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Showing posts with label Muslim Education System. Show all posts
Showing posts with label Muslim Education System. Show all posts

Monday, February 4, 2013

History Distorted: Columbus was NOT the First To Cross The Atlantic

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The old poem that most American school children recognize begins “In 1492, Columbus sailed the ocean blue…” Indeed, in the year 1492, Christopher Columbus (whose real name in Italian was Cristoforo Colombo) sailed across the Atlantic in the name of the Spanish crown and landed in the Caribbean part of North America. For hundreds of years, it has simply been accepted that Columbus was the first explorer to valiantly sail across the sea and “discover” the Americas. However, this theory no longer stands up to modern scholarship.

It goes without saying that the first people to truly discover America were the ancestors of the Native Americans, who probably crossed into North America through Russia and Alaska about 12,000 years ago. Discussion of the “discovery” of the Americas by Europeans, Africans, or Asians is an insult to the history of its indigenous peoples. That said, the first daring souls to cross the Atlantic Ocean by boat are important to know, and the theory of Columbus does no justice to their story.

While the common knowledge about Columbus is that he lived in a time where everyone assumed the world was flat, this is clearly not the case. Ancient Greek scholars such as Aristotle and Pythagoras suggested that the earth was in fact, round. It was during the Muslim Golden Ages (c. 750-1100s) that advanced scholarship into the shape and size of the earth began. Contrary to what most people may believe, in those years, it was common understanding that the earth was not flat. The debate, instead, was about exactly how large the earth was. In the early 800s, the Abbasid Caliph al-Ma’mun assembled the brightest minds of the day (including al-Khawarizmi) in Baghdad who calculated the earth’s circumference and were off by only 4% of it’s actual size.

Knowing that the earth was round, and knowing its size to a very good degree of accuracy (without the modern technology we have today), some intrepid Muslims must have attempted to go around the world, hundreds of years before Columbus. The proof of these voyages is in front of us, in black and white.

Muslim Spain


Al-Masudi’s world map of 956, showing the “unknown land” across the Atlantic across from Africa
The great Muslim historian and geographer, Abu al-Hasan al-Masudi wrote in 956 of a voyage in 889 from al-Andalus (Muslim Spain). The voyage left from the port of Delba (the same place Columbus’ voyage would begin) and sailed for months westward. They eventually found a large landmass across the ocean where they traded with the natives, and then returned to Europe. Al-Masudi records this land across the ocean in his famous map and refers to it as “the unknown land”.

Two more voyages from Muslim Spain to the Americas are recorded in history. One was in 999 and was led by Ibn Farrukh, from Granada. The other is recorded by the genius mind of the geographer al-Idrisi, who worked in the multi-cultural and religiously tolerant Sicily of King Roger II in the 1100s. He wrote of a group of Muslims who sailed west from Lisbon for 31 days and landed on an island in the Caribbean. They were taken prisoner by the Native Americans on that island for a few days. Eventually, they were freed when a translator who lived among the natives that spoke Arabic arranged for their release. They eventually sailed back to al-Andalus and told their tale. The important part of this account is the existence of an Arabic speaker among the natives, indicating that there must have been more unrecorded contact between the Arab world and the Americas.

West Africa

There is another part of the Muslim world that had contact with the Americas before Columbus. In West Africa in the 1300s, a powerful and incredibly wealthy empire called Mali existed. The most famous leader of this empire was Mansa (king) Musa. The most memorable event of his reign was his epic hajj journey in 1324. The caravan of over 60,000 people made an impression everywhere they went, including Egypt, where Mansa Musa told the story of how he came to power. His brother, Abu Bakr was the Mansa before he was. During his reign, Abu Bakr sent a fleet of 400 ships to explore the Atlantic Ocean. Only 1 ship returned, but reported that they found a land across the ocean. Mansa Abu Bakr then outfitted a fleet of 2000 ships, which he sailed with personally, that sailed west into the ocean. They were never heard from again.

While there is no record in Mali of the result of that voyage, there is evidence of their arrival in the Americas. There are numerous archaeological sites in North and South America that attest to that Malian presence. Early Spanish explorers and pirates recorded abandoned cities in Brazil that had inscriptions identical to the language of the Mandinka (the people of Mali). More inscriptions in the Mandinka language were found in the United States as well. Near the Mississippi River, many inscriptions exist that recorded their exploration of the Americas. In Arizona, an inscription was found that reads “The elephants are sick and angry. At present there are many sick elephants”. This inscription also includes a rough sketch of an elephant. Elephants are not native to the Americas. They were brought by the Mandinka to the Americas, and the inscriptions are proof of Mansa Abu Bakr’s successful journey over 100 years before Columbus.

The Ottoman Empire

In 1929, an amazing discovery was made in Istanbul, Turkey. A map drawn in the year 1513 by the Ottoman cartographer, Piri Reis was found. Reis wrote that his map was based on earlier sources, including ancient Greek and Arabic maps, including maps by Christopher Columbus, who had sailed only 21 years earlier. What is remarkable about this map is the level of detail of the map, which forced historians to re-evaluate the Columbus theory of exploration.
The Piri Reis map of 1513

The map clearly shows the eastern coast of South America, which is in the correct position with regards to Africa. The coast of Brazil is shown in incredible detail, with many rivers accurately placed on the map. Although Reis used Columbus’s maps as a source, Columbus never went to South America, so Reis must have gotten that from earlier Muslim maps that he used as sources. Furthermore, Reis’s map includes the Andes Mountains, which were not even explored by Europeans until the 1520s, a full decade after the drawing of Reis’s map!

Piri Reis based his map on earlier sources, which clearly had a very good understanding of the Americas and had explored the area well before the first Europeans. The map is perhaps the strongest physical evidence of Muslim exploration of the Americas before Columbus

What Did Columbus Say?

With all of this evidence of Muslim exploration before Columbus’s voyage in 1492, is it possible that Columbus himself knew he was not the first? It’s more than likely to be the case. Columbus sailed from Spain in the same year the last Muslim dynasty of Iberia was destroyed in the Reconquista. Many of the people of Iberia were still Muslims, and carried with them the knowledge of the Muslim Golden Ages. Numerous people on Columbus’s voyage were Moriscos, Muslims who were forced to convert to Catholicism or die. Columbus could have heard from Spain’s Muslims of the New World and was thus inspired to go exploring.

Once he got to the Americas, Columbus records numerous examples of Muslims already present. He commented on the gold that the natives had, which was made the same way, in the same alloy, as the Muslims of West Africa did. Furthermore, Columbus records that the native word in that area for gold is guanin, which is very similar to the Mandinka word for gold, ghanin, which probably comes from the Arabic word for wealth, ghina’.

In 1498, Columbus recorded seeing a ship loaded with goods, heading towards America, filled with Africans who were probably on their way to trade with Native Americans. Columbus also records in his journal that Native Americans told him of black Africans who came regularly to trade with them.

Even Columbus knew that he was not the first to cross the Atlantic Ocean.

Conclusions

Clearly, the theory that Columbus discovered America is nothing but an old tale that has not stood the test of time. There is no doubt that the Columbian Era was a pivotal time in world history that changed the way of life in the Americas and Europe forever. However, he was not the first to make the crossing to the Americas. Evidence exists from the Arabs, West Africans, and Ottomans of Muslim voyages to the Americas well before Columbus and Christian Europe. For whatever reason, the textbooks continue to extoll the voyage of Columbus and the courage of his crew, the “first” to make it across the Atlantic. This idea clearly needs to be re-examined in light of evidence from earlier Muslim explorations, to bring their contributions to the general public.

Sources:

Dirks , J. (2006). Muslims in American History . Beltsville, MD: Amana Publications.

Morgan, M. (2007). Lost History. Washington D.C. : National Geographic Society.

Quick, A. H. (2007). Deeper Roots. (3rd ed.). Cape Town: DPB Printers and Booksellers.

Sunday, February 3, 2013

Al-Zahrawi – The Pioneer of Modern Surgery

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It has often been stated that the Muslim period of Spain’s history (also known as al-Andalus) was a Golden Age of Islamic civilization and society. Almost utopian harmony between Islam, Christianity, and Judaism prevailed, great advancements were made in the sciences, and wealth and stability were the rule rather than the exception.

One of the great figures of Muslim Spain was Abu al-Qasim al-Zahrawi, Islam’s greatest medieval surgeon. He revolutionized how surgery was performed by inventing new methods and tools to help heal patients. His thirty-volume encyclopedia of medicine was used as a standard text for medicine throughout Europe for centuries. The impact he had on how medicine was practiced was truly revolutionary.

Background

Al-Zahrawi lived during most powerful period of the Umayyad Caliphate of Cordoba. He was born in 936 and died in 1013, and served the Umayyad Caliph al-Hakam II and the military ruler, al-Mansur. Throughout his life, al-Zahrawi was a court physician, having been patronized by the rulers of al-Andalus and recognized for his medical genius. He served in such a capacity as a doctor for over 50 years.

Unlike many doctors and hospitals in the “modern” world today, al-Zahrawi insisted on seeing patients regardless of their financial status. By seeing a wide variety of patients every day and recording his treatment of them, he left behind a very valuable text of medical knowledge that he called al-Tasrif.

Al-Tasrif

A page from the original al-Tasrif written by al-Zahrawi in the 900s
His encyclopedia of medicine is divided into 30 volumes. Each one of which dealt with a different aspect of medicine. He discussed how to diagnose diseases in one of the early volumes. He noted that a good doctor should always rely on his own observation of the patient and his/her symptoms instead of simply accepting what the patient says – a practice still employed by doctors today.

Al-Zahrawi takes a holistic approach to medicine. Not only does he discuss how to treat diseases, he describes how to prevent them. He dedicates parts of his books to discussing what foods should be avoided, how to maintain a healthy diet, and how to use food as part of a treatment plan. He particularly notes the effects of alcohol on the body. He states:

“[Alcohol causes] general weakness of most of the nerves of the body, difficulties in articulation, weakness of voluntary movements, arthralgias, gout, etc.. disturbances of the liver which causes tumors and obstructions which is a definite cause of ascites and general ill health”1

Surgery

His most influential volume of al-Tasrif is the 30th, the one dedicated to surgery. In it, he explains in detail how to perform certain surgeries to cure certain ailments. He insists in it that all surgeons must first be very well versed in general medicine, anatomy, and even the writings of philosophers who studied medicine.

Al-Zahrawi pioneered many of the procedures and materials still used in operating rooms today. He was the first to use catgut as the thread for internal stitches. Catgut is a thread made from the lining of the intestines of animals. It is the only material that can be used for stitches and still be absorbed by the body, preventing the need for a second surgery to remove internal stitches. He invented many tools necessary for modern surgery. He was the first to use forceps in childbirth, greatly decreasing the mortality rate of babies and mothers. He performed tonsillectomies with the same tongue depressors, hooks, and scissors used today. He used concealed knifes to cut into patients without making them apprehensive He used both local and oral anaesthesia in order to reduce the pain patients experienced during surgery. He performed mastectomies removing a woman’s breast if she had breast cancer, a procedure still done today. He described how to set bone fractures, amputate limbs, and even how to crush bladder stones. To describe all his “firsts” in medicine would take a book of its own.

Despite his immense knowledge and ability, he always refused to do risky or unknown surgeries that would be stressful physically and emotionally for the patient. He believed in the importance of human life and sought to extend it as long as possible. His precedent was a prime example for effective bedside manner that all doctors should exhibit.

Legacy

An early inhaler invented by al-Zahrawi. At the top is the original Arabic while the Latin translation is at the bottom
Al-Tasrif made its way from al-Andalus throughout the Muslim and Christian worlds. Over the course of centuries, it was translated into Latin and other European languages. Thus, many of the procedures he pioneered were given names that do not indicate that he originated them. For example, the “Walcher position” of childbirth and the “Kocher method” for fixing dislocated shoulders were invented by al-Zahrawi but credited to later European physicians.

Regardless of credit, al-Zahrawi’s contributions to medicine and particularly surgery were revolutionary for his time. Without the procedures and tools that he pioneered, surgery today may still be a barbaric guessing game. His abilities and his consistent recording of procedures helped advance medicine for centuries, and we are still in debt to his genius.

Footnotes:

1 - Awadain, M. Reda. “A Recent Look and Study of Some Papers of al-Zahrawi’s Book “al-Tasrif”.” IslamSet. N.p.. Web. 16 Dec 2012.

Bibliography:

al-Hassani, Salim. 1001 Inventions: The Enduring Legacy of Muslim Civilization. Washington D.C. : National Geographic Society, 2012. Print.

Awadain, M. Reda. “A Recent Look and Study of Some Papers of al-Zahrawi’s Book “al-Tasrif”.” IslamSet. N.p.. Web. 16 Dec 2012.

Morgan, M. (2007). Lost History. Washington D.C. : National Geographic Society.

Saturday, February 2, 2013

Message of Sultan Salahuddin Ayyubi (r.a) to the Muslim Youth

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The following words are from Sultan Salahuddin Ayyubi (r.a) translated from the book, Dastan Emaan Ferosho ki by Al Tamish. Read and absorb it to be part of the army of Ghazwa-e-Hind, as we shall follow our true Muslim leaders only! 
"Remember that no non-Muslim can ever be the friend of any Muslim. The Crusaders are incapable to confront us in battlefields, their tactics have failed, and that is why they are trying to eliminate patriotism and religion from the minds of the emerging Muslim generation. The weapon they are using is jeopardous. It is mental extravagance, sluggishness and pretermission. To generate all three of these dreadful elements in you, Christians and Jews have united. Jews by the means of their women are advocating animal spirit and making you drug addicts. I will not say that animal spirit and addiction will wreck your afterlife and you will make way in hell. I want to say that these dreadful elements will shape your life in this world like hell. What you think is the flavour of paradise; it is the torment of hell. You will be the slaves of Crusaders who will roam about humiliating your sisters, the pages of Qura’an will flutter in your alleys and your Masjids will become stables."

"If you want to live like a dignified nation then do not forget your traditions. Crusaders on one front are tyrannizing you and on the other are craving you for wealth. A Muslim is inconvincible to luxury. Your wealth is your character and faith. This is a proof off vanquishment of the Crusaders that they have made their daughters shameless to try to mold you as their slaves. Sons of my nation! Secure your character. Keep yourself in control."

"An oppressive leader in actuality is a weak leader. He attempts to defeat his rivals with tyranny and violence or by creating greed for wealth. You are the future, we are the past. The enemy by terminating the coruscant past from your minds is trying to stuff it with their own blackening ideology and welfare so that the future of Islam is hazy. Recognize your importance. The enemy is trying to suspend you because you are bloodcurdling."

"Keep your eyes not on today but on tomorrow because the eyes of your enemy are on the tomorrow of your religion. You’ve seen what the Kuffaar are doing today, if you occupy yourselves with mental extravagance then all the Islamic nations will be impaired. Do not let your emotions and zest take over you. Do not let your emotions take over your mind. Avoid temptation. Keep yourself in control. Precaution is a must. First organize yourselves then form a leadership."

"If people who carry arms are faithful and sincere to their religion then intrusions from outside and the conspiracies within the state can in no way harm you. Take your eyes further than the borders. There are no borders for an Islamic Empire. The day you and this glorious  religion of Islam is restricted to borders, that day you should know that you will be imprisoned in your own dungeon. Then your boundaries shall shrink. Take your eyes further than the Roman Sea. Temples cannot cease your way. Do not be afraid of the flares within your condo. They will be extinguished in just one blow. Stay away from only two curses; dashed hopes and mental extravagance. A human first gets dashed hopes, then through mental extravagance takes the easy way out."

"The way to defend yourself is, when your enemy takes his sword out of sheathe, your sword should chop his neck. If he is to storm you tomorrow, you should storm upon him today."

Related

Pakistan Cyber Force

Wednesday, December 5, 2012

Atta sees through plot against Higher Education Commission

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Says share in Rs48 bn budget, admissions and scholarships for nephews, nieces of politicians and revenge of MPs with forged degrees are behind govt’s move to take over HEC

Islamabad: Pakistan Academy of Sciences chairman and founder chairman of the Higher Education Commission (HEC) Professor Dr. Atta-ur-Rehman on Tuesday termed the appointment of Federal Secretary Ministry of EducationMajor Qamar Zaman on the position of HEC executive director against the legal process and contempt of Supreme Court decision.

He spoke up for the autonomy of HEC in a press conference organised after the recent tension between government and HEC administration over the appointment of HEC executive director. Professor Dr. Khalid Mehmood Khan and Professor Dr Shami were also present in the press conference.

Rehman said that the government’s move to decide major appointments in HEC is a plot against the autonomy of the commission. “It is clear that the commission has final jurisdiction on the matter of appointment of officers of the HEC on MP scales. The secretariat of the commission is bound to implement this decision of the commission.” He said that the decision is illegal as under the present law that governs the operation of HEC, it is only the 18-member commission that has the powers to appoint all officers, servants and advisors. “The prime minister’s office or the Establishment Division has no power under law to interfere in the autonomous functioning of HEC, although the prime minister is the controlling authority of the HEC. The PM has only power to appoint it’s chairman who must be an internationally eminent scholar as per law, but he cannot remove the chairman or appoint other officers of HEC,” he explained.

He said that the commission can also formulate its own rules and regulations. “This level of autonomy was deliberately incorporated in the law at the time that HEC was being set up in 2002, as it was visualised that nepotism, cronyism and corruption would creep into this organisation if the government was allowed to meddle in its functioning, as has happened in so many organisations in Pakistan.” He said that the HEC has thus been performing its functions independent of any government interference for the last 10 years and that is one key reason for its outstanding success.

He termed the government’s decision a direct affront and open contempt to the order of the Supreme Court of Pakistan issued on April 12 last year in which the court quashed a government attempt to shred HEC into pieces as a part of the devolution process.

“The Supreme Court had declared at that time that action of the government was unconstitutional and had decided that the HEC status could not be changed,” he said. The exact words of the Supreme Court decision were “The HEC shall continue discharging its functions and duties as it had been doing in the past”.

He pointed out that the HEC has been appointing all officers with the blessings of the various governments including those on MP scales for the last 10 years adding that these positions were formally created by the Finance Ministry and so HEC has not broken the law in any manner.

Dr. Atta-ur-Rehman said that there could be many reasons why government decided to face contempt of the Supreme Court and take over the functioning of HEC. The first, he said, is HEC’s Rs48 billion annual budget that has helped to uplift the universities of Pakistan so much so that there are now several that are ranked among the top 500 of the world in international rankings whereas there were none till 2004. “With crooked politicians and government officials in abundance, many are dying to get their fingers into this pie.” Secondly, he said that control of HEC would also give them the clout to coerce the universities to grant admissions to nephews and nieces and to dole out foreign scholarships to favourites, something that has not been possible thus far because of the culture of strict merit that has prevailed in HEC since its inception.

“In a government where wheeling and dealing is the norm, an organisation that takes decisions solely on merit sticks out like a sore thumb. The transformation of HEC into a “normal” government department that “obediently follows the commands of those in power” suits many interests.

The third and most important reason in his opinion was that the HEC has incurred the wrath of a large number of Parliamentarians when it pronounced that 51 of them had forged their degrees in order to become eligible for elections and another 250 probably had also forged their degree documents as they refused to supply their original degrees and mark sheets in spite of the Supreme Court having so ordered. “What better way to protect themselves than to destroy the very institution that threatens their existence as parliamentarians?”

He said that what is happening in HEC must be seen in the larger context of the plight of science and education in Pakistan. “A series of sinister events have unfolded in the last few years that appear to be linked to an overall systematic strategy to destroy these vital sectors so that we will always be at the mercy of foreign masters for all our technological needs.”

He said that the government has closed down two key institutions that have an important bearing on Pakistan’s future including the National Commission of Biotechnology and the National Commission of Nanotechnology. “It was also decided to lower the level of the highest national science body, the National Commission of Science and Technology which previously could only be chaired by the prime minister of Pakistan — now anyone nominated by the Prime Minister can chair it, thereby considerably diminishing its clout.”

He said that the HEC has also been under attack with the budgets of universities slashed by about 50 per cent, and the powers of the Executive Director as Federal Secretary taken away.

(The News)

Pakistan Cyber Force

Sunday, November 21, 2010

One night in Masjid-e-Aqsa & Black Magic attack

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Read on Pakistan Cyber Force Facebook Page

UNESCO opened schools on the west bank and GAZA strip for Palestinian kids. In these schools skillful Muslim teachers were appointed and the book which were to be taught were also chosen by UNESCO itself.Israel captured these areas. After some time we started receiving reports that Israel has changed all the textbooks with their own and the Muslim teachers were paid at home and if any teacher tried to complain, he and his family were subjected to severe torture.
The books taught by Israeli teachers would contain blasphemous content against Islam, Prophet Muhammad (S.A.W.W), Qur'an and Arabs.

Qudratullah Shahab Rehmatullah Alaih
Whenever a team of UNESCO visited those institutions, Israel changed the books to original ones, brought back the Muslim teachers and the Arab representatives of the Executive board were humiliated again and again in this matter. The Arabs had very close relations with me(Qudratullah Shahab). They wanted me to go on a covert operation to Israel and I AGREED. I agreed just because of my intense love for AAQA(S.A.W.W) and Islam. First I was nervous because I knew that i was jumping into the death well. But one incident completely change my frame of mind. I was crossing a road that suddenly a speedy car rushed over two pedestrians and they died at the spot. I was saved by just a foot distance, after that I realized that "DIEING FOR SOME CAUSE IS BETTER THEN DIEING FOR NOTHING".
I was trained for few days. My fake Irani Passport was made.
(Note that before the revolution, during the reign of SHAHS in Iran, IRAN and ISRAEL had very friendly terms).

I was on a ten days mission in Israel. I was not supposed to sleep during the mission , but after 5 days , my companion noticed that my condition was not normal, and he told me that I should rest now.
I asked : "What should we do now"?
He smiled but didn't speak anything.

At the time of Isha prayer, he took me to Masjid-e-Aqsa. In those days, the doors of Masjid-e-Aqsa were shut after Isha till Fajr prayers. We prayed there, he left me alone in the mosque with the instruction that after the doors are closed, i can sleep well till Fajr prayers. When I found myself alone in the first Qiblah of the muslims , I began to shiver with fear, I felt as if a 'dog' is kept inside a 'Pakeeza Sheesh Mahal'. Gradually I started to shiver with greater frequency. I went into a state of such a 'Time Tunnel' in which humanity sleeping for million years woke up and was shining like stars. The dust of the roads illuminated by the footsteps of Great Prophets. Prophey Ibrahim (A.S) , Prophet Dawood (A.S) , Prophet Sulaiman (A.S) , Prophet Musa (A.S) , Prophet Issa (A.S) and in the end 'Khatim-ul-Nabiyyeen' , 'Rehmat-ulilaalameen' Prophet Muhammad (S.A.W.W) whom Allah Almighty brought from Masji-Al-Haram to Masjid-e-Aqsa on the night of Mairaaj, and angel took him from 'farsh' to 'arsh'.
That night was the destiny of my life.

Masjid-e-Aqsaa
Now, I will quote some content from Alakh Nagri which will make the above incident clear.
Mumtaz Mufti Sahab says:

I think that Qudrat went to Israel just to spend that night in Masjid-e-Aqsa , the mission was just an excuse. However Qudrat says that he went to Masjid-e-Aqsa just to sleep. I don't believe him !! A person who has such great feelings for Masjid-e-Aqsa as described above would not go there just to sleep, but to do something else.

May be the elders of Zion came to know that a person did something so dangerous in Masjid-e-Aqsa that in the future future, it will cause the destruction of Israel and that's why they used Kaballah (black magic) against Q.U. Shahab. Qudrat spent that night in Masjid-e-Aqsa for a special purpose. Only I am not thinking like this, many other companions of Qudrat feel the same.

After coming back from the mission, One day Qudratullah Shahab (R.A) was waiting on a bus stop to get a bus to reach UNESCO HQ. A black luxurious car stopped in front of him and offered him lift. Shahab sahab got into the car, the man already sitting in the car swounded him by injecting something into his body. The next day Shahab Sahab was found lying un-concious on the same bust stop.

Qudratullah Shahab (R.A) wrote a letter to Mumtaz Mufti Sahab in which he explained how he was effected by Kaballah. The summary of that letter is given below:
My flesh became like a spider's web which could be easily torn apart. When I walked , It seemed as if I am effected by Polio.

Iffat Shahab (Qudratullah Shahab's wife)
Dear Mumtaz! I cannot explain how hardly I spent those days. When I felt nice fragrance, people ran away from me, and when I felt pungent smell in myself, people attracted towards me. I felt as If some laborers are busy breaking my bones. Iffat (Qudratullah Shahab's wife) found bottles of alcohol in my cupboard.

One day, When I could not bear all this anymore, I prayed to Allah to cure me.
After that day as if the same laborers are repairing my bones.

In Pakistan's educational system, we find footprints of the same strategy of Zionists which they adopted in Palestine. If you go through the course books of Pakistani schools, you will see that nowhere is the concept of KHUDI explained. Baba Iqbal is just taught as a "Qaumi Shair" and "Shair-e-Mashriq". In Pakistan Studies, Sir Syed Ahmad Khan is termed as a hero instead of what he really was i.e., a munkir-e-hadith who didn't believe in the existence of Malaika (angels), Western Democracy is termed as Islamic. Mustafa Kamal Pasha, a renowned Freemason is termed as a Hero.

The History book series taught in one of the institution is written by a western author Peter Moss, and most of the chapters are about Catholic, Protestant church, Pope ,Charmalagne etc. What has a Muslim child to do with Churches, Why aren't they taught about the pioneers of Muslim worlds. In Biology books Darwin's Theory has been excluded just recently , few years ago. These are clears signs of Zionist involvement in our educational system. We need to take immediate steps to save the ideology of our youth from getting infiltrated with Zionists Ideas.


Written by Rizwan Khan
Edited by Enticing Fury

Pakistan Cyber Force

Wednesday, November 17, 2010

The Islamic Education System vs. The Western Education System

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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. In this short treatise we will explore some of what the Western Education system offers our children and we will present the true alternative Education system as it will be under the Islamic State, which is soon to come, Insha’Allah.
Islam's policy regarding seeking knowledge and education has always been aimed at building the Islamic mentality and the Islamic disposition (tendencies or inclination), which together form the Islamic personality. Islam develops a comprehensive understanding about life. And through this understanding, it shapes our actions; it also shapes our likes and dislikes. Children would, therefore, not only perform their Islamic duties, but they would do so with pleasure. Islam has dealt with both of these matters and linked them directly to the 'Aqeedah (creed), so some of its texts deal with the thought (the mentality) and other texts deal with the tendencies (the emotions).  


“Read in the name of your Lord Who created. He created man from a clot. Read and your Lord is Most Honorable, Who taught (to write) with the pen. Taught man that he knew not.” [Qur’an: 96: 1-5]

Al-Azhar University in Cairo is one of the oldest operating universities in the world. The Islamic university is connected to the beautiful and historic Al-Azhar Mosque

During most of Islamic history, every major city within the Khilafah possessed public and private libraries. Libraries such as Cordoba and Baghdad boasted collections of over 400,000 books. Arabic became the most important scientific language. The Muslims use of the Zero, which was previously absent in mathematical Sciences enabled great advances, solving problems that for centuries remained unsolved.
Muslim mathematicians devised and developed algebra and the concept of algorithms were thought up by Al Khwarizmi. Ibn Sina’s textbook of medicine (Al Qanun) was used as a standard reference in Europe for almost 600 years. Muslims had developed the mechanical robots. Science flourished under the Islamic Education system.
Al-Azhar Mosque
The Muslims were the most advanced in the world in fields such as: mathematics, geometry, optics, astronomy, medicine, physics, natural sciences, engineering and many others. Today the Muslim world is plagued by astonishingly high levels of illiteracy. The Messenger of Allah (saw) tackled head on the issue of illiteracy amongst Muslims. He (saw) made the ransom of each prisoner at Badr to teach ten Muslims how to read. The Islamic state would strive to ensure every Muslim thus turns into either a scholar (mujtahid) or a learner (muttabii).

Our Holy Prophet (s.a.w.) said: “Seeking Of Knowledge Is An Obligation Upon Every Muslim, Be It A Man Or A Woman.”

Lets realize what are the causes and lacking in our current education system which, today, is not producing the greatest scientists like Ibn Sina, Jabir Ibn Haiyan, Yaqub Ibn Ishaq al-Kindi, Abu al-Nasr al-Farabi, Abu al-Qasim Khalaf bin 'Abbas el-Zahrawi, Abu Hamid al-Ghazali, & Ibn Khaldun etc.

Consider a typical day in the life of a Muslim child in a school based on western education system. You drop off your child, feeling satisfied that they are about to enter an environment that is safe and secure. Lets assume that first lesson is geography. The child will be taught about the different countries: its resources, population, peoples and culture, language, its national flag etc And many of these will inevitably be of Muslim countries. It all seems quite harmless until you realize that Islam does not recognize most of these countries as separate identities. Islam looks to the Muslims as one nation not separated by these national identities which have been designed to cause disunity amongst the Muslims. Allah (swt) says:
“And hold fast all of you together to the rope of Allah and do not be divided.” [Qur’an: 3:103].

Maybe the next lesson in the daily routine will be science. You expect the child to gain an understanding in science that will further his/her future career. But it is easy to forget that many of the ideas taught in this subject are in direct contradiction to the Islamic belief. After all, many theories, hypotheses and speculations, which have no firm foundation in evidence add which are subject to dispute among experts, are taught as if they are established facts. The Theory of Evolution suggests that humans evolved from apes. The principle of Conservation of Energy proposes that energy is eternal (cannot be destroyed or created, but just transformed). Humans are put in the same category as animals. The water cycle is presented as a self subsisting system and many more satanic ideas.
Al-Qarawiyyin- university located in Fes, Morocco. Founded in 859, as a religious school, the university is one of the leading spiritual and educational centers of the Muslim world. It is recognized by the Guinness Book of World Records as the oldest degree-granting university in the world.
The only history that is taught is that of the West. Its wars, its political development, its achievements, discoveries and inventions etc. Islam is not considered as having any important history, having little effect on the world. Its glories are portrayed as just an episode of world history that is now over. Moreover it is taught as a religion that subjugates and oppresses the innocent. The child will learn more about the Romans than of the Muslims. They will learn more about the wars and battles fought in the way of Capitalism rather than the wars fought by the Muslims in the way of Allah. There will not be discussed the Great Ghazwas of Our Holy Prophet (s.a.w), great wars of Sahabas such as the battle of Yarmouk or Ajnadin, the expansion of Islam to Iraq, Persia, Rome, Egypt, rest of Africa, Europe, Central Asia and South Asia. In this child's religious education (RE) lessons Islam is compared to the likes of religions such as Christianity, Judaism, Hinduism, Sikhism etc.
Al-Qarawiyyin
The uniqueness of the Islamic belief is not presented but is diminished. Even labeling Islam as a religion is not accurate since Islam is a comprehensive way of life, covering all aspects from personal worship to governing life's affairs in a state. Even if some aspects of Islam are taught but they are still incomplete and lacks the true spirit of Islam which was present during the times our ancestors. Moreover, education does not only happen in the school. Society itself plays a major role in educating a child. It can be thought of as a bigger school: instead of using blackboards, teachers and classrooms, society employs television, radio, advertising, billboards or children's magazines to educate the child with un-Islamic practices. The child may grow increasingly alienated from Islam. He or she may become more aware and accustomed to non Islam.
Now, lets analyze how the Islamic Education System differs from the Western education system:
  • Firstly, The child's education would be free since it is the state's duty to provide, as a basic necessity, free education for everymale and female at primary and secondary levels. Every citizen of the state must be provided with education of that which is needed in all aspects of life.
  • There would exist an Islamic curriculum with the objective of building the Islamic mentality and Islamic disposition (i.e. inclinations) in the child. So not only would the child's actions be shaped by Islam but also their likes and dislikes would be in accordance with Islam.
  • They should as a result of school understand the halal and the haraam and follow them with enthusiasm.
Let us consider a similar scenario as above. The child arrives at a school in the Islamic State, and begins the day by greeting his/her colleagues and teachers with the greeting of Islam. The child has the first lesson, perhaps a science subject. It could be a selection of the experimental or pure sciences. It would be taught with the Islamic 'Aqeedah (belief) as the basis and an overriding guide.
You as the parent, could rest assured that ideas such as the Theory of Evolution would not be taught; humans would not be considered as advanced animals. Whereas science in the West is seen as a contradiction to belief in God, within the Islamic State science would be a confirmation of the existence of Allah. The child would come home and explain that he/she learnt about the water cycle: how Allah (swt) causes water to rise as vapor from the seas by evaporation and form clouds; then Allah (swt) would cause these clouds to give rain once they were over the lands; and Allah (swt) would cause the rain water to gather and return back to the seas to once again start the cycle.

Allah (swt) says:“Lo in the creation of the heavens and the earth, and the difference of night and day, and the ships which run upon the sea with that which is of use to men, and the water which Allah sends down from tire sky, thereby reviving tire earth after its death, and dispersing all kinds of beasts therein, and in the ordinance of thewinds, and the clouds obedient between heaven and earth, these are signs (of Allah's sovereignty) for people who have sense." [Quran: 2:164]
The child's next lesson may be a cultural subject such as languages, geography, history or fiqh (jurisprudence). In geography, the child would be familiar with the Islamic atlas. He/she would learn about the vastness of the Islamic State; how the Muslims are unified in one land under one leader. How its resources are managed according to Islam; its citizens, whether Muslim or non Muslims working together under one system.

The child would learn to be proud of being part of the leading nation. In languages the child would team the language of the Qur'an, not French or German (these could be studied in higher or further education). The child would not have to go to additional out of school Arabic lessons. He/she could read and understand the Qur'an, or refer to books in Arabic. In history, the child would be exposed to the rich Islamic history. He/she would study the different Khulafa'a and their achievements; the famous scholars and the roles they played; the discoveries and inventions that were made; the conspirators against Islam and how they were dealt with; the positive influence of the Khilafah upon the world. The child could show how the achievements of the Muslims of the Islamic State placed them hundreds of years ahead of their contemporaries (who were in the Dark Ages). They could give accurate accounts of the battle between Salahudeen and the Crusaders, or the life stories of the Sahabah (ra).

The child would gain a sound knowledge of the fiqh (jurisprudence). They would be able to provide detailed evidences for rules in Islam. They may even be able to correct your own actions as advice to the parents. They would understand the respect and obedience that Allah (swt) requires from the child to the parent. The universities and madrassas will not be separated but will be merged into one greater institution of enormous knowledge. Islam will not be taken as a separate element of life but as a part of life which will influence every aspect of a person’s individual and collective life. In the bigger school society, there would also be education of Islam through the state's media. Through television, radio and children's magazines, only Islamic ideals and values would be passed.

All these measures would guarantee the nurturing of a fine generation that could be the leaders of the Khilafah. And the child could contribute to this. In the Islamic State, the Education System is geared towards building the Islamic personality in all the students. This prepares them to live their lives in accordance with the orders and prohibitions of Allah (swt). They will be taught all they need to know about the various aspects of Islam, such as social conduct, prayer, Islamic law etc. In addition they will be motivated to achieve excellence in the fields of science and technology, commerce and the arts. These will be taught within the framework of Islam, such that the hypothetical ideas which are propounded as facts in the West, like evolution of humans from apes and matter and energy being eternal, will not corrupt their minds.In this way, the educational curriculum will ensure that Islam, science and the affairs of life will not be seen as separate and unconnected worlds, but will be regarded as a holistic and intricately interwoven whole. In the society as a whole, which teaches people as much as any school, by means of the television, magazines and radio; unacceptable images of sex, violence and crime will not exist in the Islamic State as an influence over the people. Rather, these unfruitful pursuits will be replaced with stories of the Prophet (saw) and his Sahabah (ra), or other lessons in the Islamic way of life.

Written By: -Av


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