An Educational Blueprint for Mahdaviat Educators : Contextualizing Imam Khomeinis Wilayatul Faqih Concept for educators.

A Proposed Guide for Followers of Imam Zaman (ATFS) in Non-Muslim countries. A reflection by Yusuf Roque Santos Morales Abstract: The author has twice submitted papers in the Mahdaviat conference and whose primary interest is Muslim Educators who live in a Non-Muslim Society. And Since living in such an environment, his primary concern is for how Muslim Educators can integrate the context of Intezar into the mindset of the Muslim educator that can bridge not only the Shii-Sunni divide but the divide that separates Islam from the world. Taking inspiration from both the secular and the theological educators, the author has found the context of Wilayatul Faqih as one of the best models in integration for educators, and as such will try to elaborate on this model. This paper discusses the context of using Wilayatul Faqih as a model for Muslim Educators stationed or residing in Non-Muslim states to use in the educational preparation of the Muslim youth in particular and society in general to understand the concept of Mahdaviat and prepare for the return of the Imam Mahdi (ATFS). Other than being generalist in approaches, the author will try to delve into the concepts elucidated by Imam Khomeinis (quddisah sirruh) concept and translate it into active practice in the educational sphere in a Muslim society where Muslims form a silent minority. Using the Context of integrating Vilayatul Faqih as a Mechanism for Educators as active ideology for Intezar, it is hoped that this theory and proposed plans can be emulated by Muslim Educators who are based both in the West and in Third world countries. The inspiration for this work is taken from the numerous articles on Mahdaviat and Vilayatul Faqih as well as the experiences by the author who is both a Muslim educator, and a progressive Activist. The author proposes that this methodology be actively promoted and taught in all secular institutions worldwide.

Introduction What should be done. The emergence of Mahdaviat as a significant ideology with social, cultural and political implications that strongly contrasts that with the very controversial so-called Zionist ideology as well as other political ideologies.

What we see in the world is that despite our best efforts for the world to understand Islam and its comprehensive world view, there are still instances that a clash of world views happen, commonly referred by Samuel Huntington as the clash of civilizations. And as such, an alternative paradigm for Muslims must be presented to the world. This being a counter-current to all the ideologies presented to the World. One may say that Wilayatul Faqih is a complete ideology and system, however Wilayatul Faqih in itself is subservient to a higher cause or ideology- Mahdaviat, for the guardianship of the pious jurist in in fact preparing the ground for Intezar. And thus, it is this relationship that we need to see and establish as well as use the basis of Wilayatul Faqih as a guide for educators in preparing the Ummah for Intezar. Mahdaviat in a Nutshell. Understanding Mahdaviat is in a sense is both simple and complex at the same time. One can surmise from the multiplicity of implications that Mahdaviat entails both on the regional, and global political scale. Mahdaviat is the historical and universal concept of the awaited Saviours, documented and awaited by all religions, each having a particular image of this person. From the time of Hazrat Adam (as) up to Muhammad (PBUH) each religion has actively awaited for this person, to the extent that the concept of the apocalypse as an active process has been entertained in each religion prior to the coming of the Prophet Muhammad (PBUH). This concept is further developed and fulfilled upon the coming of the Fourteen Maasumin (alayhimus salaam) who foretold the coming of the Awaited Saviour who was to be their descendant, Muhammad ib Al-Hassan Askari. Who according to a recent research has almost the genetics of 3/4s of the races of the world and thus fulfilling the requisite of being the Globalized Awaited Saviour that the preceding Prophets (peace be

upon them and their progeny) and Imams (quddissah sirruh) have prophesied and foretold.

In a way we can say that Mahdaviat speaks of the coming of an Awaited Saviour who will fill the earth with Justice and Love,and that this ideology we can say is a counter-pole current to Zionism as it will unite all races against the Zionist ideology of Globalization of Oppression and Tyranny of the strong. Why do we need to emphasize the concept of Wilayatul Faqih? Even if we are in a secular environment, Islam plays a very vital role in our lives, and the knowledge that our learned (ulama) is a must for our daily living. Accepting the reality of the Guardianship of the Learned Jurist means that we accept in the absence of the Imam (ATFS), it is his rulings and the rulings of the Ulema that guides us in our everyday affairs and transactions and that the Scholars in our community are an extension of his guardianship over us. Role of Muslim educators in a non-Muslim society. It is an established hadith from all chains of intellectual tradition that the learned are the heirs of the Al-Anbiya al-azaam (PBUT); and as such, the divine task of guiding the ummah after the passing away of the Prophets, other that the Imams (AS) lies in the hands of the learned who are the educators. The moulders and guides of the spirit , heart and minds of tomorrows generation today; and as such are custodians of our future. It is in this regard that whether in a Muslim state or a secular state, Muslim Educators play

Adopting Wilayatul Faqih as a working framework for Intezar for Muslim educators in secular countries is indeed a challenge as it will be both an objective program for both the educator and the educated. Being the nexus of all preparations of Intezar, Vilayatul faqih provides both the juridical needs in which Muslims are obliged to follow the Ijtihad of the Naibul Imam as well as follow the philosophical discourses of the Rahbar as an extension of the state of Imam Mahdi. Adopting Wilayatul Faqih as the source of spiritual guidance of educators imply that they subscribe and follow both the spiritual and political rulings of the Naib and in short participate in a global endeavor beyond political boundaries in preparing the Muslim youth for Intezar. One Must consider the Prophetic Hadith that the Prophet (salawatullahi alayhi) has left us saying that the learned (al Ulama) are the heirs of the Prophets (saw) and that this implies both in the sphere of spirituality and knowledge. Teachers in this regard are in effect extensions of this hadith and are in short ancillary extensions of the Awaited one

and should be active participants in both the awakening of mankind and in his active return.

Pivotal position of youths. The younger generation in one way or another carries the torch of struggle as they grow and become successors of a generation, a civilization and an ideology. They may be the students in the Universities, the theological schools, or the community youth who has been educated in their community learning centers.

It is these younger people that are needed to be reinvigorated with the light of Mahdaviat and the wisdom of Light that they may support both the concept of the guardianship of the scholars in the community and the guardianship of the Faqih as a pre-requisite for the return of the Imam (ATFS). Conceptual framework Mechanisms of the secular educational system Secular education system works on the premise of paradigms from the perspective of the state, the educational institution and the teachers. Thus understanding the philosophical underpinnings of the secular society and the educational institutions is crucial if the Muslim educator wishes to embed the ideology of Mahdaviat among his students in a manner that may be in the eyes of the secular state a religious freedom deemed a duty to be performed and not a privilege to be exercised. How should educators engage society? Educators as a general rule engage with society in different planes of relationships. They deal with families,students , colleagues and the community. These levels of relationships define who society is formed and governed by both how relationships interact with the different segment of a society. Levels of relationships and areas of influence. Basically since the beginning of society, it is the learned that is the guardian of society, hey pass on the knowledge of their civilizations to the next generations and it is they who understand how to transform society. Understanding these levels may enable the educator to fully empower and educate society.

Self and family. Unless oneself changes one is unable to influence society, the family, being an extension of oneself, the family is the strongest manifestation and exemplification of how one translates ones actions in his inner circle Students. As students are the product of ones labor of light, the students in a way depend much on the giver of knowledge than that to the father of ones life, and as such they are primary extensions of ones existence as a teacher, being products of his life, they are expected to manifest at least some if not all of the qualities and traits a teacher possesses. Academic community It is an accepted fact that unless our academic equals, co-faculty and academic peers understand this concept and be able to contextualize its significance in their lives, we as educators will be facing a rough battle uphill to gain acceptance among our peers. Getting them to understand and know the concept of Intezar and the Guardianship of the Learned may in a way allow us to work our objectives either with their active or tacit approval and assistance. This in itself is already a big step in the accomplishment of our objective. Community as a whole Formation of an alternative educational paradigm Using an Integrative curriculum. One must understand despite all what curriculum developers in the secular world may promulgate, curriculum primarily lies in the hand of the teacher, it is the understanding of the system that would enable us to integrate the concepts of Mahdaviat into our everyday teaching and classes. Among them is the ability of the educators to integrate key concepts of Mahdaviat at Wilayatul Faqih into the subject they may be teaching whether consciously or subtly. We must accept the fact that we may be using taqiyah so as to ensure that the concepts may be embedded by subtle introduction of concepts. Development of educators. Educators are the extension of the school and the system it is by preparing a cadre of educators that we are able to prepare society with a crop of teachers who will share the concept of mahdaviat that is understandable and can be related by the masses Resource materials

In todays modern world every educator must understand the culture of the youth. In what we call today as the digital divide where every avenue of knowledge and filed is already available digitally. In short , the educator must not only be able to access relevant material on Mahdaviat and Wilayatul Faqih, but also create new avenues where the youth and other sectors of Society can access this knowledge on the Net. Among the tools of Modern day multimedia are social networking sites, video sites where people upload their own videos that others may search, interactive websites of which the younger generation is much more attracted to. The utilization of artistic aesthetics can be an efficient tool for us educators to send the message across and enable more people to understand the message we aim to spread.

How should educators engage society? Educators as a general rule engage with society in different planes of relationships. They deal with families,students , colleagues and the community. They Should engage society on the levels where they have significant influence and is able to implant the seeds of Mahdaviat and influence using the context of the Wilayatul Faqih. Familineal : Societies is based on the fabric of families, when the families are stable and strong, then this would serve as the primary line of defense of the concept of mahdaviat. From our own nuclear and extended families, imbibing the concept of Love for the Imam and active awaiting for his return and the acceptance of the guardianship of the Juriconsult during his absence in the preparation of his return are indeed important elements to maintain the religious strength and fervour of a family and its extended family and the clan. Tutorineal : the greatest legacy that every teacher has are his students, and that it is in his students that his thoughts are continued and his dreams are lived. There is no more clearer example than the life of Hazrat Imam Khomeini (quddissah sirruh) who have actively shaped the lives of his students in active awaiting of the Hazrat Muntazar and the active acceptance of the role of the Wiyalatul faqih for societies and guide for mankind as they anxiously await for his return. Professional: other than ones students, another legacy that teachers can leave society in the quest of awakening mankind in preparation of the return of Hazrat Baqiyatullah (ATFS) is the influence one exerts upon ones peers on ones thoughts and beliefs. postscript

Postscript In summary; the Educators in pursuing the emphasis of Wilayatul Faqih as a principle for the return of hazrat Baiyatullah can be best summed in the following acronym : PACT P-romoting the ideals of Imam Mahdi (AS) Teachers first and foremost must always actively share, teach and propagate the teachings of Imam Mahdi (atfs) who is the awaited saviour of mankind and guide for all Muslims. A-dvocating Wilayatul Faqih as an ingredient for his return One must constantly strive to educate the people on the virtues and importance of the concept of Wilayatul Faqih and that it being an essential component in the preparation of his return. C-ommunity preparation by imbibing his ideals in the community Part of the preparation for his return is to ensure all the Muslim communities understand the ideals of Imam Zaman (atfs) and his role in the revival of Islamic virtues and the reformation of humanity as such they will actively pursue the prepareation of their communities towards their return. T-ransformation of the youth by teaching them to love Imam Mahdi (ATFS) Educators must constantly teach the young people to love Imam Mahdi (atfs), this is by imbibing this love through classes, workshops and youth camps.

May we all be worthy to meet him physically upon his return.