Modern education, memory and values
The New Testament is a new way of looking at time and history. The modern man’s way of looking at time and history is very different and inconsistent with religious style. Today’s man holds the literal concept of the times, while in religious society the concept of the times was axiomatic. The question is, whether the concept of time is regional or axial, does it matter? We assume for a while that it doesn’t matter, but the problem is that this modern concept involves an important decision.
According to the modern standpoint, the present and future times are not only good, but also good, and the past is not only inferior but also bad. The modern age is “light” and the old time is “cruelty.” If a religious person accepts this antique decision, even with the modern concept of the times, then he is merely religious for entertainment, and it does not make sense to be religious.
It may and may not be an academic problem, but how can the value be accepted in this era? For a religious man the past is tradition and history is later. For the modern man, the event and the text are the lost possessions of history, and whoever he is entitled to is himself. For the modern man, only the “archeological” object is important so that he can also destroy history, the “discovery” and “the invention” of the traditional value and eventual event. For a religious man, the past is an ideal, and an authority, and the primary meaning of being religious is the perpetuation of this past.
Then, the modern man does not associate holiness with time or place, and considers such things as holiness. While religious is associated with time and place in man’s life. For example, as Muslims, the time in which the Holy Prophet (peace be upon him) is visiting the world is sacred. Not only sacred, but also authentic and has a status for us.
And we also believe that the thing or place where the Holy Prophet (peace be upon him) was blessed became holy. For us, the time and place of worship is more credible than that of the Holy Prophet (peace be upon him), and that date is a sacred ideology that is your very nature .There is no chance here, but it is imperative that the liberal claims of the end of history and the idea of the Marxist ideas and sketches of history need to be looked at together in order to gauge how completely false the modern ideas are.
However, the meaning of the sacred simply means that the moment when, and the place where the world and the world are united, on the condition that the world “does not” have any meaning, and the other has become full of meaning. Without holiness and authority, tradition has no meaning. The simplest meaning of the tradition is “sacred history”, while modern man sets the meaning of history with his definition.
The way in which a religious person connects with tradition is a memory. Memory is basically a name for remembering the past and keeping that memory fresh. The basic personal structure of a religious man is to keep the words, meanings, actions, actions, values, and values safeguarded in the memory. But if the memory is not active, then it becomes free.
Just because memory is active does not mean that the “things” in its box are “alive” with intellect, self-image, imagination and intention, but also that they are alive relative to history and society. This is not an opportunity to elaborate on various aspects of this living relationship. It was only necessary to mention how central memory is to religious values.
If we take into account the bringing to memory connotation, then it becomes clear that instruction is a reminder of forgotten things, that is, of things that cannot remain in the center of consciousness, and are weak in memory. And then they were suspended.
Taking into account the risk of dementia, these reports should be made so that the relationship between modern education and memory should also be ascertained. This is the thing most commonly hated in modern education. There is no doubt that passive memory is not a favorite thing, but making memory a moral and educational defect is one of the highest goals of modern education.
The centrality of memory in the religious personality hinders the way things are, and this is a major flaw in modern education. If memory is denounced throughout the entire educational system, it is possible to form a human being, who changes at every whistle of the air, and moves with every aspect of the situation. To eliminate memory, yields were centralized throughout the educational process, commonly known as creativity.
It’s actually innovation, not creativity. This does not mean creativity, but the ability to do a task or thing in many ways called variations, for example, inventing glass can be a manifestation of creativity. Innovation is actually the ability to make pre-existing glass in a way that can improve business prospects. Creativity is very important in the arts and arts, but creativity in modern education means business, not art.
In modern education, creativity and memory, as opposed to one another, have profoundly and negatively affected the religious structure of the religious man. In modern education, disconnecting the memory from the infectious aspects of humanity, and disconnecting memory from all universal causes in our religious education is a major reflection of our national misery.
If the concept of dominance and memory is eliminated in the educational process, then the values become disproportionate to the eyes. And if memory becomes disconnected from history and society, then it becomes difficult to keep the religious tradition alive and it becomes inconsistent with the collective affairs of man. What we need is an education that teaches us to live and die in the world with the living awareness of the Hereafter.