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Feedback, Humility & Growth

 

 

یہ مضمون اردو میں پڑھیں

We were sitting together after a long class—papers scattered, empty cups on the table—when I finally said something that had been quietly bothering me.

“I’ve realized something strange,” I said. “Sometimes I only notice my mistakes much later—when I listen to a recording of myself or reflect after an argument. But most of the time, I don’t even notice. How am I supposed to correct something I can’t even see?”

He smiled in his calm, patient way, as if he had been waiting for this question. “That,” he said, “is one of the hardest parts of growth. The problem is not ignorance—most people know enough. The real issue is blindness. We can’t fix what we can’t see.”

I remained silent, feeling like he was describing me perfectly.

But here’s the beautiful part,” he added. “God often arranges moments that open our eyes. Sometimes He lets us hear our own words again—through a recording, a memory, or even an echo in someone else’s reaction. Sometimes He sends a friend who, gently or awkwardly, points out something we were completely unaware of. That moment of awareness… that is a divine gift. A quiet invitation to grow.”

I let that truly sink in. A divine invitation. I had never seen it that way before.

“So when someone tells me I was defensive,” I asked slowly, “or that my tone was rude… that’s actually a blessing?”

He nodded. “Exactly. It’s as if someone hands you a mirror. And yes, sometimes the reflection stings. But the sting is important—it means something real has been touched. Most people waste that moment by reacting, explaining, denying, or taking offense. But if you can pause—even for a few seconds—you can turn the moment into growth.”

I sighed. “But pausing is hard. Feedback makes me feel judged, misunderstood, and sometimes even attacked.”

“That’s natural,” he said softly. “It’s the emotional system responding. But here’s a practice that helps.” He leaned in slightly, as if sharing a secret. “When someone gives you feedback, picture watching a replay of the situation —but you’re not in it. You’re observing yourself as if you’re sitting in a training room, watching a video of your own behavior. No ego, no defensiveness, just observation. Your only goal is to learn.”

He gave an example. “Suppose someone says, ‘You got defensive in the meeting today.’ Instead of thinking, He’s criticizing me, imagine you’re watching yourself on screen. Then visualize how you wish you had responded. Maybe by saying, ‘Thank you—I’ll reflect on that.’ Keep practicing this mentally. Over time, the brain learns a new emotional pattern.”

“That sounds like reprogramming the mind,” I said, half amused.

“That’s exactly what it is,” he replied. “Reflection without imagination is weak. Imagination is rehearsal for reality. Every time you visualize a humble, calm response, you’re laying down a new neural pathway—a practice track your real-life behavior will eventually follow.”

I stayed quiet for a while, thinking. “But what about the things I don’t even notice?” I asked finally. “What about the blind spots that stay… blind?”

“Then invite help,” he said. “Choose a few trusted people—friends, students, colleagues—and tell them: ‘Be my mirror. If you ever see me violating my values, please remind me.’ And ask them to be honest, even if it’s through a private message or voice note.”

He smiled. “If they do point something out, see it as a gift, not an insult. A person who protects your blind spot is a true friend.”

“That’s hard,” I admitted quietly. “Most of us try to avoid such moments.”

“You’re right,” he said. “Many people live permanently in defensive mode—constantly protecting their image, terrified of correction. But that’s a fragile way to live. The stronger person is the one open to feedback. In fact, try reversing the pattern. Don’t wait for feedback. Pursue it. Ask people: ‘What’s one thing I could do better when I speak, lead, or listen?’”

He smiled as he said this. “You’ll notice something interesting. At first, people hesitate. Not because they don’t care—but because our past reactions have made them cautious. The day they feel safe giving you the truth… that’s the day you’ve grown.”

His words reminded me of something that happened at work. “You know,” I said, “I once asked a colleague for honest feedback. And she said something that stung: ‘Honestly, I was scared you’d take it personally.’ I didn’t expect that. It hurt.”

“But that hurt,” he said, “was a revelation. It showed you that your attitude had silenced honesty around you. When ego gets louder, truth gets quieter. And when humility returns, truth finds its voice again.”

He paused, then added softly, “The Qur’an tells us that hearts are sealed not just by sin, but by arrogance—the refusal to listen. So every time you choose to lower your guard and genuinely hear someone, you soften the heart.”

I nodded slowly, feeling the depth of what he was saying. “But what if the feedback is wrong?” I asked.

“Then thank them anyway,” he said without hesitation. “Feedback is not revelation—it’s a perspective. You can evaluate it later. But the first duty is not to defend—it’s to stay open. If you shut down one person, ten others will go silent.”

He shared a story. “Once after a lecture, a young student walked up to me publicly and said, ‘Sir, your tone today felt dismissive.’ My first instinct was to explain myself. But I paused, thanked her, and went home thinking. Whether she was right wasn’t the main point. What mattered was that she felt safe enough to say it. That safety is sacred. If we lose it, we lose growth.”

By now, I could feel something shift inside me. A kind of clarity… almost a quiet awakening. “So real humility,” I said slowly, “is not just being quiet. It’s being correctable.”

He smiled. “Exactly. Humility is having the courage to accept correction. It’s understanding that my goal isn’t to be admired but to grow. We’re all travelers on the same long road—different stages, same destination. If someone points out a stone on the path, why get upset? Thank them, remove the stone, and keep moving forward.”

“I guess the real struggle,” I admitted, “is sustaining this all the time.”

He chuckled softly. “Of course it is. That’s why spiritual growth is a journey, not a project. You’ll slip. You’ll get defensive again. You’ll feel ashamed later. But each realization is another message from above saying, ‘You’re still teachable.’ And as long as you’re teachable… you’re alive.”

I felt something loosen inside me—an old knot of pride, perhaps. “So feedback is not a threat,” I said quietly. “It’s grace.”

He nodded gently. “Yes. The people who love you enough to tell you the truth are your greatest companions on the journey to God. Treat every realization, every correction, and every uncomfortable mirror as mercy in disguise.”

Then he said something I will never forget:

“Awareness isn’t just information—it’s revelation. It’s God whispering, ‘Here is another chance to become what you were meant to be.’”

 

Takeaway

Feedback is not an attack; it is a doorway.
Awareness is not humiliation; it is mercy.
And humility is not weakness; it is the strength that keeps us growing—
quietly, steadily, until the very last breath.

Learning vs. Course Coverage

 

 

یہ مضمون اردو میں پڑھیں

When organizing a workshop or class, one of the first questions participants often ask is: “How many sessions will it take?” At first glance, this seems like a practical and fair question. People want to know how many weeks they are committing to. But beneath this expectation lies a deeper problem: our obsession with timelines and course coverage often overshadows the very purpose of learning.

The Pressure of Numbers

Most of us have been shaped by school systems where the syllabus is clearly divided into chapters and weeks. Teachers are expected to “finish” the syllabus by a specific date, regardless of whether students have truly understood it. The mindset is: if we have covered the material, then our job is done.

But true learning doesn’t follow a strict schedule. Sometimes, one profound question can open up an entire world of thought, needing a full session—or even several—to explore thoroughly. Other times, a concept might be understood so quickly that it requires no more than a few minutes. Limiting learning to “10 sessions” or “20 sessions” turns education into a mechanical task rather than a human experience.

An Anecdote from the Workshop

I once told my workshop participants that the program would take “20 to 30 sessions.” Almost immediately, I was met with criticism: “Why not give us an exact number?” They wanted certainty, a clear figure, so they could manage their schedules.

My response was simple: I could finish the entire program in five sessions, or extend it to thirty. It depends on you. If one participant has a question that needs a whole week of discussion, should I ignore it just to stay on schedule? If the goal is true learning, then the path can’t always be planned in advance.

Unfortunately, many educational spaces lack this flexibility. We hurriedly meet deadlines instead of engaging with minds.

The Trap of Coverage over Understanding

Recall school or college days. How often did you “finish” a chapter only to realize later that you hadn’t truly understood it? Maybe you memorized formulas, definitions, or historical dates, but they faded after the exams. Why? Because the focus was on covering material—not on understanding, reflection, or connecting ideas.

In contrast, when a teacher takes the time to fully address your question, or when a discussion flows naturally until understanding is achieved, that learning stays with you for life. It may take longer, but it is much more valuable.

A Living Example

Imagine two students learning about patience. One attends a lecture where the teacher quickly “covers” the concept: definition, a few examples, and a Quranic verse or two. The whole thing is finished in 30 minutes.

The other student sits in a workshop where the teacher pauses. A participant asks, “But what if patience feels like weakness?” That sparks a debate. Stories are shared—about mothers raising children, about people facing illness, about personal failures. The teacher connects these to the main idea of patience as maintaining dignity under emotional pressure. The session goes on longer, maybe the entire class. But those who leave that room don’t just understand what patience is—they feel it, own it, and begin trying to live it.

The Courage to Prioritize Learning

This approach takes courage—both from teachers and learners. Teachers must face criticism for not being “efficient” or “time-bound.” Learners need to accept that the journey is not always predictable and that they cannot gauge progress solely by the number of sessions.

However, this courage is exactly what turns information into transformation. When we let learning follow its natural pace, participants don’t just leave with notes—they leave changed.

Conclusion

Education should never be about ticking boxes or finishing chapters. It should focus on nurturing understanding, answering questions, and making room for genuine growth. The next time someone asks, “How many sessions will it take?” maybe the most honest answer is: As many as it takes for us to truly learn.