Hadith

Dari Abu Hurairah r.a dari Rasulullah s.a.w sabdanya "tidak seorang pun di antara kamu yang amalnya dapat meyelamatkannya." Tanya seorang lelaki "amal Anda juga begitu, ya Rasulullah?" Ya aku juga. Tetapi Allah melindungiku dengan rahmatNya. Kerana itu tambah giatlah kamu meluruskan amalmu!"

Dari Jabir r.a katanya dia mendengar Nabi s.a.w bersabda: "Bukan amal seseorang yang memasukkannya ke syurga atau melepaskannya dari neraka, termasuk juga aku tetapi ialah semata-mata rahmat Allah swt belaka.

Dan berzikirlah

Berzikirlah
semampu-mampunya
setiap masa
tak kira di mana

Berzikirlah
di kala tenang dan gelisah
di kala senang dan susah
di kala bahagia dan gundah

Berzikirlah
kerana Tuhan-Mu yang pemurah
yang menjadikan cinta dan air mata
untuk dinikmati sehari2

Berzikirlah
sebagai benteng maksiat
benteng bisikan
yang sentiasa membelenggu

Berzikrlah
semahu-mahunya
jangan jemu
kerana engkau milikNya

belief, values and attitude

Kelas minggu ini berkisar tentang microenvironment and macroenvironment. Salah satu komponen di dalam macroenvironment adalah cultural values. Di dalam buku text menyatakan "most people believe in working, getting married, giving to charity, and being honest. These belief shape more-specific attitudes and behaviors found in every day life."

Lantas saya bertanya pada student, "what are the differences between belief and values, and which one comes first? Bonus mark to the group that could answer the question", sambung saya. Masing-masing bercakap2 sesama sendiri. Berkali-kali saya mengulang soalan, masih enggan mana-mana kumpulan cuba memberi jawapan.

Seorang pelajar perempuan India di barisan depan mengangkat tangan. "OK, bangun", kata saya setelah beliau cuba menjawab sambil duduk di tempatnya. "Value comes first dan kemudian belief sebab setelah kita melihat nilai2 diri seseorang baru kita percaya pada dia". Beberapa pelajar lelaki di belakang meneriak "salah2".

"Jangan cakap salah, saya tak cakap apa2 pun" Balas saya tersenyum. "OK, jawapan lain". Masih lagi takut2 memberi jawapan. "OK, saya bilang sampai 3, 1...,2..., OK, please", kata saya apabila seorang pelajar ingin mencuba.

"Belief comes first sebab belief kita dapat dari agama, dan values kemudian. Tak semua nilai kita ada, ada nilai yang kita ada, ada nilai yang kita tak de"

wah!!, cetus hati saya. "OK, A very good answer, bonus mark for the group".

That girl gave the answer that I'm looking at. Saya meneruskan lagi, "everybody has religion. So our belief derives from our holy scriptures." (apabila kelas selesai, saya baru sedar sepatutnya hadith turut dinyatakan, atau sekurangnya menyatakan holy scripture as the primier source).

"Then, baru values come. If you have problems with your belief, than you will have conflict with your values. Therefore, you have to change, sorry, you have to enrich your belief," sambung saya lagi (saya mesti memilih word yang betul krn students saya multiraces).

Student mengangguk perlahan. Moga mereka akan terus berfikir tentang hubungan antara belief, values and attitude.

Awareness 800

Awareness 800
Utk capai mudah saja
Henti kan dalang yang malas bekerja
Dengki tak habis-habis
Tunjuk kuasa
Bermaharaja lela
Kurang agama
Bijak tipu daya
Bengis, berang, bangang

Di depan Tuhan
Mampukan dia
Sedang
Di depan insan
Mengelak saja

Awareness 800
800 penyakit hati ada di sni
Di dalam hati si pengkhianat ini
Segeralah ke mari
Kami hulubalang sentiasa menanti
Tangkap saja panglima kami
Kami tak tkut mati
Tapi sayang
Mulut kami dikunci
Tangan kami digari
Jika berani
Esok lusa rezeki dicincang
Derita panjang
Hanya kerana ku derhaka
Pd petualang

5S

Amalan 5S yang diperkenalkan mengandungi 5 komponen iaitu seiri (sisih), seiton (susun), seiso (sapu) seiketsu (seragam) dan shitsuke (sentiasa amal).

Nah, kesemua 5S ini amat berkesan untuk sesiapa sahaja. Tapi bagi saya ada beberapa ‘S’ yang boleh di tambah iaitu

Simpan – setelah menggunakan, ramai sungguh yang liat menyimpan ke tempat asalnya. Kesian, sungguh tidak adil pada barang-barang ini sedangkan Islam menyuruh kita melaksanakn keadilan pada semua makhluk.

Sikit-sikit – ramai yang merungut bila diminta menyusun, apatah lagi menyisih, atau menyapu. Tapi harus dimulakan sedikit demi sedikit. Bukan hanya dalam perbuatan malah perbualan. Cuba lah memberi jawapan pendek, iaitu sedikit demi sedikit agar mudah difahami.

Sungguh – sungguh – ini adalah konsep ihsan. Buatlah pekerjaan dengan bersungguh-sungguh kerana hidayah itu akan diberi kan pada orang yang melakukan pekerjaan dengan bersungguh-sungguh.

Oleh itu saya suka berpegang pada 6S yang ini : sisih (isih atau sisih?), susun, sapu, simpan, sikit2 dan sungguh2.

Past, now and future

Facing up and down in life is a routine for everyone. Sometimes we are happy, sad, jealous, grateful or whatsoever.

The most important thing must be reminded is facing the current one,
not the past, nor the future, as both are not belonged to us.

Probably the person in front of us did something bad at past, but currently he or she is doing nothing wrong but smile.

Or sometime we refuse to mix with certain people, avoiding being asked unnecessary question, but even she or he does not sure what happen next.

So let’s focus on today, let his or her past is judged by Allah and his or her future act is preserved by Allah.

Between syntatic and semantic information

Ikujiro Nonaka in his book ‘Hitotsubashi on Knowledge Management’ describes that there are two types of information; syntactic and semantic. Syntatic information is measured by volume of information while semantic by the meaningful of information. The semantic information is the useful input for knowledge creation.

Now, let’s look into the approaches of lecturers in their classes. From my observation, most of lecturers use approaches base on their perceiveness on what learning activities are all about. A lecturer who perceives learning as a practical approach will conduct cheerful activities such as enjoyable outdoor programme or hands-on project. A lecturer who consider learning as reading and memorizing activity will give long hour lectures and abundant of assessment. A lecturer who considers that students have to know everything will force student to know as much as possible and will deliver as much as they can.

Me? I believe that students are not required to know everything. Several terms are important but some not, even for me. However, it is sad to say that most of colleges depend much on the western text book. Therefore, the content creation base on the local situation is required. From my point of view students must be able to imagine through the real case where subjected to their environment – not only on the western cases.

And as far I could remember there was a lecturer during my final year, who always gave examples base on the local project – the development of university system in Malaysian Public University. I determine to follow his step, gives examples as much as I could especially which relevant with students' context. More importantly, the points on the slides not should not become syntactic information to be memorized and externalized during the exam, but as semantic information to be understood and appreciated for their life long learning.