Excerpted from the Lectures of Nokounam, May His Soul Rest in Peace Session (630)
The Holy Qur'an is a book that, through divine wisdom and an unparalleled framework, presents divine knowledge to humanity. One of the most prominent features of this celestial scripture is the diversity in the presentation of topics and rulings, which not only aids a deeper comprehension of the knowledge but also offers an unparalleled model for educational systems. This treatise, focusing on the initial segment of verse 233 of Surah Al-Baqarah, analyses the stylistic expression of the Holy Qur'an and its impact on teaching and learning. The central theme is the diversity in Quranic expression, which, as a divine stratagem, surpasses mere sequential arrangement and contributes to the stability of knowledge in the human mind. This examination critiques modern educational systems and compares them with traditional religious teaching methods, elucidating the Quranic paradigm in nurturing dynamic minds and capable scholars.
وَالْوَالِدَٰتُ يُرْضِعْنَ أَوْلَٰدَهُنَّ حَوْلَيْنِ كَامِلَيْنِ
Translation: And the mothers shall breastfeed their children for two complete years.
Verse 233 of Surah Al-Baqarah, located among the verses concerning family rulings, addresses the subject of maternal breastfeeding. This verse, placed amidst discussions on divorce and marriage, represents a prominent example of thematic diversity within the Holy Qur'an. Such diversity not only prevents monotony in expression but also invites the listeners mind to deeper, multifaceted analysis.
The Holy Qur'an, unlike classical styles that emphasise logical sequencing, prioritises diversity in the presentation of topics. This approach, rooted in divine wisdom, liberates the audience's mind from monotony, guiding it towards a dynamic and lasting understanding. Diversity within the verses is akin to a breeze that relieves the soul from mental fatigue and enriches learning with profundity.
Within the Quranic system, thematic diversity supersedes linear sequencing. This characteristic aligns with the principles of contemporary educational psychology, as diversity challenges the mind and prevents forgetting. Like a garden abundant with diverse flowers, the verses of the Holy Qur'an, through their thematic shifts, stimulate the minds activity and transform learning into a memorable experience.
Contemporary educational systems, focusing on sequential and linear presentation of materials, neglect the development of depth in learning. This method, like a monotonous and lifeless flow, directs the mind towards forgetfulness. Graduates, despite completing advanced levels, frequently lack the ability to reproduce their knowledge or teach elementary subjects. This inability originates in the absence of diversity and the monotonous nature of educational methods.
Diversity in the Quranic style of expression not only signifies divine wisdom but also provides a model for educational systems. Verse 233 of Surah Al-Baqarah, by addressing the subject of breastfeeding within rulings related to divorce and marriage, exemplifies this diversity that invites the mind to profound analysis. The critique of modern educational systems, which prioritise sequence, demonstrates the superiority of the Quranic style that supports knowledge stability through diversity.
The educational style of the Holy Qur'an, employing thematic diversity, directs the mind towards deep and lasting learning. This method, like an engraving on stone, consolidates knowledge within the deeper layers of memory. Contrary to sequential education that fades swiftly, Quranic diversity challenges the mind and prevents fatigue and boredom.
Subjects learned through diversity, by engaging various dimensions of the mind, are less prone to forgetting. This trait resembles the roots of a tree penetrating deep soil, gaining firmness. Conversely, sequential education, like writing on water, quickly disappears. The Holy Qur'an, through its diverse presentation of rulings and knowledge, beautifully manifests this principle.
Graduates, even with advanced degrees, frequently cannot convey their knowledge to others or teach basic lessons. This deficiency resembles a building constructed on weak foundations that collapses at the slightest tremor. The absence of diversity in education deprives the mind of flexibility and dynamism, resulting in superficial learning.
The need for re-education indicates a weakness in initial educational methods. Graduates, like travellers carrying their burdens haphazardly, cannot present their knowledge cohesively and practically. This weakness stems from sequential and monotonous education lacking diversity and dynamism.
Educational psychology within the Holy Qur'an, emphasising diversity, fosters dynamic minds and sustainable knowledge. This style offers an unparalleled model against modern educational systems that result in forgetfulness and inability to reproduce knowledge. Diversity, akin to a pure spring, refreshes the mind and liberates it from dryness and monotony.
Verse 233 of Surah Al-Baqarah, through thematic shifts from divorce to breastfeeding and then back to family rulings, stands as a prominent example of Quranic diversity. This alternation, like colourful threads woven into the fabric of a carpet, invites the listeners mind to multifaceted analysis and prevents monotony.
Some might suggest presenting Quranic rulings in a linear sequence (marriage, then divorce, then breastfeeding). However, the Holy Qur'an, through divine wisdom, forgoes this sequence and chooses diversity instead. This choice resembles a painting created with diverse colours resulting in a lasting artwork, whereas linear sequencing, like a straight, lifeless line, loses its appeal.
Islamic worship, such as prayer, with its variety in supplications during qunut, bowing, prostration, and other elements, enhances spiritual dynamism and appeal. This diversity resembles a garden where each corner harbours a different flower, refreshing the soul. Multiple options in invocations tailor worship to varying human states and prevent monotony.
Marriage rulings in the Holy Qur'an, by providing various options, assist in flexible responses to social needs. This diversity resembles a river that, with its twists and turns, sustains various lands and prevents stagnation.
Diversity in Islamic rulings and worship is indicative of divine wisdom in organising human affairs. Verse 233 of Surah Al-Baqarah, placed amidst rulings on divorce and marriage, manifests this diversity. Islamic worship and rulings, through their variety, contribute to spiritual and social dynamism and offer a model for educational systems.
The current educational system, with its emphasis on order and monotony, deprives graduates of the ability to reproduce knowledge. This system, like barren, dry soil, cannot transform the seedling of knowledge into a sturdy tree. Graduates, even with advanced degrees, are unable to teach elementary courses, a sign of psychological weakness in educational methods.
Although school subjects are delivered in different sessions, this diversity is superficial and does not lead to deep learning. This method, like a colourful yet ephemeral garment, only has a deceptive appearance and lacks depth and strength.
In traditional educational systems, students studied various sciences simultaneously, strengthening and flexibilising their minds. This method resembles a spring nourished by diverse sources, creating a fertile flow. Limitations on the number of sciences (three to four) and diverse daily and seasonal programmes supported focus and depth in learning.
Current religious educational systems, emphasising repetition and sequential methods, have diminished creativity and scientific depth. This approach, like a straight yet aimless path, has reduced scholars abilities for innovation and comprehensive knowledge.
Organising Quranic verses by themes resembles a treasury arranged methodically and accessibly
