Letter to Educational Bodies in Palestine (2016)
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Arabic ar
كتب الولايات والمناطق
Approved Edition
1438 AH - 2016 CE
Letter to Educational Bodies in Palestine (2016)
Hizb ut Tahrir
A book directed to the esteemed Directors of Education Directorates, esteemed Supervising Professors, esteemed School Principals, esteemed Professors and Faculty Members... to everyone whose work is related to curricula, in terms of development, review, and verification...
مقدمة / Introduction
Dear brothers, esteemed professors, esteemed teachers, The infidel nations – both Western and Eastern – have united in aiming at our children, who are also your children, targeting their minds, culture, way of life, inclinations, feelings, goals in life, and everything related to their identity. This war on the identity and beliefs of our children is no less fierce or dangerous than a war of cannons and planes; in fact, it is more dangerous and greater. No doubt you are following what is happening in Palestine and the Arab countries around it, and in various countries of the Islamic world, of attacks on curricula, media, and every means or platform that contributes to shaping awareness and identity. It is clear to everyone with insight that the campaign includes all the children of the nation as Muslims, not as Palestinians, Kuwaitis, or Jordanians. No country in the Islamic world is free from attacks on curricula, in a war in which the colonizing infidels aim to make the children of Muslims like the children of infidels, believing what they believe, loving what they love, doing what they do, and living according to the Western style of life, having the same goals in life, the same criteria for forming opinions and judging people and things, and referring to the same references in solving problems and conflicts, and knowing right from wrong. The leaders of the infidel colonizing countries see that changing educational curricula in Muslim countries is a necessary step to achieve those goals. Wesley Clark, the former Supreme Commander of the American forces (formerly) of NATO in Europe, said, "If peace is to have a future (in the Middle East), we must stop teaching hatred to future generations. We must use economic, diplomatic and other means to ensure that curricula, textbooks and official media do not advocate intolerance or violence" (Foreign Affairs Magazine 7/11/2003).خاتمة / Conclusion
Article 170: The basis upon which the educational curriculum is based must be the Islamic creed, so all study materials and teaching methods are developed in a way that does not cause any deviation in education from this basis. Article 171: The education policy is to form an Islamic mentality and an Islamic psychology, so all study materials that are to be taught are based on this policy. Article 172: The goal of education is to create an Islamic personality and provide people with the sciences and knowledge related to the affairs of life. Teaching methods are made in a way that achieves this goal and prevents any method that leads to other than this goal. Article 173: Islamic and Arabic science classes should be held weekly, in the same amount as the rest of the sciences in terms of number and time. Article 174: A distinction must be made in education between the experimental sciences and what is attached to them, such as mathematics, and cultural knowledge. The experimental sciences and what is attached to them are studied as needed, and are not restricted in any stage of education. As for cultural knowledge, it is taken in the early stages before the higher stages according to a specific policy that does not contradict the ideas and rulings of Islam. As for the higher stage, this knowledge is taken as science is taken, provided that it does not lead to any deviation from the education policy and its goal. Article 175: Islamic culture must be taught in all stages of education, and in the higher stage, branches must be allocated to various Islamic sciences, as well as to medicine, engineering, physics, and the like. Article 176: Arts and industries may be attached to science in one aspect, such as commercial arts, navigation, and agriculture, and are taken without restriction or condition, and may be attached to culture when they are affected by a particular point of view, such as photography and sculpture, so they are not taken if they contradict the Islamic point of view. Article 177: The educational curriculum shall be one, and no curriculum other than the state's curriculum shall be permitted. Private schools are not prevented as long as they are restricted to the state's curriculum, based on the education plan, and fulfilling the education policy and its goal, provided that education is not mixed between males and females, neither in students nor in teachers, and that it is not specific to a sect, religion, doctrine, element, or color. Article 178: Teaching what a person needs in the arena of life is an obligation on the state to provide for every individual, male or female, in the primary and secondary stages, so it must provide this for everyone free of charge, and provide free higher education for everyone to the fullest extent possible. Article 179: The state prepares libraries, laboratories, and other means of knowledge in schools and universities to enable those who wish to continue research in various knowledge, from jurisprudence, principles of jurisprudence, hadith, and interpretation, from thought, medicine, engineering, and chemistry, from inventions, discoveries, and so on, until there is a crowd of scholars, innovators, and inventors in the nation. Article 180: It is prohibited to exploit authorship for education in all its stages, and no one, whether an author or not, owns copyright and publishing rights if the book is printed and published. But if he has ideas that have not been printed or published, he is allowed to take a fee for giving them to people, just as he takes a fee for education.
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