Contrast of Teaching
The mixture of contrastingopinions andprincipals that the teachers
posehasaffectedthe teachingprocesses.Ateachermay introducespe-
cial ideas in the class,andincite the studentsto accept them. Another
teachermaycometo thesameclass withanothercontrary ideathat he
favorsandencourages.Thiswould createthestudents’ordeal.Anedu-
cationistsays,“Forimaginingthe scopeof thehazardoushardshipand
hesitation,youmaypicturethestudents’nervesandideaswhentheyre-
ceiveacontrary mixtureof opinionsandprincipalseveryday.Yet,they
areobligedto acceptandembracethemall.The teacherof religionex-
posesthisuniverse froma religiousviewpoint,butthe teacherof soci-
ologydeniesthisopiniontotally.Bothteacherswantthestudentstobe-
lieveintheiropinions.Athirdteachermaydemolishthehypothesesof
the two and keepson building a newidea in the mentalities of those
poorstudents.Liketheopinionoftheuniverse,thethesesofethics,his-
tory, economy, and metaphysics can be contrarily opposite and
different.”
Thissortof discordhasfixed anideologicaldisorderandcontrastive
tendenciesinthe students’minds.Itissorrowful thatthe teachingfac-
ultieshavebeenthemartofforeignideasthatantagonizeournationality
and religion.
Some schools in the Islamic world have failed acutely in conveying
theirmissions.Fromthatcause,anundiscerninggenerationthatignores
thereligiousandnationalgoalsandsubmitstotheimperialisticrumors,
hascomeforth.Theimperialistshavedependeduponsuchindividuals
in publicizing their ideas andgoals. If the officials intend to treat this
failure,theyshouldconcernwithidentifyinganddevotingthelessonsto
the religiouseducation in all ofthe stages ofteaching. The youththen
willrecognizethecreativesystemsthatIslamhasbroughtfordeveloping
thesocialbehaviorandinstallingthespiritsofvirtuesandnobletenden-
cies in the minds.