Our Duty Towards Islam

I will summarize our dutyin the following points:
First: Being proud of this religion. Allaah The Exalted Says (what
means): } So do not weaken and do not grieve, and you will be superior
if you are [true] believers. { [Quran 3: 139]
The era of hiding and feeling ashamed for belonging to Islam has ended
and the era of frankness and declaration has started. Itis painful and
harmful that people who lived in the quagmire of vice and committed
the utmost of prohibited sins have started to embrace the religion of
Allaah The Almighty, whereas we observe that some Muslims want to
bring misery to their nation and expose it to suffering.
Second: Seeking sound knowledge of the Sharee'ah (Islamic
legislation). Having a clear and enlightening argument is the best
means to boost one's morale. With Sharee'ah knowledge, one discovers
misguidance and deviation.
Third: Reviewing Westernand Eastern writings about their own
societiesand what both of them call to now after they hadtasted the
bitterness of misery due to abandoning religion and giving a free hand
to their desires.
Fourth: Directing our efforts with sincerity and determination to
bring up our children. It was narrated that the Messenger of Allaah ,
said: "Each one of you is aguardian and is responsible for those under
his guardianship." [Al-Bukhaari and Muslim]
A sound upbringing is a shield for children against floundering in
invalid behavior that the society is replete with, and it is their
protection against the misleading thoughts that are spread in it.
Fifth: Knowing the secularists through their writings and sayings,
warning people against their deception and misguidance, clarifying the
extent of their danger on the Ummah (Muslim nation) and its religion
and mentioning their experiments in Muslim countries which they may
implement in any other country which has not yet been exposedto their
secularism.
Sixth: Common people should gather around scholars, seekers of
knowledge and callers to Allaah The Almighty and adopt their opinions
and attitudes. They should distance themselves fromthe excitement and
improvised situations that the righteous youthsare dragged to so that
whoever wishes to fish may fish in troubled waters.
Suggestions
First: Girls' curricula should be based on a scientific Islamic view.
We have spent a long time during which we did not manage to
createeducational curricula befitting that sex. Equality in curricula
between men and women is a fault; this was mentioned earlier.
Second: Creating curricula in the Islamic culture that clarify the
woman's rights in Islam, her duties and position as well as the
deteriorated status of thewoman in the East and West and refuting the
malicious allegations of those who advocate emancipation. In the past,
we were not in need of such measures and we feared the spread of such
allegations. Now, however, we have been invaded by these allegations
in our very homes. It is also incorrectto delay these curricula until
the university stage.
Third: Woman's work must be addressed through comprehensive and
wide-scoped studies prepared by experts and knowledgeable people inthe
fields of education from among those who are proud of their religion
and acquainted with the Sharee'ah of their Lord.
Fourth: It is time, or rather it is overdue, for the project of a
girls' university to see the light; a project which puts an
educational plan befitting this sex and steers us clear of
contradicting opinions inthe society through its universities. It is
better for the Ummah to entrust responsibility in these universities
to sincere highly-qualified persons from among men and women, and
thereby the Ummah will distance itself from the evils of those who are
evil.
Reason and subjective conditions to establish this kind of university
is indisputable.
Fifth: Woman's work is not a pure administrativetask; rather, it is
related to her personality and role in society as well as how suitable
a certain kind of work is for her. Therefore, this matter must be
studied within the framework of Sharee'ah as well as the Ummah's
interest.
· What is the Ummah's need to graduate female hostesses/attendants,
when the danger of theirpotential work is known in advance?
· What is the Ummah's need to graduate groups of females who are
specialized in drama and theatrical arts?
· What is the Ummah's need to graduate a large number of females in
some specializations, such as decoration, agriculture and secretarial
work?
I am not saying that the woman cannot understand these specializations
or be good at them; rather, I mean that these are not the only
criteria.
Sixth: The so-called feminine departments in some governmental
administrations must be reconsidered. Is there any benefit in their
existence? Are they governed by the Sharee'ah regulations?
Seventh: To stop applyingthe credit hour system in educating girls as
this negatively influences the woman. It is not necessary that
everythingwhich is applied to men is also applied to women.
Eighth: The woman's employment system must be fairly addressed. It is
not fair that the woman leaves her home at 6:30 am and returns at 3
pm. It is also not fair that she remains more than twelve hours in the
school during the exams. What is the problem if the woman works only
half the working hours specified for the man andreceive half of his
wages?In this way, we will have the capacity to employ twice the
number of available workers or even more.
What is the problem if there are long holidays for the woman after
delivery in order to look after her newborn? Meanwhile, she should be
rewarded for this as she is undertaking the most serious task in life.
What is the problem if there are economic criteria for woman's work?
There are many houses where both the man and the woman work while
there are other houses where neither men nor women work!
All these points and manyothers could be subject to dialogue and
discussion, provided that we get rid of the complexof equality between
man and woman in the employment system. This is also contingent on
getting rid of the inferiority complex as well as regaining the
feeling of our distinction relative to other peoples of the world.

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