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Part ofFamily & Society
Peace be upon you. The first hypocrites never openly told the Muslims, "We want to destroy your society and help your enemies against you." Rather, as God Almighty said:
When the hypocrites come to you, they say, "We bear witness that you are truly God’s Messenger." But God knows that you are truly His Messenger, and God bears witness that the hypocrites are truly liars. They have taken their oaths as a shield, so they obstruct the path of God. Evil indeed is what they have been doing.
A brother shared a lesson from one of the curricula in an Arab country titled "Social Gender," warning of its connection to the agendas of the war on human nature. It is striking that many followers, including teachers, commented with phrases such as: "This is absolutely not true. On the contrary, the lesson clarifies the concept of the roles of men and women in society, explains the function of each, and highlights God’s wisdom in creating male and female and the role of each in the family and production, etc."
Another said: "What is this lesson? The Quran is full of verses that directly and indirectly discuss social gender and the role of gender." Another commented: "I have been teaching this curriculum for three years, and it does not contain what you mentioned." Another said: "Are we just making up a story? Do you really believe the curriculum developers are that naive?" Another stated: "My son is in eighth grade, and I read the entire lesson. I expect the lesson to reinforce the idea that the family consists of a man and a woman, and in my view, there is nothing in the lesson that raises doubt or suspicion."
Now, let us see: Is the lesson truly innocent, and does our brother who criticized it have an unwarranted suspicion? Or is it that many of us lack critical thinking and swallow the bait without realizing it? However, before we begin, this episode is directed only to those who attended the previous episode titled "Gender: Its Reality and What Lies Behind It." If you did not attend that episode, we ask you not to watch today’s episode. Instead, return to the first one to avoid discussing without a shared foundation.
Now, let us review the lesson. It begins with words that evoke piety and faith:
God created human beings as male and female so that each fulfills the function for which their attributes and abilities qualify them. In this way, roles and responsibilities complement each other and contribute to building human society.
See, my brother? There is no need for suspicion! Their words soften the heart. The group loves religion, acknowledges God, and affirms that God is the Creator. They are keen on building human society. It is clear that the term "social gender" does not contradict religion! Be patient and let us see what follows this introduction to determine whether the rest of the lesson aligns with it or whether it was merely an "anesthetic needle" to make us swallow the poisons of social gender afterward.
Immediately after the introduction:
First: The concept of social gender refers to the relationships, roles, and appropriate behaviors that society assigns to men and women based on social heritage and a cultural system that includes customs, traditions, and prevailing values in a given society at a specific time. Meanwhile, the concept of human sex is primarily linked to the biological differences between males and females, which are fixed and unchanging.
This means that after the faith-based introduction, the lesson turns to John Money and Simone de Beauvoir to lecture our children and instill their intellectual waste into the minds of our youth.
This means that just as there are customs and traditions regarding marriage, clothing, and food in the jungles of Africa that differ from those in the Amazon or the Sahara, so too are the relationships, roles, and behaviors of men and women determined by the customs, traditions, and values of a given society at a specific time. This is subject to change! Society determines the relationships: Should a male marry a female, or can a male marry another male? Society also determines roles: Are men in charge of women, or is no one in charge of anyone? Society determines appropriate behavior: Should a woman cover herself, or can she reveal herself as she pleases? There is no preserved divine revelation that regulates this. Everything is subject to change, and what determines it is society, not the Lord of society and the Lord of the worlds.
"No, this is a baseless suspicion and an overinterpretation of the text!" Look, my brother, at the activity that says:
Read the following statements, then identify which refer to sex and which refer to social gender.
Among these statements is:
In many cases, women are paid less than men for doing the same work.
This means the group is coming to advocate for women’s rights and prevent the exploitation of women. This is the purpose of social gender—all in complete innocence! But this is the next "anesthetic needle," because successive needles are always required when people are being fed poison.
If there is still someone naive enough to believe we are misinterpreting the lesson, let them consider this: The promoters of the intellectual waste of social gender have reached war-torn Somalia, devastated Yemen, torn Sudan, and besieged Gaza. Despite the international conspiracy to destroy these countries, the same nations that contributed to their destruction send delegations of promoters of this intellectual waste—not to stop the wars or alleviate suffering, but to teach people about social gender. This is all part of the global effort to destroy the "measure of human nature," so that future generations grow up unable to see the light until they realize they are in darkness.
After the anesthesia, John Money returns to lecture us about his term "gender roles," as the lesson states:
Men and women are sometimes given different jobs, responsibilities, and roles based on sex. This is called "division of labor from a gender perspective."
Thus, when the role of the man is to provide for, protect, and care for the woman, and the role of the woman is to obey him in what is not sinful, to care for herself, her home, and her children, the lesson considers all of this—as John Money does—as "division of labor from a gender perspective."
Alright, my brother, call it whatever they call it—we can define it in a way that does not contradict our religion! Wait, it doesn’t contradict our religion? What does our religion say? It states that these roles are fixed because they align with the natural disposition (fitrah) of men and women, and they are fixed because they are based on divine revelation preserved by the Creator of men and women. God says in this regard:
"Men are the protectors and maintainers of women because God has made one of them excel over the other, and because they spend out of their wealth." (Quran 4:34)
The Prophet peace be upon him said: "A woman is a guardian in her husband’s home and is responsible for her charges." Our religion asserts that this is the original principle, and a woman may work in other areas as long as it does not conflict with her primary responsibilities—something we discussed in the episodes "Woman and the Search for Self" and "I Am Not the Housewife."
This is what does not contradict our religion. Meanwhile, the lesson follows the "religion of John Money," which claims that the division of labor based on gender varies from one society to another, from one culture to another, and changes with external circumstances and the passage of time. Based on this, they equate men and women in roles, including the "productive role"—meaning they consider a woman unproductive unless she leaves her home and works in the material wheel, leading to what is called the "working family," where both husband and wife work together, resulting in shared responsibilities in managing household affairs.
In the episode "The Liberation of Western Women: The Full Story," we explained that these same slogans were used in the West to dismantle the family, neglect children, entrench the concept of the "paternalistic state" over children, brainwash them as desired, turn women into commodities, and enslave individuals for the benefit of politicians and capitalist sharks.
Then the lesson presents factors influencing gender roles—of course, neither religion nor preserved revelation is among these factors! As if men and women are aimless creatures, existing by chance, living and dying without purpose, with no Creator who decreed their roles for them.
Do you object to what we say? Then clearly, you are one of the "regressive obscurantists" who want women to be nothing more than "breeding machines"! That’s why we will alienate you and shove you into the category of "some people," as the lesson does, which states: "Some people believe that a woman’s role is limited to pregnancy, childbirth, and caring for children." And of course, when you hear "caring for children," your mind jumps to changing diapers, washing clothes, and rocking the baby to sleep—nothing more.
God forbid! Are you not one of "these people"? Well done—then you are with us in the gender ideology! Come with us to fight these outdated, backward, and obscurantist beliefs, and join us, dear student, in calling for complete equality in rights, duties, and roles. If only those who haven’t followed our "Woman" series would watch the episode "Broadcast of Upbringing" to see the crime of reducing a woman’s care for her children, and to learn about the thirty psychological and faith-based pillars of upbringing we mentioned—so they may realize the honor of motherhood, which these people belittle.
Of course, I won’t address every word in the lesson, or else every paragraph is laden with "Moneyan" (referring to John Money) and "Sadist" concepts, including the talk about "eliminating forms of discrimination against women"—the title of the CEDAW convention, which we have repeatedly explained aims to eliminate what they call discrimination against women in her right to have sex with whomever she wishes, live with whomever she wishes, inherit equally with men, and express her homosexuality as she pleases. Of course, the lesson won’t say that outright, but it simply plants this term in the minds of children so that it grows gradually in education, media, and local laws: "eliminating forms of discrimination against women."
And of course, every now and then, they inject a "tranquilizer" to make you feel there’s no danger and that there’s no need for suspicion. Then comes the following sentence: "Women play a fundamental role in the growth and advancement of societies through raising children and participating in various works." This is the "superwoman" model—capable of doing everything at once—where she is expected, according to the lesson, to raise children, build a family, and at the same time enter the labor market in all fields. We celebrate the first female gas station attendant, the first female taxi driver, the first female sewer worker, the first female street cleaner! The important thing is that she do something—anything outside the home, no matter how menial—so she can have a role in "economic development."
And of course, with the systematic impoverishment of nations and theft of their wealth, both men and women work all day long and return home exhausted, while children receive such curricula at school, then come home to sit on TikTok. It’s forbidden to stop them because laws have been drafted to ensure they have access to all technological and educational resources.
Why destroy the family? Because "the family is the basic building block for building a righteous society." Oh, what a righteous society this is! "From it, women contribute through their other developmental roles." Fine, if you admit that a woman can contribute to development through her family, then why not say—as we did in the episode "I Am Not the Housewife"—that when a woman’s original role is to manage her home, with her needs provided for, and she is not asked to contribute a single penny to the household expenses, she builds the characters of her children and brings tranquility to her husband. Thus, every success of her husband and children becomes her success and an act of worship in the sight of her Lord, for they work as one team striving for the vicegerency on Earth in a manner pleasing to God?
The lesson concludes with the following statement: "Despite the roles and contributions women play, there are obstacles preventing them from achieving developmental goals." SubhanAllah, what are these obstacles that shackle women from progress and development, and which we must overcome?
This means work that involves impermissible mixing and seclusion between men and women—such as a woman working as a secretary in an office where she spends long hours alone with male colleagues or managers, interacting more with them than with her husband, or working as a door-to-door sales representative exposed to harassment and immorality. If you object to any type of work for women, it is because of "some erroneous social and cultural legacies!"
Thus, female trainee doctors are required to examine male patients and provide information that would be shameful to mention in the same country where this book is taught—without any necessity, despite the availability of male doctors. Yet, if anyone objects, they are labeled as adhering to "erroneous social and cultural legacies!" In the same country, there are also licensed associations advocating for the cessation of discrimination against women working in "the field of sex"—a euphemism for prostitution—and these associations organize events and submit reports to international organizations demanding intervention to stop this "discrimination." For them, any restriction on women entering—or rather, being forced into—any profession is discrimination based on gender and is "haram" according to the beliefs of "monists, secularists, and feminists."
Incorrect belief? How so? Consider the words of Allah the Exalted:
"Men are the protectors and maintainers of women because Allah has made one of them excel the other, and because they spend from their wealth." [Quran 4:34]
Is this, in your view, an incorrect belief? O you who design these curricula, did Allah not make some excel others? Is this not the word of Allah in your view? Or do you deny the existence of a deity? Can you clarify exactly what you consider incorrect in this?
Allah the Almighty says: "Do not wish for what Allah has favored some of you over others. For men is a share of what they have earned, and for women is a share of what they have earned. Ask Allah of His bounty. Indeed, Allah is ever Knowing of all things." [Quran 4:32]
Is it incorrect to believe that Allah has favored some over others? When our Lord, the Exalted, says: "The male is not like the female." [Quran 3:36]
As for us, we believe in a Lord who has spoken these words, that they are truth and justice, and that men have been favored with certain qualities and skills while women have been favored with others. We believe all of this because we are Muslims who accept Allah as our Lord and Islam as our religion. We are not "monists, secularists, or feminists."
Note that these two statements are not up for debate. Some previous concepts were presented under titles like "What do you think of the following statements?" (We respect your opinion, student, and want you to be a free thinker), but these two truths are taken as given—do not debate them, my dear.
You remember, dear brothers, the sentence that opened the lesson, which led many to swallow the poison of gender ideology: "Allah created the human race from male and female so that each would perform the function for which their qualities and abilities qualify them." Yet the lesson concluded with: "No, there are no qualities or abilities exclusive to men over women, nor any integration. Rather, roles must be identical, and women must be forced into every field of work, or else it is considered gender-based discrimination."
By Allah, the One mentioned at the beginning of the lesson, there is no mention of Him or His legislation thereafter. It is as if they adhere to the creed of "deists," who claim Allah created the universe and then abandoned it—far be it from Allah!
This is the lesson that, when a brother warned of its dangers, some commentators responded: "This is completely untrue. I read the entire lesson and found nothing that raises doubt or suspicion." We must then ask: If this is the state of parents, educators, and teachers, what then is the state of the students? And you, O mother, who say, "What is wrong with me working, earning money, achieving success, and advancing in my career while also raising my children?"—if you lack critical thinking, how will you teach it to your children?
Of course, many have also recognized the dangers in this lesson. The same method, dear people, is used in curricula to promote other falsehoods, such as "the myth of Darwin." The lesson begins with the words of Allah the Exalted: "Do you not see that Allah sends down rain from the sky?" [Quran 30:48]
Clearly, the curriculum designers claim to respect "Allah said and His Messenger said," and it is clear that the theory of evolution does not contradict faith! Rather, it is a "truth-numbing needle" followed by the falsehood of Darwinism, which has led many to disbelief based on fabricated science—something we have refuted at length.
They do not openly link gender ideology to deviance and the war on human nature, nor do they openly state in the evolution lesson Darwin’s claim that creation came about by random chance. Instead, they plant the seeds of harmful terminology to normalize it, allowing it to grow like a cancer in the minds and hearts of our children.
For your information, you may encounter a curriculum designer who tells you: "I do not agree with the evolution or gender lessons, but I insisted that each begin with a verse at least. It’s unthinkable that an entire lesson would not mention Allah!" No, my dear, do not insist. By doing so, you contribute to administering a "truth-numbing needle." Falsehood must be rejected outright, not decorated and numbed into acceptance.
This was a practical example we hope will raise awareness and critical thinking. So warn your children and students, and remember: "Rather, We hurl the truth against falsehood, and it crushes it, and voilà, it vanishes." [Quran 21:18]
Falsehood, dear people, is weak and brittle, while truth resonates with the innate nature and intellects of our children when it is clearly presented to them. We are in a time of trial from which Allah extracts from us acts of servitude that repel falsehood and uphold truth. So do not despair, fear, or grieve, and say:
"And say, 'Work, for Allah will see your work, and so will His Messenger and the believers. You will be returned to the Knower of the unseen and the seen, and He will inform you of what you used to do.'"
Peace be upon you, and the mercy of Allah, and His blessings.