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مهارات الاستفادة من الدروس العلمية | د. عبدالله منكابو — Transcript

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0:01In the name of Allah, the Most Gracious
0:01, the Most Merciful. All praise is due
0:02to Allah, Lord of the worlds. May the
0:03peace, blessings, and prayers of Allah
0:04be upon His servant and messenger, the
0:06trustworthy Prophet, and upon all his
0:07family and companions. O Allah, teach
0:09us what benefits us, and benefit us
0:10with what You have taught us. And grant
0:11us beneficial knowledge and righteous
0:13deeds. O Allah, grant us deep
0:14understanding of the religion, and
0:15teach us wisdom and interpretation. To
0:17proceed. Greetings to you all, brothers
0:20and sisters, on this educational
0:23platform. Courtesy of the brothers at
0:25Nadeem company. I thank Allah Almighty,
0:28who has facilitated for us the paths of
0:30knowledge, made it easy, and smoothed
0:32the way. Knowledge has become available
0:34to everyone, right at their fingertips,
0:36at all times. This is from the grace of
0:38Allah Almighty. It is a blessing that
0:40deserves thanks and praise to Allah,
0:42the Exalted. I will enter into the
0:45subject directly without delay. There
0:48is no doubt, brothers and sisters, that
0:49one of the most important means. Of
0:50acquiring knowledge is taking it from
0:53scholars, specialists, and professors,
0:56whether through direct face-to-face
0:59instruction or through distance
1:02learning via educational platforms and
1:05the like. This method—acquiring
1:09knowledge from those qualified by
1:11studying under sheikhs, scholars, and
1:13specialists—is the way a person
1:16begins. It is one of the most
1:18beneficial means of acquisition,
1:20especially for the beginner student who
1:22wants to conceptualize issues and start
1:25their journey in knowledge; they cannot
1:27dispense with this method. A student,
1:30at the beginning of their journey, has
1:32a much greater need for direct
1:34reception from scholars than they do
1:37for reading alone. That is why Ibn
1:39Jama’ah, may Allah have mercy on him,
1:41said: "One should beware of relying
1:42solely on books from the beginning."
1:44Rather, one should rely in every field
1:46on those who are better at teaching.
1:48And more thorough in it, while
1:50considering their piety, righteousness,
1:52compassion, and other qualities. So,
1:54one begins by reading before people of
1:56knowledge and listening to lessons and
1:58lectures, whether that is in person—
2:00which is best—or via distance
2:02learning platforms. Whoever does not
2:04sit face-to-face with a scholar to
2:05learn their principles, their certainty
2:06regarding complex issues will remain
2:08mere conjecture. Our topic today, by
2:10the permission of Allah Almighty,
2:12relates to the means or skills of
2:14benefiting from lessons. Scientific
2:17lessons—meaning for those who read
2:20before professors, attend study circles
2:22, or learn remotely through recorded or
2:25live lessons via Zoom, YouTube, or
2:28otherwise. There are skills that
2:31multiply one's benefit and gain from
2:34these lessons. In this meeting that
2:36brings us together with you, God
2:37willing, for an hour. We will speak
2:40about this issue with focus. We will
2:43answer a number of questions: How can I
2:46benefit from lessons to a greater
2:48degree? How can my comprehension and
2:50understanding of a scientific lesson
2:53increase? Are there proven scientific
2:55methods to fix information, retain it
2:58for the longest possible time, and
3:00understand the lesson more deeply and
3:03accurately? If I am going to attend
3:05this lesson and spend an hour of my
3:07time—and that hour is not trivial—
3:10how can I attend this lesson with high
3:12efficiency and achieve the greatest
3:14possible benefit? Our talk, God willing
3:17, will be related to this matter.
3:19Initially, the idea of this course was
3:22to focus on the skills of attending a
3:24scientific lesson. However, the subject
3:28was broadened slightly to include
3:30direct, in-person attendance. And to
3:32also include learning through
3:34electronic platforms. And following
3:37recorded lessons and the like. So, this
3:42is our topic, and this is what we will
3:45answer, God willing: How do I achieve
3:47the ideal and greatest benefit from the
3:50scientific lesson I attend or listen to
3:53? There is no doubt that there are
3:56other very important issues for the
3:58student of knowledge, and many brothers
4:00and sisters asked about them in the
4:02survey for this meeting. There are
4:04important issues related to choosing
4:07the appropriate personal plan, choosing
4:09the right lesson, the right book, the
4:11right sheikh, and having a clear vision
4:13for the student. Despite their
4:15importance, these points are not our
4:17topic today, and there are important
4:19materials available that can be
4:21reviewed, such as the personal academic
4:23planning program by Sheikh Obaid
4:25Al-Dahiri, which is accessible. There
4:27are also several episodes on the ethics
4:30and methodologies of seeking knowledge,
4:32available on YouTube. And on the Zad
4:34educational platform for open Sharia
4:36education by your speaker. In these
4:39episodes, we talked about personal
4:41academic planning. And what relates to
4:44choosing the appropriate plan. And the
4:46long-term vision and short-term goal.
4:48As well as choosing the right book and
4:50the right teacher. And other such
4:52things that a student of knowledge
4:54needs. So, we will not talk about this,
4:56but rather this broadcast will be over
4:59the next hour, God willing, on the
5:01skills for optimally benefiting from
5:03attending an academic lesson or
5:05listening to an academic lesson. Before
5:09we begin the core of our topic, I would
5:11like to introduce myself to the
5:13brothers and sisters. Your brother and
5:16speaker, Abdullah bin Kabo, Assistant
5:19Professor at Umm Al-Qura University,
5:21College of Sharia, Department of Sharia
5:24, specializing in Jurisprudence, and a
5:27founding member of the Rasikh
5:29Scientific Center for Sharia Education,
5:32with an interest in issues of academic
5:34guidance, academic building, and the
5:37optimal activation of Sharia
5:39competencies. Well, our talk tonight,
5:42God willing, in this evening session,
5:44will cover several axes: skills related
5:47to before the lesson, during the lesson
5:50, and after the lesson. Then we will
5:52answer the most common questions on
5:55this subject and conclude with
5:57important recommendations. Before we
6:00talk about the lesson, the male and
6:02female student must know that academic
6:05effort does not stop at attending the
6:07lesson or listening to the lecture. I
6:10mean, if we want to divide the subject
6:13by percentages, in my estimation and
6:16opinion, the effort exerted in an
6:18academic lesson is divided into three
6:21parts. 10%is preparation and readiness
6:24before the lesson. And 30%of this
6:27effort is in attending the lesson or
6:30listening to the lecture. And 60%is the
6:33effort required after attending the
6:35lesson. So, the student who believes
6:38that just by opening YouTube, listening
6:40to a lecture, or going to the mosque
6:42and attending the lesson, that is
6:44enough for attainment. And is enough
6:45for building knowledge, forming
6:47academic aptitude, and academic
6:49development. This is not correct. This,
6:51brothers, is only one part. There is a
6:54larger part related to what is before
6:56the lesson and what is after it. Well,
6:59let us take a set of points related to
7:01before attending an academic lesson or
7:04before listening to an academic lecture
7:06. One of the most important points
7:08before we begin is that the student
7:10must have sufficient conviction in the
7:12lesson they are attending and the book
7:14they are listening to being explained.
7:17This conviction stems from the feeling
7:20of need for this book. Conviction in
7:23the book, in the instructor, in the
7:25teacher, in my need for it, and the
7:28feeling of accomplishment in this
7:30explanation or this lesson. And even
7:32this issue, the issue of the motive for
7:34this book and the conviction. It varies
7:37according to the personality type. For
7:39some people, the driving force is their
7:41feeling of need for this book, which is
7:43their greatest motivator for study. For
7:45others, the driving force is
7:46accomplishment. So they feel that this
7:48lesson is an excellent achievement. In
7:50a reasonable and appropriate time. Some
7:52people, their motivation is the feeling
7:55that this lesson...has something extra
7:58or exceptional in it. Meaning something
8:00distinct not found in others. This
8:02gives them motivation. It varies
8:03depending on the personality. But
8:05generally, the sense of the lesson's
8:08importance to me is undoubtedly one of
8:12the most important things that helps me
8:16benefit from it. Because reception is a
8:18branch of appreciation and awareness.
8:21So, create a personal connection
8:23between you and this lesson; try to
8:25know or answer at the beginning: do I
8:27need this lesson or not? Deepen your
8:30belief in its importance to you. Know
8:32exactly what this lesson will cover,
8:35the nature of the explanation, who the
8:38teacher is, and their mastery of the
8:40subject. All of this will help in
8:42benefiting from this material, as will
8:45other very important things before
8:47starting the lesson that will help us
8:50with the mechanisms for dealing with it
8:52. The clarity of the purpose of the
8:55academic lesson. Based on the clarity
8:57of the goal will be the method of
8:59preparation. The method of writing and
9:01note-taking. The method of review. Are
9:03the students 'goals? In academic
9:06lessons, there is no doubt that there
9:08are many diverse and different goals,
9:11and the goal varies depending on the
9:13student and sometimes on the lesson
9:16itself. For example, in a moral or
9:19faith-based lesson, the primary goal or
9:22intent is to achieve the psychological
9:25or emotional impact that drives action
9:28and subsequently motivates the person
9:31toward practical results. So this
9:33lesson, the moral and faith-based
9:35lesson, does not require much writing,
9:37extensive documentation, prior
9:39preparation, or review. It does not
9:41require much recitation afterward;
9:43rather, it requires contemplation of
9:45the speaker's words. You should attend
9:47with a clear mind, psychologically
9:49prepared for the faith-based message
9:51that touches the heart and impacts the
9:54soul. You need to focus on what is
9:55being said. Reflect on it. Consider its
9:57dimensions. So this is the nature of
9:59the lesson. And the clarity of the
10:01intended goal of this lesson. Will have
10:03the greatest impact on how you deal
10:05with it. There are some specialized
10:08academic lessons. Their primary purpose
10:10is to establish the science. And to
10:12ground the student in it. This science,
10:14meaning when studying, for example, the
10:16first book in grammar, the first book
10:17in jurisprudence, or the first book in
10:19theology, these are foundational and
10:21grounding texts that require a
10:22conceptualization of the science.
10:24Consequently, the student needs to
10:26prepare beforehand. Come and focus on
10:28conceptualizing the issues. Try to
10:30comprehend as much as possible. And try
10:32to record and take notes. I will speak
10:34in detail about. The topic of
10:36note-taking. What should be written?
10:38And what should not be written? Then,
10:40after that, it requires a great deal of
10:41review and repetition so that the
10:43foundations of the sciences are
10:44established. Essentially, knowing the
10:47purpose of a lesson and what you want
10:50from it is a key factor in determining
10:54how to prepare for it. Does it require
10:58note-taking? Does it need review? This
11:01all depends on knowing the objective.
11:05Some lessons, brothers, are
11:08supplementary. For instance, if I
11:11studied a book like*Al-Usul min Ilm
11:14al-Usul*by Sheikh Ibn Uthaymeen, which
11:18is a concise and useful text on legal
11:21theory, I might later attend a lesson
11:25on*Al-Waraqat*. I notice this second
11:29book is at the same level as the first,
11:32with no significant expansion, and most
11:36topics I have already covered.
11:39Therefore, this lesson is supplementary
11:42for me. I listen to reinforce what I
11:46know and to better understand, picking
11:50up only the new benefits or points I
11:53haven't encountered before. Thus, my
11:57note-taking will be much less than for
12:00the first lesson, which served as my
12:04foundation from scratch. And this
12:06second lesson is a supplementary one.
12:08The bottom line is that knowing what I
12:11want from this lesson. What I want from
12:14this lecture. Will help define the
12:17method of preparation, the note-taking
12:20approach, and the way to review
12:22afterwards. Now, among the very
12:25important things related to benefiting
12:29from a lesson—and we are still
12:31discussing the pre-lesson phase—is
12:35thorough preparation for academic
12:37lessons. We are talking here about
12:40lessons that require conceptualizing
12:43and grasping information, which is the
12:47case for most foundational scientific
12:50lessons. A student should not sit
12:53before a teacher or begin listening to
12:56a lecture with a completely blank mind,
13:00unaware of the day's topic, the issues
13:03to be discussed, or the core themes.
13:06All of this, brothers, greatly
13:09diminishes the benefit of the lesson.
13:12Conversely, what multiplies the benefit
13:15, comprehension, and retention of
13:18information is preparing for the lesson
13:21well. That is why we said to invest at
13:24least 10%of your effort before
13:26attending the lesson. And the most
13:28prominent way to invest this effort is
13:29through preparation. How do we prepare
13:31for academic lessons? Some young men or
13:34women experience confusion in their
13:37preparation. For instance, they want to
13:39study a short book, so they go and read
13:41. Extensive commentaries, reading long
13:44books, or listening to lengthy audio
13:45explanations—all of this is done for
13:47preparation. Yet, this very expansion
13:50might be what distracts a student from
13:52their lesson. The best way to prepare a
13:54book you wish to study is to first read
13:57the core text on its own, with focused
13:59reflection and scrutiny of the phrasing
14:01. What did the author mean by this word
14:03? What is the significance of this
14:05expression? Why did they choose these
14:08words? One should reflect, visualize,
14:10and try to grasp the meaning of the
14:12phrases independently without referring
14:14to any other commentary. For instance,
14:16if I am studying a book on
14:18jurisprudence, I read the text alone. I
14:20read the author’s words: "In the name
14:22of Allah, the Most Gracious, the Most
14:25Merciful. The author—may Allah have
14:27mercy on him—said: Chapter on Vessels
14:29: Every pure vessel, even if precious,
14:31is permissible to possess and use,
14:33except for vessels of gold or silver,
14:35or those repaired with them," for
14:37example, in the text of*Al-Zad*. I
14:39reflect on the phrase: What is intended
14:42by this issue? Why did he say, for
14:44example, "possess and use"? What is the
14:46difference between them? Engaging the
14:48mind and attempting to understand
14:50before turning to any commentary,
14:52written or audio. If you are studying a
14:54Hadith, such as*Al-Arba'in an-Nawawiyya
14:57*, *Umdat al-Ahkam*, or*Bulugh al-Maram
14:59*, read the text of the Hadith alone.
15:01And try to understand, and raise
15:04questions. What is the implication of
15:06this Hadith? Well, does this Hadith
15:08contain a command? Does it imply
15:09obligation, or does it not? Obligation;
15:12try to understand. You read, for
15:14example, the author's categorization.
15:17What is its relevance to the Hadith?
15:19This is the first method or first step
15:21in good preparation. Which is looking
15:24solely at the book you are going to
15:26study. Trying to understand on your own
15:29. After you finish this step, you move
15:32to the second step. Which is to choose
15:35a concise commentary with clear
15:37phrasing. Meaning, a commentary from
15:40among those written for reading. There
15:42are some core texts and commentaries
15:44written specifically for teaching. They
15:46need someone to explain them. It is a
15:48commentary that needs a commentary, and
15:50requires unpacking and clarification.
15:52And there are some older or
15:53contemporary commentaries written for
15:56reading. For those who want to
15:57understand through reading. Their
15:59phrasing is clear and easy. And, for
16:02the most part, they are. Understandable
16:04just by reading, looking, and
16:06reflecting, without the need to consult
16:08another commentary or read it with
16:11another sheikh. So, after you take this
16:13core text and read it by yourself
16:15without commentary, the second step is
16:18to read a concise, clear commentary for
16:20it. It is good to consult specialists:
16:23What is the appropriate commentary for
16:25this? Meaning, "Oh scholars, I want to
16:28study*Al-Arba'in an-Nawawiyya*; what is
16:30the appropriate commentary to prepare
16:32before I go to the sheikh and before I
16:35listen to the lecture? What commentary
16:37do you recommend?" I want to read, for
16:40example, the book*Al-Ajurrumiyyah*in
16:42grammar. I want to read, for example,
16:44the book*Mi'at al-Ma'ani wal-Bayan*in
16:47rhetoric. What is it? The appropriate,
16:49clear commentary that is suitable for
16:51preparation before I hear from the
16:53sheikh. You take this recommended
16:55commentary and start reading. When you
16:58read the commentary, you will find that
17:00a number of things you previously
17:02understood from reading the core text
17:04were understood correctly, and that
17:07your understanding was good. You will
17:09also discover that there are things you
17:11understood incorrectly, and now that
17:14you have read the commentary, you know
17:16the correct meaning. This, therefore,
17:18serves as a correction of understanding
17:21and contributes to fixing and planting
17:23the information in the mind. Because
17:25information that a person works hard
17:27for, and which involves correcting a
17:29previous perception, is generally more
17:30firmly established in the mind than
17:32other information. So this will be the
17:35second step. You will discover that
17:38there are things you still haven't
17:39understood. And there are phrases you
17:41encounter in the explanation that need
17:43clarification. At that point, you go to
17:46the lesson. After these two steps, you
17:49go to the lesson knowing what the
17:51general topics are for the day. You
17:54have reviewed the main text thoroughly.
17:55You have reflected on it and read the
17:57commentaries. So, when the Sheikh
18:00delivers the lecture or teaches this
18:03lesson, he finds a receptive heart. And
18:06he finds a readiness to receive this
18:08information. You already have issues
18:11you are looking for answers to. So you
18:14look for their answers during the
18:15explanation. And if these issues remain
18:17until the end of the lesson, you ask
18:19the professor and teacher about them.
18:21One of the very important benefits of
18:24this early preparation is that the
18:26student knows what to record during the
18:29lecture and what not to record. Because
18:32during preparation, if you read from
18:34the commentary, you will find that many
18:36definitions are mentioned in the
18:37commentary, and many pieces of evidence
18:39are mentioned in the commentary. So if
18:42the Sheikh says them later during the
18:43lecture, there is no. Need for you to
18:45write down the definition. The
18:46definition is right there in front of
18:47you in the commentary. There is no need
18:48to write down the evidence, because the
18:50evidence is right there in front of you
18:51in the commentary. But the student who
18:53did not prepare, you find him writing
18:54everything, every word, and then he
18:56discovers. That much of what he wrote
18:59during the lesson is already there in
19:01front of him in the commentary. Well,
19:04so the topic of preparation is a very
19:05important topic. It doubles
19:06understanding, and it also doubles the
19:08retention of information. Read the
19:10words of Ibn Badran, may Allah have
19:12mercy on him, as he spoke about this.
19:14Method, and this is a lived experience
19:17that Ibn Badran tried, and he told us
19:19its results when he followed it for
19:21several years. Ibn Badran, may Allah
19:23have mercy on him, says in his book "
19:25Al-Madkhal," he says: "Know that for
19:27reading and learning there are methods
19:29mentioned by scholars, and we only
19:31record here what we have taken through
19:33experience." This is something tried by
19:35a great scholar. He says: "We used to
19:38come to the text first—the text is
19:40what we now express as the course
19:42curriculum—and we would take a
19:43sufficient amount for the lesson,
19:45meaning, for example, in every lesson,
19:47if the Sheikh is explaining four or
19:49five lines or a page to us." He says: "
19:52Then we would busy ourselves with
19:54solving that segment without looking at
19:56its explanation." And we would practice
19:59it until we thought we understood. Just
20:01exercising the mind and trying to
20:03understand as we mentioned. Then we
20:05turn to the explanation. We read it the
20:07first reading as a test of our
20:09understanding. If we found a mistake in
20:11what we understood, we corrected it.
20:14Then we turned to understanding the
20:16explanation in the same way we did with
20:18the text. Meaning, he also tries to
20:20look at the explanation, reflect on it,
20:22and understand. He says: "Then when we
20:25thought we understood the explanation,
20:26we reviewed the marginalia." Of course,
20:28this is truly advanced preparation. To
20:30return to the explanation and return to
20:33a commentary on this explanation. He
20:36says: "So when we knew we understood
20:38the lesson, we left the book." And we
20:40busied ourselves with visualizing its
20:42issues in our minds. So we memorized it
20:44as a memorization of understanding and
20:45visualization, not a memorization of
20:47structures and words. Meaning, one
20:49starts to imagine the issues. And tries
20:51to have them present without having
20:53memorized the exact words. But he
20:54remembers that in the book, for example
20:56, there are three issues. The first
20:57issue: water is divided into two types.
20:59The first type: its ruling is such and
21:00such. The second: its ruling is such
21:01and such. All of this is a type of
21:02mental visualization. And preparation
21:04before attending the lesson in the
21:05first place. He says: Then we strive to
21:08express its meaning in our own words.
21:11Without being bound to the author's
21:12phrasing. This is one of the levels of
21:14comprehension. Where a person tries to
21:16express what they understood using new
21:18terms of their own. This is an
21:20indication of their understanding. He
21:22says: Then we go to the professor. Now,
21:24the lesson has been prepared. We go to
21:26the professor for reading, and there.
21:28We think about the solution to the
21:30lesson. And we correct whatever there
21:31might be. Of any crookedness in it. We
21:34reserve our energy for what the
21:36professor intends, beyond the text and
21:39the commentary. He said, may Allah have
21:41mercy on him: Focus, for we used to see
21:44that whoever read one book of a
21:46discipline in this way. All books of
21:48that discipline became easy for him,
21:51both their summaries and their long
21:53volumes. And their principles became
21:55firmly rooted in his mind. And that was
21:57how it went. Then Ibn Badran, may Allah
22:00have mercy on him, says, after
22:02mentioning his practical experience and
22:04his care for summaries and primary
22:07texts before expanding into others, he
22:09says he did not need. To read to
22:11professors in the sciences and arts for
22:14more than six years. Meaning, in six
22:17years, he completed reading the
22:19foundations of all sciences with the
22:22scholars; he read the concise,
22:24intermediate, and lengthy texts that
22:27require explanation in all sciences.
22:30After that, the student of knowledge
22:33becomes free for research, authorship,
22:36teaching, and reading long volumes,
22:38once he has read the foundations of
22:41these sciences. Therefore, I emphasize
22:44the importance of effort in preparation
22:47before attending the lesson. Also,
22:50regarding preparation. Preparation
22:52before the lesson is key. Psychological
22:54preparation for the lesson by removing
22:56distractions and detriments. A clear
22:58mind is essential when attending
23:01lessons. One should not be preoccupied
23:03with something, especially, for example
23:05, occupied with a mobile phone.
23:07Occupied, for instance, with something
23:09in one's hand. Some students follow
23:10lessons while having an open book in
23:12front of them at the same time. And
23:13they also have a phone to check
23:15WhatsApp and see messages. And they
23:17have children around them. This
23:19distracts the student. Al-Shafi'i, may
23:21Allah have mercy on him, said: If they
23:22tasked me with buying an onion, I would
23:24not have understood a single issue.
23:25Because mental preoccupation. There is
23:27no doubt it steals from a person's
23:29effort, comprehension, and
23:30understanding. It is not about the
23:32onion; an onion is a simple thing, but
23:34the mere occupation of the mind with
23:36this matter will undoubtedly steal from
23:38one's comprehension and understanding.
23:41The denser and weightier the lesson is.
23:44And the deeper, the more it requires
23:46presence of mind and mental clarity.
23:48This also requires us to choose the
23:50appropriate time. Especially for
23:52recorded lessons, one should choose a
23:54time of peak energy. And a time of
23:57mental clarity as well. Regarding
23:59preparation before the lesson, one
24:02should. Prepare for the lesson with the
24:04necessary pens; sometimes one needs
24:07colored pens to write each type of
24:09information in a different color, or
24:12needs a pencil, an eraser, a sharpener,
24:15or pre-sharpened pens. One prepares in
24:18this way so as not to be distracted
24:20during the lesson by anything else.
24:23Finally, before beginning to listen to
24:25a recorded lesson, following a
24:28broadcasted lesson, or attending a live
24:30one, one must summon the intention and
24:33make it sincere for Allah Almighty,
24:35intending to seek knowledge that brings
24:38one closer to Allah and intending to
24:41please Allah the Exalted. For seeking
24:44knowledge is an act of worship, among
24:45the noblest of acts. Which Allah the
24:46Exalted loves and is pleased with its
24:48practitioner. As long as a person is
24:50striving for knowledge and is on the
24:52path of seeking it, they are in a state
24:54of worship. In fact, even staying at
24:56home and following a scientific lesson,
24:59or following a broadcast like the one
25:01we are in now, is considered worship.
25:04This is one of the gatherings of
25:05knowledge. You are now entering into
25:07the saying of the Prophet, peace be
25:09upon him: "Whoever follows a path to
25:11seek knowledge, Allah will make easy
25:13for him a path to Paradise." Al-Hafiz
25:15Ibn Rajab, may Allah have mercy on him,
25:17stated that this Hadith, "Whoever
25:19follows a path," includes both the
25:21physical path and the abstract path,
25:23because the term is general; an
25:25indefinite noun in a conditional
25:27context implies generality: "whoever
25:29follows a path." His saying "a path"
25:31includes the physical path, which is
25:32what first comes to mind; when you walk
25:34to the mosque or to the university,
25:36this is a physical path, so you enter
25:38into the Hadith, "Allah will make easy
25:40for him a path to Paradise." It also
25:42includes the abstract path, which is
25:44every means that leads to knowledge,
25:46such as reading books, following
25:48educational programs, and the like;
25:51these are all paths and ways that lead
25:53a person to knowledge. And it brings
25:55him into this great virtue. Whoever
25:57follows a path to seek knowledge, Allah
25:59will make easy for him a path to
26:00Paradise. A person should anticipate a
26:03righteous intention before attending a
26:05scientific lesson. In truth, one of the
26:08greatest ways Allah, the Almighty,
26:10blesses a person in their knowledge is
26:12through sincerity in this intention.
26:14The more purely the intention is
26:16directed solely for Allah, the Almighty
26:19, the more the person benefits and
26:21finds blessings in their knowledge, and
26:23the impact of this knowledge becomes
26:25apparent on them. We have now pointed
26:28to a set of skills related to before
26:30the lesson: readiness, preparation,
26:32choosing the right time, preparing the
26:35right tools, and most importantly,
26:37preparing for the lesson well. Let us
26:39move on to during the lesson, to the
26:41skills a student of knowledge needs
26:43during the lecture. If we want to ask a
26:46question to summarize the points, or to
26:48set a standard for what we will mention
26:51, what is the most important issue for
26:53someone attending a lesson? What is the
26:56most important issue for someone
26:58attending a lesson? Maybe those who
27:00have an answer can write it for us in
27:01the comments. I am now going to a
27:03lesson or I want to listen to a
27:05recorded lesson; what is the most
27:07important issue I must focus on during
27:09the lesson? What is the most important
27:11thing I need? First, understanding the
27:14lesson correctly; this is number one,
27:16the most important issue. Yes,
27:19understanding and benefiting. Listening
27:22, attentiveness, and clearing the mind
27:24of distractions, are all means to what?
27:28They are all means to understanding.
27:30Meaning, to understand well, we need
27:33attentiveness, listening, and focus.
27:36The second issue is recording and
27:38noting down the benefits, issues, and
27:40information that will be said in this
27:42lesson. So, the most important things
27:45to focus on during the lesson time are
27:48two things: understanding and recording
27:50/securing these benefits. Our
27:53discussion, by the permission of Allah,
27:55the Almighty, will be about these two
27:58aspects. The first aspect is the side
28:00of understanding, and here are three
28:03recommendations to understand the
28:05lesson well. The first recommendation
28:08is to gather your mind and focus during
28:11the lecture or meeting, and try to
28:13understand everything right now. Do not
28:16think that it is not necessary to
28:18understand everything. And listen to
28:21the lecture, God willing. After that,
28:23listen to the recording and understand.
28:26Try as much as possible to understand
28:28during. During a lesson, it may happen
28:30that a person finishes some classes
28:32without understanding everything; there
28:34are ambiguous parts. This happens, but
28:37what is important is that a person
28:39enters the lesson with the goal of
28:41understanding everything as much as
28:43possible. Some people, if they don't
28:46understand something immediately, think
28:48to themselves, "I'll just listen to the
28:50lecture or the recording later and
28:52understand it, God willing," or "I'll
28:54read one of the book's explanations."
28:57By always having a backup plan—
28:59thinking it's not important to
29:00understand everything now because I
29:03will review or ask later—they reduce
29:05the sharpening of their mind and their
29:07focus on understanding. No, enter the
29:10lesson with the intention of trying to
29:12understand everything as much as
29:13possible. The second thing that helps
29:16with the lesson is interacting with it
29:18as much as possible, especially in
29:20direct oral lessons. Interaction,
29:23focusing on the teacher, attention,
29:25concentration, and showing joy and
29:27appreciation for the benefit—all of
29:29this has an impact on the learner and
29:31even on the teacher's effort. When the
29:34teacher feels that the students are
29:36interested, focused, and benefiting,
29:38their giving increases. Al-Khatib
29:40al-Baghdadi, may God have mercy on him,
29:42narrated from some scholars. That he
29:45used to say: The speaker's activity is
29:47in proportion to the listener's
29:49understanding. In proportion to the
29:51understanding shown by the students.
29:52And the interest and focus are in
29:54proportion to the energy, effort,
29:57giving, and desire for explaining,
29:59teaching, and expanding that the
30:01teacher finds. If the teacher sees
30:03laziness, apathy, or preoccupation and
30:06distraction in their student, this will
30:09undoubtedly reduce their activity. Also
30:11related to understanding is the issue
30:14of asking questions when confused.
30:16Asking questions when confused is a
30:19recurring problem. In fact, I reviewed
30:21the questions from the survey sent
30:24before this meeting and found that one
30:26of the very frequent questions is the
30:29problem of shyness or embarrassment in
30:31asking questions, the lack of boldness,
30:34or the feeling that a person is shy
30:36toward the teacher, feels awkward, or
30:39fears making a mistake in expression.
30:41Some say, "I am not good at expressing
30:44my confusion; I don't know how to ask,"
30:47and so they abandon learning this way.
30:49And this, brothers, is one of the
30:51things that deprives a person most of
30:52knowledge. Therefore, how did Ibn Abbas
30:55, may God be pleased with him, attain
30:57knowledge? With a questioning tongue,
30:59and an understanding heart. Scholars,
31:01may God have mercy on them, used to say
31:02: Knowledge is not attained by the shy
31:04or the arrogant. Some people do not
31:06want. To ask during the lecture or the
31:08lesson so as not to appear as if they
31:10don't understand, and this is a form of
31:12arrogance toward knowledge and
31:14acquisition. Some do not ask out of
31:17shyness—shyness to speak in front of
31:19people, shyness to make a mistake in
31:21expression. We say to them: Try.
31:23Knowledge, brothers, should not be
31:25prevented by shyness. Try to express
31:28yourself; you are in a study circle, a
31:30place of learning, and everyone who
31:32attended the session came only to learn
31:34. By nature, in the first lessons, a
31:37person might not express themselves
31:39well and might not clearly voice what
31:41is inside them. They might not be able
31:43to express their confusion well. But if
31:44you don't ask and don't learn, you will
31:46remain. In this state for the rest of
31:48your life. Like a child who was born
31:51not knowing how to walk. If, the first
31:54time he fell and got hurt. He said, "
31:56That's it, I won't learn to walk or
31:57anything.""Walking is dangerous and
31:59leads to pain and suffering." He would
32:02remain disabled his whole life, unable
32:04to move. But he moves, gets up, and
32:06falls the first, second, and third time
32:08. As the days pass, this child begins
32:10to walk steadily and quickly. The
32:12student is the same, and this is
32:14clearly evident when we teach
32:16university students. It is visible in
32:18the students' questions and their way
32:20of discussing things in their first
32:22year versus their fourth year. You find
32:25the fourth-year student has become
32:27accustomed to asking questions,
32:28identifying points of confusion,
32:30discussing, and speaking before his
32:32colleagues. This happens through
32:34training and learning. So, I don't want
32:37to prolong this point; shyness should
32:39not prevent us, brothers, from asking
32:41questions. At the very least, if a
32:43person cannot express himself well, he
32:45can simply say, "I did not understand
32:47this point.""I did not understand this
32:49phrase.""Please repeat the explanation.
32:51" And other such phrases. Very well. Of
32:56course, asking questions has etiquette
32:57that scholars—may Allah have mercy on
32:59them—have mentioned. ...in books on
33:00the etiquette of seeking knowledge.
33:03Perhaps our meeting here is not just
33:05about the etiquette of knowledge, but
33:07rather we are focusing on the skills
33:10related to benefiting from a scientific
33:12lesson. So, we have finished the first
33:14aspect, which is the aspect of focusing
33:16on understanding. A person should try
33:18as much as possible to realize that the
33:20primary responsibility or the first
33:21task in a scientific lesson is the task
33:24of understanding. Understanding as much
33:26as possible, understanding now, and not
33:28relying on understanding later. The
33:31second matter is recording knowledge
33:34and capturing the benefits and points
33:36that are mentioned. The importance of
33:39writing, brothers, is something no two
33:41people would disagree on. The
33:43importance of writing for a student of
33:45knowledge is vast, and the words of the
33:47scholars—may Allah have mercy on them
33:48—on this are numerous. In any case,
33:50one should not let the benefits slip
33:52away. Al-Sha'bi, may Allah have mercy
33:54on him, said, "If you hear something,
33:56write it down, even if on a wall."
33:58Don't have paper? Don't have a pen?
34:00Record it, and do not lose this benefit
34:02. Sometimes a person might hear a
34:03benefit and be negligent about writing
34:06or recording it, or rely on memory. And
34:08memory is deceptive; it fades. Then,
34:10one day comes, and he tries to remember
34:12where he heard this information, and it
34:15was a useful piece of information
34:17containing a precious warning. But he
34:19remembers neither the information, nor
34:21who said it, nor its source. So he has
34:23lost it for himself. He has lost it.
34:25For himself, this benefit. Knowledge is
34:27prey and writing is its bond; bind your
34:30prey with sturdy ropes. It is foolish
34:32to hunt a gazelle and then set it loose
34:34among the people. This recording should
34:37happen in the lesson, or rather, in all
34:39situations. That is why they said: it
34:41is necessary for a student to have a
34:43notebook to write down knowledge while
34:45on the go. "Kunrash" is similar to the
34:47weight of "Ghirab." A "Kunrash" is a
34:49notebook in which one writes down the
34:52knowledge they recall. It is essential
34:54for a student to have a notebook in
34:55which they write down knowledge while
34:57on the go. Well, if we agree on the
34:59importance of writing, the pressing
35:01question arises: what should I write?
35:04This is also one of the most frequently
35:06asked questions in the survey for this
35:09lesson. What should I write? Many
35:11students say: Must I record every
35:13little detail?...so that I can consider
35:15myself to have benefited from the
35:16scientific lesson? Is this for all
35:19lessons or only for some? The truth,
35:22brothers, is that this question might
35:24be difficult to answer with a general
35:27response. Because lessons differ. A
35:30spiritual or educational lesson, for
35:32example, does not require much writing.
35:35Rather, a person should focus on being
35:38affected by this spiritual and
35:40emotional presentation. Then,
35:43afterwards, translate this matter into
35:45a practical aspect. It should not be
35:47just a momentary impression or
35:49overflowing emotions that then end. One
35:52might record and write down some things
35:54they want to remember. But writing
35:56during it is naturally less frequent.
35:59In an academic lesson, however, there
36:01is usually more writing. This also
36:04varies depending on the level of the
36:06explanation. Meaning, in some lessons,
36:09the teacher's role is just to break
36:11down phrases and clarify the meaning of
36:14the text. Just what does this mean,
36:16what does this word mean, or what is
36:17the nature of the issue. So, this might
36:19not require much writing. Sometimes the
36:21level of explanation is more
36:22comprehensive. Mentioning evidence,
36:24definitions, and, for example,
36:26differences between issues. Naturally,
36:28there will be more writing in this case
36:30. It also depends on the student's goal
36:33for this lesson. Is this lesson, for
36:36you, a foundation for this field of
36:38study? Is this the first time you are
36:40studying this subject? Write a lot, or
36:42are you attending this lesson for
36:44review and enrichment, picking up extra
36:47points and benefits you haven't
36:49encountered before? Things you haven't
36:52come across in previous books or texts.
36:54In this field, the approach to
36:55note-taking will differ based on the
36:57student's role or goal. However, we can
37:00summarize some points here regarding
37:03what to write down. First, write what
37:06helps you understand the book. Pay
37:09attention, that is. Some books are
37:11ambiguous and precise. When the teacher
37:14explains them, the meaning becomes
37:16clear. The meaning emerges. The student
37:18now understands the concept. But they
37:21might not retain this understanding for
37:25long. It happens that one reads a book
37:27they had previously studied and
37:29understood well back then, having
37:31grasped it perfectly, then reads the
37:33book again six months, a year, or two
37:36years later. They feel the book has
37:38become strange again, as if they never
37:39knew it. They no longer understand what
37:42is written, and so on. One solution to
37:44this problem is: For a person to record
37:46what helps them retain that
37:48understanding. Sometimes decoding
37:51phrases, or at other times: Adding
37:54certain constraints or notes. For
37:56example, there might be a pronoun;
37:58clarify what the pronoun refers to in
37:59the author's text. Mention an example
38:01of recording and writing down what
38:04helps you understand the text. This is
38:07one of the important things for a
38:10student as well. Among the important
38:13things to write is to record matters
38:15related to one's own goal for the
38:17lesson. Meaning, a beginner student
38:19must write what relates, for example,
38:21to clarifying phrases. An advanced
38:23student, who has already studied this
38:25book or a concise version of it. Wants
38:28to reach a broader stage in knowing the
38:30disagreements on these issues, the
38:32evidence, and the debate. Someone like
38:34this must write down the evidence, the
38:36arguments, and the responses. So, they
38:39focus on their purpose for the lesson
38:42and record such benefits as well. Uh.
38:47As we mentioned regarding note-taking,
38:50if you had prepared for the lesson by
38:52reading an explanation beforehand, you
38:55would know what is already in that
38:57explanation. So there is no need to
38:59write it down again. And what is the
39:01extra information that the presenter,
39:03the Sheikh, added beyond what is in the
39:05book? You record these additions, and
39:08this is one of the benefits of early
39:10preparation. Alright, this is a general
39:13discussion on the subject of
39:14note-taking. And there remain some
39:17exceptions, of course. One exception is
39:19that some people cannot combine
39:22understanding with writing. They can't;
39:25if they write, it is more like
39:26transcription, but they don't
39:28understand. And if they understand,
39:30they cannot write. To such a person, we
39:32say: which is the priority, writing or
39:34understanding? The priority, without a
39:36doubt, is understanding. And postpone
39:38the writing to a later time. Either
39:40through recording, or by studying with
39:42colleagues and, you know, transcribing
39:44from them or. By other such means. But
39:46understanding is sometimes prioritized.
39:48Among the exceptions are some
39:50professors and scholars. They do not
39:52like writing during the lesson. And
39:54they forbid the students. No one should
39:56write. Focus with me. Do not write. Put
39:57down the pen. In such a case, the
40:00student must comply. And focus on
40:02understanding and listening. And record
40:05it after that, after. The lesson, and
40:07also, it is well known that the topic
40:10of writing sometimes goes back to a
40:12person's personality; some people love
40:15writing. I mean, for example, I am one
40:18of those people. I cannot attend a
40:21lesson without writing. And I know
40:23sometimes I write things that perhaps
40:26there is. No need to write down. But I
40:29am, you know, accustomed to this. I am
40:32accustomed to writing everything.
40:34Everything I say, whether it's an
40:35addition or a reduction. Let me write
40:36it down. Perhaps I might need it one
40:39day. And I know that the method. Is
40:40wrong. But it is just a habit. It is a
40:42personality trait, so. The matter
40:45sometimes goes back to personalities.
40:47And to what a person is accustomed to;
40:50every person is a creature of their
40:52habits. Okay, there are important tips
40:55for writing that I hope you focus on.
40:58The first tip when writing is to pay
41:00attention to legibility. Folks,
41:02sometimes we write down some words, and
41:05they are clear and understandable now
41:08because you are currently present and
41:10focused on the lesson. But if you come
41:13back to these same words after two,
41:16three, or six months and try to read
41:18them, you won't be able to. Some people
41:21cannot even read their own handwriting.
41:23So they suffer and waste time trying to
41:25understand what they wrote. And this is
41:27a problem. They mentioned a story about
41:30a scholar who had very bad handwriting
41:32and was often criticized for it. One
41:34day, he went to the market and found a
41:37book with extremely poor handwriting,
41:39so he bought it and paid a high price
41:41for it. Why? To prove to people that
41:43there is handwriting worse than his own
41:45. When he returned home and examined
41:48the book, it turned out to be a book of
41:51his own from the past. He had written
41:53in it and sold it. And he discovered
41:56that the bad handwriting was actually
41:57his own old handwriting. So this is a
42:01dilemma, truly a dilemma that. Bad
42:03handwriting tires its owner. That is
42:07why the scholars used to say: "Do not
42:10cram, or you will be cursed or regret
42:12it." Do not cram. Cramming is the tiny,
42:15microscopic writing that is illegible.
42:18Do not cram, or you will be cursed.
42:20Tomorrow, someone will see your book
42:21and say, "May God forgive him.""We
42:22didn't benefit from it at all." He
42:24wrote margins and notes, and we didn't
42:26understand anything. Or you will regret
42:28it. One day will come when you cannot
42:29understand the words you wrote. And
42:31sometimes a person grows old. And their
42:32eyesight weakens. And reading becomes
42:34difficult for them. Therefore, pay
42:35attention to the clarity of your
42:37handwriting. You see, brothers, through
42:39experience, sometimes the only
42:41difference between someone with clear
42:43handwriting and someone without it is
42:45just one thing. The one who wrote with
42:47clear handwriting, when he wanted to
42:50write, he was mindful that he must
42:52write. With clear handwriting. The
42:55second one was only focused on writing
42:56quickly before the lesson passed him by
42:58. I mean, some young men are
42:59calligraphers, their handwriting is.
43:01Beautiful, but when they come to write,
43:03they write very poorly because while
43:05writing, they were only focused on
43:06catching the information before it was
43:08lost and not focused on the matter of,
43:10you know, displaying their handwriting.
43:12So, this is a very important issue. The
43:14issue of clear handwriting. Also, pay
43:16attention to organization. Organization
43:19; for some people, their writing
43:21becomes like a puzzle. It requires
43:23tracking and searching for arrows,
43:26numbers, references, and once. From
43:28above and once from below, that is not
43:30right. And if you are writing on the
43:32margin of the book, before writing,
43:34estimate the appropriate space for the
43:36marginal note and then place it in the
43:39right spot. Pay attention with me; I am
43:41now writing the Sheikh's commentary.
43:43For example, he mentioned a definition
43:45or a piece of evidence in this lesson.
43:48Before I write, some people go directly
43:50to the word the Sheikh is explaining
43:52and write the definition and evidence
43:54right next to it. And this spot in the
43:56book might be unsuitable because it is
43:59a tight space. And the speech the
44:00Sheikh is saying is a lot. A lot of
44:01words. So before you write the
44:04commentary, if you are someone who
44:06writes notes on the book itself,
44:07estimate how much space this commentary
44:10needs. Is the commentary long or short?
44:12Then place it in the appropriate spot.
44:14Long notes are placed at the top of the
44:17page or at the bottom. And short notes
44:21are placed on the sides. One of the
44:25best ways is to place them on the part
44:27the Sheikh is explaining. You put a
44:29mark on it, a mark, a marginal mark.
44:31Either number one, two, three. Then you
44:33write note one and write the commentary
44:36. Two, for example, you write in the
44:38main text and write in the margin. You
44:39write two, his saying is so and so, it
44:41means this and that, this phrase is
44:43criticized for such and such. So you
44:46only place a mark in the main body of
44:48the text. Okay, let's take an example.
44:51I wish the example were clearer than
44:52that, but let's take an example. This
44:55is an educational book, a chapter on
44:57expiation. I don't know, honestly, if
44:59the image appears clear to you, or by
45:01way of example. We have the main text
45:04here, there are brief notes, brief
45:06notes consisting of a word or two.
45:08These you can write next to the line,
45:10no problem there. And there are long
45:13notes. Imagine that this long
45:15commentary, which is three or four
45:16lines long. If I wrote it from here, I
45:18would start here and go maybe to the
45:20bottom of the page. And the handwriting
45:22would not be clear. But I know that
45:24this commentary, for example, is a
45:25definition or a classification. So it
45:27will take up a lot of space. I place a
45:29mark here, for example, 'H1', and I
45:31write 'H1' up here and write the long
45:33commentary. So, long commentaries
45:35should be at the top of the book or at
45:37the bottom of the book. And brief notes
45:40should be in the margins. Among the
45:43things also recommended in writing,
45:46among the things recommended in writing
45:48, is that we avoid writing between the
45:50lines as much as possible. Some young
45:52people, when reading their books, add a
45:54line of their own between every two
45:56lines. This makes it difficult to read.
45:58So, avoid writing between the lines as
46:01much as possible. If you must, it
46:03should only be for brief notes, just a
46:06word or two. For example, identifying a
46:07pronoun's referent. Well, the referent
46:09of a pronoun might sometimes need
46:11clarification. Like, this refers to
46:13such and such, meaning so and so.
46:15Something like that is acceptable.
46:16Between the lines, and it is preferable
46:18to write between the lines with a
46:20different pen. If the book is written
46:23in black ink, make the interlinear
46:25notes in red or blue, for instance, so
46:27they are clear and do not cause
46:29confusion. Also, among the useful
46:31things is a well-known method used by
46:34scholars of the past for writing
46:36footnotes. Sometimes, a single page
46:38might contain, say, ten comments. When
46:40you come to read the book, you look for
46:43where footnote number one is. Is it
46:45above, below, on the right, on the left
46:47, or on the back? You end up reading
46:49all the footnotes to find that one note
46:52. It is clear, so what did they do? The
46:55scholars of the past had a method: if
46:57they placed a symbol on the main text
47:00—for example, here we have the phrase
47:03"whoever kills an innocent soul,"
47:06whether it is himself, his slave, or a
47:09protected person, etc.—and I want to
47:12comment on the word "innocent," I write
47:15"H"(for*Hashiya*, meaning footnote) on
47:18it, and I number it: H1, H2, H3. Then
47:24in the margin, this note and the "H"
47:26sign. The scholars of the past had a
47:28beautiful technique. This "H" sign
47:30points to the location of the footnote.
47:33Meaning if the "H" is curved this way,
47:35you know the footnote is in that
47:37direction. If the "H" is curved the
47:39other way, you know the footnote is in
47:41that direction. For example, I hope the
47:45note is clear. Here, for instance, is
47:48this first word. This word has an "H"
47:50on it, and the sign points over there.
47:52So, "H1" you will find here above. This
47:55is also an "H," and the sign points
47:56over there. So it will be, if you find
47:58an "H" pointing downward, it means the
48:01note is below. This is a well-known
48:03method, and it helps researchers find
48:05the location of the note. We can
48:08benefit from it. Regarding the use of
48:11pens versus pencils, folks, some people
48:14are sensitive about writing notes in
48:17ink. They say, "No, I write in pencil."
48:19"So that if one day I want to sell the
48:20book or something, I can erase it." As
48:22the scholars of the past said, "A book,
48:24when it is blackened, it is whitened."
48:28Meaning, when it is darkened, it
48:29becomes illuminated. When it is
48:31darkened and blackened with many
48:33footnotes and writings, it is
48:35illuminated and becomes a useful book.
48:37If you want to keep your book new with
48:39nothing written on it, go buy a second
48:41copy. From the market, so you have one
48:44copy with no notes, and a second copy
48:47with all the footnotes and comments. I
48:50see no objection to writing footnotes
48:52and comments on a book with a pen. The
48:55issue is that some people use pencils,
48:58and a pencil sometimes, over a long
49:01time—say 10 or 15 years—especially
49:03sometimes in hot weather, the writing
49:06becomes faded and very light. And
49:09sometimes it disappears. Therefore,
49:12write with...Uh...Yes, it is possible
49:14to write just the number or the letters
49:17. There is no harm. Writing, there is
49:20no objection. To writing footnotes and
49:22comments with pens, but this is for the
49:25confirmed footnote, or let's say, for
49:27the comment you are sure about.
49:29Therefore, I will mention shortly that
49:32if you have a comment but you are
49:34unsure about it, write it in pencil and
49:36. And always try. To have a pen with
49:38you during lessons. And have a
49:40mechanical pencil, meaning a graphite
49:42pencil. The pen is for permanent,
49:45established notes. The Sheikh gave a
49:47definition; you write down with him
49:48that the definition is such and such.
49:49You write the definition with him using
49:51the pen. This definition will remain
49:52with you. You won't need to erase it.
49:54But if the Sheikh said something and
49:56you are not sure if you got it right or
49:58not. For example, he said: "This is the
50:00opinion of Shafi'i, Malik, and Ahmad."
50:02And when you heard it, you don't
50:03remember: did he say Shafi'i, Malik,
50:05and Ahmad? Or did he say Shafi'i, Ahmad
50:08, and Abu Hanifah? Your mind got mixed
50:10up. Or you heard information but you
50:13think the questioner is better. Meaning
50:15, the matter is up to the student. The
50:19broadcast is live. Is the audio clear
50:21now? Give us feedback in the comments
50:24or. Alright. Is the audio clear now? Is
50:38the broadcast on? Alright folks, so we
50:41are still on the advice related to
50:43writing. Paying attention to the
50:45clarity of handwriting. Paying
50:46attention to order in writing. Estimate
50:48the size of the comment, then place it
50:50in the appropriate spot. Do not write
50:52between the lines. Place a number in
50:55the body text, or the letter 'H' for a
50:58footnote. And write the comments in the
51:01margins. Also, among the very important
51:04things, among the important things:
51:08Some footnotes and comments, brothers,
51:11a person writes them down. And years
51:14later, he comes to read this comment,
51:16and he doesn't remember. Is this a
51:17comment from the Sheikh who taught us
51:19at the university? Or the one I
51:20attended in the mosque? Or a course? A
51:22scholarly one that I followed remotely.
51:24It is written, "The more correct view
51:25is such and such." Whose preference is
51:26this? The first Sheikh, or the second,
51:28or the third, or? Especially regarding
51:29original, educational, and academic
51:31texts, or texts that a person studies
51:33more than once. For example, a student
51:35of jurisprudence in the Hanbali school
51:37naturally might study 'Zad al-Mustaqni'
51:39two, three, or four times; no problem,
51:41it is an important and essential book,
51:43and he might study it twice, teach it
51:45once, and attend a study session with
51:47the youth once. So, for a book like
51:50this, you need to record. "Qayyid,"
51:52meaning to record/restrict. At the end
51:55of the comments, note the author of the
51:57comment; you can create a symbol for
51:59yourself. For example, if you write 'G'
52:01, it refers to the explanation of our
52:03Sheikh, Sheikh Muhammad Ba Jaber, on '
52:05Zad al-Mustaqni'. If you write 'A' or '
52:07Amer', for instance, then this comment
52:09is benefited from the explanation of
52:11Honorable Sheikh Amer Bahjat, for
52:13example. And likewise regarding books.
52:18Previous scholars had symbols. For
52:20instance, if they said 'Shin-Min', it
52:22means 'Sharh al-Muntaha'. If they said
52:25'Ha-Min', it means 'Hashiyat al-Muntaha
52:27'. If they said 'Shin-Iq', it means '
52:29Sharh al-Iqna'. 'Ha-Iq' means. '
52:30Hashiyat al-Iqna', and so on. They have
52:33symbols, and it is good if you studied
52:36the same book under several Sheikhs
52:39that you put a key for the symbols at
52:41the beginning. A key for the symbols,
52:44meaning you write at the beginning. The
52:46comments that I marked with the letter
52:49'G' are from Sheikh Muhammad Ba Jaber.
52:52The comments. Marked with the letter 'A
52:54' are from so-and-so, because folks,
52:56sometimes one says, "It's clear, this
52:59subject is easy, and I'll remember it,
53:01God willing," and with. After the
53:03passing of years, a person forgets. So,
53:07at the beginning of the book, you can
53:09put a key for the symbols. The symbols,
53:11whether they were. Sheikhs from whom
53:13you transcribed these comments. Or
53:15books that you referred to.
53:16Commentaries you referred to. Have an
53:18index for the symbols. Well, this. This
53:22matter is best addressed early on.
53:24Early on, meaning while writing, you
53:26should follow this documentation. Well,
53:29also among the points. Sometimes a
53:32student writes information of their own
53:34, for example, writing "perhaps the
53:37correct view on this issue is such and
53:39such," or "this phrasing is problematic
53:41." And this happens. Meaning, sometimes
53:44the student has reflections on the
53:45issue. Has a perspective. Something
53:47might seem problematic to them. And
53:48sometimes. A preference might become
53:50clear to the student, alright.
53:51Especially the student, meaning the one
53:53who has studied, for instance. Meaning
53:55they have had prior study in this.
53:57Field, they might have the ability to
54:00raise an issue, write an answer, or
54:02strive to clarify the difference
54:04between two issues; such things may
54:07happen. There is no harm in a person
54:09recording such insights and deductions
54:12that occur to them. However, one must
54:15distinguish this as their own words,
54:17thoughts, and reflections. These things
54:20need clarification; I mean that they
54:22should record at the end something
54:25indicating that this is their own
54:27contribution, so that one day someone
54:29doesn't say this. And God forbid, think
54:32it is the words of the scholars or the
54:33teachers they studied under. It is
54:36clear, for example. They might write at
54:39the end "taqrir"(note). This phrase,
54:41scholars of the past used to write "
54:44taqrir." If they wrote "taqrir," if you
54:46find, for example, in an old manuscript
54:48the word "taqrir." It means a report
54:51from the author of this script, so you.
54:55Instead of saying, for example, "I said
54:56.""I said such and such." And what
54:58seems best to me among these phrases is
55:00the best thing. If you write something
55:02of your own, write "taqrir" after it.
55:04Some abbreviate it by writing the
55:05letter 'ta'. 'Ta' means a report by the
55:08writer of this text. Also, if you quote
55:13in the margins of the book. From other
55:16books, distinguish what you quoted
55:20verbatim from what you paraphrased.
55:24Because sometimes a student writes a
55:26paraphrase based on what they
55:28understood. And discovers years later
55:30that their understanding was originally
55:31wrong. And they have been going on for
55:33a long time having written, for
55:34instance, "It was said in Al-Insaf such
55:35and such." And they think this is the
55:36phrasing of Al-Insaf because when they
55:38quoted from Al-Insaf initially, they
55:40did not quote from the book of Al-Insaf
55:42verbatim, but rather quoted their own
55:43understanding, and they kept reading
55:45the phrasing of Al-Insaf which is
55:47actually their own phrasing and
55:48understanding. So, we must distinguish
55:50between the text of the source and the
55:52understanding of the speaker. So here,
55:54if you quote verbatim, write: "He said
55:56in Al-Insaf such and such, ended
55:58verbatim." Or write: "Ended with
56:01paraphrasing." Ended. Summarized from
56:03book so-and-so. And now we can use the
56:06method of contemporary academic
56:08research. Contemporary academic
56:10research has a convention: if they
56:12mention the name of the book, volume
56:14number, and page without the word "see,
56:17" this means the quote is verbatim. For
56:19example, they say: "Al-Mardawi said."
56:22They open quotation marks and write the
56:23text verbatim. And at the end, they
56:26write: "Al-Insaf, Volume 10, page 100."
56:29As long as they have written. Citing "
56:31Al-Insaf," volume and page without the
56:34word "see," means this is a verbatim
56:36quote where not a single letter was
56:37changed. If it were changed, one would
56:40say "see Al-Insaf," meaning there is an
56:42omission, an addition, or a summary.
56:45This is a convention among contemporary
56:47scholars that can be used. The
56:49important point is that when we write
56:51these footnotes in our books, we
56:53distinguish between what we quoted
56:55verbatim and what we quoted with
56:57modification. Also, among the related
57:00tips—and I am trying to be brief so
57:02we don't keep you any longer, as we
57:04already started late due to the
57:06streaming delay—we won't take too
57:08much of your time. Furthermore,
57:10regarding writing tips: as I mentioned,
57:13if you doubt a piece of information, or
57:15think you might not have understood or
57:18recorded it correctly, write it in
57:20pencil. And write next to it "review"
57:22or "verify," and do not write it like
57:24......like accurate information in ink
57:26and pen, as if it were definitive.
57:28Because this is problematic. After a
57:31while, you will forget that this
57:33information......had an issue. And
57:35there was some confusion about it. And
57:36you will treat it as settled
57:38information, just like the rest of the
57:40written notes. Okay, also regarding
57:43writing information. If you are
57:46doubtful about something, our
57:47predecessors had a beautiful method; if
57:49someone wrote a quote or information
57:51and doubted it and needed to review it
57:53......they would write the letter "Sad"
57:55next to it. Just "Sad"? Why? Let's hear
58:00from you. He writes "Sad," what is the
58:03benefit? Does he mean he heard it? For
58:07example, attributing this opinion to
58:10Malik and Ahmad. But he doesn't
58:12remember, was it Malik and Ahmad, or
58:13did the Sheikh say Malik and Shafi'i?
58:14So he writes, for example, "Malik and
58:15Ahmad." And writes the letter "Sad"
58:17next to it. Does "Sad" mean "Sarf"(
58:20exchange/morphology)? No, "Sawab"(
58:22correctness). You're close, Sheikh
58:24Muhammad. What is the benefit of the
58:28letter "Sad"? Needs correction?
58:33Verification? Well, you are all getting
58:36close. The letter "Sad" means this
58:38point requires review. If it turns out
58:42his statement is correct, he adds the
58:45letter "Ha" to it. It becomes "Sah"(
58:47correct). So this......is information I
58:50have verified, and I wrote "Sah," so it
58:52is correct information. And if it turns
58:56out the information is wrong, he can
58:59cross it out and write the correct
59:01version, or write "its correction is...
59:04" next to it, finishing the sentence "
59:06its correction is such and such." Clear
59:09? So this is a mark that the point
59:12needs review, and if it turns out
59:14correct, he just writes the letters "
59:16S-H," so he knows he reviewed this
59:19point and verified its accuracy.
59:21Another important issue regarding
59:24writing or tips for recorded lessons is
59:26to train yourself not to pause the
59:29lesson as much as possible. Some people
59:32, when attending before a Sheikh,
59:34mashallah, manage to understand,
59:36comprehend, and write as they go. But
59:38when sitting at home playing YouTube,
59:40or a recording, or any other method,
59:42you find them listening to a line,
59:44pausing, and writing. Listen. A line as
59:46if they are transcribing, and this
59:49weakens their understanding of the
59:51material and weakens their
59:53comprehension. Secondly, it weakens
59:55their ability to capture information,
59:57grasp it, and store it with quick
1:00:00storage. Train yourself as much as
1:00:02possible. If you are listening to a
1:00:04recorded lesson, not to pause the
1:00:06recording. Consider yourself, my
1:00:08brother. Like someone present in the
1:00:09mosque. Someone in the mosque won't
1:00:11stop the Sheikh. You listen and try.
1:00:14Try to capture as much information as
1:00:16possible. And record as much as
1:00:17possible. And then complete it from
1:00:19your colleagues. And likewise with the
1:00:21recording. If you play the recording,
1:00:23try not to pause it. Keep writing,
1:00:26capturing information, and
1:00:27understanding. Write down whatever you
1:00:29can. Anything you cannot finish or
1:00:32catch up on—that is, what the Sheikh
1:00:35mentioned—mark with a pencil. Okay, "
1:00:38missing." Write "missing" and leave a
1:00:39space for it. After you finish
1:00:42listening to the entire lecture, return
1:00:44to these few points you missed. You
1:00:48will find this more effective and
1:00:50faster than stopping at every point to
1:00:53transcribe the Sheikh's words. Clear?
1:00:57Try to listen to the whole lecture. For
1:01:00anything you can't keep up with, mark
1:01:02it with a pencil, write, for example, "
1:01:04missing," and leave space. After you
1:01:06finish listening to the entire
1:01:08recording, go back and quickly review
1:01:10the parts you missed. This is faster.
1:01:12This also maintains the student's
1:01:14ability for quick understanding,
1:01:16comprehension, and capturing
1:01:18information without wasting time. Okay.
1:01:21Likewise. Okay. Here is a very, very
1:01:26important question. A pressing and
1:01:28repeated question. Many students—men
1:01:31and women—participating in this
1:01:33seminar or this evening have asked
1:01:36about it. It is: Where should I write
1:01:40the lesson? Where should I write the
1:01:43explanation? Should I record it on
1:01:45electronic devices? Or in books? Or in
1:01:47notebooks? Or on sheets of paper? We
1:01:49notice that some students write in the
1:01:51book itself, like us, in the margins.
1:01:53Others have an external notebook. And
1:01:56some have separate sheets. Loose-leaf
1:01:58papers. For example, they might have a
1:02:00binder. They write on the papers and
1:02:02put them in the binder. They can add
1:02:04papers at any time, anywhere. Some
1:02:07write on a computer. Or on an iPad. Or
1:02:11anything else. What is the best? What
1:02:14is the superior method? The truth is,
1:02:16it's hard to say that one thing is
1:02:18absolutely best. In the end, every
1:02:21student will try this, that, and the
1:02:22other. And ultimately, they will choose
1:02:23what they are comfortable with. But let
1:02:25me "philosophize" it a little, as they
1:02:27say. Let's try to establish a rule.
1:02:30Let's try to set a rule. The problem
1:02:33with sticky notes is they fall off
1:02:34after a while. Their problem is falling
1:02:36off. Sometimes they fall off and you
1:02:37don't even know it. Was this paper on
1:02:39page 100? Or page 20? Or where did it
1:02:42belong? But there is something
1:02:45important. There is something important
1:02:48. The question: Let us think about it
1:02:50logically. What is the most important
1:02:52thing to consider? We ask: Should I
1:02:53write in the notebook? Or on the paper?
1:02:55Or on the laptop? Or in the book itself
1:02:58—what is most important? What are the
1:03:01most important criteria we should
1:03:03consider to answer this question?
1:03:05Meaning, what are the standards? To say
1:03:08the laptop is better, or the book is
1:03:10better, or the notebook is better. What
1:03:13are the criteria? What are the criteria
1:03:18that would make us prefer writing in
1:03:21the book, or writing on a device?
1:03:24Recording everything. Okay, there is
1:03:26one more thing. I think, so I don't go
1:03:29on too long, I believe the most
1:03:31important thing we should consider
1:03:33regarding the topic is...Where should I
1:03:35write for two reasons? What is the tool
1:03:38that will protect what is written from
1:03:41being erased? And protect what is heard
1:03:43from being lost? Yes, well done. Some
1:03:45people wrote here in the comments: "
1:03:46Preservation." From being lost,
1:03:47excellent. Some wrote: speed of
1:03:49retrieving information. And that it
1:03:53lasts, excellent. Excellent, preventing
1:03:55the loss of information. All of this is
1:03:56beautiful talk revolving around the
1:03:57meaning I mentioned. So, the first
1:03:59criterion we will judge by regarding
1:04:02the question of where to write, first,
1:04:04what is the best way to preserve what
1:04:06is written—to keep it from being
1:04:09erased or lost? Many notebooks have
1:04:11been lost, and many books with precious
1:04:13marginalia have vanished, gone because
1:04:16someone borrowed them, lost them, or
1:04:18left them in the mosque. So, the issue
1:04:21is preserving what is written from
1:04:23erasure and loss. That is one. And
1:04:25there is another very important
1:04:28criterion for distinguishing between
1:04:30writing in a book, a notebook, or on
1:04:33paper. It is not just about
1:04:35preservation from loss. The ability to
1:04:38edit and add to what is written. The
1:04:42ability to edit and add to what is
1:04:44written. There are other factors, for
1:04:45example. The possibility of publishing
1:04:47and transferring it. That is also
1:04:48something to be considered. Let us look
1:04:50according to these criteria. Let us
1:04:53look according to these criteria.
1:04:55Meaning, let us evaluate the places
1:04:57where people write. First, writing on
1:05:00the book itself. People who write on
1:05:04the margins of the book. This is, in
1:05:08most cases. In most cases. In terms of
1:05:11preservation, it is better than writing
1:05:13on loose papers and notebooks, because
1:05:15your book is supposed to be kept in
1:05:18your library, so it is largely
1:05:19preserved, God willing, while many
1:05:22loose papers and notebooks may get lost
1:05:24. Here, I want to give a piece of
1:05:26advice: if you are one of those who use
1:05:28this method and write on the book
1:05:30itself, there is another advantage here
1:05:33, which is that the text the Sheikh is
1:05:35explaining is already there, so you
1:05:37just write the commentary; you don't
1:05:39need to write the text or part of it.
1:05:42You will annotate the specific passage
1:05:43being explained. Right, among the
1:05:45recommendations here, if you write on
1:05:48books or...Add annotations to books,
1:05:51choose a version with ample space that
1:05:54is suitable for writing. Your criterion
1:05:57for the version you write in should not
1:06:00be the most accurate or precise one, or
1:06:02the best in terms of vowel marking, for
1:06:05example. You might need that for study
1:06:08or for memorization, yes, but if you
1:06:11want a version for writing, look for a
1:06:14version with space. For instance,
1:06:16Sheikh Muhammad Al-Habdan’s version
1:06:19of*Zad al-Mustaqni '*is excellent for
1:06:22writing because it has large gaps,
1:06:25structured paragraphs, and wide spaces,
1:06:27making it suitable for writing, whereas
1:06:30, for example, Sheikh Abdul Mohsen
1:06:33Al-Qasim’s version is most suitable
1:06:36for memorization but not for writing,
1:06:38so choose a version with space for
1:06:41writing. Alright, regarding notebooks.
1:06:44Some people like to write in a notebook
1:06:45. They say the notebook has wide space
1:06:48and I don't disfigure the book. But the
1:06:51problem with notebooks is that they are
1:06:53more prone to being lost. And secondly,
1:06:56some notebooks have poor paper quality.
1:06:59Therefore, if you are going to write in
1:07:01a notebook, choose the good kind. One
1:07:03with a hard cover that is durable. And
1:07:07try, when you write, to leave spaces
1:07:10for future additions. Some young people
1:07:12have a notebook and write from the
1:07:14first line to the last. The right page
1:07:16and the left page. I don't know if they
1:07:18are saving paper, or if they like the
1:07:21whole book to be collected in one
1:07:22notebook. The issue is that one day you
1:07:26might want to add to this book. For
1:07:29example, if the Sheikh mentions a
1:07:31statement and you have an additional
1:07:34one you want to add, or he mentions
1:07:36evidence and you come across other
1:07:39evidence you want to include, or he
1:07:41mentions a definition and you find a
1:07:44problem with it that you want to note,
1:07:46you won't find space. So, if you are
1:07:50writing in notebooks, leave room for
1:07:52future additions, God willing. Well,
1:07:55this concerns annotation and writing in
1:07:58books or notebooks. Some people write
1:08:00on loose papers, meaning A4 sheets, and
1:08:03then put them in a folder. This is
1:08:06prone to being lost, although it has
1:08:08the advantage that you can add as many
1:08:11pages as you want; space won't be an
1:08:14issue no matter how much information
1:08:17you want to add. I personally don't
1:08:19favor writing this way; I don't prefer
1:08:22writing on loose papers. That leaves
1:08:25the fourth type of writing, which is
1:08:27electronic writing. Electronic writing
1:08:30means having an iPad. Or a laptop. Or a
1:08:34desktop personal computer. And
1:08:37recording your lessons on it. This
1:08:40method, if we weigh it, is actually the
1:08:43best method. Perhaps in all respects.
1:08:47First of all, it is the best for
1:08:48preservation. Because you save it on
1:08:51the device. And create a copy in cloud
1:08:53storage. On Google Drive, iCloud, or
1:08:56any other storage method, and you can
1:08:58have a copy on the device and a copy on
1:09:00an external hard drive. And this
1:09:03information remains with you, preserved
1:09:05. Even if your device is lost. Even if
1:09:06you are anywhere in the world, through
1:09:08your account. On Gmail or others. You
1:09:12can retrieve these lessons and all
1:09:14these existing files. So, in terms of
1:09:16preservation, it is one of the best
1:09:18methods. One of the best methods—no.
1:09:20No book gets lost, or someone borrows
1:09:22it and never returns it—what they
1:09:24call "borrowing that ends in ownership"
1:09:27or anything like that. The information
1:09:29stays with you and is preserved.
1:09:31Likewise, electronic writing is the
1:09:33best for publishing and transferring if
1:09:35you want to do that. Meaning, whenever
1:09:38a student wants information from you,
1:09:40you don't have to give them your
1:09:42notebook to copy, or photograph it with
1:09:44your phone, or give them the book and
1:09:46worry about it. If the writing is
1:09:49electronic on the device, it is the
1:09:51easiest thing to transfer and share.
1:09:53This method is also the best for
1:09:55editing, adding, and deleting. You can
1:09:57edit everything you've written, add,
1:09:59subtract, and rephrase without any
1:10:01issues. It is also the fastest for
1:10:03accessing information. If you have many
1:10:06books and many notes, I might remember,
1:10:08for example, that I added a benefit to
1:10:10this book, but I don't remember in
1:10:12which chapter; electronic storage is
1:10:15the fastest. And whoever follows this
1:10:17method, I advise them with two things.
1:10:20The first advice: you must develop your
1:10:23typing speed skill. Develop your typing
1:10:26speed skill. Some young men, mashallah,
1:10:28have reached such a speed in typing
1:10:30that they attend lessons with us.
1:10:32People are writing by hand. And this
1:10:34person, mashallah, is typing on the
1:10:35device. And he types as they do, due to
1:10:37his high speed. And this certainly
1:10:40comes with practice, training, and
1:10:42perhaps an advanced course in typing
1:10:45speed. So a person should develop it.
1:10:46There are specialized courses. And
1:10:48there are specialized programs
1:10:50available. That teach the student
1:10:52typing speed. There is no problem with
1:10:54that. Take a two-week, three-week, or
1:10:56two-month course. But you will benefit
1:10:59from this skill in all your academic
1:11:01programs. So, learning touch typing.
1:11:05The second recommendation: scheduling
1:11:07storage and backup. The most important
1:11:10thing regarding electronic writing is
1:11:13having a clear schedule for uploading
1:11:15these files to cloud storage. And
1:11:18transferring them to a hard drive. So
1:11:19that, God forbid, if any problem occurs
1:11:21in one of the storage locations, your
1:11:23information and files are saved
1:11:25elsewhere. Some people, if they have
1:11:27very important papers, do not settle
1:11:29for just digital storage. Instead, they
1:11:31print them out and keep them in files.
1:11:33There is nothing wrong with that if the
1:11:35information is very important. Alright,
1:11:38how do we improve handwriting speed? I
1:11:40believe through practice, practice, and
1:11:43writing a lot. It is an acquired skill.
1:11:47Al-Khatib al-Baghdadi said: A student
1:11:49of knowledge should be quick in three
1:11:50things. What are the three? Eating,
1:11:53walking, and writing. Also, what helps
1:11:57in writing, according to experts, is
1:11:59for a person to use fast scripts.
1:12:02Meaning Ruq’ah script and Persian
1:12:05script. They are faster for writing, of
1:12:08course, than Naskh or Thuluth scripts.
1:12:10So, a person should choose these
1:12:12scripts. And write in a smaller size.
1:12:14And get used to it and practice.
1:12:18Alright, there are many programs for
1:12:20typing speed. I don’t necessarily
1:12:22recommend one specific thing. But if
1:12:23someone searches, they will find many.
1:12:25However, I tell you, folks, the topic
1:12:28of typing speed is worth spending
1:12:31enough time learning. Because this
1:12:33topic will impact you in many academic
1:12:35programs. And it will save you a great
1:12:38deal of time afterwards. Alright, there
1:12:40is still one important thing regarding
1:12:42...Yes, there is still one important
1:12:45thing regarding the subject of writing.
1:12:47Sometimes, sometimes some issues are
1:12:51mentioned. Sometimes the Sheikh
1:12:54mentions an issue outside its context.
1:12:57Meaning a digression, for example.
1:12:59While you are writing with the Sheikh,
1:13:01he mentions an issue unrelated to the
1:13:02chapter. You might record this issue
1:13:05with the Sheikh, and it is a digression
1:13:07or a benefit. It might be a very
1:13:08refined, precious, and valuable insight
1:13:10. It should not be lost. But if you put
1:13:13it in that spot, you will likely not be
1:13:16able to find it again later. Why?
1:13:18Because it might be an issue in Tafsir,
1:13:20or an issue in Creed. And you recorded
1:13:23it here in a book about legal
1:13:24punishments. You won't know how to go
1:13:26back to it. Therefore, you need to
1:13:29record these benefits mentioned outside
1:13:32their proper places on the margin or
1:13:34the cover of the book. Then afterwards,
1:13:38you can have a notebook for these
1:13:40benefits and scattered points mentioned
1:13:43outside their context. You can
1:13:45designate the first page of the book,
1:13:47for example, for this purpose.
1:13:49Recording in it some of the issues that
1:13:51were mentioned out of context. Alright,
1:13:53there is another note, sometimes. The
1:13:55author himself might mention an issue
1:13:58related to a previous chapter, perhaps
1:14:00clarifying it in a place other than
1:14:02where it naturally belongs. For example
1:14:04, a legal matter regarding sales might
1:14:07be discussed by scholars under the
1:14:09topic of property destruction, such as
1:14:11in the chapter on usurpation, covering
1:14:14issues of direct versus indirect damage
1:14:16. This is often mentioned in sales law
1:14:19and also alluded to in criminal law
1:14:21regarding indirect or direct killing.
1:14:23Since the author might mention this
1:14:25issue with great clarity and precision
1:14:28outside its proper chapter, in such a
1:14:30case, it is best for you to go back to
1:14:33the original chapter and add a
1:14:34cross-reference, saying, "The author
1:14:37mentioned this issue here, and it will
1:14:39be discussed in such-and-such chapter,"
1:14:42or "See the details of this issue in
1:14:44chapter X." Every time they mention an
1:14:46issue outside its proper place, you
1:14:48should cross-reference it in its
1:14:50original chapter. And refer back to
1:14:53this specific issue. This is something
1:14:55that greatly helps in retrieving these
1:14:57issues later. Alright, we have spent
1:14:58enough time on this point. We have
1:14:59covered this topic sufficiently.
1:15:01Finally, we are left with the skills
1:15:04related to what comes after the lesson.
1:15:06Well, I said at the beginning that 10%
1:15:09of the effort is spent before the
1:15:11lesson. 30%during the lesson. And 60%,
1:15:15when is it? After the lesson. The
1:15:19greatest effort in studies, and the
1:15:22factor that causes students to vary in
1:15:24their achievement, benefit, and gain,
1:15:26is the effort the student puts in after
1:15:29the lesson. You see, folks, one of the
1:15:31easiest things is just to attend a
1:15:33lesson. Lessons are beautiful; you meet
1:15:36people, you meet the teacher, and
1:15:37sessions of knowledge have a special
1:15:39pleasure and blessing. There is no
1:15:42great struggle in that. Truly, it is
1:15:44one of the easiest things for me to sit
1:15:46and listen to a lecture comfortably.
1:15:48However, the real effort in which
1:15:50students vary is the effort made after
1:15:52the lesson. Repetition, review,
1:15:55re-reading, mastery, and summarizing—
1:15:58this is where students vary, and where
1:16:01the effort varies. And this is, in
1:16:04truth, what produces a student who is
1:16:06knowledgeable and proficient. They walk
1:16:08with steady steps and feel their
1:16:09improvement. They feel a solid academic
1:16:11foundation building, and they advance.
1:16:13This is different from the student who
1:16:14keeps progressing and studying, only to
1:16:16say in the end, "Folks, I feel like I
1:16:17haven't mastered anything.""I have been
1:16:18attending lessons for years, and I have
1:16:20been listening to lectures for years.""
1:16:22But if you ask me, I don't know a thing
1:16:23; I don't remember.""Anything at all; I
1:16:25haven't mastered anything." We hear
1:16:27this complaint. The biggest problem is
1:16:29the lack of interest in mastering the
1:16:31lesson. The student thinks......that
1:16:33seeking knowledge means just attending
1:16:35the teacher's session. Does seeking
1:16:36knowledge mean just listening to
1:16:38lectures? No. This is only a small part
1:16:40of seeking knowledge. The greatest
1:16:42effort lies in mastering the knowledge
1:16:44you have learned. Therefore, mastery
1:16:47and proficiency are essential.
1:16:49Especially in the fundamentals of the
1:16:51sciences. The fundamentals of the
1:16:52sciences mean the introductory courses
1:16:54in every field. If someone is studying
1:16:56grammar, and when you took the small
1:16:58book, Al-Ajurrumiyyah...Or Qatr al-Nada
1:17:00, you did not master it, perfect it,
1:17:02review it, and repeat it...And it did
1:17:04not settle firmly in your mind...Do not
1:17:05think that you will master the more
1:17:07extensive works after that. Mastery is
1:17:10a must. And whoever neglects the
1:17:11fundamentals is denied reaching the
1:17:13goal. Well, let me tell you about a
1:17:15study I came across that discusses...
1:17:18...the rate of information retention in
1:17:21the mind......in the long term for each
1:17:24method of learning and acquisition. I
1:17:26mean, there are many methods of
1:17:28learning. Passive listening is one
1:17:29method. Listening with reading, reading
1:17:32aloud while looking and hearing what is
1:17:34read—this is another method. Group
1:17:37study, teaching, and writing are all
1:17:39methods. What is the retention rate of
1:17:42information for each of these methods?
1:17:45Well, studies show that merely
1:17:47listening to a lecture retains
1:17:49information in the long term. After two
1:17:52, three, or six months, it's only at a
1:17:55rate of 5%. This is the survival rate
1:17:59of information for a student who only
1:18:02attends the lecture. Well, while
1:18:05combining listening to information with
1:18:07seeing it increases the retention rate
1:18:09to 20%. As for discussing information
1:18:13with others, which we call "study
1:18:16circles"—studying knowledge with
1:18:18colleagues, peers, and others—it
1:18:21retains information at a rate of 50%,
1:18:23meaning ten times more than mere
1:18:25listening. If I attended a half-hour
1:18:28lesson, and another student took that
1:18:31same information and studied it with
1:18:33their colleagues, discussed it, and
1:18:36everyone presented and heard from each
1:18:38other, this second method retains the
1:18:41information ten times better than the
1:18:44first method. At the top of the
1:18:46information retention pyramid is
1:18:48teaching the information to others.
1:18:51They say this is the best way to anchor
1:18:54information in the mind for the long
1:18:56term. I am not talking about temporary,
1:18:59immediate memory; I am talking about
1:19:02the long term. Well, if we agree that
1:19:04just attending the lesson is not enough
1:19:06to retain information, let's talk about
1:19:08the most important ways to consolidate
1:19:10lessons. This is also one of the
1:19:11important themes of today's meeting,
1:19:13and it is a topic about which many
1:19:14questions were asked. Many of the
1:19:16questions that came in the survey talk
1:19:17about how I can retain information. How
1:19:19can I master information? I have
1:19:21attended many lessons, but I don't feel
1:19:23I am benefiting. I don't feel a sense
1:19:24of mastery. We will talk about the most
1:19:27important ways to consolidate lessons,
1:19:29and we mean here the lessons that need
1:19:31information to be anchored. And
1:19:33recalled. I mean, don't apply what I'm
1:19:35saying, for example, to a lecture you
1:19:37heard that was spiritual, educational,
1:19:39or an exhortation. We will not apply
1:19:40this to that. We are talking here about
1:19:43a scientific lesson that contains
1:19:45information that needs mastery,
1:19:47consolidation, and later recall. How do
1:19:49you consolidate this? Information: the
1:19:51first method is individual review.
1:19:53Review is essential. Ibn Abd al-Barr,
1:19:55may God have mercy on him, when he
1:19:57mentioned the hadith about taking care
1:19:59of the Quran, and that the Prophet,
1:20:01peace be upon him, witnessed it, and
1:20:03that the Prophet, peace be upon him,
1:20:05compared it to tethered camels, and
1:20:07that the Quran is more prone to
1:20:09slipping away from its owner than
1:20:10camels. Ibn Abd al-Barr, may God have
1:20:12mercy on him, said: He said that this
1:20:14hadith is evidence that whoever does
1:20:16not look after his knowledge will lose
1:20:17it. Because their knowledge at that
1:20:19time was the Quran and nothing else.
1:20:21Then he said: And if it is. The Quran,
1:20:23which is made easy to remember, is lost
1:20:26if not looked after, then what do you
1:20:28think of other conventional sciences?
1:20:31The best of sciences is that whose
1:20:33foundation is mastered, whose branches
1:20:35are recalled, which leads to God and
1:20:38points to what He is pleased with. I
1:20:40ask God Almighty to grant us and you
1:20:42useful knowledge. Well, one of the
1:20:44recommendations regarding individual
1:20:47review after the lesson is for a person
1:20:49to take care of the "initial mastery."
1:20:52What is meant by "initial mastery"?
1:20:54After you take the lesson. The first
1:20:58review, repetition, and. Studying this
1:21:02lesson. Let's call it the initial
1:21:04mastery. The first review, repetition,
1:21:07and mastery after acquiring. The lesson
1:21:10. This review is the most important
1:21:13review. Brothers and sisters. Because
1:21:16the student now has the lesson. He can
1:21:18look over it again. And repeat it 20 or
1:21:2130 times. And study it with his
1:21:23colleagues. And if he is memorizing a
1:21:26poem or text he is studying, he can. He
1:21:28repeats it many times, then moves on,
1:21:30having laid a firm, strong, and stable
1:21:32foundation, then moves to the second
1:21:35brick, masters it in the same way, and
1:21:37moves to the third. But if a student
1:21:39thinks about taking ten lessons, and
1:21:42after taking them starts reviewing,
1:21:44solidifying, and mastering them. He
1:21:47will not be able to master every lesson
1:21:49. In the same way he mastered the first
1:21:51. Now I have 10 lessons. Can I do 10
1:21:53lessons? Repeat them completely 40 or
1:21:5650 times, while the first unit, which
1:21:59is the first lesson, is brief and short
1:22:03, making repetition, mastery, and
1:22:05precision easy. Then move on to what
1:22:08follows. Caring for the first precision
1:22:10and foundation—the more effort you
1:22:13put into initial precision,
1:22:14memorization, and repetition, the more
1:22:17you will rest during review. And the
1:22:20more you neglect initial memorization,
1:22:22the more you will struggle to review
1:22:24this knowledge. Knowledge, my brothers,
1:22:27is like a building. Retaining
1:22:29information in the mind is like a
1:22:31building. The one who builds a firm,
1:22:33stable structure of reinforced concrete
1:22:36will build slowly, meaning calmly and
1:22:39deliberately. But he will build a
1:22:43stable structure. He builds the first
1:22:45floor, then the second, then the third.
1:22:47With time, he will reach towering
1:22:49skyscrapers that do not fall, stable
1:22:52ones. And the other. The other one, who
1:22:55builds quickly and just gets by, is
1:22:57like someone building a skyscraper made
1:22:59of wood. The construction is fast. He
1:23:02finished the first book, the second,
1:23:03the third, the fourth. And ماشاء
1:23:05الله, he heard a lot and attended
1:23:06many lessons. He climbed up, but it is
1:23:08a wooden structure. This building will
1:23:11one day feel like nothing is secure.
1:23:13And he will spend on its restoration
1:23:16and stabilization many times the effort
1:23:19the first one needed. Restoration is
1:23:21harder than construction. Therefore,
1:23:24from the beginning, build knowledge as
1:23:26a solid structure. One of the most
1:23:28important methods for individual review
1:23:30is frequent repetition. And when we
1:23:32hear about the predecessors, may Allah
1:23:34have mercy on them, and the scholars,
1:23:36frequent repetition was a clear
1:23:38principle for them. They repeated 50,
1:23:4070, 100 times. Was this because they
1:23:42had so much time? Or because they
1:23:44didn't realize the importance of time?
1:23:46Or because they were idle? They truly
1:23:48felt the value of time. So much so that
1:23:50one would not waste even the minutes
1:23:52spent in the restroom. He would have
1:23:54his servant or someone read to him from
1:23:56behind the door. During ablution, you
1:23:58would find him memorizing or listening
1:23:59while washing. With food, he would
1:24:02avoid certain meals, like Ibn Aqil who
1:24:05chose broken cake and bread. So he
1:24:07wouldn't waste his time chewing. These
1:24:10people had precious and valuable time.
1:24:12Yet, if they memorized something, they
1:24:13would repeat it 50 or 100 times. Why?
1:24:15Because they knew that this repetition
1:24:17is what solidifies and masters the
1:24:19information. And this information will
1:24:21stay with you, God willing. And you
1:24:22will feel your progress. And you will
1:24:24feel that you are achieving something.
1:24:26And you will never feel frustrated one
1:24:28day. Which many students of knowledge
1:24:30feel. When he walks for many years and
1:24:32then finds he hasn't attained anything.
1:24:35So, repetition is also a very important
1:24:38method. Cumulative review. What is the
1:24:42meaning of cumulative review? It means
1:24:44spaced review. I have now memorized the
1:24:48first lesson. I repeated it 20 times.
1:24:50Okay, close the lesson. The second day.
1:24:54The next day, I return to this lesson.
1:24:56And I review it, for example, 10 times.
1:24:58Two days later, open the lesson. And
1:25:00review it five or ten times. If you
1:25:02continue for a week, reviewing this
1:25:05lesson five times every day. That is, 5
1:25:07times 7, 35 times. Is better than
1:25:10coming on the first day. Reviewing it
1:25:1150 times all at once and then stopping.
1:25:14Cumulative review, as specialists in
1:25:17memory, retention, and learning skills
1:25:21say. It is what moves retention from
1:25:24short-term memory to deep, permanent
1:25:27memory. Indeed, it is said and proven
1:25:30by experience that whoever distributes
1:25:33repetition in their studies and
1:25:36memorization will have these studied
1:25:39and memorized materials stick better
1:25:42than others. And this is why they used
1:25:45to talk about "letting memorization
1:25:47ferment." Memorize, for example, 10
1:25:49lines of poetry. Repeat them 30 times
1:25:51in the morning. And 30 times in the
1:25:53evening. Also related to this matter is
1:25:56reviewing before. Sleep. People who
1:26:00have entered intensive memorization
1:26:02programs and tried memorizing before
1:26:04sleep testify that such memorization,
1:26:07by the grace of God, has an amazing
1:26:09stability in the mind. If you find
1:26:12something difficult to memorize, try
1:26:14starting the memorization before sleep.
1:26:16Memorize, read it two, three, or four
1:26:18times, and then sleep. The next day,
1:26:20you will find this information, by the
1:26:22grace of God, present and ready in your
1:26:24mind, and memorizing it is much easier
1:26:25than if you had not read it before
1:26:27sleep. So, memorizing before sleep is
1:26:31something that is proven useful by
1:26:33experience. This is the first method,
1:26:34which is individual review. The second
1:26:35method for anchoring information, and I
1:26:37will try to conclude so I do not
1:26:38prolong this further. Study sessions
1:26:40with peers. One of the best ways to
1:26:42anchor knowledge is through mutual
1:26:44study. Mutual study with peers. For the
1:26:47life of knowledge is in reviewing it.
1:26:52Let me read you some words from Ibn
1:26:53Jama'ah, may God have mercy on him. He
1:26:55has very precious words on the subject
1:26:57of mutual study. Before that, of course
1:26:59, "mutual study" means that after you
1:27:01finish. The lesson, you meet with some
1:27:03peers to study and review together what
1:27:06the Sheikh said and what was presented
1:27:08in that lesson, or for instance, if you
1:27:11are working via remote learning using
1:27:13Zoom or other programs. You set a time
1:27:16to meet. Whether an in-person meeting
1:27:18or an online one. To study and review
1:27:20what was mentioned. Mutual study could
1:27:22be, for example, by mentioning the
1:27:24issues. Each person states an issue.
1:27:25The issues covered in the lesson in
1:27:27order. Or, for example, we read the
1:27:29text that the Sheikh explained. And the
1:27:31student begins. The first explains the
1:27:33first line, I explain the second line,
1:27:36and another explains the third, and so
1:27:38on, so we repeat what was said during
1:27:41the lesson. These are all forms of
1:27:44mutual study, and mutual study anchors
1:27:46knowledge very well. In the past, they
1:27:49said: memorizing two lines is better
1:27:52than reading, and memorizing two lines
1:27:54is better than mere reading, and better
1:27:57than both of these is two people
1:28:00reviewing together. Yes, mutual study
1:28:02between two peers, well, the point is,
1:28:05studying together is undoubtedly better
1:28:08for retention. Among the best methods
1:28:10of mutual study is the one that happens
1:28:13immediately after the lesson, which
1:28:16many students unfortunately overlook. I
1:28:19highly, highly recommend it; the study
1:28:21that takes place immediately after the
1:28:24lesson, meaning we finished the lesson
1:28:27today. The Sheikh stood up, or it ended
1:28:29. We meet afterwards, either the same
1:28:31night or the next day. We gather and
1:28:34then begin to. Reviewing what the
1:28:37Sheikh said during the lesson; one
1:28:39starts explaining the first page or the
1:28:42first line, then the second person
1:28:44explains after him. What is the benefit
1:28:46of this study circle? First, this study
1:28:49provides consolidation; I heard the
1:28:51lesson directly from the Sheikh, then I
1:28:53heard it from one of my peers, or I
1:28:55explained the lesson to them. This all
1:28:58helps consolidate the information. It
1:29:00also verifies the correctness of one's
1:29:02understanding; sometimes one thinks
1:29:04they understood the phrase well, but
1:29:06when they go to explain it to peers...
1:29:09It becomes clear that they
1:29:10misunderstood it. They tell him, "No,
1:29:12the Sheikh didn't mean that.""That
1:29:14isn't the meaning." One also learns
1:29:17through this study circle how to teach
1:29:20and explain. And gains better
1:29:21expression and precision in wording.
1:29:24Likewise, through this review, one
1:29:26gains a deeper understanding of the
1:29:28issue. And understanding, my...Brothers
1:29:30, has levels. Sometimes one has
1:29:32understood certain information, but
1:29:33subhan Allah, when they teach it to
1:29:35others, they themselves gain a deeper
1:29:37understanding of it. Also, it helps in
1:29:39completing what was missed. Sometimes,
1:29:40through the review, a person discovers
1:29:41that some information had escaped them.
1:29:43So they rectify it and note it down.
1:29:45Let me read the words of Ibn Jama'ah,
1:29:47may Allah have mercy on him—beautiful
1:29:49words, full of light. He says in his
1:29:50book, "Tadhkirat al-Sami' wa
1:29:52al-Mutakallim": "It is fitting for
1:29:53those who attend the Sheikh's circle to
1:29:55discuss what took place within it,""of
1:29:57benefits, principles, rules, and so on.
1:29:59""And that they repeat the Sheikh's
1:30:02words among themselves, for there is
1:30:04great benefit in such discussion. It
1:30:07should be done upon leaving the session
1:30:10, before their minds wander, their
1:30:12thoughts scatter, or parts of what they
1:30:14heard slip from their understanding.
1:30:17Then they can review it again at other
1:30:20times." See? The study circle and the
1:30:22emphasis on it immediately after the
1:30:25lesson, or perhaps a day later. He says
1:30:27, "A group of the predecessors used to
1:30:30start their review after Isha, and they
1:30:33might not stand up until they heard the
1:30:35dawn call to prayer." He concludes by
1:30:38saying, "Rarely does one succeed who
1:30:40limits himself to thinking and
1:30:43understanding only in the presence of
1:30:45the Sheikh, then leaves it and never
1:30:48returns to it." This is the state of
1:30:51many students; they understand and
1:30:53grasp things, but they limit their
1:30:55thinking and reasoning to the presence
1:30:57of the Sheikh during the lesson. They
1:31:00understand, then leave it and don't go
1:31:03back to it—no review. No study circle
1:31:06, no revision, no repetition. So how
1:31:09can they succeed in knowledge this way?
1:31:12Well, so the study circle should be
1:31:13immediately after the lesson. It is
1:31:15also possible for it to be done
1:31:16sometimes...After finishing, for
1:31:17example, half the book. After finishing
1:31:18the entire book. And notice that the "
1:31:21study circle" here does not mean
1:31:23lecturing. Meaning, its purpose is not
1:31:26to establish the foundational
1:31:27information from scratch. We have all
1:31:28attended the Sheikh's lesson. And we
1:31:30have all heard from the Sheikh. So here
1:31:31, we are verifying the correctness of
1:31:33our understanding and consolidating the
1:31:35information. With this criterion, this
1:31:38study method is suitable even for the
1:31:40beginner student. So, regarding the
1:31:42beginner student—some brothers asked
1:31:44me a while ago in the comments...This
1:31:45is the word of Ibn Jama'ah. Ibn Jama'ah
1:31:47, in his precious book "Tadhkirat
1:31:49al-Sami 'wa al-Mutakallim.""Tadhkirat
1:31:52al-Sami' wa al-Mutakallim," I believe
1:31:54page 117. Well...Some brothers asked me
1:31:58just now: Is this study method suitable
1:32:00for the beginner student? We say: If
1:32:02the intended purpose of the study
1:32:03circle is to grasp what the Sheikh said
1:32:06, master it, and ensure understanding,
1:32:08yes, it is suitable for the beginner
1:32:10student. But if the purpose of the
1:32:12study circle is that we are coming to
1:32:14learn the knowledge from scratch...
1:32:16Through collaborative study where we
1:32:17don't have a sheikh—for example,
1:32:19instead of going to study jurisprudence
1:32:21under a sheikh, I gather my peers and
1:32:23say, "Let's all read, understand, and
1:32:25study together." This is not suitable
1:32:27for a beginner student. A beginner
1:32:29student should study knowledge under a
1:32:32sheikh, or listen to audio and recorded
1:32:35lectures. He studies. On educational
1:32:37platforms. And then holds a study
1:32:39circle. To solidify what he learned
1:32:41from the sheikh. This method is
1:32:43suitable for the beginner student. Okay
1:32:46, I have finished the skills related to
1:32:49before. During, and after the lesson,
1:32:51it remains for me to answer two common
1:32:54questions. The first question says: "I
1:32:57understand part of the lesson, but
1:32:59there are things I don't understand; I
1:33:02attend the lesson and understand 90%
1:33:04from the sheikh, but 10%of the
1:33:06information I feel I haven't grasped."
1:33:09We say: Strive as much as possible to
1:33:11understand. If some information remains
1:33:14that you couldn't understand—even
1:33:17after asking the sheikh—there is no
1:33:19problem. The mind, brothers, grows and
1:33:22expands, and the ability to understand
1:33:24increases with time and study. Many
1:33:27topics a person finds very difficult
1:33:29and deep today, he might read again
1:33:32after three or four years. And find it
1:33:34clear. Because the mind is stronger;
1:33:37its capacity for understanding is
1:33:39stronger. Like what? Like someone
1:33:41entering a gym for the first time; they
1:33:43will find some. Weights and be
1:33:45surprised. They say, "How do people
1:33:46lift these?" Because their muscles
1:33:48cannot yet bear this heavy load. But
1:33:51train, practice, and continue. A day
1:33:53will come when you feel that all these
1:33:56things are very easy and within reach.
1:33:59If there is a portion of the lesson you
1:34:01tried to understand but couldn't, do
1:34:03not be disturbed. Such things may
1:34:06happen. If you finished the book with
1:34:0880-85%understanding, that is good. And
1:34:12when you study the second book in the
1:34:14same field, the intermediate or
1:34:15advanced book, your understanding of
1:34:17some things will increase. And it will
1:34:19be resolved, God willing, with the
1:34:20passing of days. So, do not be
1:34:21disturbed. Okay, what if someone. Said,
1:34:23"I didn't understand anything at all."
1:34:25Some people say, "I attended the lesson
1:34:27and didn't understand a single thing."
1:34:29We say: If you didn't understand
1:34:31anything, it means there is a problem.
1:34:34Either this lesson is not suitable for
1:34:36you—for example, you are a beginner
1:34:38and the book is advanced, or the
1:34:40explanation method is deep and broad,
1:34:42or the teacher goes into too much
1:34:44detail or uses difficult phrasing. So,
1:34:47choose the book that suits you and the
1:34:48teacher that suits you. Okay, the
1:34:50answer to the second common question—
1:34:53I may have alluded to it repeatedly. I
1:34:55studied a lot, listened a lot, and
1:34:57understood well during the lesson. But
1:35:00I didn't master anything. This is one
1:35:04of the dilemmas of seeking knowledge
1:35:05for many. Students, and. The solution
1:35:10in such a case is to focus on
1:35:12concentration. And mastering the
1:35:14fundamentals. And that the goal should
1:35:18not be to increase the number of
1:35:19lessons, books, and lectures. But
1:35:21rather mastery and proficiency. That is
1:35:23why there is a phrase our brother, our
1:35:26sheikh, Sheikh Amer Bahjat, repeats
1:35:28often. He says: To master, you must do
1:35:31three things. Reduce the amount,
1:35:34increase the repetition, and be
1:35:37consistent and persistent. Reduce the
1:35:41amount, increase the repetition, and be
1:35:44consistent and persistent. And God
1:35:47Almighty will open doors for you. And
1:35:52you will find the benefit and mastery,
1:35:53by the will of God Almighty. Greetings
1:35:55to you, Sheikh Muhammad Muriani. You
1:35:56have brightened the participation and
1:35:58the broadcast. May God grant you
1:35:59success. Okay, so this is our topic.
1:36:04Which is the issue of precision and
1:36:06mastery. In order to find. The fruit
1:36:09and benefit, you must master the
1:36:11fundamentals. Do not engage with
1:36:13lengthy works before mastering the
1:36:15basics. Building, brothers, and I
1:36:17repeat, is a gradual process. It is
1:36:19impossible to grasp it all at once.
1:36:21Whoever seeks knowledge all at once, it
1:36:23will escape him all at once. Whoever
1:36:26builds a skyscraper out of wood, it
1:36:27will all collapse, and one day he will
1:36:30feel frustrated, saying, "Folks, I have
1:36:32been seeking knowledge for seven or
1:36:34eight years and I don't feel I can
1:36:35master anything, nor have I mastered a
1:36:37single book, nor can I explain anything
1:36:39." While some people, who have only
1:36:42been at it for a year or two, show
1:36:43clear mastery of the knowledge. The
1:36:44problem is that you started the wrong
1:36:46way. You must have. Precision and
1:36:49mastery. Finally, I conclude with four
1:36:53main points and quick signals. The
1:36:56first is to focus on developing basic
1:36:59skills, which we have already touched
1:37:02upon: speed of writing, good
1:37:04handwriting, typing speed, drawing mind
1:37:07maps, and outlining. These are all
1:37:10skills available today, with courses
1:37:13and programs for them. You might
1:37:16struggle with these programs a little,
1:37:19but their impact will reflect on all
1:37:22your academic pursuits. If someone
1:37:25dedicated two, three, four, or six
1:37:27months of their life to this until they
1:37:29mastered it, they would benefit in all
1:37:32their programs. So, pay attention to
1:37:35such basic skills. The second point is
1:37:37seeking help from God Almighty.
1:37:39Frequent supplication and turning to
1:37:41God Almighty, everything we mentioned.
1:37:43Today, regarding planning, methods, and
1:37:45skills, understand that these are
1:37:47merely means. The matter is in the
1:37:48hands of God Almighty, from beginning
1:37:50to end. If God Almighty blesses a
1:37:52servant, He facilitates goodness and
1:37:54the means to goodness for him. And He
1:37:55facilitates knowledge and the means to
1:37:57knowledge for him. So, one should
1:37:59frequently supplicate to God Almighty
1:38:01to open for him, grant him success, and
1:38:02bless him. And to make him blessed
1:38:05wherever he may be. The third point:
1:38:07seeking knowledge, brothers and sisters
1:38:10, is fundamentally a self-driven effort
1:38:13by the student—a personal effort. All
1:38:15the means we see today that facilitate
1:38:18knowledge for you. Mobile phones, Zoom,
1:38:21educational platforms, YouTube. The
1:38:24device is in your hands. Books are
1:38:25available. There is no longer a need
1:38:27for you to travel for a book. And copy
1:38:29it by hand. Just to own a copy. And
1:38:32have someone tell you that this book.
1:38:33Only has one copy in a certain country.
1:38:34Everything is available. But all these.
1:38:37Means and reasons are not enough to
1:38:40acquire knowledge if the student lacks
1:38:43self-effort, will, ambition, striving,
1:38:45perseverance, dedication, and sacrifice
1:38:48for this knowledge. All that we
1:38:51mentioned are aids and supplements. But
1:38:54there is no one who will open your
1:38:56brain and force the knowledge into it.
1:38:58Knowledge requires effort, dedication,
1:39:01endurance, and patience. So the
1:39:04greatest role, after the success
1:39:06granted by God Almighty, remains with
1:39:08the student. To strive, exert effort,
1:39:11work hard, and carry the burden of this
1:39:14knowledge. Finally, the last point:
1:39:17after we prepare for the lesson and
1:39:20apply skills during the lesson and
1:39:23post-lesson review skills, we must not
1:39:26overlook an important matter: that the
1:39:29ambition, action, and benefit of this
1:39:32knowledge should be for the person to
1:39:35attain elevation with God Almighty, for
1:39:38merely learning information is not
1:39:40enough to attain elevation with God. If
1:39:44a person does not benefit from his
1:39:46knowledge. And this is evidenced by His
1:39:48saying, the Almighty. "Recite to them
1:39:50the story of the one to whom We gave
1:39:53Our signs," using this plural and
1:39:56general term that denotes abundance. "
1:39:58Recite to them the story of the one to
1:40:01whom We gave Our signs." He acquired
1:40:04information, knowledge, and much
1:40:06understanding, yet he clung to the
1:40:09earth and followed his desires. God
1:40:11Almighty said, "And if We had willed,
1:40:14We could have elevated him thereby." So
1:40:17, there is the provision of information
1:40:20, study, understanding, and knowledge,
1:40:22and there is another rank, which is
1:40:25being elevated by God. And this is not
1:40:28achieved by information alone. Rather,
1:40:30it requires something else, which is
1:40:32righteous action. And responding to the
1:40:35command of God Almighty. And for a
1:40:38person to uphold the sanctity of this
1:40:39knowledge. So God Almighty elevates him
1:40:41through this knowledge. God will raise
1:40:43those who have believed among you and
1:40:44those who were given knowledge, by
1:40:45degrees. I ask. God Almighty to accept
1:40:47righteous deeds from us and from you. I
1:40:50thank you all for your participation
1:40:52and attendance, and I apologize for the
1:40:54length of this session and the delay at
1:40:57the beginning, which was due to an
1:40:59issue with the broadcast. I thank the
1:41:01brothers at Nadeem company, or the
1:41:03Nadeem platform, for this interest and
1:41:06care. Led by Sheikh Obaid Al-Dhaheri,
1:41:07may God reward him with goodness. For
1:41:09their dedication to covering such
1:41:11information that students of knowledge
1:41:13need. Whatever benefit or utility was
1:41:16in this meeting, it is by the grace of
1:41:19God Almighty, and to Him. Belongs the
1:41:21praise, gratitude, and good
1:41:23commendation, and whatever flaws,
1:41:25shortcomings, or deficiencies occurred
1:41:27are from ourselves and from Satan, and
1:41:29we seek God's forgiveness and repent to
1:41:31Him. And God Almighty knows best. May
1:41:32God bless, grant peace, and bestow
1:41:33blessings upon our Prophet Muhammad.
1:41:35And upon all his family and companions.
1:41:37See you for. The best, God willing.
1:41:39There are many questions, even from
1:41:41before the meeting, but I do not wish
1:41:43to burden you further. Until we meet
1:41:46again, God willing, in other sessions
1:41:48on this platform and others, God
1:41:50willing. Peace be upon you, and the
1:41:52mercy of God and His blessings.

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