Bismllah-ir-Rehman-ir-Raheem

The Education Policy

 Ideology: Creed and Systems

Systems
Every Ideology has a set of
fundamental concepts known as
“Creed” from which specific
Systems emanate

Creed
Ideology: Creed and Systems

Ruling
system

Economic Education
system Policy
There are four systems and
two policies emanating from Creed
the Creed
Judicial Social
system system

Foreign
Policy
Creed: A comprehensive idea about life and
what is beyond it
Relationship

Before Life Man, Life, Universe After Life

Relationship

 A comprehensive thought must answer following questions

 What is man, life and the universe?
 Where did life come from (What is before life)?
 What happens after death (What is after life)?
 What is man’s purpose in life (What is the relationship of this life with that which preceded
it)?
 What is man’s motivation to fulfil his purpose in life (What is the relationship of this life with
whatever is after life)?
 Secularism

One can
One can believe
Man, Life, Universe believe in life(s)
In a Creator(s)
after death

Secularism professes the following concepts

 Instead of arriving at a conclusion based on enlightened thinking regarding the existence of a Creator,
the idea of secularism advocates a compromise. Hence one can believe in the existence of a Creator
and the Hereafter if he wants or reject it altogether.
 They refuse to accept any role of the “Creator” in life affairs even if He exists.
 Man’s purpose in life, his motivation to carry out actions, his behaviour with others and himself would be
defined by man himself rather than the Creator.
 The people’s representatives would decide, based on majority, as to how the society should organize its
affairs; how should people carry out economic, ruling and social transactions etc.
 Lawmakers should legislate upholding freedom, equalities and national interest.
Capitalism: Extracting Systems from Creed

Secularism

Freedoms & Equalities Morality Interest & benefit

Majority

Foreign
Economic Ruling Social Judicial Education
Policy
Islamic Aqeedah

Accountability

Day of Judgment
Allah Man, Life, Universe
Heaven, Hell

Commands of Allah
 Islamic Aqeedah is based on enlightened thought
 Islam requires its followers to answer these basic questions using ration and intellect.
 Hence the existence of the creator is proven with definite evidence, so is the proof of Qur’an being
the word of the Creator. Messengership of Muhammad (saw) follows from the proof of Qur’an
 According to Islamic Aqeedah Allah has given us clear guidance as to what is Man’s purpose of
Life and what should be his motivation to fulfil it.
 Man’s purpose in life is to worship Allah by following His commands in all aspects of life, which He
revealed through His messenger Muhammad (saw) in the Qur’an and in his (saw) Sunnah.
 Man’s motivation to follow Allah’s commands is the knowledge that he would be accounted on the
Day of Judgement. A Muslim seeks the pleasure of Allah and strives for eternal paradise whilst
saving himself from Allah’s displeasure and Hellfire.
 Islam: Sources of Legislation

 The primary sources of Legislation Aqeedah

are:
Qur’an Qur’an Sunnah
(Nass) (Nass)
Sunnah
 There are two other sources Ijma
indicated by the primary sources us-Sahaba
Ijma us-Sahaba
Qiyas
Qiyas with ‘illa Shariya
 Evidences
Ijtihad is derived from the root word Jahada. Linguistically, it means striving or self exertion in any activity which entails
a measure of hardship. As a juristic term, Ijtihad is the process of extracting Sharai Hukam from the sources of
Shari’ah by exhausting all of one’s efforts in studying the problem at hand thoroughly along with the related Shari Text.
This is an utter misconception that Ijtihad is to pass a judgment purely based on Aql (mind) assuming that Qurn’an
and Sunnah offer no ruling/solution for the issue at hand. The Prophet (SAW) said: “Allah does not remove the ‘Ilm
after it was given to you, rather the ‘Ilm would be removed with the death of the ‘Ulema. Then some people,
who are ignorant, will start giving their Ra’ee based on their desires and they are misled and will lead the
Ummah astray.” (Bukhari & Ahmad) He (SAW) also said: “My Ummah will be divided into 70 something sects.
The worst group will be those who will start taking the Deen from their Aql.” (Al Darami) He (SAW) also said,
“He who adopts an opinion based on his Aql, he will reserve for himself a place in the hell-fire.” (Bukhari &
Muslim) These Ahadith are clearly referring to the person who adopts opinions or gives Fatwa based on his Aql
without any evidence from the Shari’ah. Furthermore, Qur’an and Sunnah are not silent on ANY issue concerning
man’s life as is claimed by the Qur’an itself. “We have revealed to you the Book as a clarification for all matters.”
The Messenger of Allah (saw) said: “He who generates in our order (deen) something that is alien to it, it must
be rejected.”(Muslim) The Messenger of Allah (saw) said: “The Hour shall not come until my Ummah follows the
ways of the nations before her, hand span to hand span and arm length to arm length”. Upon this they asked:
“Such as the Persians and the Romans?” He (saw) replied: “Who else among people but them?” (Bukhari) This
is clear prohibition to take anything related to systems and organizations of relationship of man with his Creator, fellow
human beings and himself from any other ideology, religion or philosophy. But this restriction doesn’t apply to science
and technology as discussed in the noble Hadith of pollination of dates in which the Prophet (sallAllaho alayhi
wasallam) said: “You are better acquainted with your worldly affairs”. Imam Muslim has also reported this hadith
from the Prophet (sallAllaho alayhi wasallam): “I am but a human like you. Hence, if I ordered you something
related to your Deen’s affairs, do take it and if I ordered you something related to your worldly affairs, then I
am only human”. Here, the “Deen’s affairs” refers to economy, ruling, judiciary, etc. Whilst the “worldly affairs” refers
to science and technology, such as the aforementioned case regarding the augmentation of dates.
Islam: Extracting Systems from Creed

Aqeedah

Qur’an Sunnah Ijma us-Sahaba Qiyas

Ijtihad 1
(Only for Zanni text)

Foreign
Economic Ruling Social Judicial Education
Policy
 Evidences

Allah (SWT) says in Qur’an "Behold! In the creation of the heavens and the earth, and the alteration of
night and day, these are indeed signs for men of understanding." [TMQ - 3:190] And in Surat Ar-Rum,
"And of His signs is the creation of the heavens and the earth, and the difference of your languages and
colours. Lo! herein indeed are signs for men of knowledge." [TMQ - 30:22] And in Surat Al-Ghashiya, "Will
they not look at the Camels, how they are created! And the heaven, how it is raised! And the mountains,
how they are set up! And the earth, how it is spread!" [TMQ - 88:17-20] And in Surat Al-Tariq, "So let man
reflect from what he is created. He is created from a gushing fluid, that is issued from between the loins
and ribs." [TMQ - 86:5-7] And in Surat Al-Baqara, "Lo in the creation of the heavens and the earth, and the
difference of night and day, and the ships which run upon the sea with that which is of use to men, and
the water which Allah sends down from the sky, thereby reviving the earth after its death, and
dispersing all kinds of beasts therein, and in the ordinance of the winds, and the clouds obedient
between heaven and earth are signs (of Allah's sovereignty) for people who have sense." [TMQ - 2:164]
In addition, there are so many Ayat that call upon man to ponder deeply upon things and their surroundings and
that which is related to them, so that his belief in Allah is firmly established through reason and clear evidence.
 Ideology: Creed and Systems

Khilafah Capitalism
 Islam obliges the Muslim to use his  Secularism is not based on mind rather it
mind to believe in Allah and forbids is built on a compromise between the
imitation in Aqeedah. Clergy and the Philosophers
 Islam calls to look deeply in the  Instead of coming up with a rationally
universe to understand its law and to correct conclusion of the questions
be guided to the belief in the existence secularism compels man not to discuss the
of a Creator 1 issue that if there is a Creator and does He
have any relationship with this life, rather
settles it by finding a middle path in the
form of a compromised solution
 Hence Islam trains a Muslim to always look for the correct solution irrespective of the
odds against him and not to compromise on principles for perceived worldly benefits.
This produces a society with high moral values seeking the truth (Haq)
 Capitalism guides its adherents to seek a compromised solution in their life’s affairs as
well, rather than the correct solution. This is why we hear quite frequently the phrase
“lesser of the two evils” in all Capitalist states.
 The correctness of any Ideology is gauged by it’s creed since it the creed from which
all the systems emanate and it is the creed which provides the intellectual basis on
which all thoughts are build. Islamic Aqeedah is the only correct creed since it is the
only creed which convinces the mind
 Progress: The relationship of Creed and Systems

Progress
 A Nation only progress when her fundamental thoughts (Creed) and Systems are in
harmony
 This harmony eradicates contradictions between the thoughts and the actions of a
people and produces solidarity and consensus among its citizens
Pakistan A Capitalist State
 For the past fifty-five years, efforts have  The US people as a Nation believe in the
been made to implement the Capitalist basic doctrine of “Secularism” and
system, emanating from the secular creed, fundamental concepts such as
upon a people who carry the Islamic creed Freedoms, democracy, etc
 Even today a great number of people  The system implemented over them also
abstain from insurance, interest, lucky emanates from these fundamental
draw and prize bonds schemes based on concepts and doctrine. This produces
gambling etc. considering them to be harmony in their concepts and life affairs
haram. at the same time gives them unified
 Therefore the Capitalist economy has criteria to judge actions and a unified
been unable to enjoy wholehearted public point of view towards life.
support and assistance thus produces low
economic activity and lack public
participation
 Progress: The relationship of Creed and Systems

Pakistan A Capitalist State

 A substantial cross-section of the society still  As a result the society as a whole
considers delegation of sovereignty to a select participate in the implementation,
group as violation of Sharia’h; producing lack protection and propagation of the
of substantial support and acceptance for system. And the Nation moves in a
democracy amongst the masses specific direction producing progress
 Dictators came to power, from time to time but
the masses never deemed the protection of
democracy a religious and Shari obligation,
whilst the same people took to the streets in
hundreds of thousands to save the Othmani
Khilafah thinking it to be part of they Sharri
obligation
 Whenever there is conflict between the
system and creed, people would never be
able to implement that system completely with
full conviction, which results in weak and
partial implementation of system producing no
results or fruits
Progress: The relationship of Creed and Systems
 For any nation to progress she
has to implement a system which
is in harmony with their
fundamental beliefs and concepts
i.e. her Creed
 Pakistan is implementing a
system which is in conflict with
the creed of the overwhelming
majority
 Hence a sizeable cross-section
of the society refrain from
participating in the system
deeming it contradictory to the
Ahkam of Islam, which results in
the weak implementation of
system
Current System:
•Interest is allowed
•Insurance is legal
•Constitution protects “freedoms”
•National Interest supersede
Allah’s ahkam
Creed:
•Interest is Haram
•Insurance is Haram
•People are not free,
they are slaves of Allah
•Allah’s ahkam set our
National interests
 Putting Pakistan on the road of progress

There are two possible ways to put Pakistan on the path of progress:
Option 1: People change their Aqeedah (Creed)
 The people should become secular in their belief and implement the capitalist
system in its entirety, without any reservation or holding back
Option 2: People should implement a different system
 A system that exclusively emanates from their aqeedah, upon whose
implementation they do not feel any emotional or religious resistance within
themselves and whose protection they will consider a part of their aqeedah.
Option 1, doesn’t seem to be a practical and possible option. It is
highly un-likely that people in an overwhelming majority would leave
their aqeedah when they know that their belief is the correct one
Only the second option is a workable solution since Islamic aqeedah
dose give rise to a system.
Hence progress cannot occur until we implement a system
completely emanating from the sources of Shari’ah
 Evidences
1. When deriving Islamic economic, ruling system etc, we should limit ourselves only to the Shari sources
like Qur’an, Sunnah, Ijmah-us-Sahaba and Qiyas and should not accept any law from any other religion or
ideology such as Socialism or Capitalism etc. by saying that Islam is silent upon this matter. Allah
(subhanahu wa ta’ala) says in the Holy Qur’an: “We have revealed to you the Book as a clarification
for all matters.” And Rasululllah (sallAllaho alayhi wasallam) said: “Whosoever introduces into our
matter (deen) a matter (law) that is not from this matter (deen), then this (law) is rejected.” And he
(sallAllaho alayhi wasallam) said, “Whosoever undertakes an action that is not from our matter, then
this (action) is rejected.”
2. As far as technologies and tangible objects are concerned, their nature is different from the laws and
systems. Hence, sharia’h allows their use and adoption from any people unless it violates the limits laid
down by the Sharia’h e.g. the use of airplanes is allowed, whilst the cloning of humans is rejected due to it
conflicting with the Qur’an, but cloning is permitted in plants and animals. Ordinarily technology and
objects are not specific to any ideology or religion, but if this were so then their adoption is also Haram, as
is the case with idols and the cross. We find the evidence for this principle from the famous Hadith
regarding the augmentation of dates in which the Prophet (sallAllaho alayhi wasallam) said: “You are
better acquainted with your worldly affairs”. Imam Muslim has also reported this hadith from the
Prophet (sallAllaho alayhi wasallam): “I am but a human like you. Hence, if I ordered you something
related to your Deen’s affairs, do take it and if I ordered you something related to your worldly
affairs, then I am only human”. Here, the “Deen’s affairs” refers to economy, ruling, judiciary, in short all
aspects related to man’s relationship with his Creator, fellow human beings and himself. Whilst the
“worldly affairs” refers to science and technology, such as the aforementioned case regarding the
augmentation of dates
Adopting from other Ideologies and Civilizations

There is a difference between the thoughts related to Aqeedah

matters i.e. doctrines and Shari’ah rules, and the thoughts related to
sciences, techniques, industries and the like

We are not allowed to take Aqeedah matters as well as laws and
principles related to systems and view point towards life from any
other system, ideology or civilization. Thoughts such as democracy,
privatization of public resources, freedom of expression etc are not
to be taken as Allah has given us clear and precise Shari’ah rules in
all the above matters.1
We can adopt administrative means and styles as Umar (ra)
adopted the system of Diwan from the Persians
We are allowed to adopt and learn anything related to science and
technology or use tangible objects such as tanks, airplanes etc. as
long as it doesn’t contradict Shai’ah rules2
Education Policy
 Education Policy
Khilafah Vs Capitalist Education Policy

Educational policy and its Objectives

Private Schools and Curriculum Policy
Free Education
Miscellaneous
Publishing laws and Copy Rights
Industrial Development
Progressive Ideology
Education Policy:
Educational policy and its Objectives

Khilafah
 The goal of education is to produce the Islamic personality and provide
people with knowledge connected with life’s affairs
 The Islamic culture must be taught at all levels of education
 Some branches of arts and industries are connected to culture and reflect a
particular viewpoint of life, such as painting and sculpting etc. These arts
and industries will not be taken
Education Policy:
Private Schools and Curriculum Policy
Khilafah Capitalism
 No foreign schools will be allowed  Handing over big institutions to Christian
missionaries
 There will be one curriculum for  Multiple curriculum exist in Pakistani
Private and State schools education system e.g. O Levels, FSc,
etc
 Secular Schools and Deeni Madaras
producing generations of two separate
mindsets
 No private school would be allowed  Missionary schools are teaching kufr
to have a policy and goal different with full governmental support
than the state
 Khilafah will protect its future generation from the missionary onslaught.
 Single curriculum will provide intellectual harmony in society and equal
opportunity for everybody to excel
 Islamic aqeedah gives a direction to research and avoids time wastage in
useless research such as Darwin's theory of evolution
 Evidences

And Ibn Majah reported that the Prophet (saw) said “Seeking for
knowledge is compulsory upon every Muslim male and
female.”
Education Policy:
Private Schools and Curriculum Policy

Khilafah Capitalism
 Schools should not be specific for  We have madarris for specific school of
certain deen, madhab, race or thought
colour
 Secular Schools and Deeni Madaras
producing generations of two separate
mindsets
 This will produce respect for difference of opinion and harmony among various
schools of thoughts
 It is obligatory upon state to teach  Pakistani government takes no
every individual, male or female, responsibility to educate people
things which are necessary for the
mainstream of life at primary and  It is shedding her responsibility by
secondary levels 1 privatizing and denationalizing
educational institutions
 This will generate a society in which each individual is knowledgeable
about his/her rights/duties and knows how to follow Islam to please his/her
creator
 Additional Notes
The education of the Islamic Curriculum can be divided into two types; the sciences and culture. Experimental
sciences and their branches such as mathematics and medicine, and cultural knowledge such as languages, history
and Fiqh (jurisprudence). Experimental sciences and their branches would be adopted and included in the curriculum,
according to the need for them and without any restrictions. As for the cultural subjects, these would be taught in the
primary and secondary terms following a specific policy, which would not contradict Islam and its rules. As for the
higher education, these cultures would be adopted and studied like any other science as long as they do not lead to a
deviation from the policy and the aims of education. As for the arts and industries, such as commerce and economics,
shipping etc... these would be part of the sciences and would be taught as such. As for the sciences which are derived
from a certain culture when affected by a specific viewpoint such as painting and sculpture, these would be rejected
since they contradict the Islamic viewpoint (painting and sculpturing of any living soul being haram).
Students would study the Islamic culture in depth at all levels, this includes the Fiqh and the foundations of Fiqh, the
commentary (Tafseer), the Hadith and the Arabic Language and its literature, as well as the Islamic History. They
would also study natural science, chemistry, civil engineering, medicine, biology, pharmacy etc... Special colleges
would be set up for this purpose at university level. Other subjects such as philosophy, sociology, foreign history,
foreign languages and their literature's, these would be restricted and would not be taught at primary and secondary
levels, for they contain aspects of cultures which contradict the Islamic viewpoint. However such studies, together with
the Western capitalist, communist and socialist concepts, as well the doctrines of the people of the book, the
Buddhists, the Hindus, the Qadianis, the Bahaist and the concepts of nationalism and patriotism, although being
restricted, would only be studied at university level with the sole aim of demonstrating their rottenness and triviality.
Therefore, the minds of the Muslims would only be nurtured by the Islamic culture and the experimental sciences and
whatever does not contradict the Islamic Aqeeda. This would ensure the development of the Islamic mentality and
disposition in the Muslim individual, achieving therefore an Islamic personality. The Muslim society would therefore
remain distinct in its thought and behaviour and protected against destruction and disintegration.
Education Policy:
Curriculum Policy

University Level Studies

• Subjects such as Experimental
philosophy, sociology, Sciences
foreign history, foreign
languages and their
Education1 • These branches will be
literature's, these would adopted from anybody
be restricted and would Experimental Cultural without restriction
not be taught at primary Sciences Knowledge according to its need
and secondary levels,
for they contain aspects • Sciences which are
of cultures which Mathematics Languages derived from a certain
contradict the Islamic culture such as
viewpoint. Medicine History painting and sculpture
• However such studies, of any living being
together with the having soul, would not
Western capitalist, Commerce Fiqh
be taught
communist and socialist
concepts would only be Arts
studied at university
level with the sole aim of Cultural Knowledge
demonstrating their • These would be taught in the primary and secondary terms following a specific
rottenness and triviality. policy, which would not contradict Islam and its rules
Education Policy:
Free Education

Khilafah Capitalism
 Primary and secondary levels of  Education is not free and
education will be free and compulsory in Pakistan
obligatory for all
 This will help achieve 100% literacy rate, and help forge uniformity in
thoughts, emotions and convictions necessary for any strong State to lead
the World based on its ideology
 State will try to provide the
opportunity for everyone to continue
higher education free of charge
 This will provide opportunity for all to excel and contribute in the scientific
development of the Ummah
Education Policy:
Miscellaneous

Khilafah
 Teaching in schools should not be mixed between males and females,
whether the students or the teachers. There can be exception in higher
learning if teachers in both genders are not available.
 The State ought to provide the means of developing knowledge, such as
libraries and laboratories, in addition to schools and universities in order to
produce an abundance of mujtahideen, outstanding scientists and
researchers
 Additional Notes
Due to the application of any system, specific problems will emerge. However, those specific
problems will not emerge when another system is implemented. Insurance companies, stock
corporations are two examples that have emerged in the free market system due to its
implementation of Capitalism. Those problems did not rise in the Islamic society which applied
Islam. The state which applies the capitalist system does not guarantee the satisfaction of needs
of each of its citizens. In this system, it is up to the market and price mechanism to distribute
services and commodities on individuals, without any interference from the state. This can be
seen when merchants in Britain started loosing money due to some incidents or catastrophes,
they had to create a mechanism to substitute their loss. That is because the state would not take
any responsibility to cover their loss. However, in Islam the state is the caretaker. It is responsible
to guarantee the satisfaction of the basic needs for each individual and to work toward satisfying
luxuries once it is assured that basic needs are well satisfied for each individual. The Islamic State
has to do its utmost to reimburse the merchants, farmers, home owners for their loss if anything
happens. Therefore, there is no need in the Islamic State to have insurance companies.
Regarding copyrights, it is very normal to have it in a capitalist society since capitalism allows
monopoly and does not guarantee the needs of each individual. Therefore, everybody has to take
care of his/herself without depending on anyone. Consequently, copyrights emerged and any fees
paid or royalty in the process of registering the publication or having patent for the product, have
to be added to the cost. This means that the consumer has to pay for something without being
useful to him/her, rather he/she would pay to protect the benefit of others.
Education Policy:
Publishing laws and Copy Rights

Khilafah Capitalism
 Copyright and Patent laws are illegal in  Copy Rights laws apply
Islam. Nobody is allowed to reserve the
publishing and printing rights including the  US didn’t allow other western
author or prohibit use of technology under countries to produce medicine
patent laws for HIV since the patent laws
 If the book has not been printed and were with the US company
published, and thus is still an idea, the irrespective of how many
owner has the right to take payment for
transferring these ideas to the public, the people could die because of it
same way he can take payment for  But when it came to “Anthrax”
teaching them. US threaten to bypass all
 Trade marks would be protected ensuring patent laws for their own
that the buyer may not be deceived in
buying sub-standard merchandise “national interest”
 Copyright and patent laws are a big hurdle in dissemination of knowledge and
in the welfare of the humanity.
 Sahih Al-Bukhari and Sahih Al-Muslim, and books of old Muslims Scientist were
never copyrighted. Had it been so, the west would still be in dark ages
 Copyright laws are a tool of scientific colonisation of the west
 Additional Notes
Therefore, it is important to make it clear that just because copyright is allowed by the
Western law, it does not make it lawful Islamically. For any person to say it is allowed, a proof
(Daleel) from the Quran or Sunna or Consensus of the companions (Ijma'a as-Sahaba) or
Qiyas has to be provided. By the same token, if anyone says it is prohibited, a Daleel from
the above mentioned Islamic sources must be given. As for the Daleel of prohibition, it is as
follows: The Messenger of Allah (saaws) says, "The best you could get paid for is the book of
Allah," meaning teaching it. All the more reason, then getting paid for teaching other than the
book of Allah. Writing, however, is simply recording knowledge. Because giving knowledge
that is recorded is just as giving it verbally and it is allowed to get paid for it. The Messenger
of Allah made teaching ten Muslim children as a ransom for the prisoners of Badr. This is a
proof that it is allowed to hire people for giving knowledge. Once knowledge is given to
anybody, verbally or written, then that knowledge the person took becomes his/her own.
Thus, he/she has the right to give it to others, verbally or in writing and he/she has the right
to get paid for it. So for those who learned reading and writing from Badr war prisoners, they
had the right to teach others what they learned without the permission of those who had
taught them without paying royalty fees to their teachers, since they were paid for in the
agreement with Prophet (saaws). Moreover, knowledge in general is allowed (mubah). Being
allowed means, it is allowed for all people to acquire it, get paid for teaching it (whoever
teaches it and not the original teacher only).
Knowledge is the ownership of whoever possesses it and not the ownership of the one who taught
it only. Thus, as long as a person has the knowledge, it is his/her property, but once it is revealed
to others, by any means, it becomes allowed for everyone to use it with or without the permission
of the original owner. Therefore, no one has the right to copyright because whatever is written in
that book, for example, is knowledge. As long as that person possesses that knowledge, it is
his/hers, but once he/she gives it to people verbally, in writing, or in any means, it becomes
allowed for all people. After that, teaching that knowledge, by those people who paid for the
knowledge they acquired, to anybody is also allowed. Then, making copyrights on any kind of
knowledge whether it is verbal or recorded is a prohibition to what is already allowed by Allah.
Making copyrights is making teaching knowledge, acquiring knowledge Haram and it means
monopolizing knowledge and having writing books as a business which would effect the whole
society and the intellectual level of it. Therefore, it is not allowed for anyone to have copyrights.
This, however, should not give the impression that one can buy a book or a computer program, for
example, and claim that he/she is the author of that material. Claiming such thing is considered a
lie in Islam and it is Haram. In addition, if a book or a program acquired through legal means, it
becomes the property of that person. Then just as any owned property, it is allowed to be sold,
rented, destroyed,....etc. So for somebody to say you own the book or the program but you can
not sell it or copy it or destroy it or give it as a gift (what Islam allows the owner to do with his/her
property) is to make something that Islam made Halal into Haram. Claiming that copyrights protect
the author and therefore it is a must, is invalid. Because the state is responsible for protecting
both: the author and the buyer. Furthermore the state by encouraging scholars and writers the
same way the Khilafah did in part by offering any authors and scholars scholarships or their
compensation would eliminate the need for copyrights. Ar-Raya Magazine, April 19
Education Policy:
Industrial Development

Khilafah Capitalism
 Generally technology is not specific  Capitalism gives no clear bases to
to any civilization, religion or judge what should be accepted or
ideology.
 Technology contradicting Islamic rejected from technology. Hence there
injections would not be accepted is huge controversy in the West
such as human cloning, whereas regarding
technology related to organ cloning  Abortion
and GM foods would be acquired.
 Human Cloning
 Genetically modified (GM) Foods
 Most of R&D work will be done in  Internet was a Department of Defence
defence related projects project before it was commercialised
 The R&D will be closely linked with  Pakistan is a Nuclear country but R&D
the industry so that its application institutes like PINSTIC where kept
may benefit people in other fields as
has happened earlier. away from the local Industry for years
which hampered technology flow to the
industrial sector.
Education Policy:
Progressive Ideology

Khilafah Capitalism
 Islam provides solutions to all  Since Capitalism doesn’t gives a clear
problems hence unification in basis to judge right from wrong this
thought and progression occurs
automatically hampers progress
 Today west is busy wasting their  In Europe Research on GM foods is at
time whether cloning is moral or not almost stand still
Allah has already given His verdict  Western scientists are divided on Cloning
in Qur’an  West is divided into “Pro-Life” and “Pro-
 Human cloning is not allowed Choice” on the issue of abortion
 Plant and Animal cloning is allowed
 GM foods are allowed  Capitalism doesn’t give any basis to
 Cloning of organs are allowed judge cloning. It is not an issue of
 Islam allows abortion freedom hence they adopted a new
 Before 40th day of inoculation, since word “moral”. Which is vague in itself.
there is no “Ruh” before this time
 If the life of the Mother is in danger
 Correct basis for judgment produces progressive society rather than a basis which
comes from human mind producing contradiction in society or leading them astray
‫جزاک ہللا خیرا‬