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The Dum and the Tak!!
#The_Dum_and_the_Tak #Curricula #Our_Childrens_Curricula #For_Whose_Benefit?
#The_Dum_and_the_Tak #Curricula #Our_Childrens_Curricula #For_Whose_Benefit?
Peace be upon you. Recently, it has become apparent that the world only knows the logic of power, and that we, as Muslims, are the most targeted people on earth for destruction and annihilation. We have seen Zionist speakers include Jordan within the borders of their future state, and "Trump" has spoken about expanding the state of Israel because it is very small in his view. We have seen how the children of Zionists learn to enjoy killing with a religious ideology, and how settlers are given tens of thousands of pieces of weapons to train their sons and daughters.
After all these recent developments that we have witnessed in Gaza, Palestine, and the world, let us see what changes and additions have been made to the curricula; the curricula of our children, keeping pace with these serious events in the world.
These are some of the additions; here you have artistic, musical, and theatrical education, called "I Play and Sing" education, and you will soon see it perhaps become "I Dance and Sway." Emphasizing role models by talking about a famous local artistic figure; do you know these two personalities? Therefore, the child must know these personalities: this actress, this guitarist, and the comedian. "Erase the symbol to attend the special meeting with the artist Juliet Awwad," so the child is required to go and watch an interview with this actress.
Also, here you have "Get to Know an Artist," "I Learn I Think." Look at learning and thinking: "Get to know an artist in both Syria and Lebanon," of course, in a vulgar appearance known to those who lived through that period. "Sing the lyrics of the song with proper accompaniment"; this is what is required, that the child sings with proper accompaniment, not that he reads the Quran properly... what a pity!
And thinking... come see how the child thinks: "Can there be more than one player on such an instrument?" Look at the deep, precise, analytical, and critical thinking! "Ghassan Abu Halta is a Jordanian artist born in the city of Amman from an artistic family... and plays such an instrument," and "Fadi Hatr from Al-Fuhais plays such an instrument," and here "Umm Kulthum" as well; yes, in the curricula, information about Umm Kulthum has been added.
As if we do not have our Prophet peace be upon him, Abu Bakr, Umar, Uthman, Ali, Khalid bin Al-Walid, Abu Ubaidah bin Al-Jarrah, and the heroes of Muslims throughout history; Yusuf bin Tashfin, Salah ad-Din al-Ayyubi, Nur ad-Din Zangi, and the contemporary heroes who, of course, will not be highlighted.
No, it is not just this, but we want a generation of "drummers" around the clock. "I prepare and explore"; come see what the child explores in this world that explores ways to crush Muslims, destroy them, and exterminate them collectively. Our children are required to explore: "I remember what I learned and imitate the sounds emitted from each image: a (dum) beat on the drum, a (dum) beat using the body, a (tek) beat on the drum, a (tek) beat using the body." If you do not have a drum, we will teach you how to "drum" on your body... drum and play, my love! And the matter goes beyond introducing paganism: "The bronze god Baal covered with a layer of gold"; the child is required to know about the god Baal.
It may be said: where are the mothers? The mothers will prevent the teaching of this talk, and they will tell their children: "My children, this talk is not correct, these are not our role models." No, come see where the curriculum wants mothers to be. Of course, the mother is placed in any place except to be in her home: "Go out, fulfill yourself, prove yourself," and regarding the upbringing of children? We will raise them on "dum and tek," on Samira Tawfiq and Juliet Awwad.
"The media figure soars in space like a star," "How beautiful it is to see the cheerful, lively, and energetic peasant women returning from the distant fields," "The engineer will carry out the tasks assigned to her," "The nation is proud that its female scientists advance in all fields of life," "This athlete thanked everyone who supported her in the sports championship." Regardless of what she wears or does, the important thing is that she be "cheerful and lively," and that she be a media figure, engineer, scientist, or athlete, but the important thing is that she not be at home. Your role is not to raise children; we will raise them on "dum and tek."
The problem, my brothers, is not only that these additions are the problem; we know what was originally in the curricula. The biggest problem in all curricula and in all our lives is the absence of Sharia as a reference; that the Sharia should govern everything: the economy, politics, governance, education, upbringing, and media.
What we see here is one of the results of the absence of establishing the Sharia in people's lives. The Sharia is removed from the curricula of children, and even if verses and hadiths are present, it is not as if they are governing and absolute references that are not disputed and in which the command of Allah is obeyed. No, but as something similar to customs and traditions; a share is given to the command of Allah, and a share is given to singers, actors, and dancers.
You know that many of us spend half or a third of our income on schools, for what? In the end, our children learn about "the god Baal," "dum and tek," Samira Tawfiq, and an artist who plays an instrument we do not know what it is. I conclude with what I began with: is it intended for our children to be puppets or what do you think? And who wrote these curricula and for whose benefit? In this time when people are racing to arm themselves, our children are taught to emulate these role models and play these instruments... and God is our helper.