S U B L I M E

Huh?Archive

"The Messenger said he “keeps one ear on what a man says and the other ear on where that man fits in the Quran [lessons].”"

- Wakeel

All Love
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"In September 1963 I became the Minister (Imam) of Muhammad Mosque #4 and Director of Education at Muhammad University of Islam #4 in Washington, DC, and very shortly thereafter I was given the last name “Shabazz”, meaning “the unconquerable” and “that which cannot be destroyed”. Immediately we reestablished daily school from K to 12, operating inside the Mosque and in a purchased trailer, next door to the Mosque. We allowed children (Muslim and non-Muslim) to enter at age four, at three or three and a half, if the child could put on his/her own clothes, put on, tie and untie his/her shoes and could remain in school without crying. Naturally as a consequence we had children graduating at twelve and thirteen years of age. By 1965 and the early 1970’s our school began to attract national as well as local attention, getting written about in the Phi Delta Kappan (an education research journal), the Washington Post, the Los Angeles Times, and Newsweek. In the late 1960’s we reorganized grades K to 12 into 9 levels of study, eliminating unnecessary repetitions; and in 1973 we in Washington opened the first Islamic college in America on orders from the Honorable Elijah Muhammad to prevent our youth from entering the chaos engulfing higher education institutions at that time."

- Abdulalim Abdullah Shabazz

"Defying the pressures of being overburdened, I have over time been able to write over a hundred articles and papers on Islam, Mathematics, Mathematics Education, and on the History and Philosophy of Mathematics for newspapers, magazines and books. In August 1977, my book, The Fundamentals of Islamic Education, was published by the Department of Adult Education of Masjid Elijah Muhammad, Chicago, Illinois. I have completed research for a book (more than 45 years in the making) in the history and philosophy of mathematics, to be entitled Mathematics At The Dawn, which reveals the role and contributions of the original people of Africa, Asia and the Americas in the development and origin of the mathematical sciences. I have presented parts of this projected book throughout the United States and abroad, and reference to it has appeared in many articles, books and magazines. One of my textbooks with two co-authors, titled Real Analysis: A First Course With An Inductive Approach, was published early in 2006 by Trafford Publishing of Canada, USA, Ireland, and UK."

- Abdulalim Abdullah Shabazz

"the most important might be the belief in patience and the possibility of change."

- Alhamdulilah.

"She knew there must be a way to tap into what students already understood and then build on it. In her classroom, she replaced “I, We, You” with a structure you might call “You, Y’all, We.” Rather than starting each lesson by introducing the main idea to be learned that day, she assigned a single “problem of the day,” designed to let students struggle toward it — first on their own (You), then in peer groups (Y’all) and finally as a whole class (We). The result was a process that replaced answer-getting with what Lampert called sense-making. By pushing students to talk about math, she invited them to share the misunderstandings most American students keep quiet until the test. In the process, she gave them an opportunity to realize, on their own, why their answers were wrong."

"

One of the most vivid arithmetic failings displayed by Americans occurred in the early 1980s, when the A&W restaurant chain released a new hamburger to rival the McDonald’s Quarter Pounder. With a third-pound of beef, the A&W burger had more meat than the Quarter Pounder; in taste tests, customers preferred A&W’s burger. And it was less expensive. A lavish A&W television and radio marketing campaign cited these benefits. Yet instead of leaping at the great value, customers snubbed it.

Only when the company held customer focus groups did it become clear why. The Third Pounder presented the American public with a test in fractions. And we failed. Misunderstanding the value of one-third, customers believed they were being overcharged. Why, they asked the researchers, should they pay the same amount for a third of a pound of meat as they did for a quarter-pound of meat at McDonald’s. The “4” in “¼,” larger than the “3” in “⅓,” led them astray.

But our innumeracy isn’t inevitable. In the 1970s and the 1980s, cognitive scientists studied a population known as the unschooled, people with little or no formal education. Observing workers at a Baltimore dairy factory in the ‘80s, the psychologist Sylvia Scribner noted that even basic tasks required an extensive amount of math. For instance, many of the workers charged with loading quarts and gallons of milk into crates had no more than a sixth-grade education. But they were able to do math, in order to assemble their loads efficiently, that was “equivalent to shifting between different base systems of numbers.” Throughout these mental calculations, errors were “virtually nonexistent.” And yet when these workers were out sick and the dairy’s better-educated office workers filled in for them, productivity declined.

The unschooled may have been more capable of complex math than people who were specifically taught it, but in the context of school, they were stymied by math they already knew. Studies of children in Brazil, who helped support their families by roaming the streets selling roasted peanuts and coconuts, showed that the children routinely solved complex problems in their heads to calculate a bill or make change. When cognitive scientists presented the children with the very same problem, however, this time with pen and paper, they stumbled. A 12-year-old boy who accurately computed the price of four coconuts at 35 cruzeiros each was later given the problem on paper. Incorrectly using the multiplication method he was taught in school, he came up with the wrong answer. Similarly, when Scribner gave her dairy workers tests using the language of math class, their scores averaged around 64 percent. The cognitive-science research suggested a startling cause of Americans’ innumeracy: school.

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mpdrolet:

Gyula Zacsfalvi

DrAAS Doc1 | Dr. Abdulalim Abdullah Shabazz

Why Do Americans Stink at Math? - NYTimes.com

"The Messenger of His messenger"…
Must be a difference between the word “Prophet” & “Messenger” or “Nabi” & “Rasul”… One has a seal or end- while the latter… Mmmhmm.
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DEVELOPING AFRICAN AMERICANS IN MATHEMATICS by Dr. Abdulalim Shabazz

Watch "Hamza Yusuf: God-consciousness After Ramadan" on YouTube

Hamza Yusuf: God-consciousness After Ramadan:

Israel Acknowledges Contraceptive Shots Given to Ethiopian Jews

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