once upon a time: Ancient complex lessons
There was one, there was not one; The bell-headed goat had left the house, and the shengol, the mangol, and the grapes were alone in the house. The naughty black wolf knocked on the door; While the mother’s voice imitated the kids and bleached her paws with flour to deceive the kids…
The little girl was alone in the house when she smelled gas. The little girl thought for a moment and thought about what she needed to do. Then he got up and closed the main gas valve and opened the windows…
The king realizes that the maid has fallen in love with the goldsmith of Samarkand and his illness is due to his deep love; At that time, under the guidance of “Hakim Elahi”(theologian) he sent a message to the goldsmith of Samarkand and deceived him. When the goldsmith came to the court, the king again, with the guidance of the divine sage, poured a little poison in the goldsmith’s syrup so that he would turn yellow and mourn and be ugly and unhappy and he would lost his love to maid.
The father realizes that his young daughter has fallen in love with a man who, despite his charms, is not the right person to have a relationship with his daughter. The father used effective negotiation skills and persuaded his daughter to seek professional advice. The counsellor (who was neither wise nor divine!) Explained the emotional needs and how to respond effectively to those needs and helped the young girl think “from the outside” about the relationship and its consequences.
Which story do you tell your children? Do you immerse them in a maze of old adventures or teach them the skill of dealing with real-life situations? Ancient tales presented the view of their time to the world and man in the midst of sweet poems and charming tales to their audiences. Knowing these stories is valuable in two ways;
One is to study the history of human thought and his reflections on existence and the meaning of life, and the second is to understand aesthetics and technique in art and literature.
But conveying educational messages more clearly is more efficient, and our children and adolescents need the knowledge and skills of living here and now more and more than they need the ontology and aesthetics of ancient stories. I flip through the pre-university Arabic textbook. One lesson is from the writings of Mustafa al-Manflouti, who lived a century ago, another lesson is from the poems of Safi al-Din al-Hilli, who lived 700 years ago, and the next lesson is from the anecdotes of Ahmad Shoghi, who lived 200 years ago. Most of its lessons are based on texts from a thousand years ago.
A student who gets a grade of 20 in this course can not read a page of today’s newspapers in neighboring Arab countries or talk to an Arab tourist for 10 minutes! What percentage of our children’s history books are about a thousand years ago, and what percentage is about contemporary history? Does the history of Iranians’ acquaintance with the West benefit our children more or the plan of Cyrus the Achaemenid to invade Egypt?!
Just as it is essential to know the historical roots of culture, language, and the human mind in universities, drowning children and adolescents in the past is out of place. Teach children and adolescents to communicate healthier with their classmates “in the same language today.” They must be prepared to face the “objective” and “tangible” phenomena of their home, school and city.
Dr. Mohammad Reza Sargolzaei – Psychiatrist
Translated By: Negar Kolkar
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