On members of the community, that youth could be included.
IWDM:
I think all that studying, which won't require everybody and maybe just a few persons doing it. Out of that study, maybe we'll come up with some actual direction talk, that will help us maybe reach their hearts, and it's their hearts, not their minds, if it were their minds they would be here. After that, it will help us reach the hearts of those who still see through that. Yes, sister?
Speaker 10:
I'm sister [Rui Hakim 00:59:52], from Kansas City, Missouri, and I would like to ask your opinion of preschool. Those of us who are in early childhood would like to know how important do you think that it is, and should we continue on, with preschool?
IWDM:
Preschool? Very important. Very important. You can't believe the way you believed in the old days, and that was that a child should receive education from the time it comes to the world to the time it goes out. We should make an effort to educate, give top education to the children, from the time they enter the world to the time they go out. As soon the baby come from the mother? You just say, "Da da da." She just says, Bismillah Hir Rahman, nir Rahim, Alhamdulillah. hir Rabil Alamin"That should be the first words, that goes into the ears of that child. So that later in the child's life, if it hears that, it will recall. The child will recall those words, and there will be reception in that child, for that later.
IWDM:
If you turned a record on and said, "Da da, di da, di da", that's the reception thst will be there later. So we believe in starting early. Many of these kids, children, that's two, three, four years old, they're ready to start learning. Yes, sister?
Speaker 11:
[inaudible 01:01:53].
IWDM:
Yes.
Speaker 11:
[inaudible 01:02:09].
IWDM:
That's a real concern with you all now. I only serve the committee. I know. Believe me, I know the problem, because we have schools that are open, in Atlanta, Toronto and Chicago. They've been having problems all along. I'm afraid that, okay, I feel your concern and I have a question, a concern, since I've been out here, since I've been a member of the council, as have some of the other brothers who have been here. When I left, and I was in Oakland, I told them, the principal there, if you get pain, take the whole world on your back. You can only take so much of it. We hope that we will become more and more able to take more of it, as we advance ourselves, and as we progress ourselves, but we can't do everything at once.
IWDM:
I know it feels bad. It's strength, moral strength. It's very difficult. Moral strength is not the strength to always pacify or accommodate. Moral strength requires, sometimes to separate. You have to separate from something, and you have to put it out there. The road is fiery, just stay out there, on your own. Take it somewhere, not here.. I think, the thing is we'll now, things I won't now, because I'm glad you asked this, sister. It does have to hold on these days, because that's a big problem for us.
IWDM:
The thing that's holding down the performance of our teachers in the classroom right now, more than any other thing, is the clue that I have, is this, I think. The over-romantic kind of relationship that we have with people we talk to. Everybody, we want to kiss them in the mouth as soon as they come. I have five children, one of them psychotic, the rest of them neurotic.
IWDM:
"Can I get them into this school?" "Oh yes, we wouldn't turn down anybody." Okay, but you must be crazy. "What is your name? You don't have to write down this business bit." All right, okay. Three neurotic, one neurotic and one psychotic. They come into the classroom with normal children, and the normal children have got to figure out, they're trying to discern what is proper behavior? No, we were wrong, and they were wrong.
IWDM:
The psychotic one, you ask him to recite Al Fatiha, he comes in and spits on the books. You know he's half-crazy so you ain't going to say, "No!" You're going to say, "Sit down with you all. Sit down you all. Sit down, Wallace. Take your seat, Wallace." The other boy is saying, "If I had done that, you'd have fucking made it..."
IWDM:
Now, many other problems. Another example of the kind of problems that these problem children bring into a normal classroom. These used to make everyone mad. I told them in Chicago, I tell them here, I'm telling everywhere. We should make up our minds. Are we going to be a school for special children, with special deficiencies, with real, serious problems, or are we going to be a school for normal children? That's what I need them to qualify. We can't be both. We have to make up our minds, whether we are going to accommodate normal children in our class, or accommodate children that have real, serious problems.
IWDM:
The charge should be, we're going to accommodate normal children, because it's our normal children that don't have an equal chance in this country, and in the world. We don't have an equal chance in the world. So it's the normal children that we should concentrate on. We should concentrate our efforts on bright-minded children. We should be highly selective. That's right. If we simply have the moral strength to tell a sister, "I don't care if it's the Imam's wife. I don't care if it's my wife." That's what I meant when I said, the Imam's wife?"
IWDM:
We should have the moral courage to say sister your children have problems. We are not set up for that. We recommend you take your children to such and such place for special children. That's what we're going to have to do. That's what college offers probably. That's the truth. That's what[Calva College is doing. Look at the strength Calva College have? They've been talked to, they've had the time that you've got. They ain't working with the kid factory attitude.
IWDM:
Yes, sister, on the wall, with the green? I know your name, but I can't. Sister, there.
Speaker 12:
As-salamu alaykum. I have two questions. My first question is what kind of a regional education system would you like to see us establish? I know that the north-east region has got it together and they've got a very good structure, and we need to know on the western region, they, that are here from LA. [inaudible 01:08:47], and myself, want to know how we can get our educational structure here. What would you like to see?
IWDM:
Now, let me be clear. When you say structure, you're talking about the general structure, curriculum, staff and everything?
Speaker 12:
I meant, like a regional board.
IWDM:
Oh, you're talking about, okay, administrative?
Speaker 12:
Yes.
IWDM:
Okay. All right. I think, now that you're together, you should meet and discuss it.
Speaker 12:
Okay.
IWDM:
You should agree to exchange the folders of stuff here, and then submit all of your final presentations, to the Council of Imams, and please send me your copies. Let us decide on the structure for the regions, and then a structure for the whole community. Because there isn't that much. There are only differences in maybe a third of requirements that different areas have, that you have to respect, you see? So there would be minor differences, but I think we've come up with what should be a natural guideline.
Speaker 12:
My second question was, what is the role, should be the role, Muslim Parent Teachers Association in here's primary function? Also, [inaudible 01:10:21].
IWDM:
Yes, very good question. This we first started, under the new administaration of the World Community of Al Islam , and now the American Muslim Mission. I think we have made considerable progress. In early stages of this effort to establish a Parent Teachers Association, we had a whole lot of problems. A lot of confusion. A lot of trouble. But in some places, we did much better. The role of the Parent Teachers Association should be to support what is established for Sister Clara Mohammed's School. To work in close co-operation, with the Principle and teachers of Sister Clara Mohammed's School.
IWDM:
If the children see us divided, that finishes it. Yes, sir brother Imam,
Speaker 13:
[inaudible 01:11:54]. I just wanted to ask [inaudible 01:11:54]. I was wondering if there was a possibility [inaudible 01:11:54].
IWDM:
Yes, sir. Now, I know how you feel. Somebody is running a pipeline in the desert to their home today. I don't know what I would do.
PART 3 OF 4 ENDS [01:12:04]
IWDM:
somebody running a pipeline to their home But believe me, I sympathize with you. But I think we shouldn't move the people around.
Speaker 14:
Yep.
IWDM:
We should keep them, whilst if they stay there longer, they can build up a better relationship with the people in their own local and the people will come and become better and better, the people that and need to be working hard they need to be working hard because more equally qualified persons in these other area and we can do it. Brothwer Imam Hamidullah has good information for us right now there's six more coming, that will do, that will do it fdor a while.
Speaker 14:
Six more. [crosstalk 01:13:12]
Audience:
[inaudible 01:13:12]
IWDM:
That'll do it. That'll do it for a while.
Speaker 15:
[inaudible 01:13:14] for the most part [inaudible 01:13:16]
IWDM:
Yeah, sometimes we get somebody who just staggers who turns out to be a very excellent person for the job. But most of time you're right, almost 100% and it's best to have those people overseas who know us and we know them. It's best to do it with them, it's best to have them send us people. Well, then let me get another sister.
Speaker 16:
Yes, sir. I [inaudible 01:13:57] from Cincinnati, Ohio. I have a question in reference to that administrative function of our Sister Clara Muhammad schools.
IWDM:
Yes.
Speaker 16:
I wanted to know what role are non-muslim teachers function on our administrative levels?
IWDM:
That's a hard one. That is a hard one because of the[inaudible 01:14:23] spirit.
Speaker 16:
Right, it is.
IWDM:
Well, let me approach it this way. If we have a staff of persons who are not academically qualified for the job in the school, in the Clara Muhammad school, but then there is an outsider somewhere who will work with us who has the qualifications. Now, in the area of this person's expertise we should become second in command.
Speaker 16:
Okay.
IWDM:
But in the area of our own expertise, we are first in command.
Speaker 16:
Oh, okay, [inaudible 01:15:18]
IWDM:
When it comes to our religion the statement that Muslims have to make for their own school, for their own community, then we don't listen to those people. We tell them what we have. What has to be. We say now look the Mormons would invite you to come in to teach in their schools. So if you think the Mormons will have you rewrite their religion.
Audience:
That's right.
Audience:
[inaudible 01:15:44]
IWDM:
They will say my God, we niggas are just as bad as the Mormons.
Speaker 16:
Is that a project or-
IWDM:
They'll respect that.
Speaker 16:
Oh, okay.
IWDM:
[inaudible 01:15:57]
Speaker 16:
[inaudible 01:15:57] Just in addition, does that apply to the curriculum also?
IWDM:
Certainly
Speaker 16:
Okay, all right.
IWDM:
They can only give their input from their own knowledge.
Audience:
Right.
IWDM:
We know what we want in the curriculum as Muslims.
Speaker 16:
Okay.
Audience:
[inaudible 01:16:12]
IWDM:
At least they're not infected with the idea, or the philosophy, or no principle that [inaudible 01:16:25]
Audience:
[inaudible 01:16:25]
IWDM:
Look a here what are you saying here? No, take that out. They say but it calls for this, not here baby.
Speaker 16:
[inaudible 01:16:34]
IWDM:
Like going to get a suit made, When you going to the tailor say, "I want a suit." And the tailor bring you out to a superman pack And you have to let that tailor know what your personality is.
Audience:
That's right. That's right.
IWDM:
He'll say oh I'm sorry, you want something [inaudible 01:16:53]. You have to order what you want and let the people know we have more knowledge in the business. Let them know first that you want and make them give them what you want, not what they have been told to give you.
Speaker 17:
[inaudible 01:17:11] she went to Salem [inaudible 01:17:14] there are a lot of increase on how to establish a [inaudible 01:17:19] and my question is, in terms of some guidelines for a package on how to establish it, would you suggest that a regional... excuse me, a regional or national board address this or should it be locally among those that were being [inaudible 01:17:38] so they can get to school?
IWDM:
All right, okay. That means you're growing, right?
Speaker 16:
Right.
IWDM:
That means you're growing.
Speaker 14:
Yeah.
IWDM:
That's means you're growing, All right, I think the council, ought to take your question and make a note of it, and then they order the person in the community who can help prepare a statement that will give you that information that you need.
Speaker 16:
[inaudible 01:17:49] it is, it is.
Speaker 17:
A lot of. [inaudible 01:17:49]
IWDM:
All right,.
Speaker 17:
[inaudible 01:17:49]
Speaker 16:
The mad [inaudible 01:17:49]
Speaker 17:
[inaudible 01:17:49]
IWDM:
All right, okay. Sister I think the rule here should be or the concern here should be, for us not overloading ourselves. Because you can overload yourself to a point where you become self defeated and we get to the point where we are defeating ourselves. So a small community can only take on so many responsibilities. So for small numbers, I would suggest and the council will look over this too, as they'll perhaps come up with the final answer or statement on this. But I would suggest that a small percentage, a small number if they have children and the parents want their children in school, that they make that school a weekend school only.
Speaker 18:
[inaudible 01:19:45] and it certainly changed our focus [inaudible 01:19:52] quite a bit. So now we are [inaudible 01:19:57] someone and you got to [inaudible 01:19:58] we go in addition to the Quran and [inaudible 01:20:03] when for looking for a [crosstalk 01:20:08]
IWDM:
Please don't. Don't put Carter G. Wilson In our school, because actually Cafter G. Wilson represent nothing but a common sense negro in academia, in black academia. That's all he represents.
Speaker 18:
[inaudible 01:20:24]
IWDM:
He was no genious he was no genious Carter G. Wilson was just an open minded, clear thinking Bilalian in the field of education, the same common sense talk that the Honoralble Elijah Muhammad talked and many others.
Speaker 14:
That's right.
IWDM:
Yeah, okay. So you're talking about the terminology?
Speaker 18:
Well, whether we should place [inaudible 01:20:47] to look for developing [inaudible 01:20:47] do you see [inaudible 01:20:54] reduce and [inaudible 01:20:56] on the English grammar, the English itself, or do should we exclude that for the sake of the study of science of languages?
IWDM:
All right, all right.
Speaker 18:
[inaudible 01:21:14]
IWDM:
No, ma'am. No, ma'am. I've got you. Okay, now I'd like to [inaudible 01:21:14]
Speaker 18:
[inaudible 01:21:14]
IWDM:
Okay, all right. For students their school terminology [inaudible 01:21:23] from the Dawah. They should put emphasis on definition, some dictionaries, a special dictionary is better, if they want to pick up the dictionary, You don't have to do that, I can do this by myself, I don't need [inaudible 01:21:43]. So what I'm saying, you don't need to get people] together to say, "Oh, let's work on the same terminology." No. Believe me, one person doing this is enough. The others should simply record what is said.
Audience:
[inaudible 01:21:59]
Speaker 14:
That's true.
IWDM:
So I have a lot of Imams they go into different places, and they sound good and they come and they. But they don't have a voice. So I think in school, the emphasis should be on grammar.
Audience:
That's right.
IWDM:
The emphasis has to be on grammar because grammar is tool for expression, isn't it?
Speaker 14:
Mm-hmm (affirmative).
Audience:
Yeah.
IWDM:
I think grammar is a tool for expression.
Speaker 14:
[inaudible 01:22:25]
IWDM:
So the emphasis should be on grammar, proper grammar.
Speaker 19:
[inaudible 01:22:34]
IWDM:
Yes, yeah.
Speaker 19:
[inaudible 01:22:49]
Speaker 16:
[inaudible 01:22:49] my sound.
Speaker 19:
[inaudible 01:22:49] I'm like [inaudible 01:22:49]
IWDM:
I didn't get that.
Speaker 19:
[inaudible 01:22:49]
IWDM:
To the [inaudible 01:22:51]?
Speaker 19:
Your views and opinion on [inaudible 01:22:54]
IWDM:
I'd say, no. I believe that any plain American, if they understand what the word elitist means and hopes to grow in America and the benefits and the opportunities of being in America. Offer us, I think any sane American [Muslim or non-Muslim) would want to be allies with the USA.
Audience:
That's right, that's right.
IWDM:
And pledge allegiance to the flag means you are allies with the government. Prophet Muhammad, Don't you know he was allies with Christians?
Speaker 14:
Yeah, sure.
IWDM:
He was not part of the Ummah
Speaker 14:
That's [inaudible 01:24:06]
IWDM:
So we should pledge allegiance to the flag, now I wish the flag was a different color. I don't mind the white in it. But I don't like the red, white, and blue combination. In the way that they give it. I don't like a lot of symbolism in the flag. But that's their terminology, and the way they interpret it it's good, not bad. And we've been taught that the blue, no the blue doesn't mean truth. So we have to look at the past and I'm just checking the past, and see how many us are still coming from the past.
Audience:
Right.
Audience:
[inaudible 01:25:10]
Audience:
That's true. That's right.
IWDM:
In the old days we'd rather be shot dead than pledge allegiance to American flag.
Audience:
That's right.
IWDM:
So we're still there and then you got to go and find Farrakhan, or Silas.
Speaker 14:
Yeah.
Audience:
Right.
IWDM:
What the [inaudible 01:25:27], violence? Yeah, we all [inaudible 01:25:32] some of those people [inaudible 01:25:32] in all things. My way is the best it will win for all of us.
Audience:
[inaudible 01:25:44]
IWDM:
Yes.
Speaker 14:
[inaudible 01:25:50]
Speaker 16:
[inaudible 01:25:49]
Speaker 20:
[inaudible 01:25:52] Also to go along with [inaudible 01:25:55] the history. When I was in school, history was [inaudible 01:26:01] and when I went to college, it contained [inaudible 01:26:05] and I've been teaching and some of the parents that I work with don't want to me to teach history, the American history, to their children. So I want to know your views on teaching the American history to the children.
IWDM:
All right, this will be our last question. I thought it was getting near Maghrib Yes, American history, yes we should have American history in our schools, but we should rewrite it.
Audience:
That's right. That's right.
Audience:
[inaudible 01:26:34]
IWDM:
We should make it more truthful-
Speaker 16:
Yeah.
IWDM:
... and make it more decent, more presentable. So that's the last question now [inaudible 01:26:46] perhaps [inaudible 01:26:48]
Speaker 15:
[inaudible 01:26:56]
IWDM:
Yes, sir. That's leadership, that's leadership. Now that doesn't mean that, that has to be in every school room every school is different]. But I think all that I would just be more interested parents to be interested in their children getting, what we call, a vocation rather than just an education. An education doesn't mean that you can go out there and make a living.
Speaker 14:
Right.
IWDM:
And believe me, this has been discussed by some of the Imams already. Believe me, we have typewriters, we had machines and like somebody just take one of those machines. They can quality to earn to pay their rent.
Audience:
That's right.
Audience:
That's right.
IWDM:
You see? Okay, there are six companies that are all the time trying to keep up with the high standards in the market, and they are making obsolete equipment that's still more modern for most people, and would be more than modern enough for our interests, you see?
Audience:
Right.
IWDM:
Some of those companies will give you, they know you re a private school, they will give you those machines.
Audience:
That's right.
Audience:
That's right.
Audience:
That's right.
Audience:
That's right.
IWDM:
So we got to a facility in Oakland and we hope to put a welder in there, two brothers can weld, they're expert welders in the office, Not that I'm going to be there, but I'm proud of my skill in welding Man, I can run a bead of a spread, If I can see it, I can weld it.
Speaker 14:
[inaudible 01:29:01]
Audience:
[inaudible 01:29:01]
IWDM:
All right. So we need to study this again. The council should be one to come up with a proposal for utilizing our machines and whatever that will train members of our community for the job market.
Audience:
[inaudible 01:29:08]
Speaker 16:
[inaudible 01:29:08]
IWDM:
So that's going to conclude it and then he said, "No more questions." I'm saying this for our benefit. He's saying, "No more questions," but that didn't , he ain't qualified to say no more questions he's a council member.
Speaker 16:
Okay, I see.
IWDM:
And the [inaudible 01:29:08] said that, so that doesn't apply to a council member.
Audience:
[inaudible 01:29:10]
IWDM:
No, I'm not. It's establishing respect.
Speaker 16:
That's right.
Audience:
[inaudible 01:29:57]
Speaker 16:
[inaudible 01:29:58]
Audience:
[inaudible 01:30:00]
Speaker 16:
[inaudible 01:30:01] That was nice [inaudible 01:30:05] without that [inaudible 01:30:07]
IWDM:
So this is an American problem now.
Speaker 14:
That's right.
IWDM:
A problem for the whole Western world not the whole world. So if we were the first victims of it, then it'll be good and beautiful. If we would come up with an educational program for attending this problem through the students and getting rid of it, getting it out of the students]. The way to get respect back is simply to get the direction of the idea or philosophy from the Qur'anic teachings . Allah says that he has created everything in pairs, everything in pairs. A student of the Quran, a scholar in this religion, if he is an Imam.] They will tell you that this idea in the Qur'an, that he created everything in pairs, there's going to be. It means the nature, the constitution of matter itself. In the very constitution of matter itself, everything works on a principle of duality, of duality. And what does he say? He said, "Every path noble and honorable (Karim)." deserving respect. that's what it means. That everything that he had created in pairs deserves respect.
Audience:
[inaudible 01:31:54]
IWDM:
This wall deserves respect, this is Qur'anic teachings.
Speaker 14:
That's right.
IWDM:
[inaudible 01:31:59] to teach it.
Audience:
Right.
IWDM:
The Earth deserves respect, the agricultural life deserves respect. Whatever man fashions out of the natural world, it deserves respect. That is useful, it's still serving the purpose G-d's assigned it. Is that right?
Audience:
[inaudible 01:32:22]
IWDM:
So it deserves respect. So we should include this principle in the teaching of our children, we should tell them that Allah require you to respect creation. And if that child is a Muslim, it's natural for them, they naturally knows respecting all creation. So he'll be a better student, he'll be a more aggressive student, he's be motivating in the right way, he'll be attracted to the sciences better. Because when you have a high respect on high idea of the feel, the material feel, then there's more...
PART 4 OF 4 ENDS [01:33:14]


