Dr. Moiz Hussain's lecture 20th June 2013..

Dr. Moiz's lecture.. Discussion on Third Eye, intuition, Cosmos Energy, Reiki, and Compromise and Sacrifice.

drmoizhussain on livestream.com. Broadcast Live Free

Education is different from indoctrination.

A good education is one that liberates, empowers, and enhances individuals, not one that imposes and instills what external agencies believe individuals should learn. Education is different from indoctrination.

Don't hold grudges!

"Don’t hold grudges, even if you feel you are being treated badly, be the first to apologize.Don’t let the dunya (life) and little things hold you back, keep reminding yourself of your destination and where you want to get to. 
The heat and the fire of revenge you feel in your heart is the biggest whisper of Satan, don’t ignite the fire further put a stop to it. 
Don’t be a stone, become water, that changes directions when obstacles are put in its way and always reaches its destination."

-Shaykh Muhammad Saqib bin Iqbal al-Shaam

Muhammad (S.A.W), The Perfection Of Character

The personality of the Holy Prophet (S.A.W) is the best example for us in every aspect and dimension. So when you study the Seerah of the Prophet(S.A.W.) you get a complete picture of perfection of human character. His beautiful character, social life, bravery and courage, patience and perseverance, truthfulness and trustworthiness, thought and vision, justice and jurisprudence, benevolence, and mercy paint the picture of an ideal human being. 

The student of Seerah will see the Prophet (S.A.W) as the great leader , flawless thinker and administrator, a great judge and provider of justice, unmatchable law-giver and legislator, exemplary leader of war, the most trustworthy businessman, a perfect citizen, the best husband and head of the family, a successful head of the state and thus a perfect human being in every possible way.

(Muqaddima Seerat-ur-Rasool (S.A.W) by Shaykh-ul-Islam Dr. Tahir-ul-Qadri)

When you Spoke the truth, they hated you!

It was always like this. When you spoke the truth,

they hated you. The more you talked about love, the

more they hated you.

(Forty Rules of Love by Elif Shafak)

Loss of spiritual energy.

"I turned back and walked toward him, looking hard

into his burning eyes. Instinctively, distrustfully, he

flinched. Still, when I grabbed his right hand and turned

his palm up, he didn’t push me away. I inspected the

lines and found them deep, cracked, marking uneven

paths. Bit by bit, the colors in his aura appeared to me:

a rusty brown and a blue so pale as to be almost gray.

His spiritual energy was hollowed out and thinned

around the edges, as if it had no more strength to

defend itself against the outside world. Deep inside, the

Man was no more alive  than a wilting plant. To make up

for the loss of his spiritual  energy, he had doubled up his physical energy, which he used in excess."

Words from "the Forty Rules of Love" by elif Shafak..

a single word can brighten the face..

A single word can brighten the face
of one who knows the value of words.
Ripened in silence, a single word
acquires a great energy for work.
War is cut short by a word,
and a word heals the wounds,
and there's a word that changes
poison into butter and honey.

{Yunus Emre}

Ya Nabi (S.A.W).. a beautiful naat

kamli walay mein qurban teri shan per,

sub ki bigri banana tera kaam hai,

thokrain kha ke girna mera kaam hai,

her qadam pe uthana tera kaam hai

Faiz jari tera ta qayamat rahay

teri nabiyon pe qaayam imamat rahay,

teri naatain sunana mera kaam hai,

mere gham ko mitana tera kaam hai ..

Saaqiya jaan qurban tere jaam per,

ho nigaah-e-karam apne khudaam per,

chor di hum ne kashti tere naam per,

ab kinaray lagana tera kaam hai.

tu ne qatray ko dekha gohar ker diya,

tu ne zarray ko dekha to zar ker diya,

tu ne habshi to rashk-e-Qamar ker diya

ulta sooraj phirana tera kaam hai. 

Intelligence!

Education is meant to be an active open-ended process of exploration and discovery.

"Education isn't something that happens to children. It's not a pre-packaged sequence of out-of-context skills and information and it's certainly not something that schools should be forcing large groups of age-segregated children to passively absorb at exactly the same time and in exactly the same way. All the while resorting to a whole bunch of external rewards and punishments to get them to do it. What education is meant to be is an active open-ended process of exploration and discovery. It's one that children are entirely capable of directing themselves.."

~Chris Mercogliano~

TED Talk: The Self-Organizing Child
http://www.youtube.com/watch?v=i0fg73WnLWQ

What learning really is..

"I had incredible teachers. And as I look at my life today, the things I value most about myself — my imagination, my love of acting, my passion for writing, my love of learning, my curiosity — all of these things came from how I was parented and taught.

And none of these qualities that I’ve just mentioned — none of these qualities that I prize so deeply, that have brought me so much joy, that have brought me so much professional success — none of these qualities that make me who I am ... can be tested.

I said before that I had incredible teachers. And that’s true. But it’s more than that. My teachers were EMPOWERED to teach me. Their time wasn’t taken up with a bunch of test prep — this silly drill and kill nonsense that any serious person knows doesn’t promote real learning. No, my teachers were free to approach me and every other kid in that classroom like an individual puzzle. They took so much care in figuring out who we were and how to best make the lessons resonate with each of us. They were empowered to unlock our potential. They were allowed to be teachers.

Now don’t get me wrong. I did have a brush with standardized tests at one point. I remember because my mom went to the principal’s office and said, ‘My kid ain’t taking that. It’s stupid, it won’t tell you anything and it’ll just make him nervous.’ That was in the ’70s when you could talk like that.

I shudder to think that these tests are being used today to control where funding goes.

I don’t know where I would be today if my teachers’ job security was based on how I performed on some standardized test. If their very survival as teachers was not based on whether I actually fell in love with the process of learning but rather if I could fill in the right bubble on a test. If they had to spend most of their time desperately drilling us and less time encouraging creativity and original ideas; less time knowing who we were, seeing our strengths and helping us realize our talents.

I honestly don’t know where I’d be today if that was the type of education I had. I sure as hell wouldn’t be here. I do know that.

This has been a horrible decade for teachers. I can’t imagine how demoralized you must feel. But I came here today to deliver an important message to you: As I get older, I appreciate more and more the teachers that I had growing up. And I’m not alone. There are millions of people just like me.

So the next time you’re feeling down, or exhausted, or unappreciated, or at the end of your rope; the next time you turn on the TV and see yourself called “overpaid;” the next time you encounter some simple-minded, punitive policy that’s been driven into your life by some corporate reformer who has literally never taught anyone anything. ... Please know that there are millions of us behind you. You have an army of regular people standing right behind you, and our appreciation for what you do is so deeply felt. We love you, we thank you and we will always have your back."

~ Matt Damon, Save Our Schools March 7/30/2011

A video of the full speech can be viewed here:https://www.youtube.com/watch?v=k7Jh3Z52KV0

American Teacher (2011 documentary narrated by Matt)http://www.youtube.com/watch?v=24KHuunPogo

Never lose hope

My dear friend never lose hope
when the Beloved sends you away.

If you're abandoned if you're left hopeless
tomorrow for sure you'll be called again.

If the door is shut right in your face
keep waiting with patience don't leave right away.

Seeing your patience your love will soon
summon you with grace raise you like a champion.

And if all the roads end up in dead ends
you'll be shown the secret paths no one will comprehend. { Jelaluddin Rumi}

Huzoor Jaantay hain.. Beautiful naat

Huzoor Saww jante hain by Hammad Mustafa Al... by sarmadmails

Hudood tair-e-Sidra huzoor(S.A.W) jaantay hain,
Kahan hai arsh-e-Mu'alla Huzoor jaantay hain,
unhain khabar hai kahiin se  perho Durood Un per,
Tamam dahr ka naqsha Huzoor(S.A.W) jaantay hain.
Baroz-e-Hashr shafaat kerain ge chun chun ker,
Her ik ghulam ka chehra Huzoor(S.A.W) jaantay hain.
Pohunch ke sidra pe rooh-ul-Ameen kehnay lagay,
Yahan se aagay ka rasta Huzoor(S.A.W) jaantay hain.
Mein is yaqeen se nikla hun janib-e-Tayba
mere safar ka irada Huzoor(S.A.W) jaantay hain
<3 p="">

Beautiful naat by Hafiz Tahir Qadri

Hafiz Tahir Qadri New Ramzan Album 2013 Naat... by Ghulam-e-Raza

Beautiful naat by Hafiz Tahir Qadri. Naats are always beautiful, it amazes me how words and expressions become exalted and blissful as they're used to convey the naat of the BELOVED Prophet (S.A.W). naat soothes the heart and soul. Heals all wounds! <3 p=""> The most heart-touching verse of this naat
Madinay ki judai jab satati hai ghareebon ko,
Woh apne peer ka daaman pakar ke naat perhtay hain

Neuroplasticity: Learning Physically Changes the Brain

How lessons and experiences can shape and grow your students' brains over time.

BY SARA BERNARD

Credit: iStockphoto

"There are a few broad principles that we can state come out of neuroscience," says Kurt Fischer, education professor and director of the Mind, Brain, and Education Program at Harvard University. Number one? "The brain is remarkably plastic," Fischer explains. "Even in middle or old age, it's still adapting very actively to its environment."

Translation: All those little brains in your classroom are physically growing and changing every time they learn something. And there are ways to keep that happening.

Despite the fact that the concept of neuroplasticity is broad, vague, and hardly new (the theory was born in the mid-1800s and was heavily researched throughout the 1990s), it is one of the most reliable and fundamental discoveries about the brain that we have to date. Intelligence is not fixed, it turns out, nor planted firmly in our brains from birth. Rather, it's forming and developing throughout our lives.

Your Brain on Learning

According to neurologist and educator Judy Willis (and suggested by a research-rich chapter in the second edition of Developmental Psychopathology, among many other publications), neuroplasticity is defined as the selective organizing of connections between neurons in our brains.

This means that when people repeatedly practice an activity or access a memory, their neural networks -- groups of neurons that fire together, creating electrochemical pathways -- shape themselves according to that activity or memory. When people stop practicing new things, the brain will eventually eliminate, or "prune," the connecting cells that formed the pathways. Like in a system of freeways connecting various cities, the more cars going to certain destination, the wider the road that carries them needs to be. The fewer cars traveling that way, however, the fewer lanes are needed.

Neuroscientists have been chorusing "cells that fire together, wire together" since the late 1990s, meaning that if you perform a task or recall some information that causes different neurons to fire in concert, it strengthens the connections between those cells. Over time, these connections become thick, hardy road maps that link various parts of the brain -- and stimulating one neuron in the sequence is more likely to trigger the next one to fire. Thus, says Willis, "Practice makes permanent. The more times the network is stimulated, the stronger and more efficient it becomes."

Changing Brains in the Classroom

It turns out that if you tell students about this, it can have an effect on their brains too. Researchers Lisa Blackwell of Columbia University, along with Kali Trzesniewski and Carol Dweck of Stanford University, published a study in the journal Child Development in 2007 that found that both morale and grade points took a leap when students understood the idea that intelligence is malleable. Not only did those students who already believed this do better in school, but when researchers actively taught the idea to a group of students, they performed significantly better than their peers in a control group.

Willis also found this to be true in her middle school classroom. Her students were more motivated to study, she says, when they knew that they were all fully physically capable of building knowledge and changing their brains.

Here are a few tips for making your classroom friendly to malleable brains:

• Practice, practice, practice. Repeating an activity, retrieving a memory, and reviewing material in a variety of ways helps build thicker, stronger, more hard-wired connections in the brain.
• Put information in context. Recognizing that learning is, essentially, the formation of new or stronger neural connections, it makes sense to prioritize activities that help students tap into already-existing pathways (for instance, by integrating academic subjects or creating class projects relevant to their lives). In other words, nix the rote memorization. "Whenever new material is presented in such a way that students see relationships" between concepts, writes Willis, "they generate greater brain cell activity and achieve more successful long-term memory storage and retrieval."
• Let students know that this is how the brain works. Breaking through those neuro-mythological barriers that paint intelligence as predetermined may ease students' minds and encourage them to use their brains. Willis notes, "Especially for students who believe they are 'not smart,' the realization that they can literally change their brains through study and review is empowering."

This article originally published on 12/1/2010

Taken from http://www.edutopia.org/neuroscience-brain-based-learning-neuroplasticity

How to succeed

“Don't aim at success. The more you aim at it and make it a target, the more you are going to miss it. For success, like happiness, cannot be pursued; it must ensue, and it only does so as the unintended side effect of one's personal dedication to a cause greater than oneself or as the by-product of one's surrender to a person [or persons] other than oneself. Happiness must happen, and the same holds for success: you have to let it happen by not caring about it... Then you will live to see that in the long-run—in the long-run, I say!—success will follow you precisely because you had forgotten to think about it”

~ Viktor E. Frankl,
Man's Search for Meaning

How we see God is our reflection..

A quote from Forty Rules of Love by Elif Shafak

Making a difference as an educator..

This is a must listen for every teacher and educator out there!! beautiful talk

Determining the goal of education

~The Single Best Idea for Reforming K-12 Education- by Steve Denning, Forbes Magazine, 2011~

"To decide what is the single best idea for reforming K-12 education, one needs to [first] figure out what is the biggest problem that the system currently faces. To my mind, the biggest problem is a preoccupation with, and the application of, the factory model of management to education, where everything is arranged for the scalability and efficiency of “the system”, to which the students, the teachers, the parents and the administrators have to adjust. “The system” grinds forward, at ever increasing cost and declining efficiency, dispiriting students, teachers and parents alike.

Given that the factory model of management doesn’t work very well, even in the few factories that still remain in this country, or anywhere else in the workplace for that matter, we should hardly be surprised that it doesn’t work well in education either.

But given that the education system is seen to be in trouble, there is a tendency to think we need “better management” or “stronger management” or “tougher management”, where “management” is assumed to be the factory model of management. It is assumed to mean more top-down management and tighter controls, and more carrots and sticks. It is assumed to mean hammering the teachers who don’t perform and ruthlessly weeding out “the dead wood”. The thinking is embedded in Race to the Top and No Child Left Behind.

These methods are known to be failing in the private sector, because they dispirit the employees and limit their ability to contribute their imagination and creativity; they frustrate customers, and they are killing the very organizations that rely on them. So why should we expect anything different in the education sector?

When the problems have been caused in the first place by introducing the practices of “management”, then a more rigorous pursuit of this type of “management” only makes things worse. It is like medieval doctors trying to cure patients by bloodletting, using leeches, which only made the patients worse.

The inapplicablity of these methods is aggravated by the changes in the economy. Not so long ago, we could predict what jobs and careers might be available for children in their adult life. The education system could tell little Freddie or Janet what to study and if he or she mastered that, he or she was set for life. Not any more. We simply don’t know what jobs will be there in twenty years time. Today, apart from a few core skills like reading, writing, math, thinking, imagining and creating, we cannot know what knowledge or skills will be needed when Freddie or Janet grows up.

The best single idea for reforming education:


Given this context, I believe that the single most important idea for reform in K-12 education concerns a change in goal. The goal needs to shift from one of making a system that teaches children a curriculum more efficiently to one of making the system more effective by inspiring lifelong learning in students, so that they are able to have full and productive lives in a rapidly shifting economy.

Implications of accepting the shift in goal:

This is a shift from running the system for the sake of the system (“You study what we tell you to study, when we tell you, and how we tell you, and at a pace that we determine”) to a focus on the ultimate goal of learning (“Our goal is to inspire our students to become life-long learners with a love of education, so that they will be able to learn whatever they have to.”) All parties—teachers, administrators, unions, parents and students—need to embrace the new goal.

Once we embrace this goal, we can see that that many things will have to change to accomplish it. We can also grasp that most of the thinking underlying current “reforms” of the system can be seen in their true light as schemes and devices that are actually making things worse..."

~Steve Denning~
Forbes Magazine, 2011

Note: To read the rest of this excellent article please press the link below:: http://www.forbes.com/sites/stevedenning/2011/09/01/the-single-best-idea-for-reforming-k-12-education/

Education "Reform"

“The education ‘reform’ movement is destructive in so many ways – to education, teachers, children, to society and to democracy,” according to Nancy Carlsson-Paige, a professor of education at Lesley University.

“They promote the idea that the achievement gap exists because of bad teachers and we can close it by testing,” she said in a recent interview. “We then base everything on testing, whether measuring students’ progress, teachers, or schools.

“It’s all about ‘holding teachers accountable.’ What never gets addressed are the underlying inequities in society and in educational opportunity,” Carlsson-Paige noted. “Poor children come to school, many having to cope with homelessness, hunger, illness or trauma. It is so wrong to blame teachers for social and economic inequalities that affect children’s school performance and to claim that teachers alone can close the achievement gap.

“Students from different backgrounds have access to widely different schooling,” she added. “So often, children in low-income communities are forced into a lock-step, inadequate, and under-resourced education.”

“As a professor of education, an educator of teachers, and someone who creates curriculum,” Carlsson-Paige said, “I see the harm education reform is causing children—the disappearance of play, creativity, and the arts from our schools. Evaluation is now driving curriculum, and curriculum is being reduced to something mechanistic. This isn’t real learning.

Children are learning information by rote in the early years that cannot give them the solid foundation of knowledge they need to build on, as school continues. And the ‘drill and kill’ methods turn kids off from school early on and keep them from discovering the joy in learning. And this is mostly about poor children, because more well-to-do communities are able to provide all kinds of compensatory learning activities, such as trips to the museums, theater and music programs, summer camps.

“We’re losing out on the opportunity to have a well-educated citizenry,” she said. “True citizens need to be able to not take things at face value, to think critically, to question authority. Tests don’t measure critical thinking or imagination. They reduce the whole learning process to lower level kinds of information that can be tested. It’s really sad and scary to see this happening.”

Carlsson-Paige deplored the fact that education reform is being driven by businessmen, politicians, and wealthy foundations who don’t understand education and want to subject it to business values, including privatization. “Public education is the primary democratic institution we have left, and it is eroding out from under us,” she said. “I fear that one day, the American people are going to wake up and realize that we don’t have a public education system anymore.”

However, she added, “There are rumblings beginning to be heard. I see more and more people questioning what is happening in education. Many people realize they are losing local, community control of their schools. People are starting to organize. Groups such as Parents Across America and Citizens for Public Schools are gaining momentum. Every day more people sign on to the Save Our Schools movement that is organizing the March on Washington D.C. in July. These signs, among many others, give us hope that change will come – and, as it always does, from the bottom."

Interview by Jackie Dee King

http://www.citizensforpublicschools.org/editions-of-the-backpack/may-2011-backpack/rally-against-arne-duncan’s-‘reforms’-for-public-schools-on-may-26/

Further reading:

Diane Ravitch explains problems with the policies of the U.S. Education Secretary - "Flunking Arne Duncan"
http://www.nybooks.com/blogs/nyrblog/2012/mar/07/flunking-arne-duncan/