How child learns by Abid

Ali
Key points Olad Allah ki property ha or
Tarbiyat Kis ki zimadari hahumary pas amanat ha
Bacha gunahghar ha or hum Olad ki tarbiyat k mutaliq
masoom sawal Kia jaye ga Hamara
role Kia ha bachy ki tarbiyat
me Kia bachy ko janat k liye
tyar Kia jaraha ha
Sahi education hogi to Kia
hoga or galat education
hogi to Kia hoga Akhrat me
jawady hngy Allah ka knsa
law ha jo sb sy zyada
appearent ha
AjkAl ki education ka impact
Kia ha Education problem
Our modes operandi
Three options Half presentation half
Interraction or question question answer
answers mode Course style
How we processed
Trying to Put the things in right prospective
Creators prospective
Analyzing the natural child(learning vs programming)
Offereing solutions
In words of iqbal
Europe ki ghulami py hua razamand tu
Mujhko gila tujhse hai europe se nahin
Lekin mujhko paida kiya is des main tu ny
Jisky log hain ghulami py razamand
Ghulami main na kam ati hain shamsherein na
tadberein agr ho zooq e yaqeen paida tou kat jati hai
zanjerein
Some clarifications
Developeinng some rationale
Is your child your property
Why am I educating my child
Can a child kept out of deen
Garbage in garbage out
Is contemporary eduaction even child firendly
Chand gor talab assumptions
Ilm hasil karny k liye paisey darkar hoty hain
Kya ilm hasil krna nafil hai
Main apny bachy ko school ilm hasil krny k liye bhejtii
hoon
Firuts of philosophy
 philosophy


 definations

 theories

 system

Product /
firuts
Philosophy

Secular
assumption
Sociology Vs
Islamic
assumptiom

psychology
Angle of consiquencies
Can secularism and islam have same
Objective of life&education systems

Firut level
 goal of education

Fi;teration

 nations philosophy
 of life seed level
Have both people same prospective
Apni millat ka kayyas aqwam e
maghrib sy na kar
Khas hai tarqeeb main quom e
rasool e hashmi
Clear definatiom
Creator and creation
Clear life obj
Child education
Nature of child
Aims and objective of education suctructure level
 rool level
 child
pyschology

Curiculum of education
Education mehthadologies
The roots points discusseed

Westren system was develped upon their assumptions

Open defiance ofcreator
Children are fitna snd tough test
Can be child kept out of deen for a moment
Can contemporary education is child firendly
Is schooling is wajib for every muslim
Learning vs progaramming is child happy for learning
Child is born preplaned - west denied this