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MUSLIMS WILL NEVER ASSIMILATE WHILE THEIR CLERICS TELL THEM THIS:

Preserving The
Islamic Identity in The West

Threats & Solutions

Should they gain the upper hand over you, they would behave to you as enemies, and stretch forth their hands and their tongues against you with evil, and they desire that you should disbelieve. [Al-Mumtahinah 60:2]

The Islamic identity of Muslims in Australia is rapidly being dissolved in the melting pot of this society. Clearly our identity is under threat as we see our ideologies, beliefs and manners give way to the ideologies, beliefs and manners of the Kuffar. The preservation of the Islamic identity has become a challenge rather than something we can take for granted. What makes this challenge unique, however, is that there is no Islamic leadership, no Caliphate and no country in which protection or guidance can be sought.

For a multitude of reasons, most of which are not in accordance with Islam, Muslims have been flocking to non-Muslim countries. Some come as refugees, many come for a better standard of living, o thers to get education, be near to their relatives, and some for Da' wah. The result of this is a new problem which has not existed for centuries - Muslims are being exposed, on an unprecedented scale to non-Muslim cultures and beliefs. In fact, many are n ow born in these countries, and instead of being raised with a sound Islamic identity, many are taking the Christian values of their 'adopted home'. It is of little surprise that we see many Muslims turn from Islam in later life.

This article aims to expose some of the sources of misguidance for Muslims living amongst the Kuffar, as well as some solutions and defences we can employ.

The Islamic Identity

Firstly, it is necessary to define what is meant by the term "Islamic identity" . The Islamic Identity is taken to mean the way of life of the Muslim - an all-encompassing set of beliefs, practices and ideologies as derived from the Qur'an and the example of Muhammad (s.a.w). The Islamic identity is that which separates us from the Kuffar.

Education

The educat ion system is typically where the indoctrination process begins. Muslim school children are sent off by their parents to Kafir schools with good intentions of an education and a chance at a better life (in this world, at least). The children are placed in an environment where the mixing of sexes is not only tolerated but encouraged through the placement of children in multi-gender sporting teams and class groups. These children grow up to believe such behaviour is normal. This leads, in most cases, to the m passing off the Islamic requirement of segregated sexes as 'old fashioned' or 'backward'. After years in an environment as free as this, it is no surprise that we see so many young Muslims with 'boyfriends', and 'girlfriends'.

A major component of the education system is to turn the students into 'good Australians'. To be a good Australian means to obey the laws of the land even if they conflict with the laws of Allah (s.w.t). We see this from the earliest stages of the child's education in the form of flag-raising ceremonies each morning in which the children sing the national anthem and stand in respect as the flag of the non-Muslims is raised over their heads.

In later stages, the indoctrination becomes more advanced through subjects such as politics and legal studies. In these studies, the 'benefits' of western-style democracy and the Westminister system of government are taught. The children are taught that S hirk is the best form of government. They are taught that being a "good citizen" is about voting and participation in this Shirk-based system. By the time the child passes through the digestive tract of the Kaffir educational system, he or she will probably see him/herself as an Australian first and a Muslim second. The effect on the Islamic identity is that it is replaced with, in best case scenarios, a watered-down Islamic identity, and in the extreme case, a total Kaffir identity.

Every subject taught to the Muslim has a hidden agenda - to foster disbelief and moral decline. In Human Education, our children are being taught that being promiscuous is a 'natural part of growing up'. These enemies of Allah are even equipping our children with contraceptive devices, under our noses, giving them their tacit approval to commit adultery. These same classes teach that homosexuality is something that 'cannot be helped' and as such is a perfectly 'normal' kind of behaviour.

In History, we see a euro-centric view of the world in which the Christians are viewed as the only people worthy of any respect or any admi ration. It is rare that mention is ever made of the great contribution made to the Occidental world from the Orient. It is even rarer that the names of the great Muslim scientists are mentioned. It is no wonder that many Muslim children end up with a sens e of shame in being Muslim. This shame is often shown in their refusal to use their 'Muslim names', e.g. suddenly Muhammad becomes known as 'Mike'.

When all the "good things" have been done by the Christians (according to their curriculum) can you honestly blame them? These seeds of shame planted in the mind of the Muslim child will bear the sour fruits of disbelief in later life and serve to ensure the Islamic identity is destroyed.

Despite Australia' s claims of being a secular society, the education system places a heavy, though largely invisible, emphasis on Christian beliefs and practices. In the lead up to Christmas it is not extraordinary for even government-run schools to hold nativity plays, or make the students engage in Christmas-based activities, s uch as making Christmas cards or so forth. This, coupled with the fact that the Muslim student is probably a minority in a school full of Kaffirs, serves to pressure the Muslim child into adopting practices that are clearly not from Islam. The Muslim chil d will see his or her friends exchanging presents at Christmas and may expect the same at home. Often the schools present these Christian practices in such a way that the child may even be unaware that they are acting out the behaviour of the disbelievers . It is important that parents are aware of this and take the necessary steps to prevent it or at least ensure it does not impact the child.

Of course whilst the empirical source of this is the Kuffar and his puppeteer, the Shaytan, we cannot blame them entirely. We must also look to ourselves. Muslim families, having lost much of their Islamic values, have sold out to the West. By sending our children to kindergarten and child care centres we are sending our children to be suckled by the Shaytan. One need only look at the high number of child molestation' s that occur in these places to see the truth of this. It is out of neglect for our Islamic duties, and a love of dunia , that we neglect our children. Muslim mothers are choosing to work rather than stay home and ensure their children are educated Islamically. The so-called "woman's liberation movement" has indeed succeeded in " liberating women" - liberating them from the shackles of responsible parenting. Fathers, drunk on western commercialism, are emphasisi ng economic and material growth of the family unit over spiritual growth. If these children received the proper Islamic education at home, perhaps the wolves of disbelief would not find them such easy prey.

Proper Islamic education should counter the lies and the corruption fed to the children in school. It should be presented in such a way as to engender a feeling of pride in Islam. Furthermore, it should cover Islamic history to offset the lies taught in History, Islamic law to offset the lies taught in Legal Studies. Parents must take responsibility for arming their students with correct Aqeedah and sound knowledge to defend themselves from these wolves and the decline of the Islamic identity.

THIS IS ONLY A SMALL PART OF THE 'SERMON' READ IT ALL:
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