The harms of electronic games on children (Part Two) | Abdul Basit Muhammad
In the first part of the discussion about the harms of electronic games on children, there was a pleasant and distinctive conversation between seventh-grade students and their teacher in the computer science subject. This dialogue was constructive and beneficial, as each student spoke about what is happening in reality and sought useful advice from their dedicated teacher to reduce the use of electronic games and their harms, especially on children and youth. Indeed, the negatives of these games were identified, and the teacher, along with his students, highlighted their detrimental effects on individuals and society. In the second part of the discussion on the harms of these games, we will talk about the most important religious and ethical violations related to these games and their corrupting effects on an individual's religion and belief. After that, we will touch upon the key recommendations and advice proposed by specialists in this field to mitigate their risks... We will be logical in discussing some of the religious violations present in most electronic games, and ultimately, their corrupting and harmful effects on the belief of Muslims and their religion, especially concerning children and youth.
The common characteristic of these games is the presence of religious violations in them, whether they are ideological or ethical. We will mention some of these violations. The goal is to alert to their evils and dangers, especially to children, and to the members of society in general, in hopes that we can be a means to stop their use.
1. Depicting (false) gods as if they came down from heaven and had large bodies, may Allah be exalted from what they do very high.
2. Contains programs that encourage the killing of Muslims! You find that the target in the game of killing is referred to as an enemy, and must be killed without slowing down, and this enemy repeats: "God is great" or pronounces the shahada, or the like, the target is Muslims.
3. Tear religious books and walk on them! And all in accurate imaging and clear simulation.
4. Imitating the infidels and naming their names, and even loving them!, because during the practice of playing, most players call themselves by the names of actors, singers, and celebrities who are not Muslims, and put this name on the character through which they play, and imitate them in wearing chains, haircuts, and so on. "The game of (electronic) football is a clear example of that."
5. The presence of idols in a number of games, such as the background of the game, a view on the road, a masterpiece at home and the like.
A. The spread of bars and nightclubs along the sides of the game road, some of them are closed and some are open, and the player can enter them and see alcohol, nudity, and dancers... This is a reality that must be highlighted and warned against.B. A young man or child can control the character of the player they want to play with, whether it is a man or a woman, as they can change all parts of the body.C. The appearance of real images of women dancing during the phases of the game.D. The prevalence of swearing and insults among characters during play, whether these words are in Arabic or other languages... There is no doubt that these violations will have negative behavioral consequences on society, especially on children and youth, as specialists have confirmed.
• The rise of a spirit of violence, enmity, revenge, and quarrels among players in their daily lives. • Recklessness in driving vehicles (cars) or bicycles among most young people and adults who frequently engage in electronic gaming. • Leniency towards the phenomenon of writing in public places and on walls, and creating noise for trivial reasons. • Encouraging harassment of women! • Love for isolation among children and adults who often play these games.
After mentioning the harms of these games and their dangers to children and youth, it is necessary to identify and gather the means that help mitigate or avoid these harms as much as possible for our children and communities. Efforts and roles must be combined to achieve this desired goal. There is the role of the family, the mosque, the school, and the authorities. First: The Role of the Family: The family is considered the first line of defense in protecting our precious ones and our traditions derived from the noble Islamic values. Parents must first understand the risks and negatives of these games, and then wisely communicate this to their children to instill values and principles in their place. This can be accomplished through conscious upbringing, with continuous monitoring. Parents should not hesitate to buy educational games as long as their content is beneficial and does not violate Islamic rulings, and they should avoid purchasing games that corrupt the mind, body, and creed. We should guide our children to buy games that develop taste and intelligence... Or we can help them channel their energies through engaging in various sports games that do not involve mixing and do not violate moral standards.
Second: The Role of the Mosque: Through holding lessons and sermons that focus on connecting our children to the mosque, we remind them how the youth of Muslims and their children were during the times of prosperity, and we clarify the reasons for the decline of the youth. We instill in them faith and strengthen it by all wise means, and we try to fill their free time with activities and events that benefit them in this world and the Hereafter, as happens in some Islamic countries. So through the mosque, we organize activities, events, and competitions that encourage our children to adhere to the religion. For example: whoever attends the Fajr prayer with the congregation for forty consecutive days without interruption except for a valid excuse, we take him to Umrah, or we give him a suitable gift for the effort he has made, and whoever memorizes a part of the Quran will receive such and such... in addition to raising awareness among parents and encouraging them to motivate their children towards that.
Third: The Role of the School: It involves raising awareness in the school community about the harms of using these games, which have negative content in terms of health, psychological behavior, and education. It also aims to convince students not to buy these games, many of which conflict with the values and ethics of society, and to confiscate games that are found with students during school hours, especially those that promote social deviance. Furthermore, it emphasizes increasing various activities for students that help absorb their energies and turning schools into centers of diverse cultural activities during the summer holidays.
Fourth: The Role of Authority (Supervisory Agencies):The government should "continuously investigate the performance of gaming centers," and "monitor what harmful games they offer that are characterized by violence. "And "contribute to delinquency," and "conflict with the morals and values of society. "Therefore, it is essential to establish laws and guidelines that prevent children from entering corrupt electronic gaming centers and to take action against violators. Simultaneously, necessary material and moral steps should be taken to conduct research and studies to fill students' time with beneficial activities for them and their community, and to find suitable alternatives of games that align with our principles and beliefs. We ask Allah Almighty to help us bear the responsibility of alleviating the impacts of this problem we face, each from their place, as fathers and mothers, students of knowledge, and educators; indeed, He is All-Hearing and Responsive .O Allah, protect our children and the children of Muslims, and guide them towards what is good and beneficial for them, their nation, and their religion, O Possessor of Glory and Honor.
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