Schools: Roots of the Problem & Outlines of the Solution
Peace be upon you
We conducted a survey on
schools in Muslim countries:
Do they achieve the required
education objectives or not?
We will review the results,
evaluate their significance,
then discuss the reasons why
education is in its current state
We will also review the
International Programs
and the schools that present
themselves as 'Islamic'
then outline the solution
for the problems in education
The survey included
30 objectives of education
to develop the human being:
his beliefs, ideas, soul, feelings, and
personality as well as his
ability to critique, analyze,
evaluate, achieve happiness,
acquire beneficial knowledge,
build safeguards against
all forms of corruption,
and break free from enslavement
to anyone but Allah
We will put the 30 objectives
in the description
for those who
are not familiar with them
These objectives are based on the five
pillars of the Islamic education system
—discussed last episode—
which uses Revelation as a reference
and aims to develop a human being
who fulfills the purpose
of his existence
and attains happiness in
this life and the next
About 21,600 respondents
completed the survey
The vast majority were
people who attended formal schooling
in Muslim countries
—not self-educated or homeschooled
Thus the results apply
to this group
In the survey, we asked,
"In your view, are the
30 listed educational objectives
important, useful but not important,
or not important?"
95% answered that
these educational objectives are
indeed important
So, we are not evaluating schools
based on our personal opinion
but on objectives considered, by the
majority of respondents, as important
We asked,
"For each of these 30 objectives
please answer if it was fulfilled
by the schools you attended:
'to a large extent', 'partially but not
enough', 'it was not achieved'
or, 'on the contrary,
it had a negative effect'?"
We calculated the mean for
the 30 objectives
On average, only 12% of respondents
thought that schools
achieved the educational objectives
to a large extent
Partially, but not enough: 31%
No, it does not achieve it: 46%
Schools have a negative effect on
this educational objective: 11%
If we combine
'no, schools do not fulfill this
objective' with 'negative effect'
that's 57% compared to 43%
who said 'yes, to a large extent'
and 'partially but not enough'
For 16 out of the 30 objectives
the 'negative impact' was
much higher than achieving objectives
The most achieved educational
objective was teaching
students about monotheism and
protecting them from what subverts it
Yet, those who thought
that schools fulfill it
'to a large extent' were only 22%
i.e. around a fifth
The least achieved educational objective
—according to the respondents—
was teaching students
the life skills needed
for their roles in life:
How do I prepare for marriage?
How do I choose a spouse?
How and why should I raise children?
How can I be a good parent?
Only 5.25% thought that
schools achieved this
'to a great extent'
i.e. 1 in 20
and more than double
believed that schools
had a negative impact
on this educational objective
In light of these figures
we shouldn't be surprised about
the sorry state of marriage,
families, and family stability
Many respondents expressed their
shock as they were filling out the survey
They felt sorry for themselves and
worried about their children
Therefore, school education
—according to our survey respondents—
minimally contributes to the
development of faith, ideas,
soul, emotions, and personality
—objectives that the respondents
considered to be important—
and may even have a negative
impact on these educational objectives
Question: What brought education
in Muslim countries to this state?
In the episode:
"Schools: Educating or Molding?"
we reviewed the history
of the global school system
which was originally formed for the
control and indoctrination of societies
to enshrine ideas and values
dictated by those in power
and produce workers qualified
to achieve the goals of materialism;
not to develop free humans
liberated from slavery to others,
harmonious in heart,
mind, spirit, and emotions,
working for the purpose
they were created for,
and achieving happiness in this life
and the next
(per the Islamic education concept)
The 30 educational objectives are based
on the concept of education in Islam
Thus, we do not expect them
to be fulfilled
through this school education system;
internationally or in Muslim countries
The philosophy of education in Muslim
countries mirrors the global philosophy:
Indoctrination and
production of workers qualified to work
in a materialistic environment
So, a person is like a product on
an assembly line:
Primary school, high school, university,
certificate, job market, work, salary...
Care for the body and the worldly life;
disregard for the soul and the Hereafter
"They [only] know the worldly
affairs of this life, but are (totally)
oblivious to the Hereafter."
(Quran Translated Meaning 30:7)
So, it's not surprising that this system
fails to develop the human being;
in Muslim countries and globally
One symptom of this global failure
is the misery of women
discussed in the episode
"Liberation of Western Women"
which is being
reproduced in Muslim countries
In Muslim countries,
the distinctive features of
the Islamic education system
—its five pillars— were demolished:
Education is no longer for servitude,
nor is it a shared responsibility
Instead, the occupation and
its subject nations
have complete control over the curricula
Revelation is no longer the reference
nor is wealth
distributed fairly in society
Education outcomes aren't measured
by achieving Qur'anic objectives
but by grades and qualifications
set according to materialist standards
Furthermore, the issue of education
in Muslim countries
is compounded and more
complicated than in the West because
there are other corruption factors:
1) Unqualified people in charge;
administrative, supervisory
and developmental committees
based on opportunism and allegiance
instead of qualifications and capability
2) A zeal to subjugate generations
to those in power
instead of truly educating them
3) Inadequacy of teacher training
and the financial insecurity of teachers
4) Routine modification of
curricula to isolate
generations from their history,
culture, and role models,
drain their intellectual and civilizational
heritage, and erase their identity
according to the studies of
Western strategic planning institutions
like RAND corporation
and the videos published
now and then
of discussions among Western politicians
about changes that are needed
in school curricula in the Muslim world
The Western school education system
—despite its flaws—
instills in students
an attachment to their history
and pride in their role models;
which is not reproduced
in Muslim countries
Instead, most Muslim history
has been erased and
students are taught a few historic
milestones —normal saline
as discussed in the episode
“Just a Nanny?”
Thus, the illusion of
learning is achieved and
students and parents believe that they are
learning the history of Islam and Muslims
Once elements of strength are destroyed
and elements of corruption spread
there's no longer any need
for detailed plans of destruction,
micro-management of details,
or erasure of all Islamic features
from education
Because, with the above in place
the desired Islamic education
has no chance!!
It is important to note, dear viewers
that this corruption
started leaking into the education
systems of the Muslim world
before any direct military invasion
Without this corruption
we would have been resistant
to occupation in the first place
"...if you are patient and
mindful [of Allah]
their schemes will not
harm you in the least..."( QTM 3:120)
Hence, the solution starts with us:
by understanding our reality
—not to complain or blame others—
but to fix it
The most dangerous aspect of
today's education is that
Revelation is no longer its reference
You may wonder: "How can Revelation
be a reference for education?"
In the Islamic Golden Age
pious Muslim scholars
—with their uncorrupted
innate natures and minds—
deduced that Revelation
was the Absolute Truth
Their knowledge system was
clear and harmonious:
The unaltered Quran and Sunnah are
testimonial ilm (knowledge)
consistent with
natural and social sciences;
without any contradiction
Indeed, the sources of knowledge
including the mind, are only credible
if an Infinitely Perfect Creator
is acknowledged
as detailed in
"The Journey of Certainty"
Scholars get closer to Allah by studying
and contributing to natural sciences
They worship Allah by reading
His visible signs in the universe and life
and by reading His written
signs in the Quran
They employ ilm for the benefit of Mankind
and seek refuge in Allah from useless ilm
More importantly, they piously
avoid the use of ilm to harm people
When in doubt
they pray to their Lord
Who created the universe and
established its laws
He grants them more ilm
as He says, what can be translated as,
"...but no one can grasp
any of His knowledge
except what He wills [to reveal]..."
(Quran 2:255)
Thus, the scholar's spirit, mind, belief,
and ilm are all harmoniously aligned
He does not fabricate ilm
for personal gain or adapt it to fit
anyone's agenda, because he views
ilm as a trust and responsibility
So, Revelation is a motivator
for ilm, is in harmony with ilm,
validates its tools (e.g. mind),
prohibits the falsification of ilm,
decrees it for the benefit of Mankind
and prohibits its use for harm!
When we became weak and
replicated the Western education system
we also replicated the conflict
between church and science
The church obstructed the progress of
civilization by its unwelcome interference
in the sciences without
a preserved revelation, as reference
So, the West segregated religion lessons
from science to stop the church's intrusion
This segregation was mirrored in
formal education in Muslim countries
The reference of Revelation was canceled
and Revelation became confined
to a school class: 'Islamic Education'
and a major in university: 'Shari'a'
Revelation was no longer
the reference and motivating spirit
for natural and social sciences
Students are taught in religion class
that interest is forbidden
and revokes blessings
then, in another class, that
it's a foundation of the economy!
They study in religion class about the
bond of faith and the reference of Shari'a
while another class teaches
allegiance along artificial border lines
created by colonizers, according to
imported laws; not subject to Shari'a
They study what prepares them
to specialize in medicine, pharmacy,
engineering, accounting, and law;
but they aren't taught —in schools or
universities— the fiqh (jurisprudence)
of these professions or
their Shari'a principles
They may even be unaware that
any specific fiqh and principles exist
or that mindfulness of Allah is
needed in all professions
This produces a discordant personality
that views religion as one of several
academic classes to be studied
in order to pass; not a life system
or absolute truths
It produces a character who
can't reconcile Revelation
with experimental science;
but finds them contradictory
A character that can't reconcile between
the Seen and the Unseen,
applies standards which violate Revelation
to judge between right and wrong,
and fails to see that this
contradicts their Islamic faith
You tell them,
"This is forbidden."
They reply, "They have the right to do
it as long as it does not harm you."
Moreover, in the late 19th century
—during the occupation—
Christian missionary work thrived
in the Muslim world
The earliest schools in Muslim countries
were missionary schools
Many Muslim children who studied there
later occupied high positions
They did not become Christians
but they became disengaged
from their Islamic identity
As a reaction to the spread of these
missionary schools, their influence,
and the deficiency of formal schools
the concept of 'Islamic Schools' emerged
Were these schools formed
to re-establish education based on
the aforementioned pillars?
Education in the name of Allah
stemming from the reference of Revelation
as an absolute truth that rules over ilm
to develop an integrated person
working towards the ultimate goal
and achieve the educational
objectives we mentioned?
Don't assume that these schools had the
required competencies and the clear vision
to achieve this
given the weak state of the Ummah
Their modest goal was to protect
the children's Islamic identity
So, these schools added Quran recitation
classes, gave Quran memorization prizes,
carried out activities to endear religion
to children, and employed teachers
to instill Islamic values in children;
within the available resources
All these are important positive actions
but they do not make education
truly Islamic, nor do they provide the
pillars required to develop a Muslim
This is important to know, so that
the sincere staff in these schools
can form clear goals
and so that parents know that
their parental duty hasn't been fulfilled
by placing their children in schools
that present themselves as Islamic
With the passage of time
the concept of Islamic schools
has also become a capitalist commodity;
in some cases
Investors are tempted to invest in this
popular and sought-after commodity
The lowest-paid teachers are hired
regardless of whether they
truly represent Islamic values
and regardless of their
ability to instill them in generations.
Teachers' salaries are insufficient
so they cannot focus on their mission
to educate children
A female teacher may remove
the Islamic dress imposed by her school
as soon as she reaches the car park
These schools compete with others
using the standard success criteria
They rarely boast about
their graduates fulfilling
the Islamic Education pillars
but instead boast about the high grades
their graduates achieve
to qualify them for university,
diploma, job market, work, and salary
Yet, the usual additions remain
in order to earn the title of 'Islamic'
like the Quran recitation class,
Umrah trip, etc.
Undoubtedly, the responsibility is shared!
The total absence of a thought process
connected with Revelation
isn't only a problem in schools
but also in society and families.
They all play a part in forming
the child's identity
But —for accuracy and objectivity—
schools that claim to uphold
Islamic values are generally
more effective in achieving the
educational pillars that form
the student's Islamic identity;
as per the results of the survey
This is mostly dependent
on the presence
of a teacher with a message
who can touch students’ hearts
However, the state of these schools
is far below expectations
Globally, the concept of international
education programs emerged
such as the British IG and
the American IB and SAT
Despite the differences between them
they are better than national
curricula schools in Muslim countries
in terms of developing the ability
to correlate, analyze, and apply;
building certain aspects of character;
and staying up-to-date
on scientific developments
This was also clear in
the survey results
Despite some differences, these programs
were formed within the globalization framework
which aims to establish
a common language of interaction
between people of different
cultures and religions
to support open economies and shared
work in capitalism and materialism
Some of these programs
also prepare students for social life
and raise the banner of international
peace through education
These educational programs set frameworks
to achieve specific educational outcomes
and design exams to measure them
Publishing houses study
the required outcomes and goals
and produce books
on how to achieve them
These educational programs and
the curricula designed to fulfill them
avoid a direct clash with religion
which might restrict their market
and impact their profitability
Avoiding a direct clash sounds good!
But what really happens?
These programs bypass all religions:
true and false
They contain no religious references
If they do mention religion, it's only
in reference to the culture in society
Muslims didn't design their own curricula
using Revelation as a reference
Bypassing religion led to gaps
in ilm, values, and morals
Secular curricula filled these gaps
with 'scientific' interpretations of life
and 'humanist' values
that everyone must agree on
How did organisms emerge?
A question that requires an answer
Don't talk to me about a Creator
as creation is Unseen!
Don't impose your beliefs on me,
and I won't impose mine on you!
We respect each other's beliefs
but this is not science
so let's agree on
a 'scientific' explanation!
Thus, everything Unseen
was placed in one basket
even though some Unseens
are truly baseless
while others are validated by mind,
innate nature, and science
The presence of the Creator
is a prime example
as detailed in
"The Journey of Certainty"
However, these curricula
limited ilm to science
thus the Unseen was excluded from the
circle of ilm in its comprehensive sense
and materialistic explanations were
imposed on aspects outside the scope
of materialism, such as
the origin of the universe and life
The theory of evolution
was taught as the
ilm that explains the origin of organisms
even though its well-known claim that
organisms emerged by chance
is also an Unseen:
a stupid Unseen that contradicts
mind, innate nature, and science
as explained in
"The Journey of Certainty"
The gap in morals and
values created by
excluding religions was filled
with the morals of globalization
sourced from humans;
not Revelation
Thus, the student is taught principles
of acceptance, respect for human
rights, love of freedom, equality,
and social justice;
to become a global citizen
Attractive slogans!
But the 'other' who asks to be accepted
may be homosexual or a Satan worshiper
Who defines human rights?
If not the preserved Revelation
from the Creator of Mankind
then human rights and
social justice are subject
to change and conflict,
may include what Allah forbids,
and may eventually lead to
violating the rights of others!
If freedom and equality
are not bound by
truth and justice from
a preserved Revelation
they will end up contradicting truth,
justice, freedom, and equality
as explained in the episode
"Liberation of the Western Woman"
and as seen in many incidents
such as the prosecution
of the clerk who refused to
issue a marriage license for
two men because
it contradicted her religion
She was prosecuted for disrespecting
the homosexuals' freedom and equality
So, as a result
the freedom of one comes
at the expense of the other;
with no clear criteria
to distinguish truth from falsehood
in the absence of Revelation
This is not taught to students in
international programs
Instead, the values of freedom
and equality are stressed
and presented as the standard
and reference for judgment
It does not occur to them
to evaluate these values
and standards
according to a different reference
especially when they are mixed with
other values that are indeed beneficial
such as care for the environment,
refugees, and the poor
But students are not taught to
achieve servitude in
its comprehensive sense;
which encompasses all benefits
nor are they taught to
uphold truth and deny falsehood
or work for the Hereafter
as these values are derived from
the reference of Revelation
The result is
an entirely new system
to replace religions, including Islam
In reality, this system is
more like a new religion:
The religion of Scientism and Humanism
The religion of
'Be a good person' in its fluid sense
Allah says what can be translated as,
"...The creation and the command
belong to Him [alone]..."(Q’TM 7:54)
Just as He is the Creator
He, Glory to Him, is the One Who
commands, condemns, allows, forbids
and sets for Man the correct
standard to evaluate things
In contrast
in Scientism and Humanism
creation is explained without a Creator!
Values and morals are set by humans
independent of Revelation
What is religion’s role then?
It has no role in the students’ view
If taught at all, it appears to be
imposed and rammed in for no reason
So, religion was not directly attacked
nor was the Unseen blatantly denied
but it was confined, marginalized, and
left to shrivel and die in students' souls
If students learn anything about
their religion —after receiving a distorted
epistemic foundation and acquiring
moral values detached from Revelation—
they would judge their religion,
Shari’a, history, and values
according to the wrong standards!
For example, students are
taught to be inquisitive
Excellent! Questions are encouraged in
Islam, which is against blind imitation
But when Muslim students enquire
about issues concerning their religion
like the existence of a Creator,
prophecies, Heaven, and Hell
they will view such things
as non-scientific
as they are evaluating them
based on materialistic values
which limit ilm to science
Thus, they start doubting their religion
Students learn that
non-believers go to hell
even though some of these non-believers
—in their view— are good people
according to humanist values
so they doubt the
justice of Islam
Students study in English
and the examples, content,
and applications are from
the history, culture, and
civilization of other nations
The heroes and role models
also belong to other nations
These curricula do not mention
Muslim role models
or Muslims' contribution to science
Thus, students take on the identity
of other nations whose culture
they've been immersed in
and whose language they speak
They're disconnected from their language
which limits their understanding
of the Quran and Sunnah
as well as their history and heritage
They are detached from their identity
and lose the sense of belonging
to the Ummah and its history;
they're uninvolved
in its advancement and glory;
and feel uncomfortable living in it!
They believe that neither they nor
their ancestors made any contribution
to the materialist achievements
they see around them
and their hearts are attached to the
countries whose curricula they studied
To increase the students’ attachment
to materialist explanations,
humanist standards, the English language,
and cultures of other nations
they are packaged in a relatively
strong educational content
that supports thinking, analysis,
application, and innovation
in many aspects
as well as strong teaching methods
that encourage students to debate
and elevates their self-esteem
These elements are generally
absent in most other schools
Thus, parents enroll their children
in these programs because
they are keen for them to be well-
educated in these aspects,
to learn English, to increase their
prospects in international universities,
to join the 'elite',
or to escape the national curricula
and its many issues
Many of these parents
—those with remnants of Islamic identity—
bring their children
after they become atheists or deviants
seeking help.
This is according to colleagues
in the fields of psychiatry and counseling
It is no secret that the final outcome
of education through these programs
is largely influenced by teachers
and the school’s policy
Many teachers in Muslim countries
are non-Muslims or even atheists
Does this affect everyone educated
through the international programs?
Of course not! There are students
whom Allah has protected from
intellectual and ideological deviations;
either through good parenting or
other sources of ilm and inputs
You might say: "Well, shouldn’t we
have benefited from the true scientific
content, the teaching, and
presentation methods in such programs
to develop our own curricula
based on Revelation as a reference?"
Indeed, but unfortunately this
did not happen on a wide scale
Some schools that present
themselves as Islamic are based
on international education systems.
Here we ask again:
Do these schools place the international
program in an Islamic framework?
Are teachers able to identify areas
of weakness and address them correctly?
Are they aware of how the philosophy,
principles, and goals of the curricula
differ from our religion?
Are they financially secure?
Do they have the necessary training
to achieve all of the above?
For example, when a teacher comes
across the theory of evolution and says
to his students, “This contradicts our
religion, as we are Muslims and
believe that Allah Almighty created Adam”;
would this satisfy the students?
or would they see a contradiction
between science and religion?
The issues with the theory of
knowledge and the distinction between
real science and pseudoscience are
addressed in “The Journey of Certainty”
Some teachers in international programs
found our series useful in teaching
their students, by Allah’s Grace
But what about
the vast majority of others?
Should the matter be left to the
individual teacher’s education and effort
instead of a school-wide policy
adopted by the 'Islamic' school?
A number of students who become
atheists or develop doubts
are taught the theory of knowledge
in international curricula
in a way that limits ilm to science
and excludes the Unseen
that is deduced by mind, innate
nature, and science; while it includes
Unseens that contradicts all that!
If teachers are well aware of the
Islamic theory of knowledge and present
it to students clearly and logically
it will provide the foundation
required to benefit from all ilm
that students are taught, later on
We have a compounded educational crises:
the absence of curricula
suitable for the Muslim Ummah;
based on the reference of Revelation
and a comprehensive theory of knowledge,
the lack of qualified
teachers to deliver the curricula, and
the lack of sponsors for such projects;
at the country and school levels
What are the proposed solutions
for the problem of education?
We must realize, dear viewers
that we cannot solve these problems
in isolation from the Ummah’s
political, economic, and social issues
or while we remain 'follower' nations.
We must also realize that abandoning
the school system without a well-defined
alternative may do more harm than good
We must be careful not to get so carried
away in our zeal to protect our children
that we leave them with an unfilled gap
as this may lead to a setback!
However, there is a lot that we can do
which we should not neglect
First: Spreading awareness
We must be collectively aware
of the seriousness of this issue
and recover from
the illusion that our children
are being 'educated'
We should focus on the
30 learning objectives listed
or other equally worthwhile objectives.
We don't claim that ours are perfect
We're just planting a seed that is
subject to criticism and development
We must spread awareness
about this education crisis,
the statistics,
the educational objectives,
and the five pillars of Islamic education
which we must demand at every level
Before enrolling our children
we must ask the school,
“Do you believe in the importance
of these objectives and pillars?
If yes, what programs and methods
do you have in place to achieve them?
Show us your programs, methods
and previous achievements."
Much of the terminology in these
objectives is absent from
our dictionaries, memories,
and consciousness
and we must revive it!
Second: Prioritize
We should prioritize
the achievement of these objectives in
our children using all means possible
Turn to your soul and
cultivate its morality
Tis the soul that
distinguishes humanity
"O you who believe,
protect yourselves and
your families from a Fire..."(QTM 66:6)
The educational objectives we discussed
not only improve our children’s faith
but their lives too
It brings forth their filial piety,
makes them a blessing for us,
and a path (for us and them)
to Paradise, Allah willing
Optimize these objectives
in your child’s life and
relegate schools
to their proper place
We must stop making our children feel
that their entire
existence is about
exams, grades, and certificates
and we must give priority to reading,
extra-curricular courses, and activities
that fulfill the educational objectives;
which we must embody
to become real-life examples for them
Third: Closing the gaps
We live in a time
of expanded communication
Education is no longer
confined within school walls
We should therefore design programs
based on Islamic principles
to achieve the aforementioned objectives
and connect those who deliver them
—who share our concern and vision—
with our children (who receive them)
This will make it easier for Muslim
families living in Western countries
who complain bitterly,
"We are losing our children to schools."
Efforts already expended
in this area must be coordinated
and enriched
through the exchange of experience
Fourth: Revive the concept of
'Educator & Mentor'
Parents in the Islamic Golden Age
would employ
mentors to teach their children
and develop their characters
They weren't only required
to teach the Quran
but also serve as role models
(through their conduct)
They embody the pillars
that they teach, accompany
the child on various activities,
and guide the child
—male or female—
to the correct conduct
This does not relieve the parents of
responsibility but provides support
Children usually respond to a stranger
more than they do to familiar parents
The objectives we mentioned may serve
as a contract between you and mentors
Ask them, "How will you plant
these values and concepts in my child?
Which books and series will you use?
Which courses, lectures, and activities?"
Do not expect the mentors to fulfill
this mission on a volunteer basis
We mustn't be miserly if it concerns
our children's humanity
Just as you pay generously for
your children's English lessons
and for other private lessons
to excel in high school
you should be willing to pay to improve
their life, spirit, soul, and Afterlife
Whatever you 'save' on such expenditures
you will later spend on psychotherapy,
reckless pursuits, or
addictions to harmful
indulgences which fill
the void in their life;
not to mention losing
them and their religion
Are there young men and women
qualified to be mentors?
Yes, especially in the last stage of
school and early university
But with the meager salaries offered
they soon enter the workforce
in search for their livelihood
Fifth: The right mix
To our beloved university
students who care
about their Ummah:
please master your specializations!
At the same time, seek religious
ilm from useful courses
such as 'Sina'at Al-Muhawer'
which provides a Muslim with the
intellectual faith-based foundation
upon which to build useful knowledge
The Ummah is in desperate need of people
with the harmonious combination
of mastering natural, social,
and Shari'a ilm
so that they become role models
who inspire honor in our children
and the building blocks for
beneficial education, Allah willing
Sixth: Dear investors in education
you are dealing with the most
important investment:
the investment in a human
You may hire teachers with
the lowest possible salaries
then spend the profits on building
mosques, raising minarets
and domes, and decorating them.
But, who are you building them for?
The generations who have
abandoned their religion?!
It's a higher priority to invest
in qualifying teachers who are
immersed in Revelation
as well as the Islamic theory of knowledge
so that they become the source for
everything our sons and daughters learn;
and in securing these teachers
financially with good salaries
so they can focus on their mission
This also needs a long term plan
to recruit intelligent pious youth
from the early stages of studying
—before specializing—
to acquire ilm through this vision
Don't expect the tremendous
global efforts to be defeated
by a few Islamic activities and projects;
however beneficial
Seventh: Despite all that
we discussed
we do not deny that there are teachers
in normal and international programs
who uphold their Islamic identity
and are protective of their religion
We remind them of their great mission
at the crucial battlefront
they are guarding
May Allah help them and support them
Finally, let's all remember that
Allah did not put our fate
in the hands of others
but in His Hand alone, as He says
what can be translated as,
"So be mindful of Allah to the best
of your ability..."(Quran 64:16)
An important mindfulness
is that of our children's education
"...And whosoever is mindful of Allah,
He will make a way out for them" (QTM 65:2)
This was a necessary introduction to
the topic of women's university education
to be discussed later
Allah willing
Peace be upon you all