The youth of this generation are the leaders and governors of the future. Consequently their education, ways of thinking and values are of great importance in shaping the world of tomorrow. Consider the attitudes and values of the younger generation around you. Are you content with the possibility that theirs and your future is in safe hands? If not, you’re not alone. The Western education system’s hidden agenda begins from the primary school all the way through to university. If further generations of Muslims go through this system without realizing its errors and dangers, the Islamic identity could be lost.
This is not to say that education should be avoided. Muhammad (saw) stresses the importance of education in many hadeeths and that we must learn, seek knowledge and teach this knowledge to other people. For example in the book of, at-Tirmidhi, Anas reported that the Prophet (saw) said, “Whoever goes out in search of knowledge he is in the path of Allah until he returns.” The book of at-Tirmidhi also states that the Prophet (saw) is reported to have said that seeking knowledge is an obligation for every single person.
In the early stages of primary school, many Muslim parents take an active interest in their children’s education. These parents want their children to seek knowledge and believe that by ensuring their children attend school they are providing their children with the opportunity to learn and become the successful and educated citizens of tomorrow.
However, as can be witnessed by glancing at the youth of today, the lifestyles of so many are marked by characteristics such as disrespect, misbehavior and selfishness. They live by rules which they have created with little or no consideration for others including members of their own family. The reason why this happens is because much of the education children receive is non-Islamic. Children learn a lot both inside and outside the classroom, and the content of what they learn is not always necessarily good or bad when it is considered from an Islamic perspective.
In geography, for instance, children are taught about different countries, some of which are Muslim countries, each with their own culture, flag and language. On the surface this may appear rather harmless, and many parents may feel that their children are receiving a comprehensive and educational insight into the rest of the world. But Islam regards Muslims as one nation not separated by these national identities which have been created purely to disunite the Muslims. In the Qur’an, Allah (swt) says:
“And hold fast all of you together to the rope of Allah and do not be divided.” (3:103)
Muslims are being taught that the Muslim Ummah is permanently divided which encourages children to develop an identity different to that of being a Muslim. Children regard themselves as being Indian, Pakistani, Bengali or Arab. Consequently their parents’ country of origin takes precedence over their Deen.
Some aspects of science are taught which are also in direct contradiction to the Islamic belief. A number of theories, hypotheses and ideas are taught as if they are fact, such as the evolution theory which suggests that humans came from apes. Energy is taught as being eternal whereas only Allah is eternal and self-sufficient. The water cycle implies that it is self-subsistent, not requiring a Creator. Thus, Western science pollutes the minds of children as it threatens the existence and status of the Creator. Before sending your child to a school implementing the Western education system, you need to consider carefully how these erroneous concepts will affect your child’s belief in Allah (swt).
History too fails to present your child with a complete portrayal of the past, as the only history that is taught is Western history, its achievements, developments and wars – 1400 years of Islamic history is completely disregarded despite the fact that it was the Islamic empire which had the earliest achievements in areas such as technology, science and architecture.
P.E. is no better as children may have to wear clothes such as shorts, leotards, t-shirts and skirts which do not accord with the Islamic code of modesty. At the secondary level children have to shower with others completely naked even though this is forbidden in Islam. Islam obliges us to dress in a manner that is modest as Allah (swt) says in the Qur’an:
“O children of Adam! We have indeed sent down to you clothing to cover your shame and for beauty, and dress of piety – that is best.” (7:26)
Islam is erroneously taught as a religion in R.E. when in fact it is an ideology, a whole way of life, which has systems that cover all aspects of life ranging from ritual acts to governing the affairs of people. In many schools disbelievers teach Islam, even though it is not allowed to have a disbeliever teach you your Deen as they are not Muslims themselves. In addition to this, in the name of ‘equality’, Islam is equated with all false beliefs (Christianity, Hinduism, Buddhism, etc.) which are represented as ‘true’. No child has the right to state Islam as the truth over these false religions.
The pollution and corruption of your child’s mind does not cease in the classroom as it also extends to the playground where children discuss films, actors, singers, etc. Young girls rearrange their clothes to reveal parts of their body to ensure they indeed look like the pop-stars they strive to emulate, and whose songs they know verbatim.
The school canteen may offer halal and vegetarian food but does it offer you the assurance that this food was not cooked and prepared in the same container as the haram food?
The purpose of our lives is only to worship Allah (swt) by following all of His (swt) laws and commands:
“And this is a book which we have revealed as a blessing: so follow it and be righteous, that you may receive mercy.” (6:155)
Thus, the education of our children should receive needs to be that prescribed by Islam. This education will differ in that subjects will be taught with the ‘Aqeedah (belief [and actions]) as the basis. The theory of evolution will not be taught as fact, as Allah (swt) says:
“But most of them follow nothing but conjecture. Truly conjecture can be of no avail.” (10:37)
Science would be taught in such a manner that it confirms the existence of Allah (swt) and how He (swt) controls everything. Geography would differ In that amongst other things your child would be conversant with the Islamic state, the enormity of the Islamic state and how the Muslims are unified in one land under one leader. Your child would also learn Arabic not French or German or Spanish (these could be studied in higher or further education) and therefore your child could read and understand the Qur’an.
History would focus on Islamic history and recreation and lunch breaks would be a time to enjoy the company of other Muslims and discuss Muslim role models such as scholars and leaders rather than the latest pop band. Certain subjects such as sociology, foreign history and foreign languages and their literature would only be taught in higher education. They would not be taught at the primary or secondary levels as they contain aspects of culture, which contradict Islam. These studies as well as capitalist, communist and socialist concepts, the doctrines of the Christians, Buddhists, Hindus and the Qadianis, and the concepts of patriotism and nationalism, would be studied at university level only. The purpose of teaching these areas would be to expose their trivial nature.
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