Sunday, September 15, 2013

Ekonomik tercihler

benim ekonomik prensiplerimin kokeninde zulme ve dolayisiyla capitalisme alet olmamak icin elimden geleni yapmak var. bunun icin:
1) faiz almamak ve vermemek. faiz almamak fakirlerden emek (ve risk) sahibi olmadan calmamak icin, faiz vermemek ise "not-so-secret-anymore" rotschchilds'larin basini cektigi (sanki o kral, J. P. Morgan'lar falan da onun lord'lari duke'lari) banker monarchies'in bizden calip iyice sismelerini onlemek icin. zaten enflasyon ve vergi yontemiyle caldiklari yeter de artar bile-ki bununla ilgili de 6. madde. vergi demem sasirttiysa, devletlerin bankalara olan borclarinin faizlerinin de bizim vergilerimizden calinarak odendigini dusunmemiz gerekir.bu sekilde dunya insanlarinin cogunlugu olarak global & federal bankalarin sahiplerine resmen duzenli harac odedigimizi biliyor muydunuz?
Bu nedenle, kutsal olan, devlete verilen vergi degil, fakire verilen zekat ve sadakadir.

Muhammad asm da "Faizi alanı-vereni, faiz işlemine vekil olanı, faiz işlemine şahitlik görevini üstleneni, faiz işlemini yazanı da lanetlemiştir." (bk. Müslim, Müsâkât 106; Tirmizî, Buyu’, 2)
Isa asm'in tek "siddet" icerir olarak bilinen davranisi da faiz yiyen tefecilerin masalarini tekmeleyip dagitmis olmasidir. Faiz ayrica acikca Tevrat, Incil ve Kur'an'da ayri ayri yasaklanmistir, bkz Kur'an 2:275-278, Incil ve Tevrat ayetleri icin bkz:
http://en.wikipedia.org/wiki/Usury#Religious_context

2) capitalistlere emeklerimizi kaptirip, kole olmamak, mesela ben matematik mezunu olarak "kariyer" yapmak istesem bu en kolay banka ve sigortalarda calismaktan geciyor. ama banka, sigorta, petrol firmalari, outsourcing yoluyla isci somurusu yapan global sirketlerin tumunden kapitalizm canavarindan kacar gibi kacmaya calisiyorum.
3) capitalistlere para kaptirmamak: bu en zorlarindan biri, nerde yasadigina gore. bunun icin walmart, turkiye'de migros, capitol falan vardi tarzi "chain store'lardan" "supermarketlerden" "buyuk markalardan" kacinip lokal bakkal, cakkal, mahalle pazari, burda co-op, ya da mumkunse direkt ciftcilerden ve el ureticilerinden, fair trade, local prensiplerine gore yiyeceklerimizi giyeceklerimizi ve temel ihtiyaclarimizi satin almak, boylece araci global kapitalistlerin ureticinin emegini somurmesini paramizla olabildigince engellemek
4) bu aslinda 1.siyle ve 2.siyle yakindan alakali, her zaman ayagimizi yorganimiza gore uzatmak, consumerism'e tuketicilik'e israfa hayir demek. boylece kendimize gereksiz ihtiyaclar yaratip (babadan kalan para varsa o ayri ama orda da guzel olan bir sonraki maddeye uymaktir), ardindan o ihtiyaclari karsilayacagim diye kole gibi calismamak, ya da gece gunduz calistiktan sonra bile isteklerimizi ihtiyaca donusturup onlari karsilayacagim diye paran yetmeyince, banka ahtapotlarinin en buyuk tuzagina dusmemek, ki en buyuk tuzak faizli borc alip onlara artik faiz adi altinda neyin varsa yoksa vermek, onlarin butun dunyaya daha cok tasallut etmelerine ekonomikman destek olmak. bugun koleligin 2. yolu borctan geciyor. amerika'da (high class olmayan) butun universite mezunlarinin ish hayatina tuition borcuyla baslamalari da bu sistemin ne kadar islerine geldiginin kaniti.
5) fazla paramiz oldugu zaman olabildigince cevremizde ya da dunyada en fakirlere temel ihtiyaclarini karsilamak uzere (yiyecek, giyecek, ev, saglik/hastane ve is baslatmalari icin ana para, tezgah, dukkan ya da egitim-sokakta misir satan bir adamin aylik karinin 7,000 tl oldugunu duydum, issiz birine verilecek kucuk bir misirci tezgahi bile bir aileyi rahat doyurur gozukuyor) vermek ve onlari zalim kapitalizm ahtapotunun kiskaclarindan biraz olsun ferahlatmak. bence diger amaclar icin -hayvanlari koruma, cevreyi koruma, bilimsel arastirmalara destek olma, gibi- dunyada acliktan ve barinaksizliktan iskence ceken insanlar kalmayinca vermeli, bu da sahsi gorusum ki ac insanlari kurtarmak su anda oncelik sahibi. ekonomik esitlik saglanirsa digerlerini saglamak cok da kolaylasacaktir zaten. ve gece o kadar karardi ki, gunesin dogmasina daha adil ve esit bir dunyanin gelmesine cok az kaldigina gonulden inaniyorum, istersen polyanna diyebilirsin ama polyanna'nin pozitif dusunce dusturuna da zaten inaniyorum :) pozitif dusuncelerin pozitif action'a donustugunu ve cevremizi ve gelecegimizi degistirdigine inaniyorum. 
6) enflasyonu ve paranin kagittan baska gercek bir degeri olmadigini "banker monarchies"in bir ulkeyi batirip cikarmak istedikleri zaman kolaylikla dolarin degerini belirleyebildiklerini, ulkelerin para basan (abd'deki federal reserve bank gibi) bankalarina da onlarin sahip olduklarini cogumuz biliyoruz. bu nedenle fazla birikmis paramiz olursa, bundan zekat ve sadaka ve faizsiz borc verdikten sonraki kisimlarini degeri belirsiz kagittan para ve ef puften banka hesaplari cinsinden degil, gumus, altin, tasinamaz mallar, sanat eserleri vs cinsinden koruyup bunlari da olabildigince halkin kullanimina sunmak, mesela evi kiraya vermek (bedavaya verirsen comertliginden olur), sanat eserlerini bir muzeye koymak, bahceyi birkac bahcivana verip mahsulati onlarla esit paylasmak, gibi..
7) kefenin cebinin olmadigini unutmamak, bu dunya malina bu dunyada bize emanet edilen beden ve hayatlarimizin ihtiyacini karsilayacak kadar prim vermek: fazlasini biriktiricem diye gece gunduz calisip, cimrilik yapip, fakirden calip, emegini somurup (bir cok billionaire'in yaptigi gibi) bosa harcanmis yillarin ve susturulmus vicdan ve kalbin karsiligini da biriktirdiklerinden tek bir kurus bile olup topraga girdikten sonra isine yaramamasi sonucuna maruz kalmamak. Gonulden "transient" "fani" olan, "sinirli" (finite) olan herseyin (kendi adlarina) sevgisini atmak ve onlarin egomuzu esir almalarini engellemek. (bu fikir Buddhism'de ve Sikhism'de ve Sufism'de cok temel bir gorustur) Sadece Sonsuz olan, tum varligin her an Kaynagi olan, sevdigimiz herseyin ve onlarin tum sevdigimiz ozelliklerinin Sonsuz olan Kaynagi'na kalbimizi donup, fani insanlardan, maddeden medet ummak yerine, insanlarin ve maddenin Sahibi'nden istemek, istedigimiz sonuclara dua ederken, yani fiilen sebeplere basvururken, evrenin yaratilis kanunlarinin (doga kanunlari ya da arapcasi seriat-ullah) Sahibi'ne basvurma bilinciyle basvurmak. Boylece, bir an sonra var edilmeye dahi muhtac bizleri her an Var eden'e kulluk yaparken, herhangi bir insana, patrona, dogaya kolelik yapmaktan (patron, kisiligim ve dusuncelerim ve inanclarim ve prensiplerim pahasina da olsa atma beni lutfedip verdigin isinden) ve muhtac olmaktan (toprak, ne olur, bana yemek ver) ve yalvarmaktan (meteorlar, ne olur bize carpmayin) kurtulmak, insaniyet izzetimize kavusmak. Bu dunyadaki esas amacimizin fani olup da olumle sonlanan bir hayat icin olmadigini, nasil ki fetusun cigerleri amniyotik sivi icinde nefes almak icin degil, bir sonraki hayatinda oksijenli hava icin hazirlaniyor; bizim ruhumuz da olumdeki sonraki hayatimiza hazirlandigini, bu hayatin yoklukla sonlanacak kadar anlamsiz olmadigini (duygularim buna isyan eder), ve bu hayattaki esas amacimiza her an hazirlik yapma cabasi icinde olmamiz gerektigini (bu "caba"nin arapcasi "jihad", maalesef tam ters anlasilan cok konsept var kur'an'da, ya da sanki birileri ters anlasilsin diye medyayi ve gizli servisleri ozellikle kullaniyor) ve bunu da yapmanin 2 yolu oldugunu: 1) her an kendi ve yaratilmisliginin farkindaligiyla yasamak, goren gozum degil, gozume gormeyi Veren var; susuzlugumu dindiren bu cahil su degil, onu bana sifa Kilan var, vs seklinde 2) kendi farkindaligini, her an ne dusundugunun ve hissettigin ve nasil konusup davrandiginin farkindaligini, her an daha iyi bir insan olma cabasi icin sarfetmek: gratitude (sukur ve niyaz) yerine complaining (sikayet ve nazli) bir tavrim/yaklasimim mi var? affetmek yerine intikam, sevgi yerine nefret ve kiskanclik mi besliyorum? kirici mi konusuyorum? incitiyor muyum? kendime ve basklarina haksiz adaletsiz mi davraniyorum? seklinde hem vicdanimin hem de vicdanimi bana emanet Eden'in isteklerine (yani bana istettirdiklerine) uygun davraniyor muyum diye her an bencil olmak uzere yaratilmis ama sonuclari bize sevdirilmemis egomu check/kontrol altinda tutuyor muyum? egom mu bana hizmet ediyor, ben mi ona? bencilce davranip da sonuclarindan memnun olmadigim her zaman, eger bundan ders alirsam, egom bana hizmet etmis olur; ders almayip bencilce davranmaya devam edersem ise ben egoma hizmet etmis olurum.  http://www.sikhnet.com/stories/audio/horse-mind
...ve boylece bu sonuncu (7.) madde ise akli, duygulari ve ruhu nasil besleyip ihtiyaclarini karsilayabilecegimiz hakkinda dusunceler. bunlar hayattaki diger-mesela ekonomik-tercihlerimizi de yonlendireceginden burada relevant/ilgili.
7. madde ile ilgili daha cok dusunceler icin: http://pan-cck.blogspot.com/2013/09/oh-my-ego-who-has-lost-inner-peace.html

alhasil borca harca dusmeyecek sekilde, ay sonunda fazladan biriktirmis bulundugun parayla biletlerini alip gitmek istedigin tiyatro, sergi, konser, vs.lerine gidebilmen icin dua ediyorum, ve konserleri izlerken insanlara verilmis olan yeteneklerin Sahibine, sana bu sanattan zevk aldirttan duygularin Sahibine olan sevgin ve hayranligin da buyur; hem duygularin hem de ruhun mest olur; ve hepimizin Sonsuz'a olan sevgisi, Ilahi Aski buyur buyur ve benligimizi, egomuzu kaplar; egomuz dahi, tatmin olmus, baris ve huzur icindeki egolardan (nafs-ul mutmainnah diye geciyor kur'an'da) olur diye dua ediyorum. 

Sunday, September 8, 2013

Oh my ego who has lost inner peace...

Oh my ego who has lost inner peace and suffers! Are you the source of your own torment? Are you the source of what you see of yourself in front of your eyes and what you can see of your bones and organs in Xrays and of your brain activities in fMRIs and of your field of energy in photography and what you cannot see of yourself, like your torment? Or is your torment a most important sign on a most significant mission to remind you of your needs? Just as your hunger is a sign on a mission to remind you not to fail to eat your food and your thirst is a sign on a mission to remind you not to forget to drink your water and just as your various illnesses and pains are signs on most important missions to inform you you're not getting sufficient micro-nutrients (vitamins and minerals); so too your torment is a sign on an even more important mission reminding you of your purpose in life and reminding you not to fail to meet the needs of your soul and emotions as well as your mind.

Just like satisfying your hunger by knocking on the door of the Infinitely Generous and Merciful Sustainer encompasses different activities such as farming, hunting, working in return for food, finding and carrying groceries (or gathering fruits and vegetables), making cooking utensils and building fire sources, gathering fuel (wood, gas, electricity, etc) for the fire or working in return for such fuel (for ex: paying utility bills), cooking, setting up a table, gathering around it with family or friends, in small bites carrying the food to your mouth and chewing each piece, cleaning up the table and washing dishes; so too does satisfying your non-animal needs encompasses various activities.

Just like the infinitely many bounties you're gifted are signs exposing the Divine Attributes because of their incapacity and their ignorance and their unawareness and their weakness and their being in need of being kept in existence themselves and their being in need of the Divine Laws of Nature to continue being upheld; and because despite all this they seem to be magically performing acts of intelligent, merciful generosity; and the inconsistency of these two observations; so too the signs in revelation introduce you to the Divine Attributes proclaimed and reflected, as in mirrors reflecting the Sun's light, by the entire universe from the mind-blowing amazing properties of the most minute particle of an atom mimicking the solar system, to the breathtaking beauty and elegance of a galaxy comprised of billions of gigantic stars, the distance between each uncomparably ever so greater than the size of each of the stars themselves.

The signs in both the universe, yourself (your body, mind, perceptive senses, your feelings of hunger, thirst, pain, your emotions of peace, bliss, happiness, anger, torment) and the revelation, through the enlightened ones who have attained to the light of iman-faith with conviction- (prophets, companions, saints, teachers, masters, gurus, Sufi sheikhs, etc), through the use of your own faculties (perceiving, thinking, meditating, evaluating, freely choosing, deciding, intending to put into action, subsequently acting upon your intention, perceiving the results of your actions and so the cycle continues) and by the will of the Source of all these signs and the Source of guidance, guide you in the steps needed to be taken to satisfy your non-animal needs.

Just as the pure unadulterated water from among rocks or earth ignorant of your body and its needs, is the best gift to meet the needs of your body and to satisfy your thirst; and just as vegetables, fruits, berries, nuts, meats, green leaves, starchy tubers, honey, milk, seeds from dumb animals, tasteless earth, colorless air, shapeless light, powerless branches of wood, are a table spread about the Earth of most exquisite gifts of innumerable varieties of tastes and smells and colors and designs and shapes and sizes and texture; so too remembering and thanking the Generous One, the Supreme Artist, the Source of Colors, the Shaper, the Designer, the Merciful, the Healer is a gift of revelation to meet the needs of your mind and of your emotions and of your soul.

Just as you've been gifted with parents and grandparents and teachers and doctors and the internet to teach you how to satisfy your hunger and thirst and how to avoid physical illnesses and pains, so too you've been gifted with revelation and teachers to teach and show you how to thank and how to remember the Generous Giver of Infinitely Bountiful Gifts and how to cure the pain of your existential angst, remembered by many as the terrible teenage years or as a midlife crisis.

Oh my ego, who likes to be free in her decisions and who likes to see for herself what's right and what's wrong by way of practical experimentation, why do you not hesitate in experimenting what you were warned against and you are hasty to act in what you know or feel to be wrong; but when it comes to experimenting the recipe of peace attested to by millions from all around the globe, from the most ancient to the most recent times, you are quick to oppose and you are hasty in coming up with excuses and you are thoughtlessly inclined to forgetfulness and you are lazy like you are lazy for nothing else. Oh my ego, if your logic and your emotions aren't convinced enough to move you to act, at least give an opportunity to the power of Truth to be realized by practical experimentation. Try the same basic recipe repeated for thousand of years in slightly different forms and expressions and see for yourself how it affects the torrents of your torment.

The recipe is expressed "mubeenan" clearly in a fashion easy to understand by all but carrying layers upon layers of meanings if you are willing to dive in, out of the Mercy of the One Who reveals us the recipe of light and makes it manifest on Earth. (Qur'an: Ya ayyuha alnnasu qad jaakum burhanun min rabbikum waanzalna ilaykum nooran mubeenan (4:174) (Asad) O MANKIND! A manifestation of the truth has now come unto you from your Sustainer, and We have sent down unto you a clear light.) To feel gratitude you must first think, reason, observe and travel. (see for some relevant ayats (ie. signs or verses) listed at this link: http://pan-cck.blogspot.com/2013/09/how-to-do-q-with-revelation.html) You must come to realize and not only realize but live with the consciousness of the unity, holistic connection and harmony within the universe which exists as a web of energy consisting of vibrations and motions of particles within the atoms and of planets and celestial bodies within the void of the universe. What you call matter is as minute so as to fit the entire amount of matter the Earth consists of (after subtracting all the emptiness between particles within atoms and between atoms within molecules, etc) in a thimble the size of the tip of a finger. What you perceive with your senses and brain as substance, flesh and bones is essentially the energy of the vibration of the particles, the angels, i.e. the executors, agents or instruments of the manifestation of the Source of this energy, those carrying the Divine Names to make them immanent in the form of the universe. You must live with an every moment consciousness of breathing in what other animals and plants and humans around you are breathing out in a flowing web of energy and that every breath is a gift from the Orderer of this energy and matter.

Oh my ego! Do you not see that your thoughts and your emotions and your actions have consequences? Have you not experienced that with the expectation of the unwanted coming up in the future or the whimsical fear of annihilation, even the most desirable circumstances fail to please you or give you any pleasure? Have you not experienced that with the expectation of the beautiful or the imagination of the desirable you can find peace and satisfaction in even the most wretched situations? Do you not see that your thoughts and perspective and interpretations guide your emotions? Do you not see that your emotions and your intentions and your decisions guide your actions? Do you not observe that your thoughts and your emotions and your actions have consequences? Do you not see the cat running away from you when you are angry? Do you not see the humming bird drinking sweet juice in the hands of those who compassionately and patiently persevere in approaching them? Do you not reason that your emotions and your actions are part of the flow over time of the web of energy and consequently are made to affect all that is around you and all that will be brought to existence and to your awareness? Do you not understand that the Continuous Source of Energy, the Source of your criterion of justice, the Source of your compassion, out of mercy, is guiding you to the right and wrong by creating appropriately positive and negative (that which we are made to dislike) consequences to your choices of thoughts and actions? Do you suppose that the Infinite Source of this infinite energy will suddenly cease to emit its Divine powers? Do you suppose that the Divine Teacher is guiding you through ease and turbulence to teach you to an end of annihilation or is it to prepare you for your existence yet to come, upon the birth called death?

Why then, oh my inconsiderate, self-centered ego, do you not take it upon yourself the jihad, the striving of being ever watchful of your thoughts and your emotions and your actions to be in harmony with that which you are a part of and to be in congruence with the will of the Source to whom you belong? Why then oh my ego, do you not take it upon yourself the jihad of quitting your bad habits and establishing better ones in their stead? Why then oh my ego, do you not take it upon yourself the jihad of quitting the attitude of complaining and sulking and replacing it with that of continuous gratitude with every breath taken, every beauty seen, every faculty in your body, mind and soul working, every morsel of food you put in your mouth, every drop of water that cools the throats of the ones you love? Why then oh my ego, do you not take it upon yourself the jihad of stopping carrying all the burdens of your needs and your fears, but instead starting to trust in the true Provider and Sustainer in whose hands is all that we know exists and that we are not aware of.

Why then, oh my forgetful ego who would rather suffer from forgetfulness than take action to remind herself, do you not take it upon yourself the jihad of remembering the Truth? Why then do you not take the prescriptions teaching you and advising you how to remember the Truth and how to come to a higher understanding of It and how to live with It? Why are you apathetic to spending even as small as one or two hours of your day meditating upon the existence and its purpose and Source, in repeating the Divine Attributes of Beauty, Mercy and Perfection you so yearn for, asking all kinds of your needs from their True Source, the Unique One capable of meeting your desires, reflecting upon your weakness and poverty before your Owner, in gratefulness for the vicegerency you've been granted over the rest of the universe and studying the signs pointing to the Divine and the signs teaching of the Divine, and gathering with friends and loved ones to share this bliss of learning and using your mind and washing your heart and feeding your soul, just like sharing food and other things you love, in order that you may prepare for a life of eternity, where the karma, the outcome of all that you have gathered in this life will be realized and completed, oh my ego, when you are not shy from spending almost all your waking hours in running after your this-worldly affairs and finite pleasures that are bound to the grave, that are bound for transience, just like your very own body?
ayat (signs, verses) from the Qur'an:
Ar-Rum (The Romans)






  • 30:41 (Asad) [Since they have become oblivious of God,] corruption has appeared on land and in the sea as an outcome of what men’s hands have wrought: and so [38] He will let them taste [the evil of] some of their doings, so that they might return [to the right path]. [39]

  • Al-Hajj (The Pilgrimage)






  • 22:10 (Asad) [and he shall be told:] “This is an outcome of what thine own hands have wrought - for, never does God do the least wrong to His creatures!” 

  • An-Naml (The Ants)






  • 27:52 (Asad) and [now] those dwellings of theirs are empty, [ruined] as an outcome of their evil deeds. In this, behold, there is a message indeed for peo­ple of [innate] knowledge – 

  • Al-Qasas (The Narration)







  • 28:47 (Asad) and [We have sent thee] lest they say [on Judg­ment Day], when disaster befalls them as an outcome of what their own hands have wrought, “O our Sus­tainer, if only Thou had sent an apostle unto us, we would have followed Thy messages, and would have been among those who believe!”

  • Ar-Rum (The Romans)






  • 30:36 (Asad) And [thus it is:] when we let men taste [Our] grace, they rejoice in it; but if evil befalls them as an outcome of what their own hands have wrought [33] lo! they lose all hope!

  • Ya-Sin (Ya-Sin)






  • 36:64 (Asad) endure it today as an outcome of your persistent denial of the truth!”

  • Fussilat (Explained in Detail)






  • 41:17 (Asad) And as for [the tribe of] Thamud, We offered them guidance, but they chose blindness in pre­ference to guidance: and so the thunderbolt of shame­ful suffering fell upon them as an outcome of all [the evil] that they had wrought;

  • Ash-Shura (The Consultation)






  • 42:30 (Asad) Now whatever calamity may befall you [on Judgment Day] will be an outcome of what your own hands have wrought, although He pardons much; [34]

  • Al-Jathiya (The Kneeling)






  • 45:11 (Asad) [To pay heed to God’s signs and messages:] this is [the meaning of] guidance; on the other hand, [8] for those who are bent on denying the truth of their Sustainer’s messages there is grievous suffering in store as an outcome of [their] vileness. [9]

  • At-Tur (The Mount)






  • 52:19 (Asad) [And they will be told:] “Eat and drink with good cheer as an outcome of what you were wont to do,

  • At-Taghabun (Loss and Gain)






  • 64:5 (Asad) HAVE THE STORIES of those who, in earlier times, refused to acknowledge the truth never yet come within your ken? [They denied it -] and so they had to taste the evil outcome of their own doings, [4] with [more] grievous suffering awaiting them [in the life to come]:

  • At-Talaq (The Divorce)






  • 65:9 (Asad) and thus they had to taste the evil outcome of their own doing: [17] for, [in this world,] the end of their doings was ruin,

  • Oh my selfish and irrational ego who likes to drive me to trouble and pain when I do not use you appropriately, it is through you that the Source of Knowledge and Intelligence shows me how to attain an inner peace greater than that of animals and angels and nature. It is through using you properly, as taught by the enlightened ones, and by riding you like the horse of Burak that I journey ever closer to my Infinite Source. Oh my spoiled ego who likes to act like a child complaining instead of being grateful to her parents! I am thankful for the gift of you and I love you for being the means of opening me the path to my blissful connection of love towards the universe I am a part of and towards the Source of the universe that I belong to and the Source of the mercy and love that I am given samples of.

    In Lak'ech (I am you) (I am another yourself)
    Love your neighbor as yourself.
    Ong namo, guru dev namo (I call upon the reflection of the Divine in the universe, I call upon the manifestation of the Source of Truth and Wisdom within me)
    La ilaha illa Allah (there is no deity (Source of power, mercy, etc) but TheOneGod)
    Shalom/Salaam (peace)
    May you be surrounded by the Eternal Source of love and peace!


    Qur'an translation by Leopold Weiss Muhammad Asad from http://www.islamicity.com/QuranSearch/

    Saturday, September 7, 2013

    House of God's Children-Finances

    House of God's Children
    Madrasat az-Zahra (School of Flower)
    My dream:
    An alternative system proposition to modern schooling

    ----First draft----

    For the overview of the House-Madrasah and for some basic principles, as well as the provided links for
    -The facility
    -Activity examples
    -A typical day
    -Project examples
    -Finances

    FINANCES

    Initially we will need donations for the facility to be built in its entirety (including furnishing, and main education tools such as computers, sewing machines, shoe making device, piano...) together with the farming grounds. Once the families settle and school starts, the efforts will focus on self-sustenance. For this an attitude of conservation of resources and a minute sensitivity against wastefulness&consumerism will provide a strong basis. Menial classes such as farming, soap making, etc will give the children the opportunity to contribute to the finances of the facility. 

    Any excess farming products such as vegetables, fruits, berries, goat cheese&yogurt, eggs and salad is sold at the nearest farmers or fresh markets or co-ops for some monetary income to buy:
    - groceries that we probably can not grow, mainly: meat, nuts, coconut products, vinegar, olive oil, salt, cocoa
    - expenses needed for farming and gardening itself
    - to partially provide for mothers' salaries (this portion of mothers' salaries is in exchange for their farming efforts and is divided among mothers depending on their contribution level to gardening and house chores, expected to be all about equal)
    The separation of farming income from the other incomes (below) is to ensure that there is sufficient farming activity going on by parents and children, that no other incomes are needed to be used for food related expenses.

    Day-time students not only have access to all schooling including music, sports, gardening, etc, they also shower on facility after exercise, nap on facility day-time, and have breakfast and lunch on facility. They pay tuition to attend this "farm-house-school" in order to meet the below daily needs. The number of day-time students should be about equal or slightly larger than that of the boarding students, such that one day-time student's tuition will be providing approximately for the following needs of both herself and 1 boarding student:
    - to provide the remainder of mothers' salaries (this portion of mothers' salaries is decided taking into account that they don't have rent, utilities, groceries and cleaning supplies expenses and depending on how much time they spend outside of gardening and house chores on activities related to their expertise such as teaching yoga or music, etc. This also includes myself since I will be more heavily doing teaching and will not meddle much with chores or gardening, as I hope to live outside but near the facility.)
    - to provide the fees of attending outside classes (such as ballet)
    - books, art supplies, toys, any other education material such as media, musical instruments, sewing and soap making materials, etc.
    - utility bills,
    - all biodegradable cleaning and hygiene supplies for entire facility, except for what is already made on facility (such as during soap making classes) [if more soap is made then needed, those too could be sold in markets with groceries to provide for other needs],
    - should any mending be needed for facility buildings
    - medical needs such as emergency tool kits, medical herbs, vitamins, acupuncture needles, etc

    All-natural clothing for boarding students is provided by way of sewing classes and the mothers are responsible for any additional clothes. For additional clothes 2nd hand natural (such as cotton) clothing will be encouraged especially while the children are still growing fast.

    Health needs for boarding students will be met by the acupuncturist (or other health care professional) mother on facility. I hope by the time this project comes to life, health insurance will not be needed for emergency care.

    For any adopted pets by boarding children, they will be encouraged to provide for them by letting them hunt, collecting food for them and any additional expenses should be met by mothers.

    If the mothers have cars (they probably will) they will be responsible for the expenses of their cars.

    I'm not sure what the tax situation would be for such a complex. Rationally, if anything the government should support such a project, but it might be too optimistic to expect such a thing from the modern corrupt governments.

    Graduating boarding students will be expected to pay "alumni charity" for the building of additional complexes in order to house and educate an increased number of orphans. The average expectation for alumni charity will be about the amount of tuition they would have payed if they were day-time students (or more (: ).

    ***
    If you're interested in any of my original design ideas please feel free to contact me with questions, comments and suggestions. If you're interested in financing such a project, I already love you :)

    House of God's Children-Project Examples

    House of God's Children
    Madrasat az-Zahra (School of Flower)
    My dream:
    An alternative system proposition to modern schooling

    ----First draft----

    For the overview of the House-Madrasah and for some basic principles, as well as the provided links for
    -The facility
    -Activity examples
    -A typical day
    -Project examples
    -Finances

    PROJECT EXAMPLES
    for Activity boards:
    Project 1 for younger kids
    Step 1: In the art room cut out from various materials and in various designs (as the children please) names of languages commonly spoken around the world (such as French, Arabic, Spanish, Chinese, English, etc)
    Step 2: In the library use a map of the world's continents drawn by the older kids (~7-10 yrs old) to stick the language tags in the appropriate locations (which parts of the world are Francophone? etc..)

    Lengthy Project #2 for older kids
    When I say lengthy, I really mean lengthy. Studying the millions of years of the history of our Earth can take many years to complete. This is a project that can be used to encompass many natural and social sciences and other disciplines in an interwoven manner.
    The geology of the earth's continents in their stages mapped on large sheets with dates (how many million or thousand years ago) and creative drawings (or statues) of the animals and vegetation dominating the earth at that time.
    This is a good way to tackle geology, animal and plant taxonomy, art and map making all at once. You can try different projection drawings of the earth to 2-D or you can even try making 3-D scale models. Children should not be restricted in their expressions of ideas but supported and guided instead.
    As the dates approach the last few 100K years, also address migration paths of early humans and this is a good time to tackle anthropology and the hunter gatherer lifestyles.
    When the last 10K years with the boom of agriculture around the world and the beginning of the more heavily recorded history is studied, draw stages of the earth with increasing frequency of years, including the tribal, political and historical changes and major cities as well as continuing to map with appropriate frequencies any major changes in the fauna or animal species.
    In this discussion the changes of migration of languages over millennia (linguistics) and the history of sciences and disciplines can also be included. The discussion of vernacular architecture as well as ancient lifestyles and family types within this project should be merged with folklore and literature readings.
    When studying history of sciences and disciplines, if anyone seems particularly interested in a certain field, greek logic, usul tafseer (methodology of exegesis), alchemy, etc, they should be encouraged and guided to delve into the field more.
    Children should be guided to divide amongst each other, based on passion, interest and ability, who wants to research which aspect of each historical or geological age. Thus, the map of the earth in a certain moment in time will be an opportunity for them to discover whether they're more curious about the animals who lived around the globe then, or the kinds of houses and families people built, or the kinds of clothes they wore or the sports they did, etc. Most importantly, it will bring about a spirit of sharing and collaboration, instead of comparing and competing. At the end, they will all share what they have learned with each other and thus build a series of wall size maps in conjunction as a group.

    Sub-Projects:
    Project#2 is pregnant to an innumerable variety of shorter sub-project topics the kids should be guided into coming up themselves.
    for ex: History of education in the Ottoman Empire (history)
    Where did the dinosaurs live? (biology)
    Why do continents move? (geology)
    What brings about major climatic changes? (geography)
    The shamanistic practices of Mongols (history of religion)
    How was silk first made? (history of technologies)
    The invention and evolution of money and currency (economics)
    etc
    While the teacher should actively help the children to come up with project ideas by touching upon various topics and exciting the curiosity of the young minds, they should also help them conduct the project. The teacher should guide the students in the correct direction of finding authentic appropriate resources while also teaching them how to find and assess resources. They should let the students investigate these resources themselves or in groups, again with mild supervision. Artistic presentation of collage boards, storyboards, etc of the students' choice (but again with ideas offered by teachers to broaden the options) should be encouraged over dry papers. At the same time, occasional academic papers are good for those inclined to an academic path.
    The research with its completion should be presented by its preparer(s)  to the rest of the students, so information flow can be established, students actively participate in the act of teaching and they can develop proper public speech and presentation skills. They should be encouraged to use any space in/outdoors and include any act or demonstration alongside.
    Thus, even a musical (complete with authentic outfits designed and prepared by students themselves during stitching class) about the drastic changes of the Ice Age can be conceived. Offering them more options is again to encourage the nourishment of their creativity and individual freedom of thinking&dreaming&imagining, while at the same time learning useful menial skills.
    The teacher isn't just a sermon giver but an overseer of projects, an advisor who suggests varied options.
    True education should be about allowing the children to bloom like flowers, not be enclosed inside boxes built by and for the greedy capitalist monsters.

    House of God's Children-A Typical Day

    House of God's Children
    Madrasat az-Zahra (School of Flower)
    My dream:
    An alternative system proposition to modern schooling

    ----First draft----

    For the overview of the House-Madrasah and for some basic principles, as well as the provided links for
    -The facility
    -Activity examples
    -A typical day
    -Project examples
    -Finances

    A TYPICAL DAY

    5 am: wake up to the sound of the morning adhan, make ablution
    children older than 7 yrs old will be woken up by their moms at this time
    5:15 am: hit the prayer hall for 1/2 hour yoga
    5:45am: 15 minutes meditation
    children older than 3 yrs old will be woken up by their moms at this time if they're not awake yet
    6:00 am: salat subh (morning formal prayer) followed by tasbihat
    second room available for prayers of another tradition-such as Sikh chanting of Gurdwara.
    children are encouraged to join prayers but never forced to do so.
    any children still sleeping should be waken up for exercise-unless for health reasons.
    Day-time students [and if they wish, also their parent(s)] are expected to show up at the latest at 6:30am for exercise or as early as 5:15am depending on their choice. 
    6:30am: sunrise. Exercise time! Swimming or running or playing ball, active exercises
    during this time at least 1 mother preparing breakfast
    7:15am: shower and change
    7:30 to 8am: hit the dining room to gather around table for a strong breakfast and help set up
    Breakfast: eggs, mushrooms, goat cheese&milk, olives, fruits, peppers, onions, tomatoes, etc.
    (all from the farm) (no grains, legumes, sugar or processed food)
    8:30 am: breakfast over, help clean up and let children decide what they want and wash up/get ready
    8:45am: teacher, some parents and all children hit the farming gardens with their materials based on the activity decided by vote--say math. The younger children (~3-6 years old) could be asked to pick vegetables and count them, the older children (~7-11 years old) can take short breaks from written math by helping the adults in the harder works.
    Or say they decided upon free writing. The younger children could practice the alphabet and basic handwriting skills, or write a letter to their biological parents in heaven, perhaps getting help from older children and parents, besides the teacher, while the older children could write an essay, a story or a poem individually or in groups as they please. The goal is to improve their creative writing and self expression skills but also, especially for younger kids, to develop proper legible hand writing.
    Say they decided upon reading antique literature time by the pool. Children decide what language and what book to be read and discussed/analyzed as a group. Younger children are read tales and legends by a parent, whereas older children read harder to follow texts taking turns with a teacher.
    Unlike the older children, younger children will not spend the entire 2 hours with their chosen activity; therefore they will be encouraged to spend about 1 hour with Qur'an (or poetry) recitation and memorization (by way of passive listening to recordings or simultaneously following text).
    This is also a good time to do field trips if not going to the farm (such as going to the science museum)
    10:45am: moms put children to nap
    day-time students use one of the prayer rooms or the bedrooms of moms (who are fine with it) to nap.
    11am-1pm: adults nap time
    12:15-1:15pm: older children wake up from nap (those who wake up early remain silent and read or go help their moms with chores or join noon prayers)
    12:15-2:15pm: younger children wake up from nap
    1pm: go to prayer room for salat dhuhr (noon formal prayer) followed by tasbihat
    1:15-1:30pm: older children grab snack for lunch from kitchen (can also join prayer) and head to the art room or next activity
    Lunch snacks such as chocolate -made w/ raw honey-, carrots , fruits, berries, nuts, chicken drumsticks, salad, avocado cocoa pudding, etc.
    2:15-2:30pm: younger children grab snack for lunch from kitchen and join the older kids in the art room
    2-3 days a week, the afternoons will have something less structured such as free play time, fishing, board games, movie day, going out for a hike day, helping moms with farming day, helping moms with cleaning day, selling and buying food at the fresh market day, etc. During the remaining days:
    1:30pm: go to the art room and library to work on a project (see examples under the subtitle "Project examples") under teacher supervision in small groups or individually. this is the time for children to explore their favorite subjects and express themselves in any medium but also share their art and their findings in natural and social sciences with their peers, generating a buzzing field of creativity, to reflect the name al-Khaliq, the Creator, of God
    2-3 days a week
    4pm: go to music room or dining room for music lesson, learning notes, playing instruments, listening to classical musics of different cultures (a little bit of math can be covered during this time while studying notes)
    5pm: go to prayer room for salat asr (afternoon formal prayer) followed by tasbihat
    5:30pm: menial lessons such as sewing, shoe making, cooking, soap making etc. (this is also time to do undercover math)
    Day-time students can leave after the last class around 6:30p. 
    6:30pm:  hit the dining room to gather around dinner table and help set up
    2 days a week
    4pm: ballet, dance or team sports (this could be something where kids attend another school for these lessons of their choice, thus having an opportunity to socialize with children outside the group) when the children need to be transported outside of the facility, mothers are responsible for doing so.
    Day-time students will head directly home without returning to facility after this last class ~6p. 
    6pm: go to prayer room for salat asr (afternoon formal prayer) followed by tasbihat
    6:30pm: hit the dining room to gather around dinner table and help set up
    Dinner: fish or chicken or meat and vegetables and fruits and/or salad.
    7:30pm: sunset. dinner over, help clean up and wash up/get ready
    7:45pm: go to prayer room for salat maghrib (evening formal prayer) followed by tasbihat
    8-8:30pm: moms put kids to sleep-reading the stories of their choice
    9pm: go to prayer room for salat 'isha (night formal prayer) followed by tasbihat
    9:30-10pm: adults go to sleep, moms are encouraged to cosleep with some of their children (perhaps taking turns among the older ones) but especially with the ones younger than 3-4 years of age and newly adopted children until they adapt to their new moms. 

    House of God's Children-The Activities

    House of God's Children
    Madrasat az-Zahra (School of Flower)
    My dream:
    An alternative system proposition to modern schooling

    ----First draft----

    For the overview of the House-Madrasah and for some basic principles, as well as the provided links for
    -The facility
    -Activity examples
    -A typical day
    -Project examples
    -Finances

    THE ACTIVITIES

    The single mothers are responsible of their (biological and adoptive) children, the upkeep of the facility, farming and cooking fresh food every day as well as assisting with other tasks such as teaching. We need bilingual mothers with specific expertise: acupuncturist (or herbalist or doctor of eastern medicine), yoga teacher, gardener and chicken&goat farmer, music teacher, seamstress and shoe maker. Since the first complex can only house 5 mothers, initially these are all the expertise areas we could ideally cover. For areas of expertise (such as hunting, expert in tool making in the wild, etc...) where a mother may not be found, teachers could be hired seasonally or other solutions may be found; for ex children may be sent to summer camps with a focus on hunting and camping skills.

    Other children come to school early in the day with the sun (or earlier if they would like to attend morning yoga, meditation and prayers) with preferably one or both parents and have complete access to all communal areas.

    For ex, while the parents and some of the single mothers are gardening vegetables and berries, a portable board could be used to teach in the garden while the kids sit on earth with their writing boards. In this, the aim is to provide flexibility and removing the constraints, unbefitting of humans let alone children, of rows of rigid seats and tables in closed classrooms where moving and talking and laughing and drinking water and and and... are not allowed. Also a desirable side effect is that the minds are refreshed with the exposition to fresh air and sunshine (Vitamin D!), while the direct contact with earth helps provide probiotics vital for a strong immune system. Here they can sit, stand on their heads to provide extra blood flow to the brain, jump in frog position, whatever it takes for them to have fun while learning with better motivation and increased involvement. Therefore, outdoor learning on a daily basis (when the weather isn't extreme) should be encouraged.

    Science learning should be done in the field when possible: museums, labs, examining plants in their natural environments, observing animals in national parks, etc.

    The large communal kitchen can function as a simple lab with some addition of equipments.

    Math can be learned in action too sometimes:
    for ex: fraction studies with recipes and measurement cups and spoons. To be done during cooking class.
    for ex: During sewing class, calculating measurements for sewing clothes or for designing them with human form drawing.
    These are more tangible ways of understanding the concepts as well as how they can be useful in practical life. Math that is more elemental can be done outdoors focusing on problems to be solved without pen and paper to fortify the mind and concentration.
    for ex: Sarah went to a hen house with 5 chickens. God had offered each chicken 2 eggs. She said praises to God and with gratefulness collected all the eggs. On the way back she dropped 2 of the eggs from her hand basket and they broke. She asked for forgiveness from God for wasting the eggs, out of lack of sufficient attention. How many eggs was she able to bring to her mom in the kitchen?
    Students are expected to do ( 5*2=10, 10-2=8 or 5-1=4, 4*2=8) in their minds, loud collaboration as usual can be allowed. It is more important that they can solve a problem as a group, rather than just individually. If no one brings up the second method, present it to their perception and explain why it works if needed. These type of activities can be done while doing menial jobs such as picking weed or collecting fruits. That way it doesn't even feel like "work" and you can all multitask.

    Learn math, history, etc not just from modern textbooks but also from ancient original principal books. How about studying Ibn Sina (Avicenna), etc?

    Memorization of the Qur'an by repeatedly listening to recordings and recitation

    Also memorizing poetry (or theater) in various languages with impressive recitation or acting-pieces chosen by the children themselves

    Cooking projects will involve recipes of various cultures, picked by the children, with background music from the same culture.

    all children learn to grow their own food to ensure their freedom and independence

    how to survive: hunt, gather, garden

    travel

    extensive biology, herbalism

    literature with critical reading skills from varied cultures, especially antique Indian (ex: Mahabharata), Chinese, Ancient Egyptian, Roman, Greek (ex: Iliad), Ottoman (ex: Rumi, Yunus Emre), Persian, etc.
    Ancient technologies (Islamic, Chinese...)

    Chinese medicine

    Yoga, meditation and prayer daily mornings

    Exertive sports every morning: swimming, running, ball play

    Take the work outside the classroom: garden, kitchen, poolside, media room, art room..

    Children are encouraged to pick from the animal shelter and look after pets so they can learn first hand and up close about animals and taking responsibility (just like in hunter gatherer societies).

    House of God's Children-The Facility

    House of God's Children
    Madrasat az-Zahra (School of Flower)
    My dream:
    An alternative system proposition to modern schooling

    ----First draft----

    For the overview of the House-Madrasah and for some basic principles, as well as the provided links for
    -The facility
    -Activity examples
    -A typical day
    -Project examples
    -Finances

    THE FACILITY
    The school is attended by both boarding students and day-time students. On the facility, orphans are paired with single mothers. Children of all ethnic backgrounds younger than 2-3 years old are adopted for a rainbow environment, children of families who would have specifically wished their young to grow up in a spiritual environment are given preference. In each apartment lives a mom with one or 2 biological children and 1 to 3 adopted children (total of up to 4 children), each mom having all girls or all boys. 

    The entire facility is intended to look far from an orphanage or women's shelter or a school or a farm house but more like a palace out of an Arabian fairy tale, to somewhat befit its madrasah identity. It is preferably located somewhere we can fish (i.e. hunt). The facility is made up of complexes, initially 1 complex, but if the #of boarding children increase then more complexes of similar style can be built. Every complex provides home for up to 5 mothers and their 20 children (avg of 13 adopted and 7 biological children). Each complex is made up of 3 buildings fitted in 3 circles of equal radii (r=~11 mt~36 feet), their centers passing through a 4th inner circle of also equal radius. The 4th inner circle constitutes the completely private area with the swimming pool in the middle. This inner yard is covered with a removable clear dome. Thus all 3 of the buildings face the pool and line the inner yard providing privacy for mothers and children. The buildings are seated in the remaining portions of the 3 outer circles and while the side of each building that looks to the pool constitutes a 120 deg arc-circle, the side of each building that doesn't face the pool has 8 of the walls of the largest dodecagon (12-sided polygon) that can be circumscribed in the circle. The Taj Mahal style domes of each 3 buildings are partially circular to cover the unusually shaped buildings underneath. Large stained glass arched windows, wood carvings and arched roofs with Alhambra style columns match the traditional looks of the complex. Each building constitutes of 3 floors, housing the apartments of the moms, as well as a communal living&prayer room, kitchen and dining room, laundry room, art room, computer room &research library, media room, soundproof music recording room, pool and inner yard, garage, grill, outer garden and farm. The building and everything within it from furniture to rugs, clothes to cleaning materials, is made of all natural, earth friendly materials such as hemp. The building will be designed to be as self-sufficient as possible: good insulation to minimize heating and cooling expenses, composting trash for gardening, etc. All 3 buildings (except for garage) and the inner courtyard are all shoe-free zones.

    Area of 1 floor=(r^2)*(3-pi/3-tan15/2)=~1.82*(r^2)~225 sq.mt.~2,422 sq.ft.
    Area of total 9 floors of all 3 buildings=225*9=2,025 sq.mt=21,797 sq.ft.

    Building #1: middle floor, pool level: 1 large yoga&prayer&living room, 1 small prayer&meditation room (both rooms with cushions, rugs and ottoman style seating-sedir- along the walls only, decorated w/ large plants; 2 rooms offered for possible simultaneous prayer and/or chanting in various traditions), 1 bathroom with multiple floor toilets and a mini-sadirvan (seated ablution sinks), 1 small bathroom with seated toilet for visiting fathers and the comfort of others. This floor opens to garden#1 (between buildings #1 and #2) through a downward stairwell with a curved roof and has a door to the inner yard, as well as upstairs and downstairs access through stairwell.
    Top floor:  the 1st 3BR apartment, this is one of the several almost identical apartments the complex houses; 3 bedrooms, 2 bathrooms and a kitchenette. The mother's larger bedroom has a queen sized bed, a nightstand, a vanity desk with stool, a one-armed couch with coffee table and optionally an office desk. One of the bathrooms is in this room besides a large walk-in closet with shelves, hangers and drawers as well as a chair. The other bathroom (for kids with two toilets and two sinks, one shower and one tub) and a kitchenette is in the hallway. The smaller 2 bedrooms are shared by up to 4 children. Each room has its own walk-in closet with hangers, shelves and drawers for storing clothes and linens but also share a 3rd closet with drawers and shelves for storing toys and books. One of the bedrooms has an L-shaped desk with 2 chairs, the other bedroom has a small desk with 1 office chair but also a one-arm couch with end table. Each room has 2 nightstands and 1 queen-sized bed as cosleeping between siblings and parents is encouraged.
    Bottom floor: the 2nd 3BR apartment, same as top floor. The bottom floors of each building have windows on the side of the buildings not facing the inner yard.

    Building #2: middle floor, pool level: 1 large area constituting the dining room (decorated w/ large plants), toilet (with sink, no shower) and kitchen (large floor seating with low table and cushions as well as a dining table for the comfort of some and a piano for practice&cheering up meals). The kitchen door opens to garden#1 through a downward stairwell with a curved roof. This stairwell is the mirror image of the one that comes down from building#1 and the two stairwells meet in garden#1 where the compost bin is kept under the stairs surrounded by edible green leaves such as mint as well as visually pretty flowers. The grill is kept in this garden, further away from the stairs. The dining room opens to the inner yard with pool. Upstairs and downstairs access through stairwell.
    Top floor: the 3rd 3BR apartment
    Bottom floor: the 4th 3BR apartment

    Building #3: middle floor, pool level:. art room, computer room &research library (decorated w/ large plants), 2 bathrooms (each with 2 toilets, 1sink and a multi-shower-head for male and female day-time students to shower after exercise.) The library opens to the inner yard with pool. Upstairs and downstairs access through stairwell.
    Top floor: the 5th 3BR apartment.
    Bottom floor: 4 car-garage with storage and soundproof area holding laundry room, music recording room, media/movie room. (Thus it is possible to enter this building from outside through the garage and a door next to the garage door. The other buildings have access to outside through doors in bottom floor apartments and through stairs leading to middle floors and each building has access to the inner courtyard.)

    All 3 bottom floors also step down to underground passages that can be used as emergency shelters.

    Further Details:
    Kitchen has an island counter underneath of which there will be glass jar boxes (made of hemp, bamboo, wood) and shelves, one length for nuts (raw and in shells to prevent over eating), one length for herbs (to make tea), one width for berries and fruits, one width for water and veggie snacks such as baby carrots, grape tomatoes, etc, such that the island counter continuously holds healthy snacks that will prevent children from craving unhealthy junk or sugar. That the storage is underneath the counter will allow younger children to easily reach food without needing help. However, no matter when they eat, if they are inside the building they have to eat on the table or floor cloth in dining room and wash hands before and after. We cannot have children eating all over the buildings and smearing it on all the walls and rugs :) we have to minimize mess before it happens to reduce cleaning time. If they want to eat and walk around and make a mess the children can always choose to do so out in the gardens.

    Wednesday, September 4, 2013

    House of God's Children, Madrasat az-Zahra

    House of God's Children
    Madrasat az-Zahra (School of Flower)
    My dream:
    An alternative system proposition to modern schooling

    ----First draft----

    Links are provided below for these subtitles:
    -The facility
    -Activity examples
    -A typical day
    -Project examples
    -Finances
    OVERVIEW

    The House of God's Children is a facility located on a farm where orphans 3 years old or younger are adopted by single mothers all living in the facility initially formed of a single complex housing five apartments and common living and educational grounds surrounding an inner yard with a swimming pool. All mothers are bilingual and professionals in various areas. While the mothers upkeep the facility, they also garden, farm chicken and goats and help with teaching. Non-boarding students attend all day time activities together with the boarding students, such as sports; learning and practicing menial tasks, mathematics and literature; participating in creative scientific&artistic projects; farming; napping; field trips; breakfast &lunch; fishing; prayers; Qur'an and poetry memorization and classes outside the facility. One complex is intended to have the capacity to teach 20 boarding and 20 to 30 day-time students.  Parents of non-boarding students are strongly encouraged to participate in all activities as much as they can, especially when younger children are getting acclimated.

    THE PRINCIPLES
    No individual examination
    Education based on oral&hands-on&written learning with independent cooperative group projects.
    Cooperation, sharing and helping will be rewarded, individual assessment and especially comparisons will be strongly discouraged. NO to racing, yes to harmony.
    holistic approach disciplines should be merged
    teachers should expect the students to exceed their knowledge, not stay within the limits of.

    parents should be included. children belong with their parents, not strangers most of the time, especially when younger. learning&education starts the day we're born ( or conceived), O Divine Teacher!
    "(...) وَعَلَّمَكَ مَا لَمْ تَكُنْ تَعْلَمُ (...)"
    4:113 (Asad) (...)and has imparted unto thee the knowledge of what thou didst not know (...)
    4:113 (?) (...)and He taught you that which you used not to know (...)

    The history of ancient cultures should be studied in their own languages as much as possible. This is one reason we will strictly look for bilingual mothers, fluent in English and at least one other. Mothers will be asked to speak in a language other than English on a daily basis with their own children. Thus different sets of children will have as their native tongues different languages and the entire complex will be a multilingual environment where children of different mothers teach each other various languages. The more variety of languages, the better, this will help expand their paradigms.

    I can teach them:
    1. Turkish
    2. English
    3. French
    4. Some Arabic which I could guide them in surpassing me.
    One complex has capacity for 5 mothers and initially when we have only one complex, I will be looking for mothers preferentially fluent in the following 5 languages:
    5. Spanish
    6. An indian language
    7. A chinese language
    8. Persian
    9. Russian
    10. Latin ;)
    Our children could thus easily be fluent in 9 languages-if, of course we can find such qualified single mothers willing to participate with a long-term commitment. Mothers adopt children for life (just like biological children). Because they're mothers (and aunties), not just teachers, even if they marry they will have to continue living on or at least near facility (but always with the children) w/ their new husbands for the project to be applicable on a long term basis, at least until the children complete their basic education and are ready to make a living or to attend college, or, better yet, directly grad school by way of skipping college (unless they get an amazing college scholarship w/ no loans or strings attached).
    (Watch the youtube vid titled the "college conspiracy" abt the scam called college, if you don't know why I'm saying "better yet" although (or should I say, "because") I myself, and most family and people around me have a college education or higher) https://www.youtube.com/watch?v=kC_RYgkkmcM&list=TLB2saZY1WlrU

    emphasize art&creativity in every activity.

    be open to the children's ideas and suggestions

    don't have preset schedules for every single thing.
    for ex: Kids! What do you want to do after swimming? Math in the garden (counting apples 3 by 3 in the orchard) or reading by the pool (Arabian tales in Arabic)? Include them in the decision making process.

    Try to stay away from government borders except when studying modern history. The world should not be perceived as an inherently politically divided space. It is the earth, the globe we all live on, a gift of God. We shouldn't promote a nationalistic or patriotic approach. Instead, a global multilingual and multicultural aspect in every field should have key emphasis.

    Instead of feeding information down the kids' throats, we should teach them how to learn and research whatever fancies their abilities best. This will give them freedom of knowledge and ability to pursue their education by being able to teach themselves as an adult. It will also teach them not to take for granted what others say without at least attempting to verify it for yourself through logic and experiment and research.

    Learning to think critically is more important than learning any piece of information. It is an important tool in the path of searching for the Truth.

    Being able to chose what to concentrate their interests on will better help them figure out their preferences early on making it possible to focus on certain skills early on. for ex: playing instruments, advanced math, sewing & fashion design, farming & gardening, etc. Thus, one who has no mathematical, philosophical or artistic aspirations further than the basic but loves working with earth, could focus on the intricacies of gardening.

    Every field should be presented with its due importance, survival skills (ex: fishing, growing food, making simple tools) are among the most important as they're a precious tool in ensuring our freedom from the shackles of cruel civilizations. Morality and spirituality are also among the most important as being human precedes being knowledgeable or talented.
    Sport participation, especially for younger children is very important for health reasons.
    Many other menial tasks are secondarily important as they support the survival skills, the day-to-day necessary chores.
    Math is also secondarily important as it is the description of the mechanism of the universe's design and many mammals and even birds have a basic understanding of math (counting and simple addition, subtraction.) Sufficient math to survive in the financial world with practical application of how to pay your bills and cards without being involved in (evil) interest, fees and penalties should the kids later choose and end up living in an economic system similar to ours, as well as other practical applications of math mentioned below, should satisfy kids who are not otherwise interested or talented in math. Not everyone needs to know differential equations. Those who are particularly interested in math, such as myself, can be guided into teaching themselves higher levels of math with the teacher available as a tutor whenever the student is stuck or has difficulty comprehending a concept. I can personally help with up to 3rd or 4th year college math depending on specific subjects.
    Philosophy, theology, literature and art are also secondarily important because they help us explore our purpose in life and help us understand others critically, communicate with those of different backgrounds and be more expressive of our thoughts and emotions.
    Other sciences and disciplines (such as physics and astronomy) are of tertiary importance unless a particular student is particularly interested in them.

    A global holistic view should be one of the emphases.

    If you would like to know more about this project, here are links for the following subtitles: