The deeper implications of the Ofsted Report - Actions are louder than denials
Sharia Watch UK 13 November 2014
By Sam Solomon
It is poetic justice that the "plan” which kick-started recent events in the British school system-and now proclaimed to be a "hoax”—both fits the description of the investigative findings, and is in line with long-held Islamic doctrines involving the establishment and progressive self-segregation of the Muslim "Ummah” within non-Muslim countries.
The name itself—Project Trojan Horse—was most likely meant to be a signal for those in the know regarding Islamic doctrine, considered by some Muslims to be necessary to gain and extend their "rights”, and was surely never meant to see the light of day to the non-Muslim British authorities—much less the British public. When it did, the immediate outcry was "hoax”! (and of course "Islamophobia”).
However, the most convincing piece of evidence to demonstrate that this is a valid document is that the disputed plan reflects exactly what was found, to one degree or another, in all of the schools under investigation. This "warning bell” is so loud and clear that to ignore it would indeed be, as an American author/legal expert Andrew McCarthy has written, "Wilful Blindness”.
"Operation Trojan Horse”
Michael Gove, the Education Secretary, reported to the Commons the results of a three-month Ofsted investigation into the alleged disruptive influence of Islamist extremists in Birmingham schools - effecting major changes to curriculum and academic direction to reflect exclusive Islamic theology and values. Gove also described related intimidation/marginalization of non-Muslim students and faculty. The investigation was precipitated by some 200 complaints in 25 schools, and the discovery of an alleged "plan” by Muslim jihadists outlined in a letter entitled "Operation Trojan Horse”, which surfaced earlier in March.
The letter purported to be a communication from one extremist to another, discussing "jihad” techniques for taking control of schools. It outlined tactics such as spreading false allegations to senior managers suggesting that teachers were promoting sex education or Christian prayers to Muslim children.
Accordingly, when control is gained within the governing bodies, the next steps outlined in the plan - and seen to have been applied—were to segregate boys and girls in the classroom, ban mixed physical education, biology, and sex education, in line with Islamic teachings.
Muslim leaders’ denial
Muslim leaders from the six of the schools under investigation have asserted that the "Trojan Horse” letter outlining the "plan” was not authentic, but was fabricated.
These leaders have also refused to accept the validity of the results of the report. Ofsted has established unequivocally however, that "a culture of fear and intimidation” exists within this group of schools, and for example, Oldknow Academy has taken egregious liberties with the curriculum and administration — such that it is already "taking on the practices of a faith school” to the point of excluding non-Muslim students and staff from field trips and other school events such as assemblies.
Restoration of British values
In response to these results, Gove announced immediate plans to require all schools to restore and promote British values in the curriculum and policies of the schools (though at this point he did not "find” that there was a "plot” to take over the schools). Nevertheless, Gove did take decisive action and appointed Peter Clarke, former head of Scotland Yard’s Counter Terror Command, to look into the "plot” allegations. Although there have been objections to Clarke’s appointment (from both sides) because of his high profile standing, Gove prevailed - maintaining that it is essential to look at all the evidence to determine the extent of the problem, or to clear it up altogether.
Explanation of where they are coming from
To make sense of the concerns that have been raised by the Ofsted report, or to comprehend the grave implications of what its findings mean for the UK and Europe, we will turn to what Islam prescribes for the education of the Islamic Ummah within British, or any other, society.
What are we really dealing with? What we are seeing now in the fuss about the erosion of our system of education is that "unison,” or "unity of purpose,” shows up in the Islamic concept of "education”. The words may be the same, but the Islamic "dictionary” meaning is quite different and distinct from the British understanding of the word "education”. Below we will explore the concept, as it appears within Islamic sources.
Islamic Doctrine of "Education”
"Education” is a very specific "doctrine”, or rather combination of doctrines, within Islam. One needs to understand this Islamic concept—not simply that of education per se, which is known in the Arabic "Ta’leem” meaning "education”, but also the Islamic concept of "Tarbiya”. Tarbiya is commonly used to describe the "upbringing of children”.
However, when "Tarbiya” is applied jointly with "education” i.e. "Ta’leem”, it means "growth and refinement”. This "refinement” is meant to shape and mould Islamic characteristics in a child. For example, a teacher at one of the schools in the study openly admits and celebrates his role as a "moulder” of young minds, as well as his commitment to core Islam. Read the following statement from the Daily Mail: (continue reading...)
http://europenews.dk/en/node/86825
