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AlGhazalisIhya-Book_of_knowledge, page : 112
suggestion rather than openly, and with sympathy rather than with odious
upbraiding. Open dissuasion destroys the veil of awe, invites defiance, and
encourages stubbornness. The Prophet, praise and peace be upon him, who is
the guide of every teacher, said in this connection: “If men had been forbidden to
make porridge of camels‟ dung, they would have done it, saying that they would
not have been forbidden to do it unless there had been some good in it.”
The fifth duty is that the person who is teaching a certain science should not
belittle or disparage the value of other sciences before his students. Thus it is
customary for the teacher of language to disparage jurisprudence and the
teacher of jurisprudence to slight the sciences of traditions and interpretation.
Such traits are blameworthy and reprehensible in teachers, and should be
avoided.
The sixth duty of the teacher is that he should limit the student to what the latter
is able to understand and should not require of him anything, which his mind
cannot grasp for fear that he would develop a feeling of dislike for the subject,
and his mind would become confused. In this the teacher should follow the
upbraiding. Open dissuasion destroys the veil of awe, invites defiance, and
encourages stubbornness. The Prophet, praise and peace be upon him, who is
the guide of every teacher, said in this connection: “If men had been forbidden to
make porridge of camels‟ dung, they would have done it, saying that they would
not have been forbidden to do it unless there had been some good in it.”
The fifth duty is that the person who is teaching a certain science should not
belittle or disparage the value of other sciences before his students. Thus it is
customary for the teacher of language to disparage jurisprudence and the
teacher of jurisprudence to slight the sciences of traditions and interpretation.
Such traits are blameworthy and reprehensible in teachers, and should be
avoided.
The sixth duty of the teacher is that he should limit the student to what the latter
is able to understand and should not require of him anything, which his mind
cannot grasp for fear that he would develop a feeling of dislike for the subject,
and his mind would become confused. In this the teacher should follow the