The Needle of Anesthesia for Spreading Gender Ideology: A Critical Reading of Curricula
Peace be upon you. The hypocrites of old did not say to the Muslims, "We want to destroy your society and arm your enemies against you," never; but rather, as Allah the Almighty said: {When the hypocrites come to you, they say, "We bear witness that you are the Messenger of Allah." And Allah knows that you are indeed His Messenger, and Allah bears witness that the hypocrites are liars. They have made their oaths a shield, thus they hinder from the path of Allah. Indeed, evil is that which they have been doing.} (Quran 63:1-2)
One of the brothers shared a lesson from one of the curricula of the Arab countries titled "Social Gender," and warned of its association with the agenda of waging war on innate nature. It is noteworthy that many followers, including teachers, commented with statements such as: "This is not correct at all, on the contrary, the lesson clarifies the concept of the roles of men and women in society, and explains the function of each and the wisdom of Allah in creating male and female," and another says: "What is the problem with the lesson? Is the Quran not full of verses that speak directly and indirectly about social gender?" and another says: "I have been studying this curriculum for three years and there is nothing mentioned in it."
Okay, let's see if the lesson is indeed innocent and our brother the critic has a bad opinion? Or is it that many of us lack critical thinking and swallow the bait without knowing? But before we start, this episode is directed only to those who attended the previous episode titled "Gender: Its Reality and Beyond"; so if you did not attend that episode, we ask you not to follow today's episode but rather go back to the first one first.
The Religious Facade: The First Anesthesia Needle
The lesson begins with words that make you feel piety and faith: "Allah created the human gender from male and female so that each of them may perform the function for which their characteristics and abilities qualify them to perform in a way that the roles and responsibilities are integrated and they share in building the human society."
Do you see? Words that touch the heart, the group loves religion and considers that Allah is the one who created. It is clear that the term social gender does not conflict with religion, right? Be patient and let's see what comes after this introduction to know if the rest of the lesson is consistent with it or if it was just an "anesthesia needle" to swallow the poison of social gender afterward.
Deconstructing the Concept: From Revelation to "John Money"
Immediately after the introduction, the definition comes:
- Concept of Social Gender: It is the relationships, roles, and behavior appropriate to each of men and women as defined by society in light of social heritage and a cultural system that includes a set of prevailing customs, traditions, and values in a certain society and a certain period of time.
- Concept of Human Sex: It is essentially related to the biological differences between the sexes (males and females) and it is constant and does not change.
Here, the lesson moves from the religious introduction to the theories of "John Money" and "Simone de Beauvoir" to inject their intellectual waste into the minds of the children. First: the use of "social gender" with a definition separate from sex. Second: the use of the concept of "gender roles." Third: considering that divine revelation has nothing to do with determining relationships or roles, but they are merely "social heritage, customs, and traditions" subject to change with the change of time and society.
Based on this definition, society is the one that determines: does the male marry the female or can he marry a male like him? Are men the maintainers of women or not? Does the woman cover herself or reveal herself? All of this becomes subject to "social gender," which is variable, not to the fixed revelation.
Destruction Agendas Under the Cover of Aid
And if there is still someone who thinks we are misjudging, let him think about the arrival of the promoters of "social gender" to Somalia, Yemen, Sudan, and destroyed Gaza. Amid an international conspiracy to destroy these countries, the same countries send their delegations not to stop the wars, but to teach people "social gender," achieving the destruction of the "innate nature" globally, so that generations are raised who do not realize they are in darkness.
The lesson returns to lecture us about "gender roles" and says: "Women and men are sometimes given different jobs, responsibilities, and roles based on gender, and this is called division of labor from a gender perspective." So, maintenance, protection, spending, caring for the home and children; all of this is considered by the lesson to be just "division of labor" social, with no relation to innate nature or religion.
The Conflict Between Legal Constants and Gender Variables
Our religion states that these roles are fixed because they are innate, and because they are based on preserved revelation: {Men are the maintainers of women because Allah has made some of them to excel others and because they spend out of what they earn.} (Quran 4:34) While the lesson follows in the footsteps of "John Money," claiming that the division of labor differs from one culture to another and changes over time.
On this basis, they equate men and women in roles, including the "productive role"; that is, considering the woman unproductive unless she leaves her home and works in the material wheel, leading to the formation of the "working family" and the consolidation of the concept of the "paternity of the state" for the children, and making the woman a commodity for the benefit of the whales of capitalism.
Influencing Factors: The Absence of Religion and Revelation
Then the lesson comes to you with the factors influencing gender roles, and of course, neither religion nor preserved revelation is included among these factors, as if men and women are frivolous creatures who came by chance, die and live, and nothing destroys them except time, no purpose for their creation, no reckoning, no Lord who organized their roles for them.
And if you object to this speech, you are in their view one of the "dark reactionaries" who want the woman to be just a breeding machine; therefore, they will put you in the category of "some people," as the lesson continues: "Some people believe that the role of the woman is limited to pregnancy, childbirth, and caring for the children." Of course, when you hear "caring for the children," you think of changing diapers and washing clothes only! May Allah protect us from being among these "some people," right? So you are with them in "social gender" to combat these outdated beliefs!
Diminishing Motherhood and the "Superwoman" Model
They aim to eliminate what they call "discrimination against women," a term we have repeatedly explained aims to eliminate innate and legal differences. The lesson will not tell you outright that it promotes deviance or decadence, but it plants this term in the minds of children to grow little by little in education, media, and laws.
And there must be another "anesthesia needle": "The woman plays a fundamental role in the growth of societies through the upbringing of children and participation in various works." This is the model of the "superwoman" capable of doing everything at once; she is required to raise children and build the family, and at the same time enter the labor market in "all fields." So that we celebrate the first woman worker in a gas station, the first female driver of a service, the first female street cleaner! The important thing is that she works at anything outside the home to have a role in "economic development."
With the systematic impoverishment of peoples and the theft of their wealth, the man and woman work all day and return home exhausted, while the children receive such curricula in school, then return home to sit on "TikTok," and it is forbidden for you to prevent them because there are laws that confirm their access to all "technological resources."
Alleged Obstacles: Attack on Values
The lesson concludes with a section on "obstacles" that hinder women from achieving their developmental goals, which must be eliminated:
- The Social and Cultural Framework: which sometimes does not accept women's participation in certain sectors of work due to "incorrect heritage." That is, if you object to work involving improper mixing, or seclusion for long hours, or working as a sales representative where you are exposed to the lewd and wicked, then you are the one with "incorrect social and cultural heritage"!
- The Incorrect Belief that Men Possess Special Qualities and Skills that Distinguish Them from Women: That's it! They consider Allah's words, {And not equal are the male and female}, and His saying, {And do not wish for that by which Allah has made some of you exceed others}, merely an "incorrect belief."
We believe in a Lord, that He said these words, that they are true and correct, that men have been given preference over women in certain qualities and skills, and women have been given preference over men in certain qualities and skills. We believe in all of this because we are Muslims who are pleased with Allah as our Lord and with Islam as our religion, and we are not "Munafiqs" (hypocrites) or "Sadawis" (a derogatory term for those who follow a particular ideology).
Methodological Contradiction: From Creation to Absurdity
Notice the stark contradiction; the lesson began with the statement, "Allah created the human species male and female... for the complementarity of roles," and ended with, "There are no special qualities that men possess which women do not, nor is there complementarity, but rather the roles should be similar." The Allah who was mentioned at the beginning of the lesson is not mentioned again nor is His legislation for His creation in the rest of the lesson; as if they are adopting the creed of the "Rabbians" who say that Allah created creation and then left it and neglected it, far be it from Allah.
This is the lesson that some said: "It is not correct at all, I read the lesson completely and there is nothing suspicious in it." And we wonder: if this is the state of the fathers and teachers, what is the state of the students? If you, O mother, are devoid of critical thinking, how will you teach it to your children?
Conclusion: A Call for Awareness and Critical Thinking
The same method is used to promote the myth of "Darwin"; the lesson begins with a Quranic verse as an anesthetic needle, then spreads false science afterward. They do not now openly speak of the relationship with deviance or the war on innate nature, but they sow the seeds of malicious terms to be like a cancerous cell capable of growth in the minds of our children.
Noble people, false speech must be your role to distance yourselves from it and warn against it, not to adorn it and anesthetize against noticing its danger. We hope that the level of awareness and critical thinking will rise; so alert your children and students, and remember: {But we throw the truth upon falsehood, and it destroys it, and behold, it is vanished}. Falsehood is weak, and the truth is attractive to innate nature if it is clarified. We are in a world of trial, so do not despair, do not fear, and do not be sad.
{And say, "Do [as you will], for Allah will see your deeds, and [so will] His Messenger and the believers. And you will be returned to the Knower of the unseen and the witnessed, then He will inform you of what you used to do}".
Peace be upon you and the mercy of Allah.