Knowledge Series: Emphasizes the spread of knowledge, culture, and know-how through the conveying of thoughts, discussions and research with the aim of realizing an all encompassing Islamic Renaissance
Fourth Series – The Islamic Tarbiya and Meqyas Ala’mal (Work Scale)
Tarbiya : Is the art of transferring ideas, standards and convictions into the minds of receivers, and here we mean “to be concerned with” the art of transferring Islamic ideas, and Islamic standards and convictions
Meqyas Ala’mal: Is the scale by which we measure our actions, our words and our views and opinions, and it is that which must be taught and adopted by the Islamic ummah (nation) and the generations to come.
Many people and parents rely on schools for the Islamic development of their children, throwing the burden of responsibility of their children’s development on the schools and teachers in assumption that the schools and teachers teach as the government claims a development process that conforms to Islamic guidelines and standards. Not knowing that the government in its own right has adopted educational curriculum's with the very intention of individuals and students’ non-Islamic upbringing. Because it is amongst the most severe of warnings that the current puppet governments have received of upbringing Islamic personalities that will become daggers thrust to their rulers’ flanks, and the flanks of all Colonial States, all based on the right understanding of the two Shahadas and the correct method of Ibadah (worship).
The Islamic development process that ensures the upbringing of Islamic personalities and has an effect on the behavior of Muslims leaving them disciplined to the laws and orders of the Islamic Sharia is mainly built on the following:
1. Proving the Existence of Allah swt, and the correct definition of the Creator.
2. Proving that the Quran has come from Allah and not from Messenger Muhammed pbuh
3. Proving the Prophecy of our master Muhammed pbuh
4. The concepts relating to the aqidah (the Islamic belief system) such as the concept of al-qadhâ'(Allah’s decree), al-qadar (The attributes given by Allah swt to everything created, like the burning attribute created by Allah swt in fire, and the combustibility attribute created by Allah swt in wood, and the cutting attribute in blades, and other specific attributes relating to human instincts and inclinations that have been given to people), and the concept of hidaya (the guiding of someone to the true path), the concept of rizq (earning or wealth), and the concept of end of al ajal (life-term)
5. The correct definition of the two Shahadas as we have previously covered
6. The correct definition of Shirk as we have previously covered
As for the concept of meqyas al’amal (work scale), which is directly linked to the Islamic development process, this is something that cannot or is rather impossible for a school in our current reality to teach our children or build their personalities on its basis. The reason being, one: the schools/teacher own lack of understanding of the concept; two: for the reason of the curriculum desire not to build this scale concept in the minds of children. For as per the work scale concept,a person’s mind would be built in a way where his eman (belief) would be that any work he attempts to take on has to be directly based on what Allah and his Messenger pbuh have commanded and prohibited, meaning that when a person attempts to do anything, they would first measure it on the basis of whether it gains Allah’s ridha (acceptance) or his ghadab (wrath or anger), i.e. based on whether its halal (lawful/permitted) or haram (forbidden). And as is the case, the Shariarulings and orders include alwajib (the obligatory or mandatory), almahd’oor (the banned), makruh (the detested though not haram), almandub (the commendable or recommended), and the mubah (the permissible), and therefore the development process should be based on this scale, so that the actions of a Muslim would be built and programmed on these five rulings and orders, and on no other scale such as interests (e.g. physical pleasures, prestige, throne, money), whereby these interests would precede the Sharia rulings and laws.
Fact of the matter is that neither Schools nor teachers engage in this development process of building this Islamic work-scale in the minds of the children, as that will contradict many of the thoughts and concepts that nations want to build in the minds of children, people and societies and which are very differing from those that would come through the Islamic development and upbringing; examples are those of patriotism, nationalism and loyalty to the ruler (king, president) without Allah, and the submission and slavery to the capitalist economic system, and loyalty to the non-Islamic social ideas such as exposing of the awrah (body parts that must be covered), and the ikhtilat (mixing) of men and women in private places, and the forbidden relations between a man and a woman, and all the abnormal relations, and the unjust and un-rightful treatment of women, wives, daughters and sons; and the loyalty to many ideas and concepts violating the Islamic aqidah (doctrine) and that what has been sent upon our master Muhammed pbuh from rulings and orders.
The intentions behind this Islamic-violating upbringing is to form strange personalities in the Ummah(Islamic nation) distant and far as possible from the Right Islamic Personalities whom the ummah’s reliance is on, to live in Islam, carry it, spread it and build its culture.
Allah swt said in the meaning of surrat Al Hashr verse 7
<<…So take what the Messenger assigns to you, and deny yourselves that which he withholds from you...>>(“what” and “which” implying inclusivity, i.e. all that)
And our beloved messenger of Allah, pbuh, said:
"None of you [truely] believes until his inclination is accordance with what I have brought”
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