Personal, - Our Duty Towards Islam

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I will summarize our duty in 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. It is 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 theSharee‘ah)Islamic legislation(. Having a clear and enlightening argument is the best means to boost one's morale. WithSharee‘ahknowledge, one discovers misguidance and deviation.
Third:Reviewing Western and Eastern writings about their own societies and what both of them call to now after they had tasted 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, sallallaahu ‘alayhi wa sallam, said:"Each one of you is a guardian 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 theUmmah)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 exposed to 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 from the excitement and improvised situations that the righteous youths are 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 create educational 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 the woman 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 incorrect to 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 in the fields of education from among those who are proud of their religion and acquainted with theSharee'ahof 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 in the society through its universities. It is better for theUmmahto entrust responsibility in these universities to sincere highly-qualified persons from among men and women, and thereby theUmmahwill 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 administrative task; 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 ofSharee‘ahas well as theUmmah'sinterest.
·What is theUmmah'sneed to graduate female hostesses/attendants, when the danger of their potential work is known in advance?
·What is theUmmah'sneed to graduate groups of females who are specialized in drama and theatrical arts?
·What is theUmmah'sneed 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 theSharee‘ahregulations?
Seventh:To stop applying the credit hour system in educating girls as this negatively influences the woman. It is not necessary that everything which 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 and receive 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 many others could be subject to dialogue and discussion, provided that we get rid of the complex of 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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