N\u00eb vitet e para t\u00eb m\u00ebsimdh\u00ebnies s\u00eb l\u00ebnd\u00ebs s\u00eb Kuranit n\u00eb shkoll\u00ebn e mesme n\u00eb institutin shkencor, u befasova me nivelin e dob\u00ebt t\u00eb nx\u00ebn\u00ebsve n\u00eb leximin e Kuranit e, aq m\u00eb tep\u00ebr, n\u00eb nx\u00ebnien p\u00ebrmendsh t\u00eb Kuranit. Nga pik\u00ebpamja ime, \u00e7\u00ebshtja e memorizimit ishte m\u00eb e leht\u00eb; e detyron nx\u00ebn\u00ebsin ta m\u00ebsoj\u00eb p\u00ebrmendsh pjes\u00ebn e caktuar dhe m\u00eb pas ia d\u00ebgjon pjes\u00ebn e m\u00ebsuar, nd\u00ebrsa te p\u00ebrmir\u00ebsimi i nivelit t\u00eb leximit (tilaves\u00eb) dhe te korrigjimi i rregullave t\u00eb leximit (texhvidit) nuk mjafton, thjesht, dh\u00ebnia shpejt e mundit, por ka nevoj\u00eb p\u00ebr p\u00ebrpjekje t\u00eb madhe dhe koh\u00eb t\u00eb gjat\u00eb derisa nx\u00ebn\u00ebsi ta p\u00ebrvet\u00ebsoj\u00eb leximin.<\/p>\n
Problemi i nx\u00ebn\u00ebsve nuk p\u00ebrkufizohej ve\u00e7 n\u00eb leximin e Kuranit apo n\u00eb rregullat kryesore t\u00eb texhvidit, por ishte m\u00eb shum\u00eb se kaq, ishte nj\u00eb lloj i recitimit ku gabimi dukej qart\u00eb n\u00eb shqiptimin e shkronjave, i ndryshonin shkronjat apo gabonin n\u00eb zanoret. Madje dob\u00ebsia te disa arrinte deri n\u00eb at\u00eb nivel saq\u00eb ishin t\u00eb paaft\u00eb ta lexonin nj\u00eb shkronj\u00eb drejt nga Libri i Allahut.<\/p>\n
Nj\u00eb muaj pas fillimit t\u00eb vitit shkollor, institutin e vizitoi mbik\u00ebqyr\u00ebsi edukativ. U mundova q\u00eb t\u2019ia jepja nj\u00eb pasqyr\u00eb t\u00eb qart\u00eb p\u00ebr realitetin e nx\u00ebn\u00ebsve, sepse e dija pozit\u00ebn e tij n\u00eb vendimmarrje dhe p\u00ebr k\u00ebt\u00eb shkak e zgjodha nx\u00ebn\u00ebsin m\u00eb t\u00eb dob\u00ebt t\u00eb lexonte Kuran para tij. Leximi i nx\u00ebn\u00ebsit e shqet\u00ebsoi mbik\u00ebqyr\u00ebsin edukativ.<\/p>\n
Pas p\u00ebrfundimit t\u00eb or\u00ebs u ul me mua dhe m\u00eb foli p\u00ebr nivelin e dob\u00ebt t\u00eb nx\u00ebn\u00ebsve n\u00eb l\u00ebnd\u00ebn e leximit t\u00eb Kuranit. K\u00ebrkoi prej meje t\u00eb p\u00ebrpiqesha sa m\u00eb shum\u00eb q\u00eb t\u00eb sh\u00ebrohej kjo dob\u00ebsi.<\/p>\n
I thash\u00eb: M\u00ebsuesi im i nderuar! K\u00ebta nx\u00ebn\u00ebs p\u00ebr tri vjet radhazi n\u00eb k\u00ebt\u00eb institut kan\u00eb m\u00ebsuar leximin e Kuranit para se t\u00eb ky\u00e7esha un\u00eb. Gjat\u00eb k\u00ebtyre tri vjet\u00ebve l\u00ebnd\u00ebn e Kuranit e mbanin tri or\u00eb n\u00eb jav\u00eb, nd\u00ebrsa un\u00eb prej para nj\u00eb muaji kam filluar t\u2019u jap m\u00ebsim, e pamundshme \u00ebsht\u00eb p\u00ebr nj\u00eb koh\u00eb kaq t\u00eb shkurt\u00ebr ta sh\u00ebroj k\u00ebt\u00eb dob\u00ebsi t\u00eb mbledhur p\u00ebr nj\u00eb koh\u00eb t\u00eb gjat\u00eb. P\u00ebrgjegj\u00ebsi i v\u00ebrtet\u00eb p\u00ebr nivelin e dob\u00ebt t\u00eb tyre \u00ebsht\u00eb m\u00ebsuesi para meje i cili i ka m\u00ebsuar k\u00ebta nx\u00ebn\u00ebs, jo un\u00eb.<\/p>\n
P\u00ebr t\u2019u \u00e7uditur \u00ebsht\u00eb se mbik\u00ebqyr\u00ebsi edukativ nuk e pranoi justifikimin tim. Ma shkroi nj\u00eb list\u00eb me v\u00ebrejtje n\u00eb regjistrin zyrtar t\u00eb posa\u00e7\u00ebm p\u00ebr k\u00ebt\u00eb gj\u00eb.<\/p>\n
E pezulloi notimin tim n\u00eb l\u00ebnd\u00ebn e Kuranit p\u00ebr nj\u00eb num\u00ebr t\u00eb m\u00ebsimeve, planprogrameve m\u00ebsimore dhe l\u00ebnd\u00ebve t\u00eb tjera q\u00eb n\u00eb to ishte mbik\u00ebqyr\u00ebsi im. U krijua tek ai nj\u00eb pasqyrim dhe mendim jo i mir\u00eb p\u00ebr mua. Vet\u00ebm pas disa vizitave t\u00eb nj\u00ebpasnj\u00ebshme, kontakteve t\u00eb nd\u00ebrsjella dhe pjes\u00ebmarrjeve t\u00eb p\u00ebrbashk\u00ebta n\u00eb disa komisione, filloi ta ndryshonte mendimin p\u00ebr mua.<\/p>\n
Gjat\u00eb periudh\u00ebs s\u00eb rinis\u00eb te njeriu dominon t\u00eb menduarit ideal. Kjo m\u00eb b\u00ebri t\u00eb mendoj se mbik\u00ebqyr\u00ebsi edukativ do t\u00eb mendoj\u00eb si un\u00eb, se do ta shoh\u00eb situat\u00ebn nga k\u00ebndv\u00ebshtrimi q\u00eb e shihja un\u00eb p\u00ebrgjat\u00eb procesit dhe mu p\u00ebr k\u00ebt\u00eb shkak me situat\u00ebn sillesha me nj\u00eb doz\u00eb t\u00eb idealizmit. Isha i ri n\u00eb m\u00ebsimdh\u00ebnie dhe pap\u00ebrvoja luajti rol.<\/p>\n
N\u00eb an\u00ebn tjet\u00ebr, mbik\u00ebqyr\u00ebsi ishte m\u00ebsuar q\u00eb gjat\u00eb vizitave t\u00eb tij m\u00ebsuesi ta zgjidhte nx\u00ebn\u00ebsin m\u00eb t\u00eb mir\u00eb q\u00eb t\u00eb dilte t\u00eb lexonte para tij. Prej m\u00ebsuesve disa ishin m\u00eb t\u00eb drejt\u00eb, merrnin m\u00eb shum\u00eb se nj\u00eb nx\u00ebn\u00ebs t\u00eb cil\u00ebt dalloheshin n\u00eb mes vete n\u00eb nivelin e dijenis\u00eb dhe aft\u00ebsis\u00eb, leximin e ndanin n\u00eb disa pjes\u00eb dhe \u00e7donj\u00ebri prej nx\u00ebn\u00ebsve e lexonte pjes\u00ebn e caktuar.<\/p>\n
Pas k\u00ebsaj q\u00eb m\u00eb ndodhi, e kuptova se p\u00ebr mua paska qen\u00eb m\u00eb e mira ta b\u00ebja k\u00ebt\u00eb, t\u00eb lexonte m\u00eb shum\u00eb se nj\u00eb nx\u00ebn\u00ebs, q\u00eb mbik\u00ebqyr\u00ebsi ta shihte dallimin e nivelit t\u00eb nx\u00ebn\u00ebsve, sepse t\u00eb tjer\u00ebt nuk ishin aq t\u00eb dob\u00ebt sikur nx\u00ebn\u00ebsi q\u00eb e zgjodha t\u00eb lexonte para tij.<\/p>\n
– Nga kjo ndodhi m\u00ebsova se sa e r\u00ebnd\u00ebsishme qenka q\u00eb un\u00eb t\u00eb kuptoj se si mendojn\u00eb t\u00eb tjer\u00ebt. Kjo nuk n\u00ebnkupton q\u00eb ne t\u2019i ndjekim n\u00eb q\u00ebndrimet e tyre, por q\u00ebllimi \u00ebsht\u00eb ta kuptojm\u00eb m\u00ebnyr\u00ebn e t\u00eb menduarit t\u00eb tyre q\u00eb t\u00eb sillemi me ta konform atyre mendimeve.<\/p>\n
– M\u00ebsova ta qart\u00ebsoj pik\u00ebpamjen time me v\u00ebrtet\u00ebsi dhe me p\u00ebrgjegj\u00ebsi. Po qe se do t\u00eb m\u00eb jepej mund\u00ebsia t\u00eb kthehesha mbrapa, do t\u00eb kisha zgjedhur nj\u00eb num\u00ebr prej nx\u00ebn\u00ebsve me nivel mesatar apo do ta klasifikoja zgjedhjen e tyre e m\u00eb pas do t\u00eb flisja me mbik\u00ebqyr\u00ebsin edukativ dhe do t\u2019ia qart\u00ebsoja atij se ky ishte viti im i par\u00eb n\u00eb m\u00ebsimdh\u00ebnien e l\u00ebnd\u00ebs s\u00eb Kuranit e pastaj do t\u2019ia paraqitja v\u00ebrejtjet e mia duke i sinjalizuar atij se sh\u00ebrimi i an\u00ebve t\u00eb dob\u00ebta q\u00eb i ka par\u00eb te nx\u00ebn\u00ebsit \u00ebsht\u00eb p\u00ebrgjegj\u00ebsi e t\u00eb gjith\u00eb neve bashk\u00ebrisht (m\u00ebsues, mbik\u00ebqyr\u00ebs, administrat\u00eb dhe planprogram) dhe t\u00eb gjith\u00eb s\u00eb bashku duhet t\u00eb p\u00ebrkujdesemi p\u00ebr k\u00ebt\u00eb gj\u00eb e, n\u00eb ve\u00e7anti, me nx\u00ebn\u00ebsit e instituteve shkencore. Mendoj q\u00eb sikur ta ndiqja k\u00ebt\u00eb rrug\u00eb me mbik\u00ebqyr\u00ebsin edukativ qysh prej fillimit, do t\u00eb kisha arritur sukses p\u00ebr ta bindur dhe do ta largoja vler\u00ebsimin negativ p\u00ebr mua nga ana e tij.<\/p>\n
– M\u00ebsova, po ashtu, se duhet t\u00eb kemi kujdes n\u00eb trajtim me grupe t\u00eb ndryshme. Ata nuk jan\u00eb t\u00eb barabart\u00eb n\u00eb aspektin fetar, n\u00eb intelekt dhe n\u00eb vizionin p\u00ebr jet\u00eb,[1]<\/sup><\/a> si dhe dallojn\u00eb n\u00eb shum\u00eb aspekte.<\/p>\n P\u00ebr k\u00ebt\u00eb shkak gjat\u00eb trajtimit t\u00eb tyre duhet ta kemi parasysh nivelin e secilit ve\u00e7 a ve\u00e7; kur t\u00eb flasim me fjalim t\u00eb p\u00ebrgjithsh\u00ebm patjet\u00ebr t\u00eb kemi parasysh se ata realitetin e shohin nga k\u00ebndv\u00ebshtrime t\u00eb tjera q\u00eb dallojn\u00eb me k\u00ebndv\u00ebshtrimin ton\u00eb n\u00eb k\u00ebt\u00eb pik\u00eb.<\/p>\n Ky vet\u00ebdijesim do t\u00eb na b\u00ebj\u00eb t\u00eb aft\u00eb ta themi at\u00eb q\u00eb kemi p\u00ebr ta th\u00ebn\u00eb n\u00eb m\u00ebnyr\u00eb t\u00eb p\u00ebrshtatshme, duke ia p\u00ebrcjell\u00eb tjetrit at\u00eb q\u00eb e d\u00ebshirojm\u00eb pa r\u00ebn\u00eb n\u00eb konflikt.<\/p>\n – M\u00ebsova se mbresa e dal\u00eb nga p\u00ebrvoja a puna (pozitive apo negative) \u00ebsht\u00eb shum\u00eb m\u00eb e madhe se fjala e shqiptuar. Gjurm\u00ebt q\u00eb i l\u00eb vizita e nj\u00eb projekti t\u00eb dalluar apo e nj\u00eb vendi t\u00eb bukur, nuk barazohen me gjurm\u00ebt q\u00eb i l\u00eb p\u00ebrshkrimi dhe t\u00eb folurit e shumt\u00eb p\u00ebr to.<\/p>\n N\u00eb k\u00ebt\u00eb m\u00ebnyr\u00eb \u00ebsht\u00eb e v\u00ebshtir\u00eb q\u00eb njeriu t\u2019ua p\u00ebrcjell\u00eb t\u00eb tjer\u00ebve ndikimin e p\u00ebrjetimit t\u00eb nj\u00eb situate pozitive apo negative, sado q\u00eb i \u00ebsht\u00eb dh\u00ebn\u00eb aft\u00ebsia e oratoris\u00eb dhe retorik\u00ebs. T\u00eb t\u00eb tregojn\u00eb p\u00ebr di\u00e7ka nuk \u00ebsht\u00eb e nj\u00ebjt\u00eb sikur ta shoh\u00ebsh ti vet\u00eb me sy.<\/p>\n Ibn Abasi h tregon se Pejgamberi g ka th\u00ebn\u00eb: \u201cT\u00eb lajm\u00ebrohesh p\u00ebr di\u00e7ka nuk \u00ebsht\u00eb sikur ta shoh\u00ebsh me sy. Allahu i tregoi Musait n se \u00e7far\u00eb veproi populli i vet me vi\u00e7in, megjithat\u00eb nuk i hodhi pllakat n\u00eb tok\u00eb, mir\u00ebpo kur me syt\u00eb e tij e pa se \u00e7far\u00eb kishin vepruar, at\u00ebher\u00eb i p\u00ebrplasi pllakat p\u00ebrtok\u00eb dhe ato u thyen.\u201d[2]<\/sup><\/a><\/p>\n P\u00ebr k\u00ebt\u00eb shkak, \u00ebsht\u00eb me r\u00ebnd\u00ebsi t\u00eb zbatohet kjo gj\u00eb p\u00ebr t\u2019u njoftuar me projektet dhe organizimet e tyre, p\u00ebr t\u2019i bindur t\u00eb tjer\u00ebt dhe p\u00ebr t\u2019i shtyr\u00eb t\u00eb bashk\u00ebveprojn\u00eb me t\u00eb, apo t\u00eb kihet kujdes nga di\u00e7ka q\u00eb duhet pasur kujdes prej saj.<\/p>\n – Po ashtu, m\u00ebsova se \u00ebsht\u00eb v\u00ebshtir\u00eb q\u00eb me fjal\u00eb t\u2019i zhdukim mbresat t\u00eb cilat i kemi fituar nga p\u00ebrvoja. Duhet pasur kujdes nga ajo vep\u00ebr q\u00eb l\u00eb mbresa negative tek t\u00eb tjer\u00ebt p\u00ebr personalitetet dhe projektet tona. Sqarimi dhe shfaj\u00ebsimi nuk mjaftojn\u00eb dhe t\u00eb tjer\u00ebt nuk i kthen n\u00eb gjendjen e par\u00eb.<\/p>\n Kjo shfaqet duksh\u00ebm n\u00eb lidhjet shoq\u00ebrore dhe kontaktet me t\u00eb tjer\u00ebt, si dhe shfaqet n\u00eb predikimin fetar. Thirr\u00ebsin n\u00eb fen\u00eb e Allahut dhe fol\u00ebsin nuk e kthejn\u00eb n\u00eb gjendjen e par\u00eb qart\u00ebsimi i q\u00ebllimit, sqarimi i fjal\u00ebve dhe qortimi i njer\u00ebzve se ata nuk po i arsyetojn\u00eb.<\/p>\n Pavar\u00ebsisht q\u00ebndrimit ton\u00eb p\u00ebr mendimin e t\u00eb tjer\u00ebve, ne kemi nevoj\u00eb p\u00ebr vet\u00ebdijesim rreth m\u00ebnyrave t\u00eb t\u00eb menduarit dhe reagimeve t\u00eb tyre, q\u00eb pastaj t\u00eb dim\u00eb se si t\u00eb sillemi kundrejt tyre.<\/p>\n – Po ashtu m\u00ebsova se m\u00eb r\u00ebnd\u00ebsi t\u00eb madhe \u00ebsht\u00eb p\u00ebrshkrimi dhe mbresa e par\u00eb. Shum\u00eb gj\u00ebra q\u00eb vijn\u00eb pas tyre harrohen leht\u00eb, nd\u00ebrsa fitimi i mbres\u00ebs s\u00eb par\u00eb \u00ebsht\u00eb shum\u00eb m\u00eb i leht\u00eb se ndryshimi i saj.<\/p>\n Takimi i par\u00eb me t\u00eb tjer\u00ebt \u00ebsht\u00eb i r\u00ebnd\u00ebsish\u00ebm tej mase n\u00eb formimin p\u00ebrshtypjes p\u00ebr at\u00eb q\u00eb e merr p\u00ebrsip\u00ebr p\u00ebrgjegj\u00ebsin\u00eb e re. Takimi i par\u00eb me thirr\u00ebsin n\u00eb fe dhe k\u00ebrkuesin e dijes l\u00eb mbresa t\u00eb ve\u00e7anta dhe situata q\u00eb nuk harrohen. Fillimi i fjalimit krijon mbresa te njer\u00ebzit q\u00eb i \u00e7on ta p\u00ebrcjellin fjalimin apo t\u00eb largohen.<\/p>\n