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التربية بالقـــدوة

كان النبي (r) العابد المتحنّث، ورجل السياسة الذي شيّد أمة من الفتات المتناثر، ورجلَ حربٍ يضع الخطط ويقود الجيوش، وأباً حنوناً عطوفاً، وزوجاً تحققت فيه المودة والرحمة والسكن، وصديقاً رحيماً، وقريباً كريماً، وجاراً تشغله هموم جيرانه، وحاكماً تملأ نفسه مشاعر محكوميهِ، يعودُهم ويزورُهم ويُعينُهم، ويمنحهم من مودته وعطفه ما يجعلهم يفتدونه بأنفسهم، ومع هذا كله فهو قائم على أعظم دعوةٍ شهدتها الأرض، الدعوة التي حققت للإنسانِ كيانَه الكامل، ورأى الناسُ الرسول الكريم (r) تتمثل فيه هذه الصفات كلها، فصدّقوا هذه المبادئ الحية لأنهم يرونَها رأي العين، لا يقرأونها في كتاب فحسب، بل يرونها في بشر فتتحرك لها نفوسُهم، وتهفو لها مشاعرهم، ويحاولون أن يقتبسوا قبسات منه (r)، كلٌّ بقدر ما يستطيع، فكان (r) قدوةً للبشرية في تاريخها الطويل، وكان هادياً مربياً بسلوكه الشخصي قبل أن يكون بالكلم الطيب، الذي ينطق به، قرآناً وحديثاً شريفاً، وهذه القدوة باقية ما بقيت السماوات والأرض. (عبدالعزيز، ص: 110)

 إن الإسلام يعرض هذه القدوة ليس للإعجاب السالب، ولا للتأمل التجريدي في سُبحات الخيال، إنما يعرضها عليهم ليحققوها في ذوات أنفسهم، كلٌّ بقدر ما يستطيع، لأن الإسلام يرى أن القـدوة أعظم وسائل التربية، فيقيم تربيته على هذا الأساس. (محمد قطب، ، ص: 221).

وإلا فما قيمة دعوة مترف إلى التقشف؟ وما تُجدي دعوة ظالمٍ لإنصاف المظلومين؟ وما قيمة دعوى كبار منتهكي حقوق الإنسان، لمحاسبة الناس على ظلمهم للإنسان؟ ودعوتهم الوصاية على حقوق الإنسان؟ كما تفعل الدول الكبرى اليوم! إنها دعوات ليست فقط لا تجدي بل إنها تنفر وتترك آثاراً سيئةً في نفوس الناس. ذلك بأن فاقد الشيء لا يُعطيه، كما يقال.

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