Category Archives: Education/Madaaris

A Destructive Education

In the past few years, the Muslim community has been celebrating and rightly so, the tremendous achievements young Muslims have had in securing their qualifications nationwide. The London borough of Newham, known for its socio-economically challenged demographic, has received much fanfare due to the success chiefly of two schools: Brampton Manor Academy and Newham Collegiate Sixth Form, a number of whose graduates have been able to secure places at the coveted Oxbridge. I feel obliged to mention at this point, on behalf of those institutions that bravely admit students regardless of their backgrounds, that both these Newham schools are highly selective. This notwithstanding, the students – a good number of which are from the Muslim community – have worked hard and rightly earned their places to study in two of the best universities in the world.

While the grounds and halls of universities around the UK will see an increase in Muslim representation, there are other institutions in which the current cohort of 18-22 year olds are noticeably absent. Masjids, certainly in my particular locality of South-West London, have never witnessed such a dearth of young Muslims before. I work actively in trying to encourage young Muslims to engage with their local masjids for a number of reasons, but chiefly because the way in which any community thrives is by one generation passing the torch to the next. While I cannot speak for the whole of London, and certainly not for communities in other cities, my interactions with young people locally have shown me that exams, internships, friends, and making money leave no spare time for anyone but themselves.

I realise that this will make for unpalatable and contentious reading for my generation, but we will continue to evade our culpability in the way that we have brought up our young to the detriment of the Muslim community. The fact is that we cannot blame young people, in general, for the way that they think about life, the world, religion, or community. Their ideas, ideals, and values were nurtured in an environment that we as parents exposed them to; they are essentially a product of that upbringing. Where did we go so wrong? This topic is vast and complex and, in truth, my attempt to expound on it here will only be able to touch on some of the issues at a superficial level. However, it is of such importance to the Muslim community that I feel we simply need to begin this conversation. I do not pretend to be novel in my discussion of this topic, but I do feel that because the issue is mostly dealt with more academically and abstractly, it often fails to filter down into discussions we should be having as communities.

If I were to simplify the topic and try to get to the heart of the matter, I would say that, despite being better endowed with ‘Islamic’ knowledge than our parents’ generation, we have succeeded quite remarkably in creating and practising a secular Islām. I helped out with a youth programme for twelve to fifteen-year olds at my local masjid and designed a questionnaire for the children to try and better understand how Muslim families were engaging with their faith. The penultimate question asked, “What do you think would make your parents really proud of you?” Out of the twenty-five respondents, one child wrote that it would be to memorise the Qur’ān, while another said the same and added that their parents would like to see them take an active role in helping the Muslim community. The rest of the children mentioned academic and career success. Of course, there is nothing wrong with academic success nor with a good career. In fact, as Muslims, we should reject mediocrity and work hard in striving for excellence in whatever we do, which includes doing well in our studies and becoming the very best in our professions. The only question, however, is whether the desire to achieve this is simply a means, or the end itself.

We live in a world of hyper-consumption. For those who have seen nothing but good in the advent of the Internet and social media, the diet of marketing and advertising assaulting our senses almost every waking moment of the day has inevitably shaped our perceptions of the winners and losers of society. We are compelled (against our better judgement) to consider our fellow man not on the basis of how well-mannered, virtuous, and selfless he is, but on his career, where he lives, the size of his property, the car he drives, the people he hangs around with, his cultural capital, and other qualities which make him stand out as a person ‘succeeding’ in the world. Whether we are ready to accept it or not, the decisions we make for our children’s upbringing is rooted primarily in the desire to see them become people who are ‘successful’ in this life. If twenty-three of the twenty-five respondents in my questionnaire echoed the same mantra, can there be little doubt that the focus for our children is unwittingly directed towards the material rather than towards something more virtuous?

The concern is this. If we nurture and bring up our children with the fear that they will not succeed in a life which will end in a matter of years, we will grow within them an urgency to acquire whatever they can and to disregard anything that stands in the way. This is why Allāh the Most High says in the Qur’ān, “The devil frightens you with poverty and encourages you to commit indecency.”

Source: Islam21c website.

COMPASSION FOR STUDENTS

[By Jamiatul Ulama Gauteng]

A teacher must have compassion for his students in the same way a father would have for his own children. Rasulullah Sallallahu Alayhi Wasallam said “I am to you like a father is to his child”

Abu Haroon Abdi and Shahr ibn Haushab Rahmatullahi Alayhi relate that when we visited Abu Saeed Khudri Radiallahu Anhu as students, he would say to us: “Welcome! O bequest of Rasulullah Sallallahu Alayhi Wasallam. Listen! Nabi Sallallahu Alayhi Wasallam has said:

“Soon the world will become subdued to you and young people will come to you who will be thirsty for knowledge. They will desire to attain a deep understanding of Deen, (Tafaqquh). When they do come, teach them and treat them with kindness. Be tolerant with them and teach them the Ahaadith.” [Jamiu Bayaanil Ilm].

Do not punish children whilst you are angry. An angry doctor cannot cure a patient. Similarly, an angry teacher who has no self-control will not be able to discipline his students thus causing more harm than good.

The counsellor, who advises with scorn, serves only to add venom to venom.

Experience has proven that kind words are more effective than harsh ones. Only an ignorant person, wishing to place something in a utensil, will first make a hole in it. With excessive beating and harshness, the heart of a child becomes like a sieve. It will be impossible to fill it with goodness.

Instilling fear into the child might be effective temporarily but has proven to be largely unsuccessful. In this day and age it develops into a major fitnah, which would prove to be a nightmare for the officials of the Madrasah, and have a negative impact on the reputation and administration of the madrasah.

That ustaadh who is incapable of rectifying the students’ evil habits by himself displaying good character is not worthy of being an ustaadh. Generally, teachers do not pay attention to rectifying the wrongs within themselves thinking themselves to be perfect. Thus, we can well imagine the fitnah that can stem from one who is deficient yet thinks himself to be perfect.

To fill the heart of a child with fear has a similar effect as that of an icy wind on a delicate bud or a hot wind on gentle flowers.

Imam Ghazaali has stated that a teacher has to be extremely tolerant.

Hadhrat Abdul Qadir Jilaani has stated that as long as anger overcomes you, do not count yourself among the people of knowledge.

A pious person once mentioned that a teacher has to be an embodiment of love and kindness. Nobody is prepared to listen to harsh words just as a sick person is not prepared to take bitter medicine.

Allah Ta’aala mentions in the Qur’aan:

 “Had you been harsh and hard hearted, they would have dispersed from around you.”

It is recorded in Ta’leemul Muta’allim that the son of a kind ustaadh will one day also become an Aalim. The reason for this is that the ustaadh encourages the students to become Ulama. Through the barakah of this encouragement and due to his kindness, his son too will become an Aalim

“Modern Western” Education???

[By Hasan Mahfooz]

Would a liberal send their children to an Islamic school taught by Muslim teachers using an Islamic curriculum? Why do Muslims send their children to a school that teaches the opposite of what they believe? Muslims would never send their children to an RSS shakha or a Christian school but many Muslim parents have no problem with the typical private/public school. Why?

The reason is that falsity of and disagreements with Christian and Hindu beliefs/worldview are clear to us and we want to protect our children from them. On the contrary, most of us consider secular-liberalism and modern education (and schools) to be ideologically neutral, which is not true.
The reality is that the education that is imparted in most schools today is based on certain philosophies, pre-suppositions and concepts. Those toxic concepts such as naturalism, progress, utility maximization, freedom, etc. are taught for more than 15 years to credulous impressionable children, permanently distorting the way they view the world. I will touch on a few of the numerous concepts that the modern “education” imparts us.

Naturalism peddled through different subjects and especially science makes us believe that the physical world is all that exists, and all phenomenon can and must be explained through physical causes only. This blatantly undermines the belief in the supernatural and, thus, weakens imaan, which by definition is on the ghayb, the unseen, the supernatural.

History promotes the idea of progress: mankind as a whole is progressing and becoming more rational, moral and advanced over time, pushing the idea of “the newer the better”. This gives a false impression that the moderns are more advanced, moral and rational than the previous people and, thus, Islam of the 7th century is outdated and needs revision.

Economics promotes the idea that self-interested rational man, homo economicus, is in a state of competition due to a scarcity of resources and, thus, he tries to maximize his pleasure (utility) from consumption of goods and services. This strikes at the root of compassion, selflessness, sacrifice and caring for the rights of others that Islam stresses so much.

Many other such toxic ideas incongruous to Islam are taught to students through different subjects over the school life. In the absence of hard work by parents to counter the influence of such toxic ideas, it is not surprising to find a Muslim after decades of schooling (brain-washing) become a naturalist, secular, careerist, progressive, etc.

We need to think seriously about what we are studying and imparting to our successive generations. May Allah rectify our affairs.

The Satanic Calamity of Secular Education

A Concerned Brother from Pakistan, explaining the evils of secular education, writes:

“In our times today, the only comfort I get is by reading your articles and books and turning towards the Salaf. Apart from this, everywhere I go it’s the same story. Majority of the ulama, shuyookh, it’s same. Dunia is muqaddam (has priority) over the Deen.

I read that you said that you are not against secular education if the maahol (environment) is right, and that you against only mixed environment. (This idea is erroneous –The Majlis)

The problem is that this secular education in itself is anti-Islam. It is not some kind of mubah (permissible) knowledge. The characteristic of this education is to breed the love of dunia (the world) and to make one forget Aakhirat. No matter how good the environment is.

I’ll give you an example. Darul Uloom Korangi (Mufti Taqi’s Madrasah) has opened a school called Hira Foundation.

“Hira Foundation School is a division of renowned Jamia Darul Uloom Karachi. It is an excellent Cambridge based schooling system, in which we stand committed to offer value based education with a goal to spruce our children in accordance with Islamic value.” – hirafoundation.com.  

The school is run by Mufti Taqi Usmani’s son. The website says:

“Dr. Muhammad Imran Usmani, son of Justice (Retd) Mufti Muhammad Taqi Usmani, holds an LLB, M. Phil, and Ph. D. in Islamic Finance and graduated as a scholar with specialization (Takhassus) in Islamic Fiqh and fatwa from Jamia Darul-Uloom, Karachi.

Dr.Usmani is the head of Hira Foundation School, a project of Jamia Darul Uloom, Karachi, with a vision to provide high quality education to its students with its unique blend of modern academics with Islamic teachings. (It is a Shaitaani blend, like blending milk with swine’s urine – The Majlis) The aim is to develop its students in becoming staunch and practicing Muslims with strong Islamic and moral values. The school serves as a cultivating ground for Muslim children, providing educational services from Pre-school to University level.” 

COMMENT BY THE MAJLIS

The donkey degrees of Dr. Usmani and also his title (doctor) are laughable jokes which have no significance in the Shariah. Such advertised moronic, donkey degrees display the disequilibrium of the bearer’s brains. He is essentially a bootlicker of the western kuffaar, hence the stupid shaitaani attempt to cast Islam into a mould acceptable to his western masters.

These molvis and their hybrid ‘unique blend’ of Qiyaamah. The Deen is no longer imparted for the Aakhirat. The Ilm of the Deen is pursued for worldly and nafsaani objectives. This is the objective of the Hira school. Among the signs of Qiyaamah, the Hadith mentions that “Ilm will be taught for reasons other than the Deen” and “with the amal of the Aakhirat, the dunya will be pursued.”

The vision of the Hira school is misguided, myopic, oblique and satanic.

Continuing his letter, the Brother states:

“Coming Back to my point, secular education – its very conception is anti-Islam. I want to give you a small example. I have neighbours whose whole family is mureed of Hazrat Hakeem Akhtar Sahib. After his death they turned to some khalifah of Hakeem Akhtar Sahib. The whole family is pardah daar (observers of purdah) and deeni. Not only the immediate family but also their uncles  and cousins. Their 8 and 6 year old children study in this Hira Foundation. The grandfather always brings his grandchildren for Namaz. One day I saw him alone. I asked him: “Where are your children?” He said they had to do homework. I said: “Homework? You left jamaat for homework? It’s understandable for the 6 year old but the 8 year old?” (No, it is not understandable from the Islamic perspective for even the 6 year old who was being brought regularily for Salaat. – The Majlis) He said: “I told them (the women) to send the children, but they said they have to do homework.” (In the Qur’aan, Allah Ta’ala says: “O People of Imaan! Some of your wives and children are your enemies. Beware of them!” – The Majlis)

Hazrat this incident is enough to show what this secular education is all about. Secular education’s conception is for money making, earning dunia. It’s teaching 8 years old that homework is more important than going to Masjid for namaz.” (End of the Brother’s letter)

COMMENT BY THE MAJLIS

The villainy of western-type secular education in the form imparted and indoctrinated, does not stop at teaching 8 year olds that homework is more important than Namaaz.

It ruins Islamic morality (Akhlaaq-e-Hameedah) and eradicates Imaan. Muslim students and their moron parents are indoctrinated to believe that writing secular exams is more important and imperative than Salaat and even Saum. Aqaaid are assigned to the realm of superstition and fairy tales. A mockery is made of the Sunnah.

When we say that secular education is permissible if the environment is proper, we do not restrict this permissibility to only purdah. Even if the institution is only for girls or only for boys, then too, the environment is haraam, hence pursuing the education in the haraam environment will be haraam.

The entire system has to be overhauled for the sake of permissibility. The entire curriculum – all aspects of it – have to be Islamisized for it to be permissible. The whole syllabus is loaded with fisq, fujoor and kufr. The personnel manning these institutions are fussaaq, fujjaar and even kuffaar masquerading as Muslims. Children being for years in the suhbat of such villains, emerge from these schools and universities as villains with disdain for the Deen and kufr in their hearts. No one emerges unscathed from these haraam institutions even if some manage to crawl out with their Imaan intact.

Every molvi who pursued higher secular education for the acquisition of donkey degrees, assigns the Deen a secondary role.

The Deen becomes the handmaid of their secular accomplishment, and will invariably be interpreted to be subservient to secular theories and concepts. All of them become bootlickers of the west. That is why they discern honour in donkey degrees.

Secular education imposed on Muslims is the greatest achievement of the West. With this satanic education have they succeeded to install kufr governments in every Muslim land without exception.

May Allah Ta’ala save us from this colossal satanic calamity and curse.

The Immoral Filth of Sex Education

[By Mujlisul Ulama]

Rasulullah (sallallahu alayhi wasallam) said:

“Haya (shame/modesty) is a branch of Imaan.”

The Muslim Ummah prides itself with the lofty concept of Islamic Haya. There is no culture or system of life which has ever given the world such a beautiful concept of shame and morality as Islam has bestowed to its adherents. The lofty standard demanded by the Islamic Code of Haya does not permit male Ustaadhs, irrespective of their age and piety, to impart the knowledge of basic or elementary masaa-il (rules) pertaining to sex to Muslim girls. The illustrious Ulama and Fuqaha have issued strict instructions in this regard.

This lofty and divine concept of. Haya which the Ummah inherited from Rasulullah (sallallahu alayhi wasallam) is today being broken down and destroyed in the kuffaar secular schools with the connivance and co-operation of Muslim parents. In their mad and satanic desire for secular education even at the cost of the lost of Imaan, Muslim parents are permitting their little boys and girls to be exposed to the worm type of moral filth under the guise of ‘sex-education’.

‘Sex-education’ in terms of the Shariah is filth and abomination. It destroys the natural haya which Allah Ta’ala has bestowed to people of Imaan, especially to girls. It is most disgusting to refer to this type of immoral teaching with the designation ‘education’. It is not education. It is shaitaani filth and moral corruption which shaitaan has succeeded in introducing into the Muslim community via his kuffaar agents in the abominable secular schools.

LIBERTINE CULTURE

It is haraam for Muslim parents to submit to this libertine culture and to expose their young boys and girls to an indoctrination of sexual perversion. Parents are paving the road to Jahannum, not only for themselves, but for their little and beloved ones as well by abusing the Trust of children which Allah Ta’ala has awarded  to them. The Qur’aan commands:

“O People of Imaan! Save yourselves and your families (wives and children) from the Fire.”

You can save your children from the everlasting perdition of Jahannum by safeguarding their Imaan, their Deen and their Akhlaaq here on earth. Parents have to take notice of what is happening to their children at the instutions of the kuffaar. If this trend of adopting the ways of the lewd and libertine kuffaar culture will continue in our community, then the stage will be set for Bosnia-type calamities to crash down on us. Allah’s punishment will come in such a ghastly form as a fitting recompense for having accepted a ghastly form of abomination as our way of life.

IMMORAL IMAGES

The primary school syllabus instructs that the sexual parts be named by children using models, toys and puppets. The use of images is haraam. The use of haraam images for a lewd purpose is a haraam act of an aggravated nature. How stupid can a system of education become! What need is there other than the purpose of indoctrinating children with perverse sex, to be taught the names of the sexual organs? Since man’s appearance on this planet, innumerable billions of people have learnt such matters without the impositions of an immoral cult such as western culture. Billions of people on this earth have fulfilled the natural role of procreation without the stupid interference of a type of ‘education’ which is nothing but sexual perversion introduced to rape the minds of the young.

PICTURES AND VIDEOS

Today the syllabus instructs the use of pictures and videos to show birth in animals. Tomorrow will come the time to take them to some clinic to show them birth in the actual process. Such shamelessness can never be tolerated by Islam. Whatever is holy and sacred in the lofty Islamic code of Haya is utterly destroyed by the libertine and immoral cult of western kufr education.

The Islamic code of Modesty and Shame does not permit parents to appear in the nude in the presence of even their six month old baby. The Muslim code of Haya discourages even spouses appearing in complete nudity to one another. Even though there is no hijaab between husband of wife, Islam advocates certain standards of decorum and modesty to be observed by them. Islam draws a distinction between human beings and donkeys. The Hadith teaches Muslims to behave like Ashraful Makhluqaat (The Noblest of creation), not like the beasts of the jungle.

What type of stupid education this is?

An education which uses dolls and pictures to show the differences between boys and girls is an insult to human intelligence. After millennia here on earth, the need is suddenly felt to teach a boy and a girl that they have different organs. Two year olds are aware of these differences naturally, without any need to be exposed to perversion and indoctrination.

DEENI TALEEM

The Deeni Ta’leem of Islam is ample to educate Muslim children. Correct Deeni education informs without exposing children to immodesty. Muslim children naturally know who their  brothers and sisters are. They learn naturally who their mother is and who their father is. They learn naturally the need for marriage, reproduction and the making of a home. An education in which modesty and human be exposed to the bestial and shameless sexual education which is the product of the perverse minds of the kuffaar obsessed with sex and unnatural acts of sexual gratification. The libertine culture of the west, which has liberated the kuffaar from all moral restraints has brought about the fusion of the minds of the opposite sexes, giving rise to a breed of unisex hybrids.

‘Ilm & Holidays

QUESTION:

In western countries, Maktabs co-incide their holidays with the school holidays so that parents and children can have time together and can go on family trips.

However some of these holidays co-incide with Easter and Christmas; the rationale being that during other times in the year, children are at school and if they are not given a holiday during the Christmas and Easter period, they don’t attend maktab as they are using these school holidays to go away with their families.

This is true in the majority of cases. However, some parents do see the value of Islamic education & they will send their children to Madrassah during the kuffar’s “religious” holidays.

My issue with this approach is that by granting holidays during kuffaar festivities, we are impliedly indoctrinating innocent children into according value to other religion’s festivals. Ulama, however, protest to the contrary stating that if the right tarbiyah is provided, the children will not be indoctrinated in to this way of thinking.

This ignores the fact that children are highly impressionable and do imbibe subtle messages. In addition, schools provide 6 weeks’ holiday once a year and these holidays are unrelated to major religious festivities. Maktabs could give 2 or 3 weeks off during this period.

In light of the above, what’s The Majlis’s view of giving children time off from maktab during Easter & Christmas?

ANSWER (by Mujlisul Ulama):

The real issue is that the Deen has become a hobby or a pastime activity for most Muslims, even for today’s ‘ulama’ who are not genuine Ulama. They are morons and signs of Qiyaamah. Besides the many stupid kuffaar holidays, even the holidays of the Madaaris are excessive. Holidays and true Taalibeen of Ilm are two opposites which really cannot exist together.

The genuine seeker of Ilm does not know what holidays are. The Madaaris have also become like secular institutions with the primary goal being the dunya, not the Aakhirat. The lessons in Madaaris should continue during all kuffaar holidays. Ilm must not be made the handmaid of kuffaar holidays. Whoever attends the Madrasah during the holidays will gain. Whoever is absent will be the loser.

The concern of the Asaatizah should be to impart Ilm to those who are keen in their pursuit. Those who subject the Ilm of the Deen to mundane demands should be ignored. The Madrasah should cultivate the ethos of Ghaar-e-Hira, not that of kuffaar secular institutions as is the case with almost all the Deeni institutions of the age. The glut of holidays, especially kuffaar holidays, is destructive for the Students of Deen. In fact, true students of the Deen should be fully engrossed with their kutub even during the official Madaaris holidays.

Understanding Secular Education

Shaykh Moulana Abdul Hamid Is`haq (Daamat Barakaatuhum)

When I was lecturing at the Rand Afrikaans University, a professor, who was head of the department, mentioned to me, during a conversation:

“The day the Primary Level Religious Institutions (Makaatib) do not exist, the Muslim community will exist as a professional community and as a business community – but they will not exist as a Muslim community anymore.”

It was at that point that I realized the agenda and planning of the enemies of Islam. They were systematically trying to break down the structure of Deen, which had been established in South Africa. Their foremost effort was and is drawing the Muslims to their secular institutions – *primary, secondary and tertiary* – where they would further break down the individual’s Deen – until the mind-set, the lifestyle and the beliefs become secular! *Then we would be Muslim in name, but not in identity and not in our outlook – perhaps not even in belief. …May Allah Ta’ala protect us all.*

And this is what we see today: The modern secular-educated Muslim lives a life which is not aligned to the Qur’aan and Sunnah, in the true sense. There is a wide chasm created between the individual and true Islam. *This is the effort of secularists in their quest to alienate all of mankind from religion.*

For many, a modern and “moderate” Islam is accommodated, where the trends and whims of the non-Muslim society are also adopted. Many customs, which have no affiliation with Islam and which may even be prohibited, are legitimised. Intermingling of sexes, adopting the dress and the ways of the disbelievers, etc. are proof of the outcome of secular education.

The Ulama are considered outdated and orthodox and are criticised for holding onto what has passed on from generation to generation of the pure and pristine Deen of Islam.

On listening to the professor, I understood that the university – and other such western secular institutions of learning – had a specific and detailed strategy to harm the Muslim community. I thus resigned from the post of lecturing.

It should be understood that worldly education is permissible in Islam. This is not objectionable. It is a fact that Muslims have been pioneers and forerunners in the field of science, medicine, mathematics, etc. They were great inventors. Their contribution to the progress and advancement of mankind is distinct.

The knowledge that is being rejected is that knowledge which deliberately aims at cutting man off from religion, from his Creator. And this is the knowledge which has been given the name, “secular” – by its architects.

If a person had to do a little research, then just the definition of secularism exposes the aim of secularists. *Secularism is a system which removes and even rejects all forms of religious faith and worship.* Secularism demands that religion – if it believed in – should be a private affair and not a public one – and that religion should play no part in education or politics. Most secularists are themselves atheists.

One article also explained: “They (Secularists) think that religious schools are divisive (disruptive/incompatible), and damage the prospects of a harmonious and diverse society.”

So it follows that their efforts will be to eradicate religious institutions. *This is being done by engrossing man in the pursuit of materialism, entertainment and anything that diverts his attention away from religion or wanting to be religious.* Man thus becomes far removed from the religious institutions until he sees no need for religion and no need for such institutions.
*The Darul Ulooms are the bastions, the strongholds of Deen. They are the forts of Islam. It is in the Darul Uloom that we find Dien being taught, comprehensively, meticulously and fully. The Ulama are the shields of Islam; they are a great means of protection for the Ummah, preserving Islam in its pristine purity.*

The Maktab is the backbone of the Ummah and establishes a strong faith in Allah Ta’ala. Tauheed [1], Risaalat [2] and Aakhirat [3], which are the principles of Deen, are well-grounded in our children. This is what assists in making them firm Believers in Allah Ta’ala. …Wherever, in the world, there is no establishment of the Maktab system, the people there, easily lose their direction in Deen.
We see, in our own society, how the secular institutions – that is, the non-Muslim institutions of learning – keep our children occupied fully in everything other than religion. They have extracurricular and extramural activities. They have various events and functions which consume time. Our Muslim children are thus greatly hindered from attending the Maktab and Madrasah on a regular basis. In this manner, our children are kept away from connecting with Dien and improving in their Dien.
*Parents look to give their children the best secular education;* they may consider the prestige and status of attending such institutions, *but sadly, they do not look at the repercussions to the Deen and Imaan of their children.* And there is no doubt that this kind of education is at the great cost of our children’s Deen – if only we would take understanding. We are dealing with different cases and we are seeing the results. *Huge amounts of money are being paid for the destruction of our children’s Imaan.*

We may not see this today or tomorrow. Secularists have a long-term strategy. Over the twelve years of schooling and thereafter the years of tertiary education, they groom, they tutor and they prepare students in such a way, that when they complete their education or when they graduate, they leave the institution with a secular mind, with material aspirations and ambitions, and generally, with an aversion to religion – because religion is played out as a system that restricts, and secular education promotes freedom on every level.

They train them to fit into a western secular society, into a system where they are just pawns – used to support and strengthen the system, where religion is not allowed to feature.

Very recently, I met a young Muslim brother who is studying at a tertiary institution. In conversation, I enquired of him, what subjects he studied – and he mentioned history. So I asked regarding the history of mankind. He replied: “Darwin’s theory of evolution. We come from an ape…”

He honestly believed that his ancestors were apes or monkeys. When I asked him about the creation of the universe, he responded : “The big bang theory…”

Inna Lillahi wa inna ilayhi ra’jioon. These beliefs are in total conflict with Imaan and Islam. In fact, it is Kufr – because Allah Ta’ala has already explained the creation of man in the Qur`aan Sharief. Darwin’s theory is a rejection of the Qur’aan Sharief. Sadly, the brother did not see anything wrong with what he explained.
This is one of too many cases that we have dealt with. *Many are Muslims from good Muslim homes but this secular education has indoctrinated in their minds, the false belief that they have evolved from a monkey or ape.*
*Today, Darwinism, evolution and the big bang theory are taught in pre-schools, in primary, secondary and tertiary institutions.* These ideologies are impressed in the minds of our children and as a result, many Muslims are very confused in their beliefs.

Hadhrat Moulana Ashraf Ali Thanwi (Rahmatullahi ‘alayh) had said that the people censure and slate the Ulama regarding their stance on secular education. However, the Ulama are looking at the consequences of the modern secular curriculum and have therefore adopted this position. They are against that education which leads to rejection of religion and which leads to atheism.

Hadhrat Moulana (Rahmatullahi ‘alayh) had said that were we to take note of what is actually happening, we would observe that generally, the modern secular-educated people are unconcerned about Salaah, about maintaining the identity of the Muslim, and they do not heed the other commands of the Shari’ah. They may go against it, criticize it, and even proclaim Islam to be regressing and out-dated. Na’uzu Billah.

…Of course, there are some exceptions.

Those Ulama were blessed with foresight and understood the purpose of the introduction of western secular education.
Without Deeni education, the western secular system asserts and establishes an “Anti-God”, “Anti-Religion” frame of mind. And we should understand that without Deen and without Imaan, Jannat is lost.

The consequences are far reaching and extremely grave. The Hereafter is the destination and there are only two places of residence: Jannat or Jahannum.
The opportunity of this worldly life is not given to us to secure the worldly life – but it is to secure the Pleasure of Allah Ta’ala and salvation in the Hereafter.
*Reflect for a while:* What accompanies us when we depart from this world? With the exception of a shroud, *none of our material possessions*, no matter how beloved, will be taken with us. What will be taken are our deeds.

*When the reality of death manifests itself and the door to the Hereafter is opened, then our worldly qualifications and degrees won’t matter, but our faith will be all that matters.*

*We need to prioritize here and now and without any delay*, if we want the best of the next life – for ourselves and for our children.

May Allah Ta’ala give us the understanding. May Allah Ta’ala grant us the concern regarding our Dieni education and that of our children.