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A critique of Learning from One Another: Bringing Muslim Perspectives into Australian Schools
Prepared by Daniel Scot
Email: [email protected]
Preface:
Currently in Australia a process is underway to establish a new national curriculum for schools. State curriculums are
being replaced by one uniform national curriculum – a process that will result in one of the greatest shifts in education
delivery in the history of Australia. This process is being guided and run by the recently formed Australian Curriculum
Assessment and Reporting Authority (ACARA) and follows the issuing of "The Melbourne Declaration" in December
2008.
Some criticism1 has been levelled at the history component of the new Australian curriculum that it presents an
unbalanced view of Australian and world history and events. A document that is receiving praise and good reviews is a
curriculum document published and promoted by the privately funded Curriculum Corporation of Australia.
Learning from One Another: Bringing Muslim Perspectives into Australian Schools is being heavily promoted as a good
addition to the syllabus for primary and secondary schools. The document is issued by the National Centre of Excellence
for Islamic Studies, (University of Melbourne).
1
The National Curriculum: A Critique, Edited by Chris Berg, Foundations of Western Civilisation Program, Monograph on Western
Civilisation 1, Copyright @ 2010, Institute of Public Affairs and Mannkal Economic Education Foundation.
1
This critique of "Learning from One Another: Bringing Muslim Perspectives into Australian Schools” is written to highlight
some of the most glaring distortions and to express concern at the narrow perspectives contained within.
The document’s authors are trained educators who work under the auspices of the University of Melbourne. Given that the
academic institution from which the material is issued is one of Australia's oldest Universities; it is surprising that the Academic
Board would allow this document to be released under its banner. The University of Melbourne would be well advised to submit
the claims contained within it to authoritative historical analysis and review its publication.
As the document is apparently prepared for voluntary inclusion for any school as requested, it cannot be claimed nor is it
claimed that "Learning From One Another" is a comprehensive document. However what results is simplistic, inaccurate and as
a result, highly suspect. Worryingly free of cost seminars are being held by the authors to promote the book.2
The seven points at issue, raised in this critique, arise from merely a cursory reading. It is by no means a comprehensive critique
and, to remain clear, concise and true to the teachings of Islam, this critique is limited to the primary sources of Islam and
Classic Muslim scholars.
In case the reader may not have the Qur'an and Hadiths 3 handy, for the sake of convenience an appendix has been added (as a
separate document), which includes the relevant references in full. The author has used the two most reliable and most
frequently used translations of the Qur'an.4
[NB: Note that different translations of the Qur’an; even different editions of the same translation may have different
verse numbers. For this reason, sometimes the reader needs to look at a few verses up or down in the cited Qur’anic
source. Please keep in mind that in any translation of the Qur’an, where-ever and when-ever ( ), { }, or [ ] are used; the
contents of these brackets are not in the Arabic text of the Qur’an. These extra words in brackets are used for various
reasons such as: it fills the gaps which are left in the Arabic text; to make the flow better. Sometime the insertions are used
to tone down the severity of the teachings of the Qur’an, e.g. Sura 4:34 teaches that it is permissible to beat your wife for
disobedience. To appeal to the western mindset some of the translators put brackets whereas others do not:
Sura 4:34 … As to those women on whose part you see ill-conduct, admonish them (first), (next), refuse to share
their beds, (and last) beat them (lightly, if it is useful), … (Hilali, and Khan).
… As for those from whom you fear rebellion, admonish them and banish them to beds apart, and scourge them.
… (Pickthall)].
This critique argues that the “Learning from One Another” will potentially create a cognitive dissonance in the mind of
the young reader.
Laurie Nowell. ‘Bid for Islamic teachings’ Sunday Herald Sun. July 11, 2010.
http://www.heraldsun.com.au/news/national/bid-for-islamic-teachings/story-e6frf7l6-1225890240936
2
Its authors are offering free seminars to teachers, which promise to "provide avenues for you to introduce Islam- and Muslim-related content in your
classrooms" and "equip you with the skills to meet the needs and expectations of Muslim students in a multi-faith classroom".
3
Hadith (Ahadith in Arabic is plural of Hadith), are not contained in one book, but there are dozens of Volumes of Hadiths. Simply stated,
Hadiths are records of what Muhammad said, did or approved. There are Six Sets of Hadiths known as Sahih Satah, means authentic and reliable
Hadiths. These six authentic (Sahih) ahadith (Hadiths) are listed according to their priority: 1) Bukhari (Sahih Bukhari); 2) Sahih Muslim; 3) Abu
Dawud (Sunan Abu Dawud); 4) Jami Tirmidhi (or Tirmidhi or Jami At-Tirmidhi or Tirmidhi); 5) Sunnan Nasa’I; 6) Sunnan Ibn-i-Majah.
There are many other lesser ahadith that are not considered authoritative. The majority of Muslims believe the “authentic” ahadith as true accounts of
the sayings and practices of Muhammad, but there is a very small minority who consider all Hadiths as myths.
4
1) Pickthall, M. Muhammad, The Meaning of the Holy Qur’an. London: Islamic Book Centre, n.d. and
2) Hilali, T. and Khan, M. Muhammad. The Noble Qur’an: In English Language, A Summarized Version of At-Tabari, Al-Qurtubi and Ibn Kathir with
comments from Sahih Al-Bukhari, Summarized in One Volume. Medina: Maktaba Dar-us-Islam: Islamic University Al-Medina. 1994 have been used.
Unless otherwise indicated Pickthall’s translation is used.
Pickthall’s translation of the Qur’an is considered the best translation very close to the Arabic text, and most frequently used in the English speaking
world, it has five editions.
Next is The Noble Qur’an, translated by two academics, Hilali and Khan. The translators have uniquely integrated the best Islamic commentaries and
Hadith and a lot of explanatory footnotes are given. Moreover, tens of thousands of copies of this Qur’an has been distributed throughout Australia.
2
Introduction:
The document, “Learning from One Another: Bringing Muslim Perspectives into Australian Schools” by Eeqbal Hassim5
and Jennet Cole-Adams6 is designed to explain moderate Islam within the education system. The authors, in their fervor to
explain Islam, have ignored the mainstream teachings of the Islamic holy books, the Qur’an, Hadiths and Islamic history.
It is troubling then that the authors avoid giving a full range of Muslim viewpoints on topics such as Jihad, dealing with
non-Muslims, and the position of women according to the Qur’an and Hadith. Have they provided too narrow a range of
resources? Clearly yes as you would expect that the people who have developed the material would have a thorough
knowledge of Islam. The authors give the appearance of seeking every opportunity to impress uninformed minds with the
“greatness” of Islam. The book is unsound and contains half-truths, misconceptions and stereo-types. Normally these are
the very things critics of Islam are accused of doing. They have given presumptuous and highly contestable interpretations
of history (best illustrated on page 22 where they reason that for the intellectual advance of Europe is based on Islamic
input). On page 32 and other places they ask provocative questions, “do you agree or not”, but do not give alternative
sources.
The authors bring up issues such as ‘morals’ in Islam: “an ideal code of morality and conduct found in the Islamic
religious texts”.7 Such terms have occurred many times in the book on pages, 6, 7, 42, 43 (twice), 51(twice), 74,
81(twice), 83 (thrice), 86 (thrice), 90 (twice).
Genuine scholastic documents stimulate independent thinking; this document has the reverse effect.
This critique is cited in the standard form.
1. Does Islam have high moral values?
A careful study of the Islamic religious texts reveals that the author/editors of the Qur’an had no concept of absolute
morality. For example, Allah teaches Muslims, “Come not near unto adultery” (Sura 17:32); but Allah also gives approval
for adultery, “force not your maids to prostitution when they desire chastity, in order that ye may make a gain in the goods
of this life. But if anyone compels them, yet, after such compulsion, is God, Oft-Forgiving, Most Merciful” (Sura 24:33).
Similarly sometimes the Qur’an does speak approvingly of the Ten Commandments8 as contained in the Bibles Old
Testament. While at other times Allah also teaches the contrary to Muslims, i.e. to break the commandments when and as
5
National Centre of Excellence for Islamic Studies, University of Melbourne
6
Currently she is the Director of Curriculum Services at the Australian Curriculum Studies Association.
7
Eeqbal Hassim and Jennet Cole-Adams. Learning from One Another: Bringing Muslim Perspectives into Australian Schools. p. 7.
8
Obedience to the Commandments
1.1.1
Allah teaches Muslims to obey the 1st Commandment -no other God; Sura 112:1-4; 59:22-24; 17:22; 4:171; 16:51;
1.1.2
Allah teaches Muslims to obey the Allah teaches to obey the 2nd Commandment – no idols; Sura 4:48, 116; 35: 40; 48:6;
1.1.3
Allah teaches Muslims to obey the 3rd Commandment –do not misuse the name of God; Sura 2:224; 3:62-63;
1.1.4
Allah teaches Muslims to obey the 4th Commandment –keep Sabbath; Sura 4:154; 2:65-66;
1.1.5
Allah teaches Muslims to obey the 5th Commandment –honour your parents; Sura 17:23; 31:14-15;
1.1.6 Allah teaches Muslims to obey the 6th Commandment –do not murder; Sura 17:31, 33; 5:32; 6:151; 4:29-30, 36; 60:12; Kindness;
Sura 31:18-19 Humility;
1.1.7
Allah teaches Muslims to obey the 7th Commandment –do not commit adultery; Sura 17:32; 24:3-5; 60:12; 16:90; 25:68;
3
needed9. Moreover, Muhammad taught that if Muslims will not commit sins, Allah will destroy them and create other
people who will commit sin10.
Dealing with misconceptions and stereotypes, the authors touch on various issues. Their explanations are highly
questionable in every case. For the sake of brevity let us only consider two matters mentioned in their book. Learning
from One Another, namely Islamic tolerance of other religions and equality of women: “Muhammad was always
respectful of people of other faiths … Islam orders Muslims to be kind and friendly to all people” and “In Islam, men and
women are equal before God”11.
2. Is Islam really tolerant and respectful towards other religions?
As seen above, the Qur’an and Hadiths are full of contradictory analysis. There are some verses which teach tolerance and
respect for non-Muslims (Sura 2:62, 122; 5:20, 69; 49:13) whereas, others not only teach disregard for non-Muslims but
instructs Muslims to humiliate and kill them. For example:
1.1.8
Allah teaches Muslims to obey the 8th Commandment –do not steal; Sura 5:38,39 amputation of thief’s hand; 17:34-35; 6:152; 60:12;
1.1.9 Allah teaches Muslims to obey the 9th Commandment –do not give false testimony; Sura 45:7; 33:35; 16:91; 60:12 lying and
falsehood forbidden;
1.1.10 Allah teaches Muslims to obey the 10th Commandment –do not covet; Sura 4:32, 37; 25:67; 5:42; Covet not, envy not; greed
forbidden;
9
Direct disobedience to the Commandments:
1.2.1 Allah teaches Muslims to break the 1st Commandment -other gods recommended; Other gods acknowledged in original revelation of the
Qur’an, but later Muhammad was informed that the source of this revelation was not Allah. This incident was noted by various Classic
scholars of Islam such as: Ibn Ishaq, Al-Tabari. The same event is recorded by J. Rodwell, G. Sale. Classic Islamic writings by early
Muslim scholars (Guillaume, A The Life of Muhammad: a translation of Ibn Ishaq’s Sirat Rasul Allah, 1995 Pp. 161-167, 165-166. ff and
Watt & McDonald. The History of Al-Tabari: Vol. VI. 1988 Pp. 105-108). See J M Rodwell’s translation of the Qur’an, footnote for Suras
53:19 and G. Sale and E. Palmer’s translations of the Qur’an, footnote for Sura 22:52.
The Trinity misunderstood, the trinity according to Allah is, Jesus his mother and Allah (Sura 5:116) and denied (Sura 4:171; 5:17, 71-73).
1.2.2
Allah teaches Muslims to break the 2nd Commandment –Muhammad associated with Allah; Sura 4:80; 48:9-10; 3:31-32: Allegiance
to Muhammad is allegiance to Allah; Sura 3:96-7; 5;2, 97; 22:26. Veneration of the black stone of the Ka’aba during pilgrimage; and
Muslims face to the stone five times daily during prayer.
1.2.3
Allah teaches Muslims to break the 3rd Commandment –Muslims can misuse the name of God; Muslims take oath in the name of
Allah. However in Sura 66:2 Surely Allah hath ordained for you to have absolution from your oaths;
1.2.4
Allah teaches Muslims to break the 4th Commandment -work apportioned; No day of rest for workers; Sura 16:124; 62:9-11; 43:32
work apportioned; No day of rest for workers;
1.2.5
Allah teaches Muslims to break the 5 th Commandment -Don’t befriend non-Muslim Parents & deal harshly with those who are
near to you; Sura 9:23; 58:22; 9: 123 Don’t befriend non-Muslim Parents & deal harshly with those who are near to you…;
1.2.6
Allah teaches Muslims to break the 6 th Commandment -Allah grants murdering/ killing for various reasons: Sura 9:5; 8:39, 67;
4:89; 2:191. Sura 9:29-30 fight Jews and Christians if they do not convert, demand protection money, and humiliate them. Sura 5:51; 3:28;
60:13; 58:14 Avoid friendship with Christians, Jews, non-Muslims. Sura 8:12-13; 5:33-34. Honour killing for opposing Allah and
Muhammad;
1.2.7
Allah teaches Muslims to break the 7th Commandment -limited prostitution and others; Sura 24:33; Sura 4:3, 129 polygamy; Sura
4:20 exchange wife; Sura 4:24 temporary marriage; Sura 70:29, 30 unlimited concubines; Sura 33:37 marriage to adopted son’s wife; Sura
65:4 child marriage;
1.2.8
Allah teaches Muslims to break the 8th Commandment -stealing booty from non-Muslims after killing them; Sura 4:94; Sura 9:120;
48:18-20;
1.2.9
Allah teaches Muslims to break the 9th Commandment -Deception (Taqiyya); and lying is permitted; Sura 3:28; 16:106; 66:2 ;
1.2.10 Allah teaches Muslims to break the 10 th Commandment -Muhammad greedily took property off the Jews; Muslims have eternal
promise of booty, an incentive in Jihad; Sura 48:19-21; 8:60; 4:94; 33:19-20; 59:2-8.;
10
Sahih Muslim Vol. 4, Hadith 6621; Abu Ayyub Ansari reported that Allah's Messenger (may peace be upon him) said: If you were not to
commit sins, Allah would have swept you out of existence and would have replaced you by another people who have committed sin, and then asked
forgiveness from Allah, and He would have granted them pardon. Sahih Muslim Vol. 4, Hadith 6622 and Hadith 6621; Muhammad also taught
that Allah has decreed adultery and other things, see Sahih Muslim Vol. 4, Hadith 6421, 6422.
11
Eeqbal Hassim and Jennet Cole-Adams. Learning from One Another: Bringing Muslim Perspectives into Australian Schools. p. 101.
4
2.1
Allah changed Jews into apes and swine (Sura 5:60; 2:65);
2.2
People who are given the Law of Moses [Israelites] but do not apply it, are like donkeys carrying books (Sura
62:5);
2.3
The People of the Book, Jews and Christians, are the worst of all beasts/animals (Sura 98:6; 8:55); Allah has
cursed the Jews and Christians (Sura 9:30);
2.4
Idol-worshipers and those Muslims who do not take part in Jihad but make excuses are unclean (Sura 9:28,
93-95);
2.5
Wholesale slaughter of Jews by Muslims is a must before the Day of Judgment (Sahih Bukhari, Vol. 4, Hadith
177, 176 and Sahih Muslim Vol. 4, Hadith 6985).
2.6
Christians are disbelievers, doomed to hell for believing in the Deity of Christ and the Trinity (Sura 5:72-73);
2.7
Allah will not accept any other religion than Islam (Sura 3:83, 85);
2.8
Islam will conquer all religions (Sura 9:33; 48:28; 61:9);
2.9
Allah has forbidden Muslims to kill and loot other Muslims, but such actions against non-Muslims are
permitted (Sura 4:93-94; 8:39);
2.10
Muslims are not allowed to make friends with non-Muslims (Sura 3:28; 4:144; 5:51, 81; 9:23, 123; 60:13);
2.11
If a Muslim befriends a disbeliever, he will be doomed (Sura 5:80; 58:14-15);
2.12
Allah teaches that Muslims are the best of all people [Supremacism] (Sura 3:110);
2.13
Allah forbids Muslims from obeying non-Muslims (Sura 25:52; 26:151; 33:1; 68:8; 76:24);
3. Does Islam give high respect to Women?
Some Islamic texts do teach equality for Muslim women with Muslim men, but only in case of rewards for good deeds
and punishment for sins. (Sura 3:195; 4:124; 16:97; 33:35; 40:40) However, there are many verses of the Qur’an and
Hadiths that denigrate women badly. By way of example consider the following where Allah and Muhammad taught:
3.1
That woman’s legal testimony is only worth half that of a man (Sura 2:282). Why is it so? Because Muhammad
taught that women are mentally deficient (Sahih Bukhari Vol.1 Hadith 301; Vol. 3, Hadith 826);
3.2
In case of disobedience a man has the right to beat his wife (Sura 4:34);
3.3
A man can have a child wife as the Prophet of Allah had (Sura 65:4);
3.4
A man can have up to four wives, but treat all equal (Sura 4:3); later Allah said do not try to treat all wives
equal (Sura 4:129);
3.5
A man has the right to exchange one of his wives (Sura 4:20). If a divorced woman wants to marry her exhusband she needs to marry another man and then get a divorce from him and remarry her first husband (Sura
2:230);
3.6
Women folk are like a field for men’s use; whenever and however they want to use them (Sura 2:223);
Muhammad taught that women advance and retire in the shape of a devil (Sahih Muslim Vol. 3, Hadith 3240,
3241);
3.7
A man can marry his adopted son’s wife as Muhammad did (Sura 33:37);
3.8
A man can have as many concubines as he wishes (Sura 70:29-30);
3.9
A man can have sex with any woman who is under his right hand control (Sura 4:24);
4. Has Islam given Arabic Numerals to the West?
On page 12 the authors claim that the present day numerals are Arabic numerals. If an ignorant man from the street would
have said that, one could ignore it. But Islamic Professors must know better that 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 are not Arabic
in their origin. There are various claims however the mainstream academically accepted position, as the ‘Encyclopedia
5
Britannica’ indicates, these are Hindu numerals in origin introduced by “the intercourse among traders served to carry
such symbols from country to country”12. The Arabic numerals in comparison with Common Numerals of today are:
Common
numerals
1
2
3
4
5
6
7
8
9
0
Arabic
numerals
١
٢
٣
٤
٥
٦
٧
٨
٩
.
5. What does Jihad mean?
In a bizarre move (on page 9) the authors define Jihad by simply using a common English dictionary. It seems that the
authors were reluctant to give a definition of Jihad by any actual authority on Islam!
The writers give the pretence of not knowing anything of more substance. It is true that for Muhammad and Muslims
Jihad was a spiritual struggle in Mecca when they were historically powerless. However, at Medina, when Muhammad
had developed an army, Jihad was no longer merely a spiritual struggle but it was rather the raiding of business caravans
(Sura 2:216-218). Idol-worshippers were forced to convert to Islam or die by the sword (Sura 9:56-57; 9:5; 8:67). They
raped women calling it ‘temporary marriage’ (Sura 4:24). They forced Jews and Christians to convert or pay Jizya
(protection money) and were humiliated by Muslims or had to face Jihad, i.e. death or slavery (Sura 9:29). Allah promised
that Islam will conquer all religions (Sura 9:33; 48:28; 61:9). According to two Muslim academics from Medina
University, Prof. Hilali and Dr. Khan have defined the importance of Jihad as “given the utmost importance in Islam and
is one of its pillars (on which it stands) … obligatory duty in Islam on every Muslim”...13
The ex-Chief Justice, Sheikh ‘Abdullah bin Muhammad bin Humaid, [and Imam of] Al-Masjid-al-Haram, Makka
[Mecca], Saudi Arabia informs that: 14
“Praise be to Allah Who has ordained “Al-Jihad” (Fighting for Allah’s Cause): 1. With the heart (intentions or
feelings), 2. With the hand (weapons, etc.), 3. With the tongue”.15
Sheikh ‘Abdullah further notifies that in all Medina Suras Jihad is emphasized.
Hundreds of Qur’anic verses are related to topics such as killing, looting/taking booty and other acts of violence.16
Muhammad planned eighty one (81) battles and led twenty seven17 of those. The question arises whether the founder of
Encyclopedia Britannica, Volume 16. see under: ‘Development of Modern Numerals and Numeral Systems’. Chicago: William Benton,
1966. pp. 759-760.
12
13
Hilali, T. and Khan, M. Muhammad. The Noble Qur’an. Maktaba Dar-us-Islam: Islamic University Al-Medina. 1994. pp. 44-45.
Hilali, T. and Khan, M. Muhammad. The Noble Qur’an. Maktaba Dar-us-Islam: Islamic University Al-Medina. 1994. This Qur’an has 22
pages (1043-1064) article on Jihad. pp. 1043, 1046.
14
Hilali, T. and Khan, M. Muhammad. The Noble Qur’an. Maktaba Dar-us-Islam: Islamic University Al-Medina. 1994. This Qur’an has 22
pages (1043-1064) article on Jihad. pp. 1043, 1046.
15
16
Sura 4:74-76, 84, 89, 93-94, 95-96; 9:20-22; 33:23; 47:4; 48:18-20; 61:4, 10-13; 3:139-143, 160-161; 2:191; 8:12-13, 39; 9:29-30, 33, 48:28; 61:9.
Malik, S. K. , the Qur’anic Concept of War. Originally published in Lahore Pakistan 1979. Delhi: Adam Publishers & Distributors, shandar
Market, Chitli Qabar, Delhi-11000.. dn. Pp. 99-103. Malik, in his book, the Qur’anic Concept of War, lists eighty-one (81) battles in which
Muhammad himself either took part or, after planning, sent other holy warriors to battles. Malik divides the eighty one battles into six periods as
follow:
17
1-Pre-Badr: [the period from Ramzan 1 AH. To Rajab 2 AH. i.e. March 623 to December 623 AD] the number of battles was 8;
2-Between Badr and Ohad: [the period from Rajab 2 AH. to Shawwal 3 AH. i.e. December 623 to March 624 AD.] the number of battles was
11;
3-Between Ohad & Khanaq: [the period from Shawwal 3 AH. to Ziqad 5 AH. i.e. March 624 to March 627 AD.] the number of battles was 11;
4-Between Khandaq & Khybar: [the period from Ziqad 5 AH. to Muharram 7 AH. i.e. March 627 to May 628 AD.] the number of battles was
19;
5-Between Khybar & Mecca: [the period from Muharram 7 AH. to Ramzan 8 AH. i.e. May 627 to December 629 AD.] the number of battles
was 20;
6-Between Mecca & Doma: [the period from Ramzan 8 AH. to Rabi-al-Awwal 9 AH. i.e. December 629 to June 630 AD.] the number of battles
was 12.
6
Islam was fighting Jihad, ‘holy wars’ or is it that the writers of this document simply tried to sanitize history for purposes
of attracting young minds?
6. Do Non-Muslims live in peace under Islamic rule?
On page 94 the authors teach that non-Muslims live in peace under Islamic rule. If Muslims apply the teaching of the
Qur’an as partially seen above under the heading, “Is Islam really tolerant and respectful towards other religions?”
Muslims and non-Muslims can not peacefully live together as equal beings. Let us consider just one case only, Sura 9:29;
where Allah teaches them to charge protection money and humiliate the “People of the Book”, Jews and Christians; how
can this be called a peaceful life for non-Muslims? This breaches all the previously accepted Australian education norms
of equality before the law. Why is it even allowed to be taught in schools? According to the Islamic history in light of the
Qur’anic teachings, the Pact of Umar was enacted, which is one of the most humiliating laws ever made. Ibn Kathir, who
wrote the most authoritative Qur’anic commentary of all times, gives a detailed account of how the second caliph Umar
imposed the humiliating ‘Pact of Umar’ upon Jews and Christians.18
According to him, Allah required them to pay an onerous tax (Jizyah) and for them to be in submission to Muslim
authority to the extent of being humiliated. This was considered a just penalty for not believing Muhammad and the Law
of Allah. Such unbelievers were not allowed to be in positions of honour or authority above Muslims, or even to be
greeted with the “peace” greeting!
In keeping with this pact, he forbade the erection of monasteries or churches in Muslim occupied territory, nor even the
repairs of such already existing buildings. Christians were forbidden from teaching the Qur’an to their own children and
from publicly practicing Shirk [i.e. associating others, (e.g. Jesus) with Allah in worship]. Furthermore, they were not
allowed to imitate Muslims in their dress, ride on saddles or possess weapons. Breeching these requirements would be on
pain of death.
The treatment of non-Muslim minorities in Muslim lands today gives the lie to the authors’ claims.
7. Did Muhammad possess the highest moral character?
7.1.1
Prophet of Allah is THE perfect example for all Muslims because he did everything by inspiration:
The material of the document argues (on page 83) that Muhammad the Prophet of Islam “possessed the highest moral
character and conduct”. This is a highly sanitized analysis. It is true that according to Islamic teaching Muhammad is THE
The list provides place names where most of the battles were fought and their approximate duration.
18
Tafsir Ibn Kathir. Vol. 4, Sura 9:29
Allah said, (Fight against those who believe not in Allah, nor in the Last Day, nor forbid that which has been forbidden by Allah and His Messenger,
and those who acknowledge not the religion of truth among the People of the Scripture, until they pay the Jizyah with willing submission, and feel
themselves subdued.) Therefore, when People of the Scriptures disbelieved in Muhammad … they followed their religions because this conformed
with their ideas, lusts and the ways of their forefathers, not because they are Allah's Law and religion. Hence Allah's statement “Fight against those
who believe not in Allah, nor in the Last Day, nor forbid that which has been forbidden by Allah and His Messenger, and those who acknowledge not
the religion of truth among the People of the Scripture. This honourable Ayah was revealed with the order to fight the People of the Book, after the
pagans were defeated, the people entered Allah's religion in large numbers, and the Arabian Peninsula was secured under the Muslims' control. …
“Allah said, (until they pay the Jizyah), if they do not choose to embrace Islam, (with willing submission), in defeat and subservience (and
feel themselves subdued), disgraced, humiliated and belittled. Therefore, Muslims are not allowed to honour the people of Dhimmah or elevate them
above Muslims, for they are miserable, disgraced and humiliated. Muslim [name of Muslim scholar] recorded from Abu Hurayrah that the Prophet said
“Do not initiate the Salam to the Jews and Christians, and if you meet any of them in a road, force them to its narrowest alley.”
“This is why the Leader of the faithful `Umar bin Al-Khattab, … demanded his well-known conditions be met by the Christians, these
conditions that ensured their continued humiliation, degradation and disgrace.” … will neither erect in our areas a monastery, church, or a sanctuary for
a monk, nor restore any place of worship that needs restoration … will not teach our children the Qur'an, publicize practices of Shirk, invite anyone to
Shirk [meaning to become a Christian] or prevent any of our fellows from embracing Islam, … will respect Muslims, move from the places we sit in if
they choose to sit in them ... will not imitate their clothing, caps, turbans, sandals, hairstyles, speech, nicknames and title names, or ride on saddles,
hang swords on the shoulders, collect weapons of any kind or carry these weapons … will have the front of our hair cut, wear our customary clothes
wherever we are, wear belts around our waist, refrain from erecting crosses on the outside of our churches and demonstrating them and our books in
public … will not sound the bells in our churches, except discretely, or raise our voices while reciting our holy books inside our churches in the
presence of Muslims, nor raise our voices (with prayer) at our funerals, or light torches in funeral processions … If we break any of these promises that
we set for your benefit against ourselves, then our Dhimmah (promise of protection) is broken and you are allowed to do with us what you are allowed
of people of defiance and rebellion.'''
7
perfect example for all Muslims of all times and all places (Sura 33:21; 68:4), because he did everything by inspiration
(Sura 53:2-5). No one can become a true Muslim without following Muhammad and obeying him because obedience to
him is obedience to Allah (Sura 4:80; 33:36).
7.2.1
The Prophet of Allah married a child wife:
According to Islamic holy books, Muhammad, aged fifty-one years, married a six year old girl and consummated the
marriage when the girl was nine years old:
Narrated 'Aisha: that the Prophet married her when she was six years old and he consummated his
marriage when she was nine years old, and then she remained with him for nine years (i.e., till his
death).19
7.2.2
The Prophet of Allah married his own adopted son’s wife:
Allah told Muhammad to marry his own adopted son’s wife (Sura 33:37).
7.2.3
The Prophet of Allah threatened his wives with divorce:
Muhammad threatened his wives with divorce, simply because the wives wanted him to keep his oaths of sleeping with
the only wife he had allotted for each particular night, rather than sleeping around with women who were not among his
wedded wives (Pickthall’s The Meaning of the Holy Qur’an Intro. to Sura 66 and Sura 66:3-5).
7.2.4
The Prophet of Allah teaches his followers to lie and deceive:
Muhammad teaches in his ‘holy Qur’an’ that his followers can lie and deceive people (Sura 3:28; 16:106), and are not
bound by their oaths (Sura 66:2).
Let not the believers take disbelievers for their friends in preference to believers. Whoever does that has no
connection with Allah unless (it be) that you but guard yourselves against them, taking (as it were) security. Allah
bids you beware (only) of Himself. Unto Allah is the journeying.20
The only exception is when friendship is for the purpose of deception. The Arabic word taquu (al-taqiyya, taqiyya, or
tuqyah) used for ‘guard’ means the art of dissimulation, or the practice of disguising or concealing intentions, feelings and
actions. Deceiving and misleading non-Muslims has sometimes been called the moral right of Muslims and has been
diffused through the Arabic culture for more than 1400 years and has been commonly used on enemy soil.
7.2.5 The Prophet of Allah told his ‘holy warriors’ to have sex with captive women for three nights:
He used to allow his ‘holy warriors’ to have sex with captive women for three nights and called it temporary marriage and
Allah calls it “good things” which he has made it lawful:
We were on an expedition with Allah’s Messenger and we had no women with us. We said, ‘Should we not have
ourselves castrated?’ He (the holy Prophet) forbade us to do so. He then granted us permission that we should
contract temporary marriage for a stipulated period, giving her a garment;
and Abdullah then recited this verse: [Sura 5:87] ‘Those who believe do not make unlawful the good things which
Allah has made lawful for you, and do not transgress. Allah does not like transgressors.’21
7.2.6
The Prophet of Allah took part in the genocide and ethnic cleansing of a Jewish tribe:
He took part in the wholesale slaughter of a Jewish tribe of B. Qurayza, except for two men who converted to Islam, and
sold their women into slavery (Guillaume, A The Life of Muhammad: a translation of Ibn Ishaq’s Sirat Rasul Allah, 1995.
pp. 455-484; 94-95.).
19
Sahih Bukhari, Vol. 7, Hadith 64; also see Sahih Bukhari, Vol. 5, Hadith 234 and Hadith 236; Vol. 7, Hadith 65 and Hadith 88; Sahih
Muslim Vol. 2, Hadith 3309 and Hadith 3310.
20
Pickthall, M. Muhammad, The Meaning of the Holy Qur’an. Sura 3:28.
21
Sahih Muslim, Vol.2, Hadith No. 3243; See also Sahih Bukhari, Vol.6, Hadith No.139, and Sunan Abu Dawud, Vol. 2, Hadith No. 2167.
There are several other Hadith referring to the Temporary Marriages with Captive women, such as Sahih Bukhari, Vol.6, Hadith No.139; Sunan Abu
Dawud, Vol. 2, Hadith 2150; Sahih Muslim, Vol.2, Hadith 3432 and 3433; Jami ‘At-Tirmidhi, Vol. 2, Hadith No. 1122.
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7.2.7
The Prophet of Allah ordered the killing of people by mutilating their limbs and gouging out their
eyes with ‘red hot’ irons:
Many Hadiths record that Muhammad ordered the killing of people by cutting off their hands and their feet and gouging
out their eyes with ‘red hot’ irons. These mutilated people were then thrown on hot pebbles/sand to die:22
Narrated Anas: Some people from 'Uraina tribe came to Medina and its climate did not suit them, so Allah's
Apostle (p.b.u.h) allowed them to go to the herd of camels (given as Zakat) and they drank their milk and urine
(as medicine) but they killed the shepherd and drove away all the camels. So Allah's Apostle sent (men) in their
pursuit to catch them, and they were brought, and he had their hands and feet cut, and their eyes were branded
with heated pieces of iron and they were left in the Harra (a stony place at Medina) biting the stones.
7.2.8
The Prophet of Allah was given superiority over the others by terror:
Allah informs in the Qur’an that people (non-Muslims) were more afraid of Muhammad than Allah (Sura 59:13).
Muhammad was commanded to stick terror in people’s heart (Sura 8:12-13, 60). Non-Muslims were pretending that they
are true Muslims, because they could not run away to escape from Muhammad (Sura 9:56-57). The Prophet of Islam
explained to Muslims, “I have been given superiority over the other prophets in six respects: I have been given words
which are concise but comprehensive in meaning; I have been helped by terror (in the hearts of enemies) …”23
It is possible that the authors of this book consider that a man with such a record has high morals. However, according to
normal non-Muslim thinking Australians, a man who marries a child wife, marries his own adopted son’s wife, teaches his
followers to lie and deceive, teaches his followers to have temporary wives, genocide and ethnic cleansing of a Jewish
tribe, selling women in to slavery, mutilation people’s limbs and gouging out their eyes, and claims superiority over other
people by terror; would be considered a tyrant without any worthy principles.
From our analysis of just these seven points, it is obvious that "Learning from One Another" is a gross distortion of the
facts and either a despicable attempt to paint a rosy picture of Islam with falsified material or a cleverly constructed piece
of propaganda to mislead and indoctrinate uninformed and impressionable young people. Australia's educators have a
duty of care to present clearly the facts of history without bias or propaganda and certainly not adopt a “ready made”
package so they don’t have to think or research the facts for themselves. One fears however, that the current emotionally
charged climate in which it is unacceptable (and sometimes even dangerous) to criticize Islam, could so sway our
educators into adopting a deceitful document merely because it gives voice to a particular minorities perceived injustices
committed against them and aims to “correct” the record.
(Please refer closely to the attached reference document.)
Final comments:
The document “Learning from One Another” is at best grossly misleading and at worst propaganda dressed up as an
educational tool. It has real potential to create confusion in the mind of the young reader. That it has been prepared for
inclusion in the Australian schools curriculum is alarming and should be prevented.
22
(See Hadith No. 234, Vol. 1). Sahih Bukhari. Vol. 2, Hadith 577; also see Sahih Bukhari Vol. 1, Hadith 234; Vol. 9, Hadith 37; Vol. 4,
Hadith 261; Vol. 7, Hadith 589, Hadith 590; Vol. 8, Hadith 796; Sunan Abu Dawud Vol. 3, Hadith 4356; Hadith 4357; Sahih Muslim Vol. 3, Hadith
4130, Hadith 4131.
23
Sahih Muslim Vol. 1, Hadith 1062. also see Bukhari Vol. 4, Hadith 220.
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