THE KUFR SYLLABUS OF THE MUNAAFIQEEN
THE SATANIC PLOT IS TO INDOCTRINATE THE PUPILS AND THE APAS TO SUBMIT TO INTERFAITH KUFR
Brother, Mohammed Bhayat from Westville Durban, writes:
TASHEEL SERIES
The current issue of the “tafseer” misleading children with regards to interfaith.
In December 2022, I heard a child reading the Tasheel History book: Grade 4, Lesson 4. The image of the page is noted below.
We had at the time written to the local Talimi Board and informed them of the issue regarding this lesson.
We noted that its current meaning indicates respect for kufr. The statement further creates an opening towards acceptability for interfaith dialogue and the interfaith movement. A Muslim cannot respect another religion as it is tantamount for placing kufr on the same pedestal as Haq.
It is not known up to that point how long this was in the syllabus. It is obvious that at least a generation of children and Apa’s minds were already being conditioned in the acceptability of the interfaith plan. We are unaware if this lesson has been changed or if the children and Apa’s have been informed accordingly.
The Tasheel Series syllabus has undergone repeated changes over the years to mimic the changing secular academic syllabus of SA. Even to a non- Muslim teacher, academic, professional or rather still the layman it is obvious that this syllabus has parallels to the secular syllabus. There is no difference. Why? JUSA wants a standard, nationalised syllabus so that the masses are aligned to their mindset and that they assert their hegemony.
The frivolous activities(colouring, puzzles, joining the dots, tasks, etc) in this series is not for a Maktab but for a playgroup and school setting. Not only that, but the lessons are also presented in a way done as in school. The required teaching aids are also the same as those used in schools. The syllabus presents a “modern” Islam. JUSA wants a national syllabus that is modern, conforming to the secular layout and we expect them soon to apply for academic accreditation for the same at the doorstep of SAQA. In the 80s and most certainly before there was a clear difference between Maktab literature and that of school.
It may be argued that the syllabus is geared in this format as the student’s capability is to this level due to the schooling system. We ask that if the schooling system has “dumbed down” the population and as leading economists have stated regarding the matric certificate “not worth the paper on which it is printed” why should the Ulama perpetuate this intellectual zulm. It does not behove a Muslim to treat the kids in this way and entrench such teaching. The Maktab and Islamic syllabus should not be devoid of the Noor of our original akaabir. By retaining our methods we are certain that Taqwa and blessing will be imbued into the kids and their mental capacity would also increase. This would be discernible even in the indigenous population. They will progress like the Mewatis.
This, however, is not palatable to JUSA as they hanker after recognition from their mental masters and the political powers. JUSA have demonstrated themselves to be renegades. They have perpetuated flagrant transgression in the public eye and then sought to justify the same. When Allah Ta’ala had recently taken their “maktab imtihaan” during COVID they displayed nifaaq and kufr. We ask what syllabus are they offering the community? It is not an insurmountable task to change the Maktab syllabus. We believe given the required will and desire to make this change it can be done in a short space of time. However, to do this the same parties involved cannot be retained, new persons with the right mindset must oversee the same. It is futile to go back to persons who were involved in the current series.
Was salaam, M.Bhayat, Westville
10 Zul Qa’dah 1444 – 31 May 2023