We still do not know the details about the contents of the material being offered in U.K. schools on Islam in classes on religious education. But it’s not hard to guess what kinds of things will receive attention, and what will not. Students will be told about the Five Pillars of Islam: Shahada (Profession of Faith), Zakat (required charity), Sawm (five canonical prayers daily), Ramadan (the month of daytime fasting), and Hajj (the pilgrimage to Mecca to be undertaken once in a lifetime by all those Muslims who can afford it). They will not, however, be told that the Zakat is meant only for fellow Muslims, unlike Christian charity, which is meant for everyone. Nor will they learn that in saying the five prayers, an observant Muslim will recite the Fatihah, the first surah of the Qur’an and the most common prayer in Islam, seventeen times. The final two verses of the Fatihah ask Allah: “Show us the straight path, the path of those whom Thou hast favoured; not the (path) of those who earn Thine anger nor of those who go astray.” The traditional Islamic understanding of this is that the “straight path” is Islam — cf. Islamic apologist John Esposito’s book Islam: The Straight Path. The path of those who have earned Allah’s anger are the Jews, and those who have gone astray are the Christians. Thus Muslims, in saying their required prayers, curse the kuffar 17 times a day. That will not be mentioned in those RE classes on Islam.
Students in RE classes will undoubtedly be assured that in Islam “there is no compulsion in religion” (2:256). They are unlikely to know that this is not in fact true, that there is plenty of compulsion. Consider that apostates from Islam are to be killed; Muhammad says in a famous hadith that “if a man changes his [Islamic] religion, kill him.”(Sahib al-Bukhari, 4.52.260). That is one terrifying form of “compulsion in religion.” Nor will they be taught in the school classes on Islam about the status of the “dhimmi,” which allowed non-Muslims to continue to stay alive under Muslim rule, albeit subject to a host of onerous conditions, including the payment of the Jizyah. Many millions of people have converted to Islam during the last 1,400 years only in order to escape from the “dhimmi” status; this too is a form of “compulsion” that will not be mentioned in these RE courses.
The other Qur’anic verse sure to be taught is 5:32, in its abridged and deceptive version: “If any one slew a person… it would be as if he slew a whole people; and if any one saved a life, it would be as if he saved the life of a whole people…” But the full verse, far from denouncing the taking of lives, provides the reasons for doing so: “We ordained for the Children of Israel that if any one slew a person – unless it be for murder or for spreading mischief in the land – it would be as if he slew the whole people: and if any one saved a life, it would be as if he saved the life of the whole people.”
Thus the justifications for killing someone are given (and the manner of killing described in 5:33) — either for murder, or for “spreading mischief in the land,” which would include any act against Islam or Muslims, any act of blasphemy or questioning that might weaken the hold of Islam on its adherents.
If 2:256 and 5:32 will certainly be included in the school lessons on Islam, we also know, with equal certainty, what will not be included in the RE classes. None of the more than 100 verses commanding Muslims to fight the Unbelievers will be included — as, e.g., 2:191-193, 4:89, 8:12, 8:60, 9:5, 9:29, 47:4. Nor will the verses about the superiority of men to women (as 4:34), or the verses about the superiority of Muslims to non-Muslims (3:110, 98:6) be mentioned. Left out of the discussion about Muhammad will be his comment on women in the hadith (it is “because of the deficiency of her intelligence” that a woman’s testimony is worth only half that of a man), his consummating his marriage to Aisha when she was nine and he was 54, his remarks in the hadith on warfare (“War is deceit” and “I have been made victorious through terror.”) He’ll be sanitized, cleaned up, ready for his close-up.
It should not be hard for the aggrieved parents to explain that they have good reason to believe that their children’s religious education classes on Islam amounted to indoctrination. They can list the subjects that have been completely ignored in the classes — above all, the duty to engage in Jihad to spread Islam until it everywhere dominates. They can also show that some Qur’anic texts are misleadingly presented (as the literal meaning of 2:256 is offered, but not its meaning in Islamic practice).
Teachers warned in April last year that parents were increasingly abusing the right to withdraw their children from religious education lessons due to their prejudices.
The parents are not “abusing the right to withdraw their children from religious education,” but rather, exercising that right. It is not for the teachers to decide what constitutes “abuse” of the right. Both the 1944 and 1988 education acts give parents the right to withdraw their children from any religious education classes they choose, and they need not give a reason. The parental right is total.
Members of the Association of Teachers and Lecturers section of the National Education Union called on the government to take steps to prevent parents from selectively withdrawing youngsters from RE classes.
“Cases of parents withdrawing selectively from teaching of one religion, predominantly Islam, were often presented by participants as representing a hostility and intolerance to those of other faiths,” the new research says.
Those who pull their children out of classes in indoctrination are not showing either “hostility” or “intolerance.” If a reasonable unit on Islam, one that did not stint on conveying the disturbing aspects of the faith, were to be offered, many of those parents might be willing to have their children take part. The teachers, those “participants” who claimed these parents represented a “hostility and intolerance to those of other faiths” apparently are unable to recognize, and discuss in good faith, the charge that these classes on Islam amount to indoctrination.
But it [the report] concludes: “While it was true that Islam’s prominence as a target for withdrawal implies prejudice, our findings suggest that teachers saw the reasons for this withdrawal as misunderstanding more than prejudice.”
The teachers’ condescension — pitying these poor parents who simply “misunderstand” what these classes on Islam are about — is ludicrous. These parents are in no need of pity; they rightly suspect that the classes on Islam take the form of systematic indoctrination and apologetics; the evidence is to be found in both the topics covered and those carefully not covered.
How arrogant of the teachers who are so sure that these islamocritical parents who wish to withdraw their children are know-nothings, ignoramuses who are the very people “most in need” of classes on Islam. Many — including you and me — will draw a different conclusion. These are the parents who know the most about Islam, and especially about the many disturbing Qur’anic verses that are ignored in the required classes; it is because of their knowledge, not their ignorance, of Islam, that they are so exercised by the sanitized version of the faith that their children are expected to endure.
Here is a short list of topics that might be presented by the parents who have withdrawn their children, or are thinking of doing so, that they demand be included if the course is to be anything other than an exercise in indoctrination:
1. Apostates from Islam are to be executed. Non-Muslims can survive as dhimmis, subject to a host of onerous conditions; as a result, millions of non-Muslims over time converted to Islam.
2. The Qur’an repeatedly instills contempt for non-Muslims. While Muslims are described as “the best of peoples” (3:110) non-Muslims are described as “the most vile of created beings.” (98:6). Furthermore, Muslims are told not to take Christians and Jews as friends, “for they are friends only with each other.” (5:51) These verses help explain the unwillingness of many Muslims to integrate into a society of Unbelievers, who are to be regarded only with contempt.
3. The Qur’an is full of verses commanding violent Jihad, and any study of Islam, no matter how brief, needs to reveal, not to cover up, these verses. Until now, in these RE classes, the duty of Jihad has been ignored, or misrepresented as the “struggle to become a better person” (relying on one very weak hadith about Muhammad describing his return home from war as going “from the Lesser Jihad [of war] to the Greater Jihad” (of domestic life), which is not at all what the Qur’an means by “Jihad” (at, e.g., 2:191-193, 4:89, 8:12, 8:60, 9:5, 9:29, 47:4), nor does the observable behavior of Muslims over the past 1,400 years suggest that the primary meaning of Jihad is an “internal struggle” to master oneself.
4. Non-Muslims should be informed that Muhammad is regarded by Muslims as “the Perfect Man” and “the Model of Conduct.” They should also learn that Muhammad consummated his marriage — that is, had sexual intercourse with — Aisha when she was nine years old and he was 54. He ordered the torture of Kinana of Khaybar so as to find out where a treasure had been hidden, and once the information was obtained, Kinana was to be murdered. He took part in the mass killing of 600-900 prisoners of the Banu Qurayza, sparing no one, even though the tribe had been completely crushed and was no longer a threat. Muhammad asked aloud for others to “rid me” of certain people who had mocked him; all three — Asma bint Marwan, Abu ‘Afak, Ka’b bin al-Ashraf — were then murdered by his followers. These events give people a good sense of Muhammad, free of the hagiographic treatment that Muslims naturally favor, where such material is deliberately kept out.
5. If more parents wish to withdraw their children from religion classes in Islam, it is because they have good reason to suspect the classes will not convey disturbing truths about the faith. They are fully entitled by law to do so. It will be helpful if those parents were to present to the educational authorities in the U.K. the Qur’anic verses they think ought, at a minimum, to be included in any course on Islam, and those aspects of Muhammad’s life that are most necessary for non-Muslims to learn about. It will be fascinating to see how, from within the educational bureaucracy of Great Britain, the Defenders of the Faith respond.
Antiislamicman says
Muhammad was a demon possessed false prophet
Buraq says
I know that Islam was being taught in British schools 25 years ago. I personally saw posters on the walls of RE classrooms (Religious Education) displaying ‘The 5 pillars of Islam’ in full color. At that time, there were no widespread objections to RE classes teaching Islam.
I can only surmise that Islamic Jihad’s continuing atrocities around the globe for decades has woken up a few parents and they, finally, have seen through the lie of ‘peaceful Islam’. Hence, the current wave of objections.
Brian Simons says
I was a UK RE and Philosophy teacher – Head of the two departments in fact, for 36 years at a prestigious Grammar School. Very few children were withdrawn from RE lessons. We taught the major religions and Atheism with an emphasis on Christianity as the heritage religion of the West – and much of the World. I fully support this multi-cultural approach BUT only if it is caught in an open way with ample time for discussion, debate and an opportunity for pupils to ask their own questions. A few times I had an activity where pupils were invited to perform ruku – the prayer movements BUT nobody was forced to do so, it was a choice, and there was no intention to indoctrinate. This is part of the experiential approach whereby the pupils’ empathy and understanding are developed by do these kinds of activity. None of this kind of RE teaching is indoctrination, because it is open with ample discussion and at no time are pupils told, “This belief is true and you must believe it.” With so much of society being secular I feel pupils need to understand religions in order to appreciate world history, current affairs, and to begin to form their own views about life. How can they do this without full, accurate information about world faiths and philosophies?
gravenimage says
Brian Simons wrote:
This is part of the experiential approach whereby the pupils’ empathy and understanding are developed by do these kinds of activity.
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You could have had them murder a few Infidels–*that* would certainly give them an understanding of Islam…
Herb Lubi says
Beware of your governments. They can’t operate and consume huge amounts of kickbacks if they have a god that has control over them. They are in government to make huge amounts of cash for programs that target the low income to force feed survival through the government handouts. They are removing god from every corner of the globe and making sure no child is left behind, as they take control of your children through Liberal Socialist Public schools and colleges. Morals are knocked off their foundations and Churches are being destroyed through the Islamic armies forcing their way through your very existence. The Governments found a way to take control of the masses by bringing in Moslims into our governments to destroy all societies that have dwelled there for thousands of years and install the evil Agenda known as Sharia Laws replacing constitutions with it. then once your death is threatened by Islam if you don’t betray your true God, they will take your head in exchange. If you convert and submit to Islam, you will be reduced to a Dhimmi and pay taxes, but every Moslim will be your Slave master and you you will Submit or die. Your Property and women and children will be their sex toys, as you are lower than dirt and deserve no mercy and attention. Your mind will be theirs, your soul will be lost, and your happiness will be no more. America will be next if we don’t remove every Moslim from our Nation. Never to allow them to infiltrate again for Political Gain and Votes. They do not Assimilate they Dominate as the Supreme Race that does not exist in reality, there is only one race and that is Human, they are not a race they are the fallen Angels seed and are here through the last day, until Jesus comes back to Destroy Satan once and for all. The Moslims are nothing but controlled beings of Satan ans will consume every man woman and child for their own Property once they remove every Religion in the world.
joanofark06 says
“Beware of your governments.”
I don’t know how, so many people STILL don’t know about this! (Especially when I’ve been posting it everywhere!)
Trump, last year, hosted a ramadan dinner IN the White House (what I call…celebrating another people’s god), and THEN made a short speech to the millions, that are in this country. He was so proud of it, that he posted it, in the White House dot GOV website! Everyone should read it (and tell me why he says the rising of the moon, in the first sentence):
Presidential Message on Ramadan
https://www.whitehouse.gov/briefings-statements/presidential-message-ramadan/
Not only that, but he had Nigerian’s leader at the White House, and spoke all “sweet nothin’s”, at him! I have THAT speech too! And now he can’t believe that the dictator of N.Korea, wants to be his friend!
And by the way, how many people remember the first overseas trip he made, right after he was electet? It was to an islamic country! Where he “bent down”, to receive a gold necklace, and received lots of pretty and expensive toys! Everyone should of figured him out then!
There’s something wrong here! Someone please me I’m wrong, but he ALSO wanted to give 50 billion dollars to the islam state of Palestine! What happened to “make America great again”?? Don’t believe I’ll see it, in MY lifetime!!
Jayell says
“Teachers warned in April last year that parents were increasingly abusing the right to withdraw their children from religious education lessons due to their prejudices…..”
‘Prejudice’ obviously means ‘pre-judging’ – i.e., assessing without prior information. What these teachers really mean is that parents were USING their right to withdraw their children due to their informed opinions, and there is enough relevant information around to form reasoned conclusions. |So these teachers seem to presume that (a) parents are incapable of valid informed opinions or (b) parents have no right to their opinions, or (c) parents have no right to act on their informed opinions on behalf of their children. Whichever way, it’s not on.
Angemon says
Indeed.
gravenimage says
The Rights of U.K. Parents to Remove Children from Religious Education Classes (Part 2)
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Don’t give up your rights!