Nawel Brikel

“قاعدة كلية
---ان مضاعفة العدم لا تؤتي غير العدم ص88.”
― مالك بن نبي, وجهة العالم الإسلامي

“اقرأ لتسأل أكثر”
― صديق الحكيم

“الطريق الثالث..
ان نهضة العالم الاسلامي ليست في الفصل بين القيم، وانما هي في ان يجمع بين العلم والضمير، بين الخلق والفن، بين الطبيعة وما وراء الطبيعة، حتى يتسنى له ان يشيد عالمه طبقا لقانون اسبابه ووسائله، وطبقا لمقتضيات غاياته. ص169،”
― مالك بن نبي, وجهة العالم الإسلامي

“The first general method is the give-him-something-to-play-with-that-he-can't-break school of thought. This usually means a nice pink rattle to play with. It may even be a more complicated toy than a rattle, but it's still a toy. Presented with such an object the child promptly looks at it
(which is why toys have bright colors), bangs it to find out if it makes a noise (which is why rattles rattle), feels it (which is why toys don't have sharp edges), tastes it (which is why the paint is nonpoisonous), and even smells it (we have not yet figured out how toys ought to smell, which is why they don't smell at all). This process takes about ninety seconds.
Now that he knows all he wants to know about the toy for the present, the child promptly abandons it and turns his attention to the box in which it came. The child finds the box just as interesting as the toy-which is why we should always buy toys that come in boxes-and learns all about the box. This also takes about ninety seconds. In fact, the child will frequently pay more attention to the box than to the toy itself. Because he is allowed to break the box, he may be able to learn how it is made. This is an advantage he does not have with the toy itself since we make toys unbreakable, which of course reduces his ability to learn.”
― Glenn Doman, How to Teach Your Baby to Read