Turkish President Recep Tayyip Erdogan said “I do not want TEOG (Transition from Primary to Secondary Education exam) anymore and I find it wrong. It needs to be removed. Did we come (arrive at this point) with TEOG? There wasn’t any TEOG at our time. You go to school, your grades are known during the […]
Shaping Islamic Education to Build Muslim Youth for the Challenges of 21st Century Life Many Muslim youth view Islam as just a religion, comprised of a few good morals, rituals and rules. Furthermore, they witness Islam constantly being depicted as backward, barbaric, oppressive to women and other faiths, and an historical artifact. Additionally, they live […]
States pay great attention to their education policy and its styles, and they devise it with full awareness due to the significant impact on the building of individual personalities all the while emphasizing the state’s reputation and displaying its position among other nations. A successful education policy will result in providing knowledge for the student […]
Shaping Islamic Education to Build Muslim Youth for the Challenges of 21st Century Life Our Muslim children live in a world today where they are surrounded by the claims and promises of secular liberal governments and media. They are continuously sold the lie that the secular system and liberal way of life is the path […]
Shaping Islamic Education to Build Muslim Youth for the Challenges of 21st Century Life Muslim children today live in a consumerism obsessed materialistic world that is trying to create Paradise on earth for them, with dazzling temptations and pleasures galore, many of which go against their Deen. In this capitalism dominated world, the pursuit of […]
The proposed constitutional amendments project in Parliament, have permitted the marriage between a male and a female through direct consensus and contract or through delegation (Wikala) after reaching the legal age of maturity. The head of the Emergency Committee for Reviewing the Constitutional Amendments, Badriya Sulaiman, has announced the invitation to the Body of Sudanese […]
On the 22nd November, Pakistani media reported on a recent report by the US Commission on International Religious Freedom (USCIRF) entitled, “Teaching Intolerance In Pakistan – Religious Bias in Public School Textbooks”. In the name of so-called ‘Religious Tolerance’, the report recommended that overemphasis on Islam as being the “only correct” faith must be eliminated […]
(Part of the campaign: “Muslim Youth: Pioneers of Real Change” by the women’s section) After the fall of its State and the absence of the implementation of the Laws of Allah, the Islamic Ummah faced a historic dangerous turning point. It fell into the abyss and was targeted by nations from all over the world, […]
When their malice is uttered inside of them, their institutions rumble and snarl, and their rancour and hatred reveals itself, to the degree that they select the most effective way of eliminating Islam. Then know that you are facing a fierce war of no lenience with a civilisation and thought that is incompatible and opposite […]
As part of the cultural campaign against Muslims in Pakistan, modern books published in Pakistan, whether educational or otherwise, generally present inaccurate and false information regarding the British occupation of the Indian Subcontinent, the War of Independence 1857 and the formation of Pakistan. Information about the past is presented in a twisted manner, so some people who are presented as heroes in history were actually British agents, who understood the colonialist agenda and acted as tools. They took to constantly deceiving Muslims, using Islam as a disguise, as is the case of colonialist stooges in occupied Iraq and Afghanistan today. Thus, whilst the Indian Subcontinent was under British occupation, the British groomed collaborators who stood by their side, distorting Islam in order to legitimize British occupation.
On the 25th of October 2013 Azernews reported that the President of Azerbaijan Ilham Aliyev, introduced an education development strategy to create an economically stable education system with infrastructure based on up-to-date technologies and qualified teachers. A cabinet of Ministers have been given five months to submit a plan of action and development goals are to be reviewed annually.
Students and teachers should shun the struggle for some meaningless reforms and calling for rights in the current corrupt education system. Rather they must rise to eradicate the whole rotten education system that is corrupting the lives of the students. Practically this can only be done by joining the global struggle of Hizb ut-Tahrir for the re-establishment of the Khilafah, which has entered into its final stage.
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Any Nation whose people believe in an idea would also want their future generations to adopt such ideas so as to preserve them. This culture of a Nation is what determines a people’s civilisation, the nation’s goals, and their way of life. Such people are moulded into one Nation based on this culture. And it is this culture that distinguishes one nation from another. This also holds true for the Muslim Ummah.
What is meant by culture is the Aqeedah and what emanates from this Aqeedah in terms of Ahkams, solutions and systems; and what is based upon the Aqeedah such as other knowledge, sciences and the history linked to this culture (biography of the Ummah). If this culture is lost, it will lead to the demise of the Ummah as a distinguished Ummah; the objective of the Ummah and her way of life will be changed and she will be left following the culture of other nations.
For the last two centuries the world has witnessed unprecedented leaps in science and technology, the development of railways, aeroplanes, nuclear technology, the Internet, IVF and genetically modified food. Such developments have taken place in parallel to the development of the West, reaching levels unparalleled in history. This monopolisation of technological and scientific inventions has led to the belief that liberal values are a pre-requisite for development.
Most thinkers, scientists and philosophers claim Islam has no place in the world today. This view is built upon the premise that none of the Muslim countries have produced anything in terms of scientific research or technological invention. The West claims that progress in science and technology occurred when the West rid itself of the authority of the Church and separated religion from life. For them the church stifled the development of science and reason as religion is inherently built upon faith and superstition. Only with its removal from the public sphere did the West manage to launch an industrial revolution and then flourish. Today for liberals it is they who invented science as we know it. They claim they laid its foundations and have created its numerous branches.
For centuries, the Ummah’s achievement in science and technology outpaced European nations. However, this progress was only possible when Islam was comprehensively implemented. The current state of the Ummah is due to the fact that Muslims are governed by the Capitalist system. Once the Khilafah is re-established, the Ummah will once again, by Allah’s سبحانه وتعالى leave, lead the world in all matters – including technological advancement.
Islamic Aqeedah: The Role of the Mind
In Islam, the issue of science and technology has not been a controversial one. Belief in Islam is based on rational thinking – a Muslim comes to believe in Allah سبحانه وتعالى by examining the world and arriving at the firm conclusion that the world could not exist without the intervention of Allah سبحانه وتعالى. Many ayat in the Quran challenges man to think and ponder about the world:
February 2008 saw the culmination of a study by the World Bank which analysed education in the Muslim world. The World Bank report on education reform in North Africa and the Middle East concluded that the quality of education in the Arab world is falling behind other regions and needs urgent reform if it is to tackle unemployment. The report said unemployment in the Arab world averaged 14%, which is higher than other areas in the world, except Sub-Saharan Africa, with the Palestinian territories coming highest with nearly 26%.
Education in any civilization represents a key tool in educating ones people with the thoughts the civilization is established upon. Over the centuries many nations have codified the manner of educating their youth and developed curriculums to achieve this. History shows us whenever a nation was in the process of being conquered the education system or curriculum was uprooted and replaced to ensure the conquered were also intellectually conquered. Even today the Muslim world is being forced by America to change her education curriculum so as to comply with her ideological views. Hence the Arab states such as Saudi Arabia, Kuwait, Jordan and Egypt have reviewed their curriculums under the pretext of development and compliance with the age. Saudi Arabia even went as far as changing one of the most important religious subjects in its school books, the subject of allegiance and dissociation (al-walaa’ and al-baraa’). Similarly Jordan, Egypt and Kuwait have changed subjects related to jihad.