Dangers for Our Children

I conducted a small survey among the parents of my students to gather material for this chapter. The Young Thinker course reaches students across many countries: they live in Germany, Ireland, Turkey, Sweden, America, Russia, Belgium, and the Netherlands.

I asked parents the following questions:

●      What actions does the state take regarding the upbringing and education of Muslim children?

●      What compulsory subjects, contradicting Islam, exist in schools?

●      What activities are conducted with a focus on our children?

●   Are there any restrictions on observing obligatory Islamic practices such as prayer (namaz), hijab, fasting, and Jummah?

I will share the results I gathered, though this survey isn’t comprehensive or representative. However, I am confident you will find the elements that correspond to reality, and most likely, you or your close ones have already faced similar challenges. My goal was to outline the overall picture, to find a common denominator that draws parents’ attention to the challenges and risks our children face.

So, how is the policy in the West shaped regarding the upbringing of Muslim children? Their main goal is to assimilate our children by aligning their worldview with Western values and making them fully loyal and even loving the Western system. To achieve this, they take the following actions:

●      Mandatory school attendance, and in some countries even kindergarten starting from age 4–5, with no option for homeschooling.

 

●      Frequent trips to other cities, excursions, and overnight nature hikes, which lead to prolonged separation of the child from the family.

 

●      Compulsory sports and swimming lessons where boys and girls participate together, with mandatory changing into sportswear or swimsuits.

 

●      In many schools with mostly Muslim students, there is strict control to ensure boys and girls sit together, not only in the classroom but also in the cafeteria or while doing group tasks.

 

●      The role of a counselor-psychologist who monitors the emotional state of children. Under the pretense of care and attention, these counselors investigate family problems or conflicts. They pay special attention to children from practicing families and girls wearing hijab, searching for cases of coercion or pressure.

 

●      While there’s no official state ban on fasting during Ramadan, schools often pressure children and parents with warning letters claiming fasting may cause illness or difficulty concentrating.

 

●      When it comes to the five daily prayers (namaz), schools hinder their performance by not providing a place or time for it. Children are forced to pray outside: near bike racks, under staircases, or even have to go home to pray. I want to remind you that this information comes from parents of my students, and the situation may vary between countries.

 

●      Wearing the hijab presents another challenge. Girls face difficulties not just at the gym or swimming classes, but also in regular classrooms. In some places, there is direct pressure demanding that they remove the headscarf at school, with the issue being discussed at the state level. In other places, the pressure is indirect: through "friendly" talks with school counselors, "beneficial" offers, persuasion, or penalties in the form of extra assignments.

 

●   In religious studies classes, children learn about various faiths–Islam, Christianity, Judaism, and Buddhism–with the message that they can pick and choose whatever suits them. It is also mentioned that if wearing the hijab interferes with education, then it is not mandatory to wear it.

 

●      Lessons on tolerance and equality. Children are taught that a family can be formed not only between a man and a woman but also between two men or two women. That members of the LGBT community are just like us and are full members of society. Also, that men and women are equal in their rights and freedoms, and thinking or saying otherwise is considered a crime based on sexism.

 

●      Books read to children often contain a veiled attack on Islam, portraying religious people as cruel and backward. For example: a young girl wants to go ice skating, but her father forbids it; a boy wants to study and become a doctor or engineer, but his parents have already chosen a bride for him and force him to marry; stories about gangs of young people who break the law and terrorize decent people, etc. The heroes of all these stories have Muslim names, planting in children’s subconscious the idea that people belonging to Islamic culture oppose progress, sports, development, and education.

 

●      One of the most alarming issues is sex education. Ten-year-old boys and girls, with still fragile psyches, sit side by side watching films, presentations, and listening to an authoritative teacher explain how puberty works, what sexual intercourse is, how these organs function, how to please a partner, what contraceptives exist, and how to use them correctly.

 

I want to specifically mention the situation in Russia regarding the influence on children in schools, since a large number of Muslims live there and face the danger of assimilation and upbringing by a system fundamentally opposed to Islam. One of the most harmful ideas instilled in children in Russian schools–leading to a distorted perception of life, its goals, and meaning–is patriotism. In lessons such as "Conversations about Important Things," "Russia, My Horizons," and "Basics of Security and Homeland Defense," children are taught love for their homeland and the idea that it must be defended at the cost of one’s own life. History is celebrated, and respect for government institutions, symbols, the Constitution, and other key elements is instilled.

 

This may not be a full list of actions secular states take regarding our children, but I believe it is sufficient to illustrate the seriousness of the situation. Enough for parents to recognize the danger looming over our children. A danger that does not launch an open attack but creeps in slowly and cunningly, lulling Muslims’ vigilance with a sense of material well-being, security, and freedom…

 

Now, let’s look at the consequences parents face after just 5–10 years living in the West.

 

• Blurring of Islamic identity occurs when a child no longer sees being Muslim as important or significant, and may even believes that followers of other religions, such as Buddhists or Christians, are also on the true path, are sincere believers, and should not be dissuaded from their faith. They feel no pain for our Ummah and show no interest in Muslim events or issues. Worse yet, we already see such people today who, despite being first- or second-generation migrants, openly take an anti-Islamic stance. They write books defaming Islam, participate in LGBT parades, become politicians supporting the hijab ban, and even publicly burn the Quran.

Here are some examples of such individuals:

Salwan Momika was born in Iraq to a Muslim family. In 2018, he moved to Sweden, declared himself an atheist, and held a radically anti-Islamic position. Several times, he publicly burned and desecrated the Quran, stating he opposes Islam as an ideology.

 

Muhsin Hendricks was born in Cape Town, South Africa, in a traditional Muslim family. His grandfather was an Islamic cleric. At the age of 29, Hendricks became the world’s first openly gay imam. He founded an organization supporting LGBT muslims and fought for their recognition within Islamic society.

 

Rashid Farivar, a Swedish Muslim politician who writes that fasting during Ramadan is suffering and starvation, and can negatively affect the health, upbringing, and development of children and teenagers. He has repeatedly addressed the Swedish Minister of Education with requests to take measures regarding parents whose children fast.

 

There are also some Muslim politicians such as Sadiq Khan (Mayor of London), Ayaan Hirsi Ali (Member of the Dutch Parliament), Ilhan Omar (Member of the U.S. House of Representatives), Seyran Ates (German lawyer and feminist), who call for adapting Islam to European societal traditions: supporting LGBT rights, women’s freedom, gender equality, legalization of same-sex marriage, and secularism (separation of religion from life).

 

I ask myself: if the parents of these people had instilled in them from childhood a correct, reasoned understanding of Islam, conveying the wisdom and beauty of our religion and the laws of Almighty Allah, what positions would they hold today?

 

Other problems that Muslims face in secular societies include:

 

• Weakness in fulfilling fard acts such as namaz, fasting, Jumuah, wearing the hijab, etc. There are already many known cases where a Muslim girl, having moved to the West, after receiving this "education" and feeling "freedom," refuses to cover her awrah; young people skip or read Qaza prayers at the end of the day.

 

• Secular society, with all its temptations, becomes so appealing that children from Muslim families prefer to stay in the West, even if their family returns to their homeland. Yes, there are such testimonies as well. Hypothetically, imagine your child in a situation where they are given a choice: to live with a family that imposes no restrictions–no obligation to pray or cover the awrah; where any food and drink is allowed, gadgets are freely available, any movies or cartoons can be watched, staying out late is permitted, and they can socialize with whomever they wish–or to live with your family. What would they choose?

 

You may be frightened by this thought, but this is not my imagination. It is a reality, details of which I discussed in the preface to this book. I can help your children make the right choice, so read this book to the end and get truly practical tools.

 

• Another impact of secular society is on holidays. For example, a student once asked me before the New Year, which is widely celebrated in the countries of the former Soviet Union. She asked: "Can I bring home some kind of bush or tree, not a Christmas tree, and decorate it somehow, for example, for our Muslim holidays?"

What is this if not imitation? Where do such thoughts come from in a child from a practicing Muslim family?

Of course, children are influenced by society and the state. When streets are lavishly decorated, a fairy-tale atmosphere is created, gifts are given, and entertainment events are held; all this inevitably affects children. Without proper attention from parents, we end up with Muslims who happily decorate Christmas trees, dress up as monsters for Halloween, and exchange valentines on "Valentine’s Day."

I will explain what to do about all this in the following chapters. But for now, I want to raise another big and very painful problem that is spoiling our children: the problem of freedom and permissiveness.

A girl says to her parents: Why can’t I live on my own? Why can’t I travel alone? I want to go to Korea, and you have no right to forbid me! Young people want to date and socialize with the opposite sex, just like everyone else. There arises the temptation of seclusion, which is a direct path to fornication, both in minor and major forms. At the same time, school authorities provide children with free and anonymous access to doctors’ consultations and even abortion in case of an unwanted pregnancy: all this can be done secretly, since notifying parents is not mandatory.

Closely related is another subtle yet serious issue: the romanticized and obsessive focus on love. Songs are sung about love, films and series are made, it is taught in schools, read in literature, spread on the internet, in society, blogs–everything is obsessed with it, and this avalanche overwhelms our children. Love for a person is portrayed in a beautiful light, and the idea is instilled that for the sake of love, one can do anything: take risks, sacrifice one’s life, break rules and laws, rebel against society, and one’s parents. Fighting this feeling and such thoughts is very difficult.

This is the picture that emerged from my mini-research. Of course, it is not representative, but the goal of this book is to help parents raise a conscious, steadfast, and God-fearing generation of Muslims, and the following chapters will be dedicated exactly to this. But before moving on to the second chapter, I would like to share my feelings.

When I gathered information for this book, interviewed parents, and studied reality, I felt sad and heavy-hearted because of the situation. But these feelings did not arise because Western and secular states set traps and lured Muslims into them. No! What the disbelievers do is no reason to worry; it is natural. The battle between good and evil has always existed and will continue forever. Lies will always oppose truth, and the kafirs will fight Islam.

But what is truly worrisome is the position of Muslims themselves.

Many adults fall into the same trap, fooled by false security, fake freedoms, or fear of the system. Parents themselves VOLUNTARILY abandon raising their children in the spirit of Islam, leaving it to chance, hoping their child will make the right choice when grown.

And here lies the greatest danger!

The Messenger of Allah صلى الله عليه وسلم said: "There is no gift better from a father to his child than good upbringing" (at-Tirmidhi, No.1952).

 

This hadith shows that parents SHOULD and MUST raise their children according to Islam from early childhood, nurturing love for Almighty Allah and His Messenger ى الله عليه وسلم, gradually teaching obedience to all commandments imposed upon us. This is the duty and responsibility of every parent, starting from the moment they receive the great trust (amanah) from Allah, their children.

 

You may feel sadness or fear after reading this, but I want to assure you: raising true stars, the best Muslims worthy of the highest Gardens of Paradise, is possible even in the most corrupt and permissive societies!

 

Look at the generation of the great companions of Prophet Muhammad صلى الله عليه وسلم, what an example for us! What kind of society did they come from?

The morals and customs of pre-Islamic arabs would shock even the fiercest democrat: debauchery and fornication were commonplace, women were treated like property, alcohol was consumed daily from morning, and the birth of a girl was considered shameful. So shameful that some girls were buried alive, which was a normal practice.

People turned to fortune-tellers and sorcerers for important decisions; they worshipped idols, natural phenomena, and any beautiful or ugly stone. The circumambulation of the Kaaba was often performed naked or with just a loincloth.

 

Despite these moral failures, a generation of remarkable believers was raised on Islamic values. These heroes changed their environment, destroyed two great empires of the time, and spread the call to Truth over vast territories from east to west.

 

I am confident that our generation and our children have every chance to repeat this history. All we need is to firmly hold on to the rope of Allah, to study and deeply understand our beautiful religion, and exert maximum effort to raise the best Muslims!

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