Description
Naguib Mahfouz (1911–2006) was the most important Arabic writer of his generation. He is the author of over thirty novels, including The Cairo Trilogy and Children of the Alley. In 1988 he was awarded the Nobel Prize for Literature.
Working to improve mutual understanding between the Middle East and the West
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Naguib Mahfouz (1911–2006) was the most important Arabic writer of his generation. He is the author of over thirty novels, including The Cairo Trilogy and Children of the Alley. In 1988 he was awarded the Nobel Prize for Literature.
Introduction by Rasheed El-Enany
Religion and School
The Issue of Platforms
Virtual Unemployment
The Scarecrow
Millions and Pennies
The Accusations against Nasser and Freedom of the Press
Imported Ideas
Arabs and Civilisation
Poor and Noble
Killing Your Brother Whether He is a Criminal or a Victim
Thoughts and Things
Islam and the Battle of Ideologies
O god!
A Platform Without a Distinguishing Characteristic
The Battle of Worries and Pacts
Wasted Potentials
Times of Salvation
A Battle and Men
Doctrine and Example
Important Matters
A Murderer and a Murderess
The Philosophy of the State Radio and Television
Cultural Aspirations
From Top-Down to Bottom-Pp
Complaints as a Prelude to Administrative Reform
A Word on Sedition
Arabs and Arabism
Genies and the Intellect
Aberration
Oversight and Administration, Accountability and Reward
Universities and the Responsibility of Criticism
Islamic Experiments
Until They Change What is in Themselves
The Long-awaited Revolution
The Emptiness of Slogans
The Voice That Must be Heard
Negative Aspects of Society and Things That Shouldn’t be Done!
From the Multitude to the Society
Culture and the Broadcast Media
The Muslims between Muhammad (Peace be upon him) and Abu Lahab
A Decision of the Majority Party
Between Opinion and Action
A basic Principle in the Case of Graduates
Our Fate Lies in the Hands of the Labour Force
The giants Series
Deeds and Men
Diagnosing Calamity
People Deserving Pity
A Difficult Transitional Period
The Meaning of Science and Faith
What Do We Want from the Shura Council?
A New Phenomenon Called Child Disappearance
When Will the Eradication of Illiteracy be Completed?
The University and intellectual Leadership
Freedom of Thought
National University
Our Language in the Media
The Path to a Real Rebirth
Art, Politics and Internationalism
Our Role in Constructing Civilisation
A bright Light on a Dark Night
The Trinity of Intellect, Freedom and Conscience
The Goal, the Action, and the Example
A Voice That Should be Heard
Towards a Free Society
Treasure Waiting to be Discovered
Egypt and Japan
A Secret Trial is Needed
The Meaning of Civilisation
We are Born Egyptian
Creative Intelligence
Thought Between the Predecessor and the Successor
Peace between Action and Thought
To You, the Real Accused
The Golden age of the Magazine
Sedition and Corruption
Unity between Preparation and Construction
Towards the Paradise of National Unity
The Work Revolution
Eras and Leaders
The Meaning of Stability
Young People and the Message of Religion
The only Remedy for aberration is Civilisation
O god, Protect our Press for us!
Do the Youth have a Problem?
A Complete Reconsideration
Religion and School
Religion is taught as a scientific subject in schools. Their doorways display verses from the Qur’an, sayings of the prophet, articles of faith, and devotions as a matter of course. Pupils memorise these and are tested on them, then they are forgotten, just as others have forgotten what they learned about those subjects which are outside the sphere of their specialisation. Pupils absorb very little of these writings as they stumble between the stylistic eloquence and exact meaning of the words – they endure it because they have to.
Religion is neither a science nor a branch of knowledge; rather, it is a spiritual teaching whose essence becomes manifest through social intercourse, behaviour, and vision. it is often the case that a student who possesses outstanding intelligence will also possess a bad character; he will achieve the highest grade in religion and the baseness of his character may be dismissed! Thus, the student emerges believing that there is no connection between religion and daily living, and how to act in accordance with it.
Because of this, I propose that religious lessons should provide spiritual education. They should provide guidance and be given in an atmosphere of affection and love. Such an approach would mark a significant departure away from the toils of memorising and reciting, along with the fear of lapsing. The idea here is that religion is not something to be memorised, but that it pertains to one’s conduct and behaviour, which are the foundations of human decency.
Furthermore, I view the biography of Prophet Muhammad as being the first pillar of this education insofar as it provides a sublime example of living, conduct, and vision. The biography of Muhammad should be taught to pupils in their first year of primary school through to their second year in high school. When they enter into their first year they would be exposed to a shortened, simplified version; subsequently, with each year, this would gradually become more advanced and incorporate greater detail, with verses from the Qur’an being incorporated according to the need and the level of the pupils. Verses pertaining to salat would be introduced at a specified age,1 as well as those pertaining to the fast during Ramadan. There would be a focus on verses dealing with humanitarian values, morals and goals. furthermore, the pupils could be assessed in these lessons in light of their behaviour toward their peers, how they interact with their teachers, their attitude toward learning, their opinions with regard to racial and social justice, as well as religious tolerance – there should be no bigotry – and according to their sense of national unity.
With regard to the third year in secondary school, pupils should study from a text book which includes selected passages on the thought of leading Muslim thinkers – as well as other intellectuals who belong to other religions – with regard to islam, its humanitarian values, and its message in the modern era.
I am of the view that the degree of success that students attain in the subject of ‘behaviour’ is the measure of success with regard to their religious education overall.
8 June 1974
AB
‘As a citizen Naguib Mahfouz sees civility and the continuity of a transnational, abiding, Egyptian personality in his work as perhaps surviving the debilitating processes of conflict and historical degeneration which he, more than anyone else I have read, has so powerfully depicted.’
– Edward Said
‘One of the greatest creative talents in the realm of the novel in the world.’
– Nadine Gordimer
‘He is not only a Hugo and a Dickens, but also a Galsworthy, a Mann, a Zola, and a Jules Romain.’
– London Review of Books
‘Mahfouz embodied the essence of what makes the bruising, raucous, chaotic
human anthill of Cairo possible.’
– The Economist
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