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Islamic teaching in public schools

     Our friend Dave Pratte also sent the following item.  He said, “Here is another article from the November, 2010, Phyllis Schlafly Report. This one documents promotion of Islam in public schools.”  It has been declared a violation of the so-called “separation of church and state” to teach about Christianity.  But if you want your child to learn all about the Muslim religion, just send them to our nation’s public schools and they’ll get an earful!  Here’s the quote.

Un-American American History Courses II
 

     The Mexican version of history is not the only foreign propaganda masquerading as American history in public school courses and textbooks.  Five chapters promoting Islam were inserted in a world history textbook that is authorized and recommended for seventh-grade students by the state of California.
 
     This world history textbook, called History Alive! The Medieval World and Beyond, gives the history and beliefs of Islam lengthy and favorable treatment far above and beyond what is given to every other religion, according to scholar Stephen Schwartz in the Weekly Standard (August 9, 2010).
 
     The textbook uses what he calls a “sanitized vocabulary” to conceal Muslim practices that are criminal in the United States. These include forced marriage, forced divorce, marriage to children, polygamy, and punishments imposed by Sharia law such as public beheadings, amputations, cruel floggings, and stonings.
 
     Muhammad is the only person in this world history textbook who rates an entire chapter. Jesus gets only one sentence, and the contrast between the treatment of Islam and Christianity is shocking. The book gives an entirely positive account of Muhammad’s teachings, saying, for example, “He preached tolerance for Christians and Jews as fellow worshipers of the one true God.” It says nothing about Jesus’s teachings, but does describe examples of Christian persecution of non-Christians.
 
     This textbook tells students that the first year in the Muslim calendar is “the year of Muhammad’s hijrah” (his escape from Mecca to Medina in the year 622). The book doesn’t say from what event our Christian calendar dates. The textbook replaces A.D. with the trendy term “C.E.” (Common Era).
 
     William J. Bennetta, editor of the Textbook Letter, published a detailed analysis of this textbook’s distortions, which he calls “pseudohistory.”  Bennetta documents how it was influenced by a Muslim pressure group, the Council on Islamic Education, which boasts of successfully “collaborating” with “K-12 publishers” to present a benign view of Islam to impressionable American schoolchildren.
 
     A new book called The Trouble with Textbooks — Distorting History and Religion by Gary A. Tobin and Dennis R. Ybarra contains other information about how school textbooks are turned into tools of propaganda for special-interest groups.
 
     The Muslim lobby is particularly adept at influencing textbooks. The founder of the Council on Islamic Education calls this a “bloodless revolution . . . inside American junior high and high school classrooms.” It’s one thing for us to be careful about Muslim sensitivities, but this book presents evidence that school textbooks proselytize for Islam. Islam is repeatedly described in textbooks as historical truth, whereas Christianity and Judaism are described as mere notions of their believers.
 
     Here is how it’s done. Textbooks relate Christian and Jewish religious traditions as mere stories attributed to some human source, whereas Islamic traditions are presented as indisputable historic facts. In one textbook, you can read that Moses claimed to receive the Ten Commandments from God, but that Muhammad simply received” the Koran from God. Another textbook instructs students that Jesus of Nazareth is “believed by Christians to be the Messiah,” but states that Muhammad actually “received revelations from Allah.” Another textbook relates that “Christians believe that Jesus was the promised Messiah,” but on the other hand the Koran “is the collection of God’s revelations to Muhammad.”  [Emphasis mine, WSW.]

 
     The Texas State Board of Education recently adopted a resolution that warns publishers against printing textbooks infused with anti-Christian, pro-Islamic bias. The resolution declares that “pro-Islamic/anti-Christian half-truths, selective disinformation, and false stereotypes” have been inserted in some social studies textbooks.  Pages of footnotes document the “patterns of pejoratives toward Christians and superlatives toward Muslims.” Some of the textbooks describe Christian Crusaders as “aggressors, ‘violent attackers,’ or ‘invaders’ while euphemizing Muslim conquest of Christian lands as ‘migrations’ by ’empire builders.'”
 
     Other complaints cited in the Texas School Board resolution criticize disproportionate coverage, with some textbooks devoting twice as many lines to Islam as to Christianity and barely even mentioning Judaism.  The resolution also expresses concern about “sanitized definitions of ‘jihad'” that omit the religious intolerance and violence toward non-Muslims that are espoused by Muslim terrorists worldwide.
 
     The American Textbook Council, an independent research organization, verified the findings cited in the Texas School Board resolution by reporting that U.S. textbooks generally present a view of Islam “that misrepresents its foundations and challenges to international security.”
 
     Parents should check out how American history is taught, and not taught, in their local public schools. Are Islamic and Mexican propaganda masquerading as “American history”? Is it too much to ask that American traditions and faith get equal treatment with other faiths and traditions in public school textbooks and classrooms?

     [Ah, just one more reason to homeschool!]

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