Monday, 24 October 2011

or How Jihad Violence Islamised the School Curriculum

Yesterday's post showed some of the pro-Islam brainwashing that now takes place in European schools. This follow-up post shows how and why that change came about.

The root cause of the change is Jihad. Jihad violence led politicians to alter the school curriculum to offer a more favourable view of Islam. The example here is from Britain but no doubt similar processes took place elsewhere in Europe.

Let's go back to 2001. Muslim violence in Bradford ("inter-community tension") inspired a government commission and report.
In his report on the Yorkshire city's divided communities last year, Lord Ouseley inveighed against the national curriculum's shortcomings and demanded "effective learning environments in which racial differences are seen positively by pupils, underpinned by knowledge and understanding".
Source: Guardian

The Guardian writer trots out the usual Al-Andalus myth about how Muslims saved Greek learning for Europe and suggests that this fable be used to fulfil the need identified in the report.
Without the work of a 500-year succession of Islamic sages, we would have lost the essence of Aristotle, much of Plato and scores of other ancients.

It happened simply enough. While the barbarians smashed and burned in western Europe, the Arabs and Persians used the libraries of Alexandria and Asia Minor, translated the scrolls and took them to Baghdad and far beyond.

I've refuted this lie elsewhere. I won't go into it again here except to say that the Muslim apologists who tell this lie neglect the most obvious source of Greek learning: Greece. Byzantium still existed and still preserved the ancient Greek texts. The Byzantine colonies in Southern Italy were an alternative conduit through which classical Greek knowledge reached western Europe. Even the islamophile historian Norman Daniel acknowledges that Al-Andalus was in no way essential to this process.

But this idea of pushing Islam and the supposedly great achievements of Islamic civilisation, particularly Al-Andalus, gathered momentum as political concern about Jihad violence intensified in the wake of the September 11th attacks and even more extreme Muslim rioting in Europe.

From the 2004 book Confronting Islamophobia in Educational Practice:
The importance of Islamic civilisation and its place in the mainstream curriculum

It is probably a truism that for their own sense of self-esteem and worth all pupils need to see themselves reflected positively in the curriculum of the schools they attend. The DfES funded CREAM project was designed to discover the extent to which the experience of Muslim school pupils could be used by mainstream schools in the National Curriculum... They found that although there were many curricular areas that had the potential to reflect these experiences, there was little, with the Exception of Religious Education and Citizenship, with which Muslims could identify (DfES 2004). Many pupils could go through most, if not all, their educational career without coming into contact with the wealth and legacies of the great age of Islamic civilisation. In its first thousand years, Islamic civilisation flourished from Spain to Central Asia. While Europe suffered what has been called the Dark Ages, Muslims translated, enhanced and developed much of the thinking of the ancient Greeks and made remarkable contributions in the realms of science, medicine, art and architecture, literature and astrology. [Astrology!]

Many of these great achievements are succinctly documented in Bloom and Blair's book, Islam Empire of Faith, which was written to accompany the BBC2 series in 2002. Bloom and Blair, however, steer clear of any attempt to assess Islam's contribution to the modern world. Increasingly, Islamic scholars are taking up this challenge and are cogently arguing that the roots of the modern world with its emphasis on liberty and freedom, science and technology, owes much to Muslim scholarship and research.
Source

This 'challenge' was taken up by Salim T.S. Hassani of 1001 Muslim inventions infamy.


In 2005 the Prevent Commission was asked to look at ways to combat Islamic extremism.
Following the tragic events of 7th and 21st July [successful and thwarted Jihad terrorist attacks], the Government appointed a diverse range of people with different skills and knowledge in mid August 2005 to join seven Working Groups that it had resolved to set up, the objective being Working Together to Prevent Extremism.

...The individuals involved in this process were acutely aware of the relevance and
critical nature of this exercise due to the hostile climate that followed the events
of 7th and 21st July, in the form of attacks on the Islamic Faith , the incessant
demands for Muslims to repeatedly demonstrate their allegiance to the country,
the demonisation of a whole community together with the unprovoked and
marked attacks on Islam and Muslims by the media and in other more direct
forms of physical attacks on mosques and individuals...

Signed
Yusuf Islam
Lord Nazir Ahmed
Baroness Pola Manzila Uddin
Inayat Bunglawala
Mohammed Abdul Aziz
Nahid Majid
Abdal Ullah

One of its key recommendations was the islamification of the British school curriculum.
Chapter 2: Education

Working together to prevent extremism

B. Proposals into Action

1. To instil a more faithful reflection of Islam and its
civilisation across the entire education system, including
the National Curriculum, Further Education, Higher
Education and lifelong learning
.

1.1 WHAT’S TO BE DONE?

1.1.1 Research and audit the National Curriculum and various directives and
guidelines produced by the DfES, TDA, Ofsted and QCA

1.1.2 Make practical and achievable recommendations with the cooperation and
assistance of Government officers to appropriate departments, and thus correct the current ‘alien’ image of Islam and represent a more faithful reflection of Muslims as an integral part of British society, and European history and heritage.

1.2 WHO WILL DO IT?

1.2.1 An interim task force composed of a Muslim board of advisers (initially
drawn from the Education Working Group members) together with officers from
the Department for Education and Skills or the Home Office (as appropriate) shall
work on producing short, medium and long term plans and strategies to address
the concerns raised.

1.2.2 The interim task force shall be empowered to commission educational
consultants and experts in order to examine the content, delivery and
assessment of the National Curriculum and other study programmes, including
the initial teacher training curriculum, and analyse their impact on learning
outcomes. Existing Muslim community institutions and organisations will be
invited to contribute to this work.
Source

Foremost among these "Muslim community institutions and organisations" was to be the Muslim Council of Britain, the British front for the Muslim Brotherhood.
Existing organisations, consultants, schools and local education authorities
already engaged in developing and providing guidance in this area should be
supported and their successful practice disseminated more widely. Additional
experts in the field, particularly from the Muslim community (the MCB, MET and
members of this Education Working Group) can be commissioned to provide the
human resources and skills in order to speed up the process and improve the
quality of outcome.

So the Muslim Brotherhood was to play a leading role in the redesign of the British school curriculum! Some of the goals of the process were described as follows:
Carrying forward the work of the aforementioned interim task force to reflect
faithfully Islam and its civilisation across the entire education system
.

Launching a permanent educational exhibition to help marginalise extremist
concepts and highlight the contribution of Islam and Muslims to Western
culture.

These goals were expanded on in the Appendix. Look at the shocking mis-spellings in the extract below.
SECURING A FAITHFUL REFLECTION OF ISLAM AND
ITS CILVILSATION ACROSS THE ENTIRE EDUCATION
SYSTEM INCLUDING THE NATIONAL CURRICULUM,
FURTHER EDUCTION, HIGHER EDUCTION AND
IFELONG LEARNING.

This from the Muslims who were proposing to revamp the British educational system: 4 out of 25 words misspelt!
Those who study history will know there is a gaping hole in the National
Curriculum and that the sizeable contribution Islam and Muslims have
made to the development of European civilisation is generally missing from
study materials. Genuine opportunities to learn about the true nature of
Islam’s role in Europe’s history have been missed, including a lack of
emphasis on the fact that Islam is a British religion, if longevity of presence
is any yardstick, with substantial historical roots here.

The inspiration needed to build confidence and self-worth amongst British
Muslim youth can be found by providing substantive information on Islamic
achievements and contributions in and to subjects across the entire
National Curriculum.

By 2008 these ideas had achieved ascendancy and were being repeated by the Schools Minister himself.
Jim Knight, the schools minister, claimed lessons in the scientific and cultural innovations of Islam over the centuries would give young Muslims a sense of worth and reduce their risk of becoming alienated and falling under the spell of radicals.

He said it could also bring divided communities closer together, by teaching children from other backgrounds about the debt we all owe to Muslims – from coffee and pinhole cameras to the three-course dinner and advancements in maths.

Mr Knight spoke at the launch of an exhibition in Parliament about Islamic innovations, which has been developed by an education group dedicated to improving knowledge about Muslim history in Britain.

The Foundation for Science, Technology and Civilisation has also made packs for secondary school teachers to include provide teaching on Islamic inventions in a range of lessons, following a relaxation on the rules governing the National Curriculum last month.

Mr Knight said: "Here is a project that brings together science, history, RE, citizenship and community cohesion – some of the most pressing problems for me as the minister responsible for the curriculum.

"One of the major reasons for the alienation of British Muslims is a lack of clear identity. This can leave them vulnerable to messages from extremists.

"This offers a whole series of remedies and an education for the rest of us. It is very important for the whole country to understand the hugely positive impact that Islamic inventors have had upon the world, and for Muslims to take pride in it."
Source: Daily Telegraph

The most important lesson Muslims will learn from changed curriculum however is this: Jihad gets results.

See Part I here.

2 comments:

Maria José said...

The ghost of Lampedusa wanders about Europe

After disorders and revolutions in the north of Africa, Europe is facing a tangible threat of a new immigration wave.

http://english.ruvr.ru/2011/10/07/58329762.html

BunBun4life said...

HAHAA It 'flourished' from Spain to East Asia.

Yeah the Spanish were really happy about the flourishing of pisslam in their country, and I'm sure India was right there in the islamic cheerleading squad.

I wonder if being invaded & occupied by muslims had anything to do with 'the dark ages' of Europe. Because muslims act like there never was a rome or roman empire, and that Europe had been already just a bunch of savages. What a load of shit.

All the 'debt' we owe muslims? For coffee? LMAO advancements in math, is another 'muslamic' lie as well.

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