of Nokounam, , Session (1873)
In a world where humankind is perpetually in pursuit of the path of guidance and felicity, the luminous verses of the Holy Quran shine forth as a radiant lamp, unveiling the way to truth. This treatise, through reflection upon two noble verses from the Quran, examines the position of humanity within the journey of life, the significance of divine guidance, and the role of teachers as the mentors of future generations. Employing the Divine Word and the valuable discourses of religious scholars, this work endeavours to present a spiritual and rational blueprint for living in a world replete with astonishment and bewilderment. The central axis of this writing is the analysis of two pivotal verses alongside addressing inquiries arising within the context of education and upbringing, with an emphasis on the teachers role as a blazing torchbearer on the path of guidance for the new generation.
Movement is the essence of human life; however, what directs this movement from aimlessness towards a sublime goal is the selection of the correct path. The Holy Quran, with eloquent expression, elucidates this truth in a clear verse:
So is he who walks prone on his face better guided, or he who walks upright on a straight path?
(Surah Al-Mulk, Ayah 22)
This noble verse portrays two modes of human movement: one instinctive, aimless, akin to animals, which due to the absence of purpose leads to confusion and misguidance; and the other purposeful, reliant upon reason and heart, which is directed along the divine straight path towards worldly wellbeing and ultimate felicity.
A person who moves without utilising divine guidance and the teachings of the Prophets, though apparently continuing in life, treads a path deprived of mental health and spiritual happiness. This group, as the verse describes with the phrase prone on his face, depends solely on the five senses and does not benefit from their rational and heartfelt capacities. Such individuals, despite possibly achieving material resources, ultimately suffer psychological disorders and bewilderment in life due to the lack of a transcendent purpose. For instance, in Western societies which have sometimes distanced themselves from religious beliefs, vast expenditures are devoted to treating psychological problems, since the absence of a lofty objective plunges man into the whirlpool of confusion.
Conversely, those who proceed upon the straight path enjoy both worldly health and eternal happiness. The straight path is one paved by divine guidance and revealed teachings, elevating man beyond the limitations of superficial senses. This path, relying on reason and heart, not only results in mental wellbeing but also propels man towards perfection and transcendence. Unlike birds, which weaken after prolonged flight, a human on the straight path gains increasing strength with each step, as this route transcends material confines and leads towards a superior earthly realm.
The human need for religion is not merely commendable but fundamentally essential. Although human reason is capable, it only accesses part of existential truth and is incapable of fully comprehending the hidden aspect of existencethat is, the spirit and inner self. The Holy Quran and the traditions of the Prophet Muhammad (peace be upon him) and his household compensate for this deficiency by guiding humanity to the complete understanding of both the apparent and the esoteric dimensions. However, mere belief in religious teachings is insufficient; it is adherence to these teachings that places man on the straight path and leads to health and felicity.
The noble verse from Surah Al-Mulk, by delineating two contrasting paths, invites man to reflect upon the manner of his movement. Aimless movement, dependent on outward senses, leads to confusion and disorder, whereas the straight path, founded on divine guidance, directs man towards health and happiness. This section underscores the necessity of choosing the correct path and the role of religion in this choice, preparing the ground for the subsequent examination of teachers as the guides of this path.
Continuing the reflection on human guidance along the straight path, this section addresses the role of teachers as mentors of the new generation. The teacher, akin to a glowing torch, not only conveys knowledge but also, through conduct and behaviour, provides a model for living on the path of truth. This section, connected to the previous one, emphasises the importance of the teachers scientific and ethical dynamism.
The teacher, especially in a constantly evolving society, cannot rely solely on prior knowledge. As in the seminary system, where students never consider themselves free from study and continually seek to advance their knowledge in the presence of the Holy Quran, traditions, and scholars, teachers must also persistently proceed along the path of scientific growth. Scientific stagnation in a teacher results in the stagnation of students knowledge, as the relationship between teacher and student is reciprocal; the dynamism of one depends on the progress of the other.
Beyond imparting knowledge, the teacher must serve as an ethical and behavioural exemplar for students. Students observe the teachers appearance, conduct, and personality even before focusing on lesson content. From polished shoes to neatness and orderliness, all are analysed in the students minds. The teacher must master self-control and avoid transferring personal problems and life pressures into the classroom, as students quickly perceive these states. A successful teacher endows students with personality through kindness, friendship, and patience, while eschewing aggressive or neglectful behaviours.
The current educational system faces challenges such as the lack of teacher authority and limitations on disciplinary measures. Historically, corporal punishment was part of the system, but today teachers are prohibited from any such discipline. Although this restriction is valuable from the perspective of preserving student dignity, the absence of authority may sometimes result in classroom management difficulties. An effective teacher, relying on psychological, philosophical knowledge, and expertise in pedagogy, can establish the necessary authority through kindness and friendship.
Through noble and scholarly behaviour, the teacher can embed ethics and high values in students minds. Unlike coercive approaches that lead to psychological complexes, love and friendship guide students towards growth and transcendence. The teacher must regard students as their own children and, with patience and kindness, foster their character. This approach not only assists individual development but also cultivates a healthy and dynamic society.
The teacher, as the torchbearer of guidance, holds an unparalleled role in nurturing the new generation. Scientific dynamism, ethical modelling, and managing educational challenges constitute the primary responsibilities of the teacher. This section, emphasising the teachers role in guiding students along the straight path, lays the foundation for exploring the guidance-centred system in the subsequent section.
In connection with the preceding section, this part addresses the significance of a guidance-centred system in education and training. Another verse from the Holy Quran clearly elucidates the path to salvation:
And whoever restrains his soul from greed, those are the successful.
(Surah Al-Hashr, Ayah 9)
The noble verse asserts that salvation depends upon distancing oneself from selfish greed. In an era where heedlessness and material excess divert man from the path of truth, attention to knowledge, culture, and awareness is a way towards felicity. Teachers, as cultural exemplars, must deter students from superficial allurements and guide them towards purposeful and spiritual matters.
Instead of providing students with ready-made fish, the teacher should teach them how to fish; that is, instruct them in purposeful living. This education requires the teachers continual updating of knowledge, avoidance of repetition and obsolescence, and the presentation of scientific and logical subjects. The teacher must treat students with kindness and fairness, abstaining from harshness and illogical behaviour.
One challenge within the educational system is the lack of sufficient resources for introducing religious scholars to students. However, in the age of communication, teachers and students can benefit from the informational platforms of religious scholars and, by studying their works and guidelines, reach informed choices. The teachers duty is to offer general advice and encourage students to study and research rather than enforce a specific selection.
Although memorisation of the Holy Quran is valuable, it should not be compulsory or imposed under pressure. Instead of emphasising memorisation, the teacher should instruct students in comprehension and reflection upon the verses. A culture of understanding is more sustainable and effective than rote memorisation and prevents aversion to religion.
A question has been raised regarding the absolute power of God and the possibility of His death. The response is that divine power is absolute, but certain matters, such as the death of God, are inherently impossible and do not fall within the realm of power. Just as two plus two cannot equal three, death is inconceivable for the eternal and everlasting God.
Teachers sometimes find themselves caught among the expectations of families, students, and educational officials. To resolve this conflict, consultative meetings involving parents and officials, devoid of financial emphasis, can be beneficial. These sessions should provide an atmosphere for exchanging ideas and respecting the opinions of all parties.
The guidance-centred system, emphasising abstinence from selfish greed, directs students towards purposeful living. The teacher, by imparting the method of life, elucidating divine verses, and fostering a consultative environment, can implement this system within the educational setting.
This treatise, through reflection on two noble Quranic verses, examined the path of human guidance and salvation. The verse from Surah Al-Mulk, by illustrating two opposing human trajectories, stressed the importance of selecting the straight path. The verse from Surah Al-Hashr, by highlighting avoidance of selfish greed, revealed the way to salvation. Teachers, as torchbearers of this path, with scientific dynamism, ethical modelling, and purposeful education, play an indispensable role in guiding the new generation. This work, by answering educational questions and emphasising the culture of comprehension and reflection, underscores the necessity of reforming the educational system and the teachers role as guide of the straight path.
Supervised by Sadegh Khademi
