9 Point Guide to Discern islamist from Non-islamist Schools
An excellent article regarding public schools and the liberal appeasement agenda allowing for islam accommodation while denying Judeo-Christian activities--and if you demand your own belief be accommodated, you are forcefully reminded about the separation of Church and state (such a blatant misinterpretation of the government shall not sponsor a government religion...).
In other words, the typical lack-of-logic dodge and spin--and if you point out the irrationality/illogic of it you're called every name in the book. Aren't we repeatedly told islam is the "religion of peace"? Those of us with wide open eyes know it's not a "religion" by any stretch of the imagination but is a societal indoctrination to a socio-pathologic political system. However, the liberals among us, those who refuse to see reality, insist in their blind slavering it is a religion.
So if, as they state, it's a religion, why is it not treated as socially abhorrent as Christianity or Judaism by those self-same liberals who refuse to allow any mention of Christianity or Judaism in our schools? Where's the ACLU (useless organization except for communists/secularists) in this issue? Interesting how "silent" they are regarding this "religious" encroachment.
How many of you have children who are forbidden to publicly pray in school or carry their Bible? Or say the name of God or Jesus? How about the muslim kids? How many of them are allowed to leave class for designated prayer times and carry their koran? How many non-muslim children have special, religious diets? Does the cafeteria meet your children's religious dietary needs? How about the muslim kids? How many of you are tired of your children being forced to learn about ramadan--but are forbidden to mention Christmas?
From American Congress for Truth/Family Security Matters: A Guide to Beginning the Debate (full article here);
Discerning Islamist from non-Islamist Schools - a guide to begin the debate
The only way to counter such an insidious ideological insurgency is for us as a nation to undertake a far-reaching analysis and public discussion about what students at these Islamic schools are actually being taught about ‘sharia’ law and its role in the society. Here are a few questions American communities may want to pose to principals and curriculum coordinators of local Islamic schools in order to understand whether the school has a political agenda in its teachings or not.
How does the school teach American history and the U.S. Constitution and Bill of Rights? What is taught about the struggle of our founding fathers against theocracy? Is European Enlightenment ideology taught? Are students encouraged to learn from non-Muslim philosophers especially those who influenced our founding fathers and taught liberty and freedom?
Are students taught that sharia is only personal or that it also specifically guides governmental law? Does their answer change whether Muslims are a minority or a majority?
Do they view non-Islamic private and public schools as part of a culture of ‘immorality’ and decadence since they are not Islamicized or can non-Islamic schools be morally and equally virtuous?
Do they teach their children that ‘being American’ and being ‘free’ is about moral corruption or is being American and free about loving the nation in which they live and sharing equal status before the law regardless of faith tradition?
Is complete religious freedom a central part of faith and the practice of religion? In the Islamic school, how are children treated who refuse to participate in school faith practices?
Are the children taught Muslim exclusivism with regards to the attainment of paradise in the Hereafter? From that, are the children also taught that government and public institutions must thus be ‘Islamic’ in order for the community as a whole to be able to enter the gates of Heaven?
How are student discussions, debate, and intellectual discourses approached regarding American domestic and foreign policy? Do the teachers have a political agenda? Does that agenda demonstrate a dichotomy between Islamist interests and American interests?
Is the historical period of Muslim rule of Spain (Andalusia) taught in the context of the history of the world during the Middle Ages or is it looked upon as superior to current day American ideology even after the advances of the Enlightenment?
Is the pledge of allegiance administered every day at the beginning of the school day?
Certainly, this analysis and exposure would not be in any way to limit the freedom of Muslims to establish and operate these private educational facilities. But rather, quite the contrary, with exposure of the political Islamist agenda of many of these schools, Islamist schools will be slowly marginalized or obligated to reform. Then the non-Islamist and anti-Islamist schools will flourish while teaching reasoned pluralistic Islamic thought wholly compatible with the foundational principles of America.
It is not too much to expect schools operating on American soil to manifest an ideology which is not politically anathema to the founding ideals of our nation.
The entire article is well worth reading. Sphere: Related Content
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