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Larry discusses the skills that faculty need to teach well in online and blended courses, how to select appropriate content for each delivery mode and the relative strengths and weaknesses of each. The role of instructional design and other support staff in helping faculty be successful teachers online and in the classroom is also covered. Larry talks about techniques used to create healthy interactions between faculty and students in the online environment and how reflecting on learning and can impact the learning process. Larry also covers his current area of research on competencies for online teaching success (COTS). He talks about the most important skills that are needed; understanding how teaching and learning occur in an online course, understanding the operational mechanics such as submitting grades online, and technology aptitude.

Martyred professor, Allameh Morteza Motahhari, was born on February 2, 1919 in the town of Fariman, 75 kilometers from the holy city of Mashhad. At the age of twelve, he set off for Mashhad seminary to embark on learning the basics of Islamic sciences. In 1937, despite Reza Khan’s intense confrontation with clergymen and also opposition by some of his friends and relatives, he left for Qom seminary to complete his studies. During 15 years of his stay in Qom, he benefited from the presence of Grand Ayatollah Borujerdi (in jurisprudence and the principles of jurisprudence), Imam Khomeini (12 years in the philosophy of Molla Sadra, gnosis, ethics and principles of jurisprudence) and Allameh Seyyed Mohammad Hossein Tabatabaiee (in philosophy). He had also benefited from the presence of the late Ayatollah Haj Mirza Ali Aqa Shirazi in ethics and gnosis. Among other teachers of professor Motahhari mention can be made of the late Ayatollah Seyyed Mohammad Hojjat (in principles of jurisprudence) and the late Ayatollah Seyyed Mohammad Mohaqqeqdamad (in jurisprudence). While he was in Qom, in addition to education, he participated in socio-political affairs as well and he was in contact with Fadaiyan-e-Eslam group. In 1952, he migrated to Tehran though he was one of the renowned teachers and among the future hopes of the seminary. In Tehran, he taught at Marvi School and delivered well-researched speeches. In 1955, the first session of the exegesis of the holy Qur’an in the Students\\\' Islamic Association was held by professor Motahhari. In the same year, he began teaching at the faculty of divinity and Islamic teachings of Tehran University. In 1958-59 concurrent with the establishment of the Physicians\\\' Islamic Association, professor Motahhari was one of the main speakers of the Association and during 1961-1971 he was the only speaker of the Association leaving behind a number of important deliberations. In 1962, with the start of Imam Khomeini’s uprising, professor Motahhari accompanied him to the extent that one can consider the organizing of the June 5th uprising in Tehran and its coordination with Imam Khomeini’s leadership as being indebted to him and his companions. Having given an enlightening speech against the Shah on Wednesday, 5th of June 1963, Ayatollah Motahhari was detained by the police at 1 a.m. and sent to the interim police headquarters and was imprisoned with a number of Tehrani clergymen. 43 days later, following the migration of Ulema from other provinces to Tehran and public pressure, he was freed together with other clergymen. After the formation of groups called “Mo’talefe Eslami”, which was among the combatant groups of the time, Imam Khomeini called on martyr Motahhari to lead these groups along with a number of clergymen. Following Imam Khomeini\\\'s exile, professor Motahhari and his companions shouldered a heavier responsibility. At that time, he wrote books covering social requirements and delivering speeches at universities, the Physicians\\\' Islamic Association and mosques. Professor Motahhari made a lot of ideological efforts to Islamicize the content of the movement and strongly fought against diversions and falsehoods. In 1967, he established Hosseinieh Ershad with the help of some friends. In 1969, after releasing an announcement signed by him, Allameh Tabatabai and Ayatollah Haj Seyyed Abolfazl Mojtahed Zanjani calling for collection of aid for the displaced Palestinians and because of publicizing it during a speech in Hosseinieh Ershad, he was detained and held in solitary confinement for a short while. From 1970-72 he supervised publicity works by Al-jawad mosque where he was the main speaker until the mosque and the Hosseinieh were closed and professor Motahhari was detained for a while. Later, Ayatollah Motahhari gave speeches at Javid, Ark and a number of other mosques. After a while Javid mosque was also closed. Around the year 1974 he was forbidden to speak which lasted till the triumph of the Islamic revolution. Presenting genuine Islamic ideology through teaching, speech and writing books were among the valuable activities of professor Motahhari reaching its climax particularly during the years 1972-78; since in those years the leftists had increased their propaganda and groups of leftist Muslims and also those with a hotchpotch of ideas had emerged. After Imam Khomeini, professor Motahhari was the first figure who found out the ideological deviation of the heads of the so-called “Mojahedin-e-Khalq” organization and prevented others from cooperating with them and even foresaw their change of ideology. In those years, upon Imam Khomeini’s recommendation, professor Motahhari traveled to Qom twice a week to teach at its seminary where he taught important courses and at the same time he taught some courses at home in Tehran. In 1976, following an ideological dispute with a communist teacher of the faculty of divinity, he became retired prematurely. Furthermore; in those years Ayatollah Motahhari, in collaboration with some clergymen, established “Jameye Rohaniat-e-Mobarez” of Tehran hoping that such an institution would be gradually established in other cities as well. Although professor Motahhari’s contact with Imam Khomeini continued after the Imam’s exile in France via letters and other means, in the year 1976 he managed to travel to the holy city of Najaf and consulted with Imam Khomeini on the important issues of the revolution and also seminaries. After the martyrdom of Ayatollah Seyyed Mostafa Khomeini and the start of the new phase of the Islamic revolution, professor Motahhari fully devoted himself to the revolution and hence played a fundamental role in all of its phases. At the time of Imam Khomeini’s stay in Paris, Ayatollah Motahhari traveled to France where he spoke with the Imam on the important issues of the revolution and it was then that Imam Khomeini urged him to shape the Islamic Revolution Council. Upon Imam Khomeini’s return to Iran, he personally took the responsibility of the welcoming committee and till the victory of the revolution and after that he always acted as a supporter of the leader of the Islamic revolution and served as a kind and trusted advisor for him. But at 22:20 p.m. of Tuesday, 1st of May 1979 he was martyred by a grouplet called “Forqan” after leaving an ideological and political gathering. This caused profound sorrow and grief for Imam Khomeini and the Islamic Ummah who had a lot of hopes for this great man’s future. There remain tens of works by Ayatollah Motahhari. These works deal with a variety of religious issues and offer responses to many of the important questions of religious society so much so that we can name his works as a reliable source concerning the Islamic ideology system. Some of Imam Khomeini’s Words on Martyr Allameh Morteza Motahhari [Motahhari] was rare in Islamology and different Islamic and Qur’anic sciences. I have lost a very dear child. I am mourning for him who was one of the figures who was considered the fruit of my life. Martyrdom of this righteous child and immortal clergyman created a vacuum in the dear Islam that cannot be filled by any means. Motahhari, who was rare in purifying spirit, the strength of belief and the power of speech, flew to the ethereal world, but the ill-wishers should know that his Islamic, scientific and philosophical personality won’t perish with his departure. Motahhari was a dear child for me and a firm stronghold for the religious and scientific seminaries and a useful servant for people and country. I recommend the students and the committed intellectuals not to let this dear professor’s books be forgotten by non-Islamic schemes. In his short life, [Motahhari] left behind immortal works which stemmed from a wakeful conscience and a spirit filled with the love for religion. He embarked on educating and training the society with an eloquent style and an able thought in analyzing Islamic subjects and explaining philosophical facts with a popular diction and without uncertainty. His oral and written works are unexceptionally instructive and inspiring; and his advice and admonitions, which sprang from a heart filled with faith and belief, are useful both for the Ulema and the laymen. Late Motahhari was an individual who had different aspects of personality; and few people have done the service to the young generation and others as Motahhari has done. All his works are unexceptionally good and I don’t know anybody else whose works I could call unexceptionally good. His works are unexceptionally good and constructive for humans. Professor Motahhari from the Viewpoint of Ayatollah Khamenei Interview with the Supreme Leader on Martyr Motahhari ‘I consider myself Mr. Motahhari’s pupil’ As you know late professor Motahhari was a philosopher; the science sought by him was mostly the philosophical science. Later on; however, he got to the subjects of theology, i.e. he dealt with Islamic issues with new argumentation method of modern philosophy. But he spent most of his time on philosophical matters. He was considered the philosophical student of Imam Khomeini and Allameh Tabatabaiee. Thus what he maintains in theology is Hekmat Mota’aliah, i.e. the Philosophy of Molla Sadra. His behaviour was like that of the mystics who would set out to find a perfect instructor. Basically his spiritual and moral condition was in such a way. He would search to know for example if a perfect elderly instructor is somewhere in the world, and he would go to him to stay by him. Indeed, spiritually, such a situation was fitting him. Yet he had found such a perfect instructor in Iran. He was absorbed in Imam Khomeini and Allameh Tabatabaiee. He was captivated by their love and regarded their scientific and mystic status very high. Morally, late Motahhari was a prominent man; and a pure-hearted, enlightened, just, self-possessed and mature person. In his personal bonds with God he was a mystic, a man of God’s remembrance, journey towards God and worship. He used to say: “I have learnt paying attention to and worship of God from my father.” Professor Motahhari had a lot of historical information especially about the recent history, and particularly on the issues related to the Ulema, seminaries, scientific, spiritual, philosophical and mystic figures. These pieces of information were not registered in any book and are heard from the professors and great figures and kept in mind. Since he knew all professors and Ulema of Najaf, Samarra and Isfahan, he was well-informed about their events and he would talk of them in the gatherings and visits held on different occasions. Supereme Leader’s Words on Professor Motahhari’s Personality and Works “As time passes from his martyrdom, his spiritual and ideological works and bounties manifest more fresh dimensions. The ideological and scientific works of that grand clergyman become clearer in the scene of the country press and religious knowledge; and one understands that an intellectual clergyman with responsibilities could have so fruitful life.” Martyr Motahhari with his strong and decent thought stepped in the fields of Islamic subjects that hitherto nobody had stepped; and considering the ideas that had prevailed or were going to prevail in the country---through translation and import from the west and east, he entered a profound, vast and interminable scientific challenge. He both embarked on a very clever struggle to confront with the Marxists and entered the scene to confront with the western and Liberalist thoughts. This role is very important; it needs both courage and self-confidence, it requires both thinking strength and Ijtihad (being well- qualified in jurisprudence and different theological fields), it both needs certainty and resolute belief. This great man had all these together; he was both a learned man and very faithful, he was firm in his belief and had self-confidence, too; these are all necessary.” Leader’s Visit with Martyr Motahhari’s Family (1996) He had three characteristics regarding ideological issues: First, he had a strong thought and he was a true thinker. Secondly, while presenting and spreading the ideological principles, he had no intention but God’s nearness, promotion of the truth and fighting against the false. There was sincerity in him and his personal actions which would naturally make the second characteristic tangible. For example think of some people who are thinkers, yet do not present their thought for God’s sake, but they present it to show that they are knowledgeable, to draw people’s attention and to say that they are philosophers. Martyr Motahhari was not such. He would present thought for God’s sake and for Islam. He would truly burn up [like a candle] and would gush forth [like a fountain] and would present [Islamic ideas]. The reason for his survival is his second characteristic. It means that sincerity will have its impact and the Almighty God will grace any deed done with sincerity. The third characteristic was his working hard and his inexhaustibility. The truth is that he wouldn’t sit till he might be referred to; but rather he would himself go after activity. He had these three characteristics.” Leader’s Visit with Martyr Motahhari’s Family (1998) “We should introduce Mr. Motahhari to the world especially the Islamic world. And if we want to introduce him, which points should be highlighted? I think this is your most important job. Some aspects of a figure’s personality are either unique that must be highlighted or are very outstanding that should be stressed. In the life of the late Martyr Ayatollah Motahhari, his personality and his scientific identity there are numerous examples of these. One point, that in my opinion has the prime importance, is the new interpretation of the Islamic teachings. This is apart from his philosophical aspect and his strong and compelling arguments in the footnotes of ‘The principles of philosophy’ by ‘Ayatollah Tabatabaiee. This is another point. He elucidated Islamic concepts and teachings with a novel diction and expression which was much needed. I don’t say that if the works of the predecessors were pondered and scrutinized signs of this exegesis would not be found. Really if one had attentively studied the works of the Ulema he would have found some hints and cues; but I want to say that nobody had done this. As far as we know, nobody had done it before Mr. Motahhari. Even the modernist writers, who had emerged in the Arab countries, and we knew some of them, had not done this. These Egyptian authors, who were modernists and would write things with a broader sight and who knew the world somewhat more than Martyr Motahhari, most of them had traveled a lot and had visited different universities. Yet he [Ayatollah Motahhari] was not so, he was confined. I mean he was inside Iran and Tehran but his profound vision of the Islamic issues and his novel understanding of the verses [of Qur’an] and the narrations [of the Ahl-ul-Bayt], in my opinion, was one of his most outstanding aspects. It was he who, for the first time, substantively expressed the subjects related to principles of ideology, piety, patience, love, fairness, justice, and so on in the ideological atmosphere of Iran. We thank God that Mr. Motahhari’s name was not forgotten in our society and the mental atmosphere of this country; but rather it became more prominent day by day. Many of the world phenomena are naturally perishable and by the lapse of time they become older. Most of the world phenomena are such. Yet there are some phenomena that not only do not fall into oblivion via lapse of time but become brighter, more manifest, more spectacular and more impressive. The phenomena based on reality are usually such. I clearly feel that, thank God, Martyr Ayatollah Motahhari’s thoughts are such.” Memoirs of Dr. Ali Motahhari (Martyr Motahhari’s Son) Night Supplication in front of the Word Allah As it is said he didn’t give up midnight vigilance, midnight prayer, and wakefulness since his youth till the end of his life. It was his practice both at the time of studentship and after that and even at the time of martyrdom. I remember that facing our house there was the house of one of the previous regime’s officials which was usually guarded by two police officers. Apparently since the official had seen that the lamp of our house was lit at midnight, had worried to find the reason and it was important for him from the security point of view. He had told the guards to look for the reason. Professor [Motahhari] had a neon board of Allah which was green when lit. He would turn it on and perform his midnight prayer in its light. After the revolution one of the officers said, we had examined several nights and I had looked through the window to see what was going on inside the house. At the end I myself saw that he came at midnight and started worshipping for an hour. We were somehow absorbed by the professor, and despite much negative propaganda against the clergymen and him in particular to make us pessimist to them, we became very interested in him so much so that some would say we got our salary from the government but it was as if we were guarding him. A Voice vis-à-vis MHe was very sensitive against ideological deviations and believed that we were seeking Islamic revolution and not mere revolution. It is not important that Shah goes but it is important to see what system is established after his going. Because if after the ouster of the Shah, for example the Mojahedin-e-Khalq take the lead, it is much better not to stage a revolution at all. Thus the deviated groups had found out professor Motahhari’s sensitiveness and had become his enemy. Three or four months before the victory of the Islamic revolution, a person, who had some tendencies to Mojahedin-e-Khalq and the leftists and was intended to be religious, too, was freed from the prison. Professor [Motahhari] said we had better visit him. I was with the professor. There was a man by the name of Ashuri as one of the heads of the Forqan group. He spoke of Islam and Marxism and said: ‘These two religions say one single thing and their content is the same with different forms. They speak of the laborers and we speak of the oppressed. Therefore our word is the same. We should unite to topple the regime of Shah and basically there is no difference between Islam and Marxism, etc.’ Professor was very upset and that man knew that professor Motahhari would answer him. That’s why he rose to leave. The professor said: ‘No, Be seated! Be seated!’ He made him sit and explained him in detail that our path is fundamentally separate from that of the Marxists. In no way can the forms be different with the same content. And we cannot unite with the Marxists in any way. Immortal among People Prior to the victory of the Islamic revolution, at the time of Imam Khomeini’s staying in Paris, it was heard everywhere that the regime of Shah wanted to arrest the leaders and prominent figures of the revolution. Some people told him [Ayatollah Motahhari] it was better to go somewhere else to hide. He said: ‘Such actions are not good for clergymen. It is not good for us to escape from one place to another to hide; such things are not good for us.’ He stayed at home like before and nothing happened. His Method of Training Children One of the features of the professor’s training method for his children was that he would never resort to force and coercion and he would let them to realize and choose the right path with their own thought and wisdom. About choosing the field of education and the way of spending leisure time and the like he would never force us to do something necessarily; but he would show us the way. As the holy Qur’an says: ‘…be he grateful or ungrateful.’ And it was we who would choose the way. There was never force over our heads and we would choose one way with interest and free will. The Professor’s Arrest after anti-Israel Speech I have another memory from the year 1969 when he delivered the provocative speech on Palestine in Hosseinieh Ershad. This speech has been broadcast many times by IRIB. It was a very provocative, important and interesting speech which shook the regime of Shah; and it required a lot of courage to deliver such a speech when the regime of Shah was in the zenith of power and had the highest level of relations and unity with Israel. When the Israeli planes would refuel in Iran’s airport(s) during the 1967 war and would fly over the heads of the Arabs and Muslims, much bravery was needed to give such a speech and we saw that professor Motahhari gave that speech and was promptly arrested and taken away. When he was freed he said, ‘They made me sit in a car and blindfolded me and the car set out. I told them there is no need to blindfold and I will not look. If you want me not to look I will close my eyes. But they didn’t agree. Yet I realized the route till Ferdowsi square but didn’t realize after that.’ Apparently they had taken him to the committee of the SAVAK which was presumably located in the same Ferdowsi Street. Allameh Tabatabaiee’s Message on the Occasion of Ayatollah Motahhari’s Martyrdom In the name of the Almighty God In memory of a scientific and philosophical personality who cast a world into grief and made the world of science and merit mournful with his departure. Late Motahhari, who was a scientist, a thinker and a researcher with an overflowing intellect, a bright thought and a realistic mind, has left behind marvelous works and researches written about scientific and argumentative purposes that are seen in his books. Late Motahhari, through his precious and blissful life that was abundant with scientific effort and philosophical thinking, sends an expressive and valuable message to the enthusiasts of science and philosophy never to repose from effort towards perfection and never forget scientific struggle for perfection; and in the market of realities turn their life--which is the best human commodity-- to the spiritual life— which is the lofty human life and is lasting till the world exists; and not to be absorbed and deceived by fabricated and imaginary personalities in this short life. Yes, a narrow route opened by a scientist towards realities will bestow eternal life upon him and this is more valuable than the world and what it contains.

Concerned about the devastation currently being inflicted on the people of Lebanon and Palestine by the Israeli Military Forces and with the very limited and biased reporting on these conflicts presented by most American media networks - students organized a teach-in on the UC Berkeley campus in order to give students faculty and the Bay Area community at large achance to gain a greater understanding of these events and to participate in an open discussion on their significance for both Americans and the people of the Middle East. During the first hour of this two-hour event four scholars with expertise in the Middle East presented short analyses - 15 minutes each - of the historical and political dimensions of this conflict focusing on the following themes. 1. The role US foreign policy has played in enabling and authorizing the Israeli bombardment 2. The origins and historical development of Hezbollah and the role of this movement within Lebanese social and political arenas 3. The shifting political alignments within Israel and their relation to the current war on Lebanon and to Israels role in the region more broadly 4. The impact of Israeli military actions in Gaza and the West Bank on the lives of Palestinians and the political landscape of the Palestinian society. The presentations were followed by audience questions and comments which is what this video is about. Speakers in the first part included Judith Butler Beshara Doumani Charles Hirschkind Saba Mahmood Zeina Zaatari The teach-in took place on September 7th 2006. Checkout more clips from this event on this site or on google video.

What I find most attractive in storytelling as a technique of teaching is that more than just learning pre-determined knowledge they allow creative and imaginative construction of knowledge itself in the process. Moreover, compared to the traditional techniques in which the teacher is more or less at the center, in the storytelling technique the child is at the center of learning process. Storytelling fosters reasoning and communication skills. It encourages the development of reading habit, social interaction skills, and even problem solving skills (using both rational and emotional reasoning methods). All these are in addition to moral values and knowledge that can be conveyed in the play-out at a deeper level. Also see "A Child's Work: The Importance of Fantasy Play" by Vivian Gussin Paley.

What I find most attractive in storytelling as a technique of teaching is that more than just learning pre-determined knowledge they allow creative and imaginative construction of knowledge itself in the process. Moreover, compared to the traditional techniques in which the teacher is more or less at the center, in the storytelling technique the child is at the center of learning process. Storytelling fosters reasoning and communication skills. It encourages the development of reading habit, social interaction skills, and even problem solving skills (using both rational and emotional reasoning methods). All these are in addition to moral values and knowledge that can be conveyed in the play-out at a deeper level. See "A Child's Work: The Importance of Fantasy Play" by Vivian Gussin Paley.

You may not agree with some specific examples or points. Like words are essential for thinking - Many scholars may argue to the contrary. But the overall message of these two videos is worth considering and implementing in our class rooms. What I find most attractive in storytelling as a technique of teaching is that more than just learning pre-determined knowledge they allow creative and imaginative construction of knowledge itself in the process. Moreover, compared to the traditional techniques in which the teacher is more or less at the center, in the storytelling technique the child is at the center of learning process. Storytelling fosters reasoning and communication skills. It encourages the development of reading habit, social interaction skills, and even problem solving skills (using both rational and emotional reasoning methods). All these are in addition to moral values and knowledge that can be conveyed in the play-out at a deeper level. See "A Child's Work: The Importance of Fantasy Play" by Vivian Gussin Paley.

This lecture took place on 11 February 2009 at UC Berkeley on the occasion of the 30th anniversary of the Islamic Revolution in Iran. Hamid Algar has been a member of the University of California-Berkeley faculty since 1965. He is the biographer of Ayatollah Khomeini and ranks among world's leading historians of Islam. He teaches courses on Persian literature the history of Islam and Shiism and Sufism. He has written books and articles on each of these subjects including more than 100 articles in the Encyclopaedia Iranica.

David Berlinski was raised in New York City educated at Columbia College and recieved his Ph D in philosophy from Princeton University He later became a Fellow of the Faculty in Mathematics and a Post Doctoral Fellow in molecular biology at Columbia University

دیدار جمعی از اساتید، كارشناسان، مؤلفان و فارغ‌التحصیلان تخصصی مهدویت با رهبر انقلاب http://farsi.khamenei.ir/news-content?id=12888 حضرت آیت‌الله خامنه‌ای رهبر معظم انقلاب اسلامی امروز در دیدار جمعی از اساتید، كارشناسان، مؤلفان و فارغ‌التحصیلان تخصصی مهدویت، با اشاره به اهمیت بسیار بالای موضوع مهدویت به عنوان هدف حركت و مجاهدت انبیاء در طول تاریخ، انتظار را بخش جدایی‌ناپذیر موضوع مهدویت دانستند و تأكید كردند: یكی از موارد مهم و ضروری در مقوله‌ی مهدویت، افزایش كارهای عالمانه، دقیق و متقن به دست اهل فن و متخصصان واقعی این موضوع و پرهیز از كارهای عامیانه، جاهلانه، غیرمعتبر و براساس تخیلات و توهمات است. ایشان در سخنان خود، ابتدا به تبیین اهمیت موضوع مهدویت پرداختند و با تأكید بر اینكه مهدویت در شمار چند مسئله اصلی معارف عالیه دینی است، افزودند: هدف حركت انبیاء و بعثت‌ها، پایه‌ریزی جهانی با چارچوب توحیدی و براساس عدالت و بهره‌گیری از همه‌ی ظرفیت‌های موجود در انسان است و دوران ظهور امام زمان عجل‌الله تعالی فرجه‌الشریف نیز، دوران حاكمیت حقیقی توحید، معنویت، دین و عدل بر شئون مختلف زندگی فردی و اجتماعی انسانها است. رهبر انقلاب اسلامی تأكید كردند: اگر مهدویت نباشد، همه تلاشها و مجاهدت انبیاء بی‌فایده و بی‌اثر خواهد بود. حضرت آیت‌الله خامنه‌ای به موضوع مهدویت در ادیان الهی نیز اشاره كردند و افزودند: درهمه‌ی ادیان الهی، تقریباً كلیاتی از حقیقت مهدویت بیان شده اما در اسلام، این موضوع از مسلمّات است و در میان مذاهب اسلامی نیز، شیعه، موضوع مهدویت را با مصداق روشن و جزئیات خانوادگی و شخصیتی فرد مورد انتظار كه از روایات معتبر و مستند شیعه و غیرشیعه، به دست آمده، مطرح می‌كند. رهبر انقلاب اسلامی بعد از تبیین اهمیت موضوع مهدویت و جایگاه آن در ادیان الهی و مذاهب اسلامی، به موضوع انتظار به عنوان جزء جدایی‌ناپذیر مهدویت اشاره و خاطرنشان كردند: انتظار به معنای مترصد یك فرد زنده و حقیقت قطعی بودن، است و این معنا از انتظار، لوازمی دارد كه از جمله‌ی آنها، آماده‌شدن روحی و درونی و همچنین اجتماعی انسان برای دوران متوقع و با شرایط ویژه آن است. حضرت آیت‌الله خامنه‌ای در همین خصوص افزودند: فرد منتظِر باید همواره خصوصیات و ویژگیهای لازم دوران مورد انتظار را در خود حفظ و تقویت كند و این انتطار، به گونه‌ای است كه از یك طرف، هیچگاه نباید آن را طولانی مدت تصور كرد و از طرف دیگر هیچگاه نباید آن را بسیار نزدیك دانست. ایشان با اشاره به ویژگیهای دوران ظهور حضرت صاحب‌الزمان (عج)، تأكید كردند: دوران آن حضرت، دوران حاكمیت توحید، عدل، حق، اخلاص، و عبودیت خدا است، بنابراین افراد منتظِر نیز باید همواره خود را به این ویژگیها نزدیك كنند و به وضع موجود راضی نباشند. سومین نكته‌ای كه رهبر انقلاب اسلامی در موضوع مهدویت به آن اشاره كردند، ضرورت انجام كارهای عالمانه، دقیق و مستند بود. حضرت آیت الله خامنه ای خاطرنشان كردند: یكی از خطرهای بزرگ در موضوع مهدویت، كارهای عامیانه، جاهلانه، غیرمستند و متكی بر تخیلات و توهمات است كه زمینه‌ساز مدعیان دروغین و دوری مردم از حقیقت واقعی انتظار خواهد شد. ایشان با اشاره به مدعیان دروغینی كه در طول تاریخ برخی علائم ظهور را بر خود یا دیگران تطبیق می‌دادند، افزودند: همه‌ی این موارد غلط و انحرافی است زیرا برخی مطالب درباره‌ی علائم ظهور، غیرقابل استناد و ضعیف است و مطالب معتبر را هم نمی‌توان براحتی تطبیق داد. رهبر انقلاب اسلامی تأكید كردند: اینگونه مطالب غلط و انحرافی، باعث می‌شوند، حقیقت اصلی مهدویت و انتظار مهجور بماند، بنابراین، باید به شدت از كارها و شایعات عوامانه پرهیز كرد. حضرت آیت‌الله خامنه‌ای خاطرنشان كردند: البته كار عالمانه و مستند درباره موضوع مهدویت و انتظار نیز بر عهده‌ی اهل فن و متخصصانی است كه علم حدیث و رجال را به خوبی می‌دانند و با مسائل و تفكرات فلسفی آشنایی كامل دارند. آخرین محوری كه رهبر انقلاب اسلامی درخصوص مقوله‌ی مهدویت به آن اشاره كردند، موضوع توسل به امام زمان(عج) و انُس با آن حضرت بود. ایشان خاطرنشان كردند: آشنایی صحیح و علمی با مقوله‌ی مهدویت زمینه ساز انُس بیشتر با حضرت حجت(عج) و حركت شتابان‌تر به سمت اهداف عالیه خواهد بود. رهبر انقلاب اسلامی تأكید كردند: در موضوع انُس با آن حضرت و توسل به ایشان نیز آنچه صحیح و مورد نظر است، توجه و توسل از دور است كه حضرت مهدی(عج) انشاءالله آن را می‌پذیرند اما برخی ادعاها و مطالب عامیانه درخصوص انُس با حضرت، از طریق دیدار حضوری، غالباً دروغ و یا تخیلات ذهنی است. حضرت آیت‌الله خامنه‌ای در بخش دیگری از سخنان خود ضمن تشكر از دست‌اندركاران، به خدمات فراوان حجت‌الاسلام والمسلمین قرائتی در بخشهای مختلف بویژه موضوعات نماز، زكات، تفسیر، مهدویت و مبارزه با بی‌سوادی اشاره كردند و افزودند: آقای قرائتی نمونه‌ی بسیار خوب و الگوی شایسته‌ای است زیرا خدمات ایشان همواره در عرصه‌هایی بوده كه خلاء و نیاز فراوانی در آنجا احساس شده است و این چنین همت و تلاشی، ارزش مضاعف دارد. رهبر انقلاب اسلامی با اشاره به اینكه نیت خالصانه و برای خدا، تأثیر شگرفی در پیشرفت كارها دارد، بر لزوم استمرار و پیگیری كارهای انجام شده در عرصه‌های مختلف تأكید كردند. در ابتدای این دیدار حجت‌الاسلام والمسلمین قرائتی، گزارشی از فعالیتهای انجام گرفته در نهضت سواد آموزی، ستاد اقامه نماز، ستاد زكات، و تفسیر قرآن كریم ارائه كرد و درخصوص موضوع مهدویت گفت: تاكنون سیصد نفر بصورت تخصصی در موضوع مهدویت تحصیل كرده‌اند و آموزش‌های مجازی، كوتاه مدت و تربیت مربی مهدویت نیز ایجاد شده است. وی انتشار چند فصلنامه و راه‌اندازی چندین سایت و مجله الكترونیكی در موضوع مهدویت را از دیگر اقدامات انجام گرفته برشمرد. در این دیدار جمعی از فعالان و مسئولان ستادهای اقامه نماز، زكات، نهضت سواد آموزی، ترویج فرهنگ قرآنی و تفسیر حضور داشتند.

Message of Thaqalayn \"Al-Ghadir\" and its Relevance to Islamic Unity ________________________________________ Ayatullah Murtaza Mutahhari Translated by Mojgan Jalali Vol. 3, No. 1 and 2 (1417 AH/1996 CE) The distinguished book entitled \"al-Ghadir\" has raised a huge wave in the world of Islam. Islamic thinkers shed light on the book in different perspectives; in literature, history, theology, tradition, tafsir, and sociology. From the social perspective we can deal with the Islamic unity. In this review the Islamic unity has been dealt with from a social point of view. Contemporary Muslim thinkers and reformists are of the view that unity and solidarity of Muslims are the most imperative Islamic exigencies at the present juncture when the enemies have made extensive inroads upon the Islamic community and have tried to resort to different ways and means to spread the old differences and create new ones. We are aware that Islamic unity and fraternity is the focus of attention of the Holy Legislator of Islam and is actually the major objective pursued by this Divine religion as firmed by the Qur\'an, the \"Sunnah\", and the history of Islam. For this reason, some people have been faced with this question: Wouldn\'t the compilation and publication of a book such as \"al-Ghadir\" which deals with the oldest issue of differences among the Muslims- create a barrier in the way of the sublime and lofty objective of the Islamic unity? To answer this question, it is necessary first to elucidate the essence of this issue, that is, the Islamic unity, and then proceed to examine the role of the magnum opus entitled \"al-Ghadir\"and its eminent compiler \'Allamah Amini in bringing about Islamic unity. Islamic Unity What is meant by the Islamic unity? Does it mean that one Islamic school of thought should be unanimously followed and others be set aside? Or does it mean that the commonalties of all Islamic schools of thought should be taken up and their differences be put away to make up a new denomination which is not completely the same as the previous ones? Or does it mean that Islamic unity is in no way related to the unity of the different schools of Fiqh (jurisprudence) but signifies the unity of the Muslims and the unity of the followers of different schools of Fiqh, with their different religious ideas and views, vis-a-vis the aliens? To give an illogical and impractical meaning to the issue of the Islamic unity, the opponents of the issue have called it to be the formation of a single Madhhab, so as to defeat it in the very first step. Without doubt, by the term Islamic unity, the intellectual Islamic \'Ulama\' (scholars) do not mean that all denominations should give in to one denomination or that the commonalties should be taken up and the different views and ideas be set aside, as these are neither rational and logical nor favorable and practical. By the Islamic unity these scholars mean that all Muslims should unite in one line against their common enemies. These scholars slate that Muslims have many things in common, which can serve as the foundations of a firm unity. All Muslims worship the One Almighty and believe in the Prophethood of the Holy Prophet (s). The Qur\'an is the Book of all Muslims and Ka\'abah is their \"qiblah\" (direction of prayer). They go to\"hajj\" pilgrimage with each other and perform the \"hajj\" rites and rituals like one another. They say the daily prayers and fast like each other. They establish families and engage in transactions like one another. They have similar ways of bringing up their children and burying their dead. Apart from minor affairs, they share similarities in all the aforementioned cases. Muslims also share one kind of world view, one common culture, and one grand, glorious, and long-standing civilization. Unity in the world view, in culture, in the civilization, in insight and disposition, in religious beliefs, in acts of worship and prayers, in social rites and customs can well turn the Muslim into a unified nation to serve as a massive and dominant power before which the big global powers would have to bow down. This is especially true in view of the stress laid by Islam on this principle. According to the explicit wording of the Qur\'an, the Muslims are brothers, and special rights and duties link them together. So, why shouldn\'t the Muslims use all these extensive facilities accorded to them as the blessing of Islam? This group of \'Ulama\' are of the view that there is no need for the Muslims to make any compromise on the primary or secondary principles of their religion for the sake of Islamic unity. Also it is not necessary for the Muslims to avoid engaging in discussions and reasons and writing books on primary and secondary principles about which they have differences. The only consideration for Islamic unity in this case is that the Muslims- in order to avoid the emergence or accentuation of vengeance - preserve their possession, avoid insulting and accusing each other and uttering fabrications, abandon ridiculing the logic of one another, and finally abstain from hurting one another and going beyond the borders of logic and reasoning. In fact, they should, at least, observe the limits which Islam has set forth for inviting non-Muslims to embrace it: \"Call to the way of your Lord with wisdom and good exhortation, and have disputations with them in the best manner... \"(16: 125) Some people are of the view that those schools of fiqh, such as, Shafi\'i and Hanafi which have no differences in principle should establish brotherhood and stand in one line. They believe that denominations which have differences in the principles can in no way be brothers. This group view the religious principles as an interconnected set as termed by scholars of Usul, as an interrelated and interdependent set; any damage to one principle harms all principles. As a result, those who believe in this principle are of the view that when, for instance, the principle of \"imamah\" is damaged and victimized, unity and fraternity will bear no meaning and for this reason the Shi\'ah and the Sunnis cannot shake hands as two Muslim brothers and be in the same rank, no matter who their enemy is. The first group answers this group by saying: \"There is no reason for us to consider the principles as an interrelated set and follow the principle of \"all or none\". Imam \'Ali (\'a) chose a very logical and reasonable approach. He left no stone unturned to retrieve his right. He used everything within his power to restore the principle of \"imamah\", but he never adhered to the motto of \"all or none\". \'Ali (\'a) did not rise up for his right, and that was not compulsory. On the contrary, it was a calculated and chosen approach. He did not fear death. Why didn\'t he rise up? There could have been nothing above martyrdom. Being killed for the cause of the Almighty was his ultimate desire. He was more intimate with martyrdom than a child is with his mother\'s breast. But in his sound calculations, Imam \'All (\'a) had reached the conclusion that under the existing conditions it was to the interest of Islam to foster collaboration and cooperation among the Muslims and give up revolt. He repeatedly stressed this point. In one of his letters (No.62 \"Nahj al Balaghah\") to Malik al-Ashtar, he wrote the following: \"First I pulled back my hand until I realized that a group of people converted from Islam and invited the people toward annihilating the religion of Muhammad(s). So I feared that if I did not rush to help Islam and the Muslims, I would see gaps or destruction which calamity would be far worse than the several-day-long demise of caliphate.\" In the six-man council, after appointment of \'Uthman by \'Abdul-Rahman ibn \'Awf, \'Ali (\'a) set forth his objection as well as his readiness for collaboration as follows:\" You well know that I am more deserving than others for caliphate. But now by Allah, so long as the affairs of the Muslims are in order and my rivals suffice with setting me aside and only I am alone subjected to oppression, I will not oppose (the move) and will give in (to it).\" (From Sermon 72, \"Nahj al- Balaghah\"). These indicate that in this issue \'Ali (\'a) condemned the principle of \"all or none\". There is no need to further elaborate the approach taken by \'Ali (\'a) toward this issue. There are ample historical proofs and reasons in this regard. \'Allamah Amini Now it is time to see to which group the eminent \'Allamah, Ayatullah Amini - the distinguished compiler of the \"al-Ghadir\" - belonged and how he thought. Did he approve of the unity of the Muslims only within the light of Shi\'ism? Or did he consider Islamic fraternity to be broader? Did he believe that Islam which is embraced by uttering the \"shahadatayn\" (the Muslim creed) would willy-nilly create some rights for the Muslims and that the brotherhood and fraternity set forth in the Qur\'an exists among all Muslims? \'Allamah Amini personally considered this point - i.e. the need to elucidate his viewpoint on this subject and elaborate whether\"al-Ghadir\" has a positive or a negative role in (the establishment of) Islamic unity. In order not to be subject to abuse by his opponent - be they among the pros and cons - he has repeatedly explained and elucidated his views. \'Allamah Amini supported Islamic unity and viewed an open mind and clear insight. On different occasions, he set forth this matter in various volumes of the \"al-Ghadir\'. Reference will be made to some of them below: In the preface to volume I, he briefly mentions the role of \"al-Ghadir\" in the world of Islam. He states: \"And we consider all this as service to religion, sublimation of the word of the truth, and restoration of the Islamic \'ummah\' (community).\" In volume 3 (page 77), after quoting the fabrications of Ibn Taymiyah, Alusi, and Qasimi to the effect that Shi \'ism is hostile to some of the Ahl al-Bayt (the Household of the Prophet) such as Zayd bin \'Ali bin al-Huseyn, he notes the following under the title of \"Criticism and Correction\": \"These fabrications and accusations sow the seeds of corruption, stir hostilities among the \'ummah\',create discord among the Islamic community, divide the \'ummah\', and clash with the public interests of the Muslims. Again in volume 3 (page 268), he quotes the accusation leveled on the Shi\'ahs by Sayyid Muhammad Rashid Rida to the effect that \"Shi\'ahs are pleased with any defeat incurred by Muslims, so much as they celebrated the victory of the Russians over the Muslims.\" Then he says: \"These falsehoods are fabricated by persons like Sayyid Muhammad Rashid Rida. The Shi\'ahs of Iran and Iraq against whom this accusation is leveled, as well as the orientalists, tourists, envoys of Islamic countries, and those who traveled and still travel to Iran and Iraq, have no information about this trend. Shi\'ahs, without exception, respect the lives, blood, reputation, and property of the Muslims be they Shi\'ahs or Sunnis. Whenever a calamity has befallen the Islamic community anywhere, in any region, and for any sects, the Shi\'ahs have shared their sorrow. The Shi\'ahs have never been confined to the Shi\'ah world, the (concept of) Islamic brotherhood which has been set forth in the Qur\'an and the \'sunnah\'(the Prophet\'s sayings and actions), and in this respect, no discrimination has been made between the Shi\'ahs and the Sunnis.\" Also at the close of volume 3, he criticizes several books penned by the ancients such as \"Iqd al-Farid\" by Ibn Abd al-Rabbih, \"al-Intisar\" by Abu al-Husayn Khayyat al-Mu\'tazili,\"al Farq bayn al-Firaq\" by Abu Mansur al-Baghdadi, \"al-Fasl\" by Ibn Hazm al-Andulusi, \"al-Milal wa al-Nihal\" by Muhammad ibn Abdul-Karim al-Shahristani \"Minhaj al-Sunnah\" by Ibn Taymiah and \"al-Bidayah wa al-Nihayah\"by Ibn Kathir and several by the later writers such as \"Tarikh al-Umam al-Islamiyyah\" by Shaykh Muhammad Khizri, \"Fajr al Islam\" by Ahmad Amin, \"al-Jawlat fi Rubu al-Sharq al-Adna\" by Muhammad Thabit al-Mesri, \"al-Sira Bayn al-Islam wa al-Wathaniyah\" by Qasimi, and \"al- Washi\'ah\" by Musa Jarallah. Then he states the following: \"By quoting and criticizing these books, we aim at warning and awakening the Islamic \'ummah\' (to the fact) that these books create the greatest danger for the Islamic community, they destabilize the Islamic unity and scatter the Muslim lines. In fact nothing can disrupt the ranks of the Muslims, destroy their unity, and tear their Islamic fraternity more severely than these books.\" \'Allamah Amini, in the preface to volume 5, under title of\"Nazariyah Karimah\" on the occasion of a plaque of honor forwarded from Egypt for \"al-Ghadir\", clearly sets forth his view on this issue and leaves no room for any doubt. He remarks: \"People are free to express views and ideas on religion. These (views and ideas) will never tear apart the bond of Islamic brotherhood to which the holy Qur\'an has referred by stating that \'surely the believers are brethren\'; even though academic discussion and theological and religious debates reach a peak. This has been the style of the predecessors, and of the \'sahaba\' and the\'tabi\'un\', at the head of them. \"Notwithstanding all the differences that we have in the primary and secondary principles, we, the compilers and writers in nooks and corners of the world of Islam, share a common point and that is belief in the Almighty and His Prophet. A single spirit and one (form of) sentiment exists in all our bodies, and that is the spirit of Islam and the term\'ikhlas,\" \"We, the Muslim compilers, all live under the banner of truth and carry out our duties under the guidance of the Qur\'an and the Prophetic Mission of the Holy Prophet (s). The message of all of us is \'Surely the (true) religion with Allah is Islam ... (3:18)\' and the slogan of all of us is \'There is no god but Allah and Muhammad is His Messenger.\' Indeed, we are (the members of) the party of Allah and the supporters of his religion. In the preface to volume 8, under the title of \"al-Ghadir Yowahhad al-Sufuf fil-Mila al-Islami\", \'Allamah Amini directly makes researches into the role of \"Al- Ghadir\" in (the establishment of) Islamic unity. In this discussion, this great scholar categorically rejects the accusations leveled by those who said: \'Al-Ghadir\' causes greater discord among the Muslims. He proves that, on the contrary, \"Al-Ghadir\"removes many misunderstandings and brings the Muslims closer to one another. Then he brings evidence by mentioning the confessions of the non-Shi\'i Islamic scholars. At the close, he quotes the letter of Shaykh Muhammad Saeed Dahduh written in this connection. To avoid prolongation of this article, we will not quote and translate the entire statements of \'Allamah Amini in explaining the positive role of \"al-Ghadir\" in (establishing) Islamic unity, since what has already been mentioned sufficiently proves this fact. The positive role of \"al-Ghadir\" is established by the facts that it firstly clarifies the proven logic of the Shi\'ahs and proves that the inclination of Muslims to Shi\'ism - notwithstanding the poisonous publicity of some people - is not due to political, ethnic, or other trends and considerations. It also verifies that a powerful logic based on the Qur\'an and the \"sunnah\" has given rise to this tendency. Secondly, it reflects that some accusations leveled on Shi\'ism - which have made other Muslims distanced from the Shi\'ah- are totally baseless and false. Examples of these accusations are the notion that the Shi\'ites prefer the non-Muslims to the non- Shi\'i Muslims, rejoice at the defeat of non-Shi\'ite Muslims at the hands of non-Muslims, and other accusations such as the idea that instead of going to hajj pilgrimage, the Shi\'ahs go on pilgrimage to shrines of the Imams, or have particular rites in prayers and in temporary marriage. Thirdly, it introduces to the world of Islam the eminent Commander of the faithful \'Ali (\'a) who is the most oppressed and the least praised grand Islamic personality and who could be the leader of all Muslims, as well as his pure offspring. Other Comments on \"al-Ghadir\" Many unbiased non-Shia Muslims interpret the \"al-Ghadir\" in the same way that has already been mentioned. Muhammad Abdul-Ghani Hasan al-Mesri, in his foreword on\"al-Ghadir\", which has been published in the preface to volume I, second edition, states: \"I call on the Almighty to make your limpid brook (in Arabic, \'Ghadir\' means brook) the cause of peace and cordiality between the Shia and Sunni brothers to cooperate with one another in building the Islamic \"ummah.\" \'Adil Ghadban, the managing editor of the Egyptian magazine entitled \"al-Kitab\", said the following in the preface to volume 3: \"This book clarifies the Shi\'ite logic. The Sunnis can correctly learn about the Shi\'i through this book. Correct recognition of the Shi\'ahs brings the views of the Shi\'ahs and the Sunnis closer, and they can make a unified rank\". In his foreword to the \"al-Ghadir\" which was published in thepreface to volume 4, Dr. Muhammad Ghallab, professor of philosophy at the Faculty of Religious Studies al-Azhar University said: \"I got hold of your book at a very opportune time, because right now I am busy collecting and compiling a book on the lives of the Muslims from various perspectives. Therefore, I am highly avidfor obtaining sound information about \'Imamiyah\' Shi\'ism. Your book will help me. And I will not make mistakes about the Shi\'ahs as others have\". In this foreword published in the preface to volume 4 of the\"al-Ghadir\", Dr. \'Abdul-Rahman Kiali Halabi says the following after referring to the decline of the Muslims in the present age and the factors which can lead to the Muslims\' salvation, one of which is the sound recognition of the successor of the Holy Prophet (s): \"The book entitled \"al-Ghadir\" and its rich content deserves to be known by every Muslim to learn how historians have been negligent and see where the truth lies. Through this means, we should compensate for the past, and by striving to foster the unity of the Muslims, we should try to gain the due rewards\". These were the views of \'Allamah Amini about the important social issues of our age and such were his sound reflections in the world of Islam. Peace be upon him. Text Source: http://www.al-islam.org/mot/default.asp?url=ghadir-relevance.htm

Fresh anti-government protests are underway in Egypt, a day after deadly clashes between police and demonstrators. One student protester has been killed in the capital Cairo. Clashes broke out after students in Al-Azhar University staged a protest against the military-installed government. They even set the Faculty of Commerce on fire. On Friday, five people were killed as police fired tear gas and birdshots at protesters. The opposition Anti-Coup Alliance-- led by the Muslim Brotherhood, has now called for seven days of street protests. The call came just one day after the interim government declared the Muslim Brotherhood a terrorist organization.

Speaker: Prof. Dr. Nusrat Idrees (Dean, Faculty of Arts Karachi University) 14 March 2023