每一种理念都有其执行的方法。至于风格，则是执行该行动的特定、非固定的方式。在教育领域，风格指教师为了帮助学生实现目标而采取的一切有指导性的活动，即迅速而成功地传达思想、概念和各类知识。教师可以根据教学情境选择不同的风格，因此他会顾及学生的水平，并选择最佳风格来达成目标，例如辩论、讨论、叙述、讲故事、解决问题、实验、直接的实践练习等。风格通常需要一种或多种手段来实施行动。手段和风格并非固定不变；它们会随着环境、人员和可能性而改变、演进并增多。正如执行行动必须有某种方法，手段和风格在执行该方法时也发挥着重要作用。要迅速而成功地完成行动，就取决于创新出适宜的手段和风格来实施这一行动。

Every idea has its method of execution. As for styles, they are specific non-permanent modes of performing the action. Styles within the subject of education means all types of directed activity that the teacher undertakes with the objective of assisting his students to realise the goal, namely communicating thoughts, concepts and diverse knowledge quickly and successfully. The teacher can choose diverse styles according to what suits the education situation, so he heeds the level of students and chooses the best style to achieve the goal e.g. styles such as debate, discussion, narration, story telling, problem solving, experimentation, direct practical exercises, etc. Often styles require one or more means to perform the action. Means and styles are not permanent; they change, evolve and ennumerate according to circumstances, people and possibilities. Just as a method must exist to execute an action, means and styles play an important role in executing this method. Accomplishing the action quickly and successfully depends upon innovating suitable means and styles to perform this action.

例如,教育的方法——即教师理性的讲授与学生理智的学习——在历史上是通过笔和纸、口授、模仿与书写等手段和方式来完成的。如今,人们也运用各种手段和方式来完成教育,但它们与以往的手段和方式不同,例如印刷品与动态图像、录音磁带、实验室实验等。学校必须运用适当的手段和方式,以巩固学生的理性方法,因为这既是开明思维的基础,也是以伊斯兰为根基的复兴的基础。开明的思维解决人类最大的难题,并为人提供关于人、生命与宇宙的全面认识,包括尘世生活之前和之后的事物,以及它与前后事物之间的关系。由此,他借助理性的方法获得伊斯兰的信仰(’aqeedah),而这信仰正是伊斯兰国家、乌玛与制度的基础。

For instance, the method of education, namely the teacher’s rational address and the student’s intellectual learning was historically accomplished via means and styles such as pen and paper, or orally, and/or through imitation and writing. Nowadays means and styles are also employed to accomplish it but they differ from previous means and styles e.g. printed and moving pictures, audio cassettes, laboratory experiments, etc. The school must use appropriate means and styles to consolidate the rational method in students since this is the basis both for enlightened thinking as well as revival upon the Islamic basis. Enlightened thinking solves man’s greatest problem; and it also provides man the comprehensive idea about man, life and the universe, what preceded earthly life and what follows it, and its relationship with what preceded and what follows it. Thus he attains, via the rational method, the Islamic ‘aqeedah that is the basis for the State, Ummah and system in Islam.

自公元十九世纪起,欧洲,随后是美国和俄罗斯,以令人惊叹的方式推动了工业革命的创新,而这场革命本身又是科学研究方式的结果,这些研究方式被称为"科学方法"。经过考察可以发现,科学方法只在经验科学中是正确而有效的;同样,称其为一种方法并无不妥,因为它是一种特定且固定的研究技术。然而,错误在于将它当作思维的基础,而取代了理性方法,因为这样就会否定许多事实和知识的存在,而人类曾借助理性方法证明了这些事实和知识的存在,例如安拉的存在和穆罕默德的先知身份(ﷺ)。因此,科学方法是正确的方法,但只适用于可以通过实验来了解其实在和属性的有形物质(madda)。然而,理性方法及其四个构成要素仍然是思维的基础,因为它不仅用于研究有形物质,例如物理学等,也用于研究思想,如信仰(‘aqeedah)、立法和历史,以及语言研究,例如文学等。如果关于某物存在的理性结论与科学结论相互矛盾,则采纳理性结论,因为它对事物存在所作的判断是确定无疑的。

From the 19th century Christian Era, Europe and thereafter America and Russia succeeded in innovating the Industrial Revolution in a breathtaking manner, itself a result of scientific research styles that became known as the “scientific method.” Upon examination, the scientific method proves to be correct and effective in empirical sciences only; similarly it is not wrong to call it a method as it is a specific and permanent research technique. However, the error lies in taking it as a basis for thinking in place of the rational method as that leads to negating the existence of numerous facts and knowledge whose existence man proved via the rational method e.g. the existence of Allah and the Prophethood of Muhammad (salla Allahu ‘alaihi wa sallam). Thus the scientific method is a correct method but specific only to tangible materials (madda) susceptible to experimentation in order to know the material’s reality and attributes via experimenation. Nevertheless the rational method with its four (constituent) elements remains the basis for thinking as it is employed not only in researching tangible materials e.g. in physics etc, but also in researching thoughts like the intellectual doctrine (‘aqeedah), legislation and history as well as in researching language e.g. literature etc. If a rational conclusion happens to contradict with a scientific conclusion with respect to a thing’s existence, the rational conclusion is adopted since its judgement with respect to a thing’s existence is definitive.

科学方法仅限于经验科学的应用，例如化学和物理学，用以认识真主所使人类服役的宇宙物质的实质与属性，从而依照伊斯兰的律法，从这些物质及其属性中获取益处。

The scientific method is restricted to use in empirical sciences e.g. chemistry and physics to realise the reality and attributes of the universe’s materials that Allah ta’ala subjugated to man’s service in order to derive benefit from such materials and their attributes according to the Islamic rules.

一些哲学家，尤其是古希腊哲学家，认为“逻辑方法”是一种思维方法；然而，逻辑既不是一种思维方法，也未达到科学研究（科学方法）的层次。相反，逻辑仍然只是理性方法（即在一个观念之上建立另一个观念以得出结论）的一种风格，只不过它是一种复杂的风格，有可能出错、欺骗和误导人。它甚至可能得出与实际相反的结论，因此最好避免使用。如果使用，其结论必须再经过理性方法的检验。

Some philosophers, particularly the ancient Greeks, consider the “logical method” a method of thinking, whereas logic is neither a method of thinking nor does it reach the level of scientific research (the scientific method). Rather logic remains one style of the rational method (i.e. building one idea upon another idea to reach a conclusion), but it is a complicated style with the potential to err, deceive and mislead. It can also reach the opposite of the reality, thus it is better to avoid it. If used, its conclusion must be subjected to the rational method.

课程设计者在为学校和教师选择任何学科的教学手段与教学方式时，必须注意以下几点思考：

The designer of the curriculum for schools and teachers must pay attention to the following thoughts when choosing the teaching means and styles for any subject:

手段和方法都是暂时的，因此教师必须创新出有益的手段和方式，使学生理解所采纳的思想，同时要考虑到学生的具体情况和个体差异。

Means and styles are temporary, so the teacher must innovate useful means and styles to make students understand the adopted thoughts, while taking their circumstances and individual differences into account.

感官(听觉、视觉、触觉、嗅觉和味觉)是思考的基本要素,用于将事物的实际状况传递到大脑。如果学习的对象是可以接触到的实际事物,教师应当让学生在学习过程中尽可能多地运用这些感官来感知所研究事物(思考)的实际状况。如果该实际状况无法直接接触,则应借助一切可能的方法和形式,将其拉近到学生的思维之中,直到他们能够想象得如同亲身感知一般,因为感知实际状况是思考的基本要素。感知实际状况时所调动的感官越多,人对该实际状况的感受就越深刻,对其及其属性的判断也就越精确。

Senses (hearing, sight, touch, smell and taste) are a fundamental element in thinking used to transfer the sense of the reality to the brain. The teacher should enable students to use most of these senses—as much as possible—to sense the reality of the subject of study (thinking) if the reality is accessible to them as they study. If the reality is not accessible, one should bring this reality closer to their minds using all possible means and styles until they imagine it as if they sensed it, since sensing the reality is a fundamental element of thinking. Whenever more senses are involved in sensing the reality, the person’s sensation of the reality deepens and his judgement upon it and its attributes becomes more precise.

考虑到学生在编写课程和与其交流时所体现的语言能力。

Taking into account the students’ linguistic achievement in writing the curriculum and in addressing them.

鉴于人类在理解事物的细节之前，先理解其总体形式（صيغة كلية）的认知规律，尤其是对于六至十岁的学生，这就要求：

Taking into account human understanding of the comprehensive form (seegha kuliyya) of things before understanding its details, particularly for students between six and ten years old, which necessitates:

- 先教学生表示意义的词语，再教字母。当学生理解了一个词的意义指向其特定的实际事物之后，便开始词语分析的过程：即讲解构成该词的字母与音节。与此同时进行组合的过程，也就是用已学的字母组成新词，用已学的词语组成新句子。这样便将语言教学的两种方法结合起来：字母法与句子法。

- Teaching students the words denoting meanings before teaching them the letters. After they understand that the meaning of a word signifies its specific reality, the process of word analysis begins: which is the explanation of letters and syllables that constitutes that word. This is accompanied by the composition process; namely composing new words from the letters learnt and composing new sentences from the words learnt. This merges two methods of teaching the language: The letter method and the sentence method.

- 在教授其具体要素与属性之前，先教授事物外在表象的描述。

- Teaching them the description of apparent things before teaching their specific elements and attributes.

- 在讲授人物的详细生平与事迹之前，先向学生讲授这些人物的简要传记。

- Teaching them the summarized biographies of personalities before teaching the detailed lives and actions of these personalities.

先教授经文的大意和基本思想，再教授其细节与分支。

- Teaching them the general meanings and basic thoughts in the text before teaching the details and branches.