The Curricula in Daesh Caliphate

The Curricula in Daesh Caliphate

The Curricula in Daesh Caliphate

Ahmad Talab Al-Nasser: a writer and researcher in the social and historical issues.

Here is a descriptive study on the curricula in the Daesh Caliphate State, which includes:

  • Levels of educations.
  • The specifications of the books and the educational trend of the Caliphate State.
  • Books of main study materials in the organization schools.
  • Books of Sharia in the primary school.
  • Books’ designs and their introductions.
  • Divisions of Sharia Books in Daesh education.
  • Social studies and applied science. The organization’s educational policy.
  • Loyalty and Disavowal (al-Wala’ wal-Bara’) in the curricula.
  • Physical preparation of pupils (violence making)
  • Social science.
  • General and applied science.
  • Conclusion.

Since taking control over many cities and towns in Iraq and Syria, Daesh organization has relied primarily on brochures and leaflets which were distributed and disseminated under the supervision of the “information points” distributed in those regions under the organization control. In addition to using a number of audio and visual means of communication starting from internet websites up to film screening, in order to facilitate the delivery of ideas and beliefs that the organization believes in, especially the “Jihadist” side, to people’s hearts, and children in particular.

The organization didn’t depend only on those information points of “Dawah and Mosques” office in spreading its ideology, so to speak, but rather it went to printing school books within curricula, of which only few corresponds with the traditional curriculums, while the rest contains different contents directed to school pupils and students in all grades, and goes in line with the general trend of the organization’s thought, policy and its scientific, social, religious and economic classifications.

Schools and Grades:

The organization sought to form different classes from the known ones in Syria. It made the first stage “the primary” consist of five grades from the first to the fifth grade. While the intermediate stage was divided into two classes only: the first intermediate and second intermediate. Then the “preparatory” stage that was made of: the first preparatory class– scientific and the second preparatory class– scientific. And there was a stage called “the first Sharia grade”

The Specifications of the Books and Educational Trend of the Caliphate State

Viewing the content of most of the materials’ books, we note the utmost care in using colors, fonts and illustrations that were carefully and professionally chosen, in addition to the focus on including evidences from the Quran and Hadith[1] in the majority of the literary lessons and even in the human and natural geography lessons. The general objectives, that “the Office of Education” was careful to include in all materials, were closer to advisory opinions (fatwa) of the organization’s theorists and scholars than to educational and behavioral directions. For example, in the history books for all grades, the following objectives were included:

  • Clean the history from all falsehoods that have penetrated it.
  • Introduce the student to the illustrious biography of the Prophet and urge him to follow it.
  • Consolidate the jihadist values in the hearts of the nation’s children.
  • Enlighten the student on the position of “Loyalty and Disavowal” that occurred in the illustrious biography and the righteous Caliphate.

The position of “Loyalty and Disavowal” is considered as the fundamental pillar, on which the organization is based, in order to consolidate its control over the minds and hearts of the pupils and students to prepare them intellectually and sensorily to offer the absolute loyalty to the “Islamic State”, its Emirs and its “Caliph”, and to obey all the orders and execute them without question or hesitance; for their full conviction that their superiors’ orders are an execution of God’s rule on Earth. We will try to explain and clarify all the related issues to the “loyalty and disavowal” in later reports due to its importance and seriousness of representation.

In the book of “the Science of Hadith”, the following objectives were included:

  • The student memorizes the Prophet’s saying “hadith” that preached (the return of Caliphate on the prophecy trend).
  • The student counts the historical stages of Muslims on basis of Hadith.
  • The student explains the seriousness of tombs and graves on monotheism.
  • The student clarifies the impact of rulers and scientists on changing beliefs.

In Arabic language books, stories of “Jihad” and poems of enthusiasm that urge fighting the “enemies of the State” were dominant:

We were like mountains over the mountains, and perhaps, we sailed enormously on seas as if we were seas ourselves.

In the Frankish temples, our Muslim prayers (Azan), preceding battalions, were conquering kingdoms”.

Books of the main materials in the organization schools:

The teaching materials varied according to grades and ages in order to suit the understanding capacity of the child and his psychological and physical readiness as well.

Books of the first stage were: the Holy Quran, the Muslim’s Doctrine, Reading (I’m Muslim), Mathematics, Sciences, the Prophet’s Hadith, Arabic Calligraphy, Physical Preparation, The Biography of the Prophet and Sharia Morals from the second grade and above. Whereas in the fourth and fifth grades, materials of dictation, Arabic language grammar, Sharia morals, English, history and geography were added.

In the intermediate and preparatory stages, books of the Biography of the Prophet and Dictation are no more there, instead books of Computer (Introduction to Programming), Physics, Chemistry, Morphology, Grammar and Sharia Jurisprudence (Fiqh) were added.

The first Sharia grade was singled out with the materials of: Sharia Politics, Interpretation of the Quran, Fundamentals of Islamic Jurisprudence (Usul al-Fiqh), Hadith Terminology and the Doctrine material.

It’s left to mention the covers of books. No cover was without pictures of soldiers, weapons, vehicles and the battles of the organization along with its well-known black banner.

Printing these curriculums is supervised by an institution called “Al-Ayoubi” for printing. Its location, as literally mentioned on its website, is in “Kurdistan”. It seems that the organization uses this designation among its divisions of the geographical regions under its control.

Sharia Books for the first stage- the primary:

The most important subjects in the curriculum of the first five grades “the primary” are Sharia materials, mentioning the most important chapters and lessons received by those children, which contribute to their upbringing within the organization’s vision to consolidate its radical thoughts and build its “Caliphate” State in the hearts and minds of that generation.

Books’ Designs and their Introductions: 

On both the exterior and interior pages of the books, we note the meticulous care in using colors, fonts and illustrations that were accurately and professionally chosen. And as we have mentioned in the first part of this report, the covers of the books carried the pictures of the soldiers, weapons, vehicles and the battles of the organization accompanied with its well-known black banner. Also they were used as illustrations for lessons and paragraphs inside the books.

As for content, the introducing phrases, which are the opening of the books, summarized the general concept and the purpose of putting these curricula between the hands of the organization schools’ students; starting from preaching a new era embodied in the emergence of the “Caliphate State”, and ending up with fighting anyone stands against it:

“.. the Islamic State is entering a new era today, by placing the first building block of the Islamic teaching based on the trend of the Quran, Prophet’s tradition, and the values of the righteous ancestors and the first generation; and through a clear vision, which is neither oriental nor western but rather derived from the Quran and the Prophet’s tradition, away from whims, falsehoods and cheats of the advocates of the eastern socialism, western capitalism or the brokers of parties and deviant ideologies  all over the world. After leaving these blasphemous newcomers and those heretical deviants their strong impact on the people of the Islamic nation, the Caliphate State took upon itself bringing them back to monotheism and to Islam under the banner of the righteous caliphate and its leafy tree, after devils have taken them away from it to the deep holes of Jahilyyah (pre-Islamic times) and its deadly roads..”.

The writer, or the writers, of the introduction emphasizes that books’ teachings should be in line with the Quran and Sunnah (the Prophet’s traditions): “in a time when misrepresentation of delinquents, falsification of liars, estrangement of disrupters and excessiveness of exaggerators are increased…”

Thus, the organization considers that its approaches were set to cancel, or in other words, to correct and rectify all what has been taught, or is still being taught now, before its control chronologically speaking, and outside its controlled areas geographically speaking.

After the general introduction, comes “the book introduction”, through which the purpose of teaching this material and selecting its subjects is explained. Then “the teacher’s guidelines” follow: they explain the steps to be taken towards the student in order to enhance the information, and the use of all assisting tools for this purpose from audio devices as well as visual and representative presentations, like all tools used in the modern teaching methods in the advanced countries. It’s clear, with no doubt, the organization possession of all these tools through introducing their use in the classrooms by teachers and supervisors.

Sharia Learning Books and their Divisions:

Sharia learning books consist of: the Holy Quran, Sharia Morals, Hadith, the Biography of the Prophet and the Muslim Doctrine.

These materials are considered the pillar of learning in the first stage. They are the intellectual and jurisprudent foundation that the organization is based on in the daily details of its members’ lives, on both media and military levels, within its “theocratic” state.

The material of “the Holy Quran” is considered the most important among them all, being derived from the main source of Islamic legislation and doctrine. Therefore, it had the greatest share in our study.

The Material of “the Holy Quran” and the Accuracy in Selecting the Chapters (Surahs)

 Selected chapters from the Holy Quran, which go in line with the child’s understanding according to his grade, are taught through this material. The first grade book, for example, include 32 chapters of the short easy to memorize and read chapters, such as Al-Ikhlas, Al-Feel, Al-Massad, Al-Kaferoun and the rest of the short chapters in the part (Juzu) of “Amma”. The teacher is required to make the students memorize them, explain their meanings and clarify the context of revelation without tackling the phonetic rules of Quranic recitation in this stage. Whereas the phonetic rules of Quranic recitation are taught starting from the second grade, in which long chapters, relatively, are taught beginning with the chapter of Al-Mulk, Al-Kalam, Al-Hakkah, Al-Ma’rij, Noah and then the chapter of Al-Jin.

It’s clear regarding the selected and printed chapters in the books of teaching Quran, which we passed on, that they are all Makkah chapters, and perhaps their selection was intended because of the characteristics and features of the Makkah chapters, which we include in the following:

  • Establish the Islamic doctrine in the hearts through the call for worshiping Allah, believing in the message of Prophet Mohammad and the Doomsday, abolishing the Jahili pagan beliefs and providing the arguments and evidences on that.
  • Legislate the fundamentals of many acts of worship and dealings.
  • Pay attention to details in the stories of the prophets and the former nations. Clarify the doctrines that previous prophets called for, their nations’ position of them and how the rejecters were afflicted with worldly punishment.
  • The shortness of the chapters and verses with the power of word, the conciseness of the phrase and the eloquence of meaning to challenge people of language and eloquence of Quraish and Arab disbelievers at the time.    

The book of Holy Quran for the third grade included the chapters of Al-Mojadalah, Al-Hashr, Al-Momtahinah and Al-Saf. All these chapters are Madinah chapters and they were ordered one after another in the same order within the Holy Quran.

What distinguishes the Madinah chapters from Makkah’s, is the elaboration in mentioning Jihad and its ordinances, and the hypocrites and their conditions. The Madinah chapters legislated Jihad, as it showed the hypocrisy and defined the characteristics of the hypocrites. Thus, all evaluative questions related to the verses and their interpretation focused on mentioning the hypocrites, their characteristics, their punishment and their seriousness on the nation. They compared the hypocrites, who were contemporaries of the Prophet, with anyone stands today in the face of the organization intellectually, doctrinally, and military, which justifies fighting and killing them.

It is noticed as well that the organization started right from this stage to pass on the idea of “the doctrine of loyalty and disavowal” to the students’ minds. This doctrine is built on implanting hatred and enmity towards anyone who stands against the State as the sole representative of “the Caliphate State and God’s rule on His land”. So, it makes it legitimate and pleasant, for any one of its members, to get rid of “disobedient people – hypocrites – apostates” just by bringing evidence on their disobedience to Sharia. And what is meant by Sharia here is: the orders of the head, leaders and Emirs of the organization, even if the father or mother of the student himself were among those disobedient people. There were questions within the evaluative questions demonstrate that, like this question for example:

How do you deal with your relatives who fight Allah and His Prophet?

With love and sincere affection; with help, support and advocacy; or with hatred, dislike and disavowal from them? The student has to pick the last choice. Accordingly, he acknowledges, legitimately, getting rid of them after disavowing them as disbelievers or hypocrites. Many videos were recorded and published, representing the execution of a brother to his brother, or a son to his mother out of the doctrine of “loyalty and disavowal”.

The books of Holy Quran for the fourth and fifth grade were allocated to study the whole chapter of Al-Baqara; the fourth grade from the beginning up to verse 141, and from the verse 142 to the end in the fifth grade’s book.

The chapter of Al-Baqara included, like all the Madinah chapters, the majority of Sharia provisions for doctrines, worshiping, dealings, ethics, marriage issues, divorce, the waiting period[2] and other provisions of Sharia.

The verses dealt at first with the characteristics of believers, disbelievers and hypocrites. They clarify the truth of faith, and the truth of blasphemy and hypocrisy in order to contrast them both earthly and in the afterlife.  

Then the chapters elaborate on the people of the scriptures[3], particularly sons of Israel- the Jews, who were neighboring the prophet in Al-Madinah then they betrayed and fought him.

By that, the teachers of “the Holy Quran” have surrounded the child, intellectually and psychologically, in the first fifth grades with most of what prepares him in the future, as a ruler by God’s command and law, to deal with (the other – the surrounding) like a disbelieving enemy and hypocrite, who deserves punishment for his disobedience to Sharia represented solely in the organization’s thought.

The Prophetic Hadith:

Books of Hadith, in the first four classes, deal with most of what the Prophet said and did: from public morality, Muslim’s behaviors and the performance of religious obligations. They include, in turn, many sections. We mention from them: the section of dining etiquette, praising God, filial piety (or dutifulness to parents) and kinship ties… Then the section of ablution (Wudu) and Tayammum[4], the five prayers and commanding the children to perform them; afterwards the sections in relation with allowances and invalidators of prayers and what is desirable and undesirable about them; in addition to ablution, purification and their invalidators. And at last are the voluntary prayers.

Muslim’s Doctrine:

Doctrine refers to the absolute faith and firm judgment that is not questioned.  It is what one believes in. it means, in the organization’s books, the sum of thoughts and concepts that members of the organization must acknowledge and adhere to; keep away from whatever contradict, in both word and deed; and abide even by their specific words and avoid what contradicts them.

The Muslim’s Doctrine that the first grade’s book deals with is not out of the ordinary concepts of Islam in relation to believing in God, depending on Him and praying to Him; studying the five pillars of Islam, the testimony: “there is no God but Allah”, the prayer, fasting, the alms (al-Zakat) and the pilgrimage. Then in the second grade’s book, a whole section is defined to deal with the doctrine of “loyalty and disavowal” mentioned before, and linking it to the testimony of “There is no God but Allah” i.e. to “advocate who advocates Allah and fight who fights Him”. Afterwards, the rest of the Doctrine books pass on the pillars of faith and their details in the other three grades.

The Sharia Morals:

Sharia Morals mean regulating the relationship and dealing morally with God and his Prophet. Some of these morals are defined to personal ethics, social ethics and also treating animals.

Teaching this material starts from the second grade. The organization seeks through teaching it to clarify to its students that the “Caliphate State” is the main starting point for these morals, which gives it the right to lead the societies and nations. The book’s introduction mentioned that: “the Islamic state realizes the greatness of its responsibility towards its community. So, it strives to reform and correct their corrupted ethics and traditions, and motivates them towards the good morals and honorable traditions, in order to bring the Muslim back to his position in leading people and raising them on virtues…”.

Some of the sections that were mentioned in the first grades books are: being good to neighbors, intimidating of gossip, forbidding commune and warning of the characteristics of hypocrites. As for the last section, it is “prohibiting and forbidding the intimidation of a Muslim”. The explanation of this Sharia morality is stated like follows: “among the things that some people use to terrorize Muslims are: firecrackers, fireworks, scary masks and sudden acts to intimidate people. They are all forbidden because they intimidate the Muslim and terrify him”

The Biography of the Prophet (peace be upon him):

The biography of the Prophet is taught in the first three grades only. It deals with the Prophet’s life from his birth in 571 until his death. In the first grade, it includes the period from the birth of the Prophet till the revelation of the Holy Quran. In the second grade, the book approaches the ten years period that the Prophet spent in Makkah after the Divine Message reaching to his migration and arrival to al-Madinah. In the third grade, the book includes the incidents which the Prophet went through in al-Madiah reaching to the Treaty of Hudaybiyah. However, the news and incidents of battles were dominating the subjects of the last book, like the Battle of Badr, Uhud, the Trench and Bani al-Mustaliq.

In the later grades (the fourth and fifth), teaching the biography, and all the battles including the Conquest of Makkah, is derived from the history book that deals in details with all battles and invasions of the Prophet, and ,after him, the news of the Righteous Caliphate and the states that followed.

By the Prophet’s biography, we have finished the main Sharia materials directed to the primary stage and its most important subjects. And we are coming now to the rest curricula and classes under the supervision of “Daesh” organization.

Social Studies and Applied Sciences:

We mean by them linguistics, social studies and applied sciences, in addition to the physical preparation that is included in all grades’ curricula, from the first to the last grade “the second preparatory scientific”, because of its special importance in raising “the Caliphate’s cubs” after their integration later in the fighting recruitment camps, then throwing them into battles or car bombs.

However, before going into studying the books, we must pass one more time on the education policy adopted by the organization in some details and clarification:

The Education Policy of the Organization:

The foundations, on which the organization has built the education, are defined in many points that are:

  1. It is based on the Hijri calendar in all aspects of study and age, as it is adopted in the organization policy.
  2. The age of admission to school is (6 years)- the primary school is (5 years)- the intermediate stage is (two classes)- the preparatory stage is (two classes)- the student graduates from school at the age of (15).
  3. The actual academic year is (33 weeks) divided on two semesters; the first one is 18 weeks and the second is 15 weeks.
  4. The semester system is adopted i.e. the studying material is divided into two parts.
  5. The vacations adopted by “the Office of Education” are: Friday of every week, the last ten days of Ramadan, Lesser Bairam and Greater Bairam. 
  6. Studying hours starts at 8 in the morning.
  7. The duration of each lesson is (45 minutes) with five lessons every day.
  8. The computer lessons are taught practically. They start from the first intermediate grade.
  9. English language is taught as of the fourth primary grade, and it’s considered a basic material.
  10. There are 3 monthly tests in each semester.
  11. The last examination at the end of each semester lasts two weeks.
  12. The student fails in his class if he doesn’t achieve 50% of the full mark.
  13. The semester vacation is two weeks.
  14. The student, who fails in 3 materials or less of any major, is given the chance to retake his failed materials during the summer vacation.

By that, the organization has depended in its educational policy on points; some of them were taken from the educational systems followed in the neighboring countries, and others matched its intellectual principles like using the Hijri calendar, the official leaves, grades division and the graduation age that is defined at 15 years instead of 18 in most of the countries.

Materials of Social Studies and Applied Sciences:

The organization kept only the names of the applied and social sciences books like mathematics, physics, chemistry, biology, history, geography and languages (Arabic and English), in addition to the material of “the physical preparation”. But it included completely different researches from what was adopted in the curriculum of the Syrian State previously, or what is still adopted in it and currently outside it, depending in that on researchers and teachers from its advocates specialized in all educational materials. It brought them to its “capital city” Mosul after taking control on it, and asked them to put the new curriculum that appeared to public after 9 month of work, according to some activists in Mosul. Then it was printed and distributed to schools in the cities that fell under its control later like Ar Raqqah, Deir ez-Zour and its countryside. Besides, it assigned many websites to download it online.

“The Physical Preparation”.. Violence Making:

As we have mentioned, books of physical preparation accompany the child since he first goes to school until he graduates from it. It is taught practically inside the schoolyards and playgrounds specialized to perform sport trainings and physical intensity exercises that develop later, starting from intermediate grades, to be lessons on weapons, their specifications, how to be used and training on combat situations with them.

In the five primary grades, one consolidated version of the book was distributed. The exercises in it included: warm up, the common Swedish gymnastics, tug-of-war game, jumping over the holes, running on sands to strengthen the leg muscles, then “pull-up” and “barricade” that simulate the exercises in the military service. The exercises involve many of the “Judo” and “Kickboxing” dangerous movement, which are often used by the trainer in real terms with the children in order to adapt and accustom them to endure pain and cruelty.

The book pages contain pictures and illustrations for members of the organization performing the movements.

The physical intensity exercises start in the intermediate and preparatory stages such as “frog jump”, push up, stomach crunches, the Russian dance exercise and close combat methods. Then the physical exercises change to weapons and their use.

The first weapon that was talked about is the light individual weapon (AK47-AKM) known as the Kalashnikov Russian rifle. The student is introduced to its date of manufacture, its technical and tactical specifications and its multiple uses:

“This weapon is considered one of the best automatic weapons of incursion in terms of strength and endurance. Therefore, it is used by more than forty regular armies in the world, and by most of the revolutionary and Jihadist movements for its efficiency and durability with its excessive use and long life. It’s a Russian-made weapon but many countries in the world manufacture it like Romania, Bulgaria, Portugal, North Korea, China, Iran, Saudi Arabia, Pakistan, Germany…etc”. Then the students are taught the techniques of aiming and sniping, shooting positions of standing, kneeling and prone; and of course teaching the student how to disassemble, assemble and clean the gun and memorize its entire parts.

In this way the student has been prepared to join the recruitment camps to learn about all the medium and heavy weapons which are used in the organization’s battles.

Social Sciences:

History:

History science is considered like the Sharia sciences. Also it is one of the associating sciences in the organization’s learning centers to influence the student’s mentality and his way of thinking. That seems clear from the lessons’ titles that the book included (Battles and invasions of the Prophet until his death), in addition to the objectives of the lessons. A number of the objectives of the history book, which is a consolidated version for all classes, are the following:

  • Clean the history from the falsehoods that penetrated it.
  • Introduce the student to the illustrious biography of the Prophet and urge him to follow it.
  • Consolidate the jihadist values in the hearts of the nation’s children.
  • Enlighten the student on the position of “Loyalty and Disavowal” that occurred throughout the illustrious biography and the righteous Caliphate.
  • The student links between the media disinformation of religion in the past and in present.
  • The student understands that who follows this religion might become an enemy of the world.
  • In the lesson of Prophet’s migration from Makkah to Madinah, the author mentioned a definition and a special meaning for the term “migration” that goes in line with the organization’s vision to bring in foreigners to the land of “Jihad and Caliphate”; “Migration in its legitimate (Sharia) meaning meets a number of the purposes such as:
    • Establish the Islamic State that would protect the religion, implement the doctrinal penalties (Hadd), fight in the name of Allah and be the shelter for all Muslims in the world.
    • Establish the Islamic society that is based on the bond of doctrine among its members with no other bond or connection.
    • Protect Muslims from persecution and oppression and enable them to implement God’s law (Sharia of Allah) on Earth without fear.”

By that, the organization seeks to legitimize the immigration of “foreigners” to the lands of “Caliphate State” for the purpose of fighting the “disbelievers” primarily under the pretext of establishing the law of God on Earth, and implant that idea in its students’ minds.

Geography:

In geography, the student studies generally the factors of Earth formation, the atmospheres, air cover, topography, climate, water and the general principles of natural geography. The author was keen to mention the Quranic verses related to the creation and formation of the Earth and the progress of its geographical stages. In the lesson of water for example, the following verse was mentioned: {we made every living thing of water}, and in the lesson of mountains, rocks and earth: {and among the hills are streaks white and red, of divers hues, and (others) raven-black}

By doing so, he linked the science of geography to theology and Sharia, using the modern scientific terms associated with researches and geographical discoveries.

General and Applied Sciences:

Biology:

In same way of linking geography to religious sciences, the author linked biology to them. Biology, according to the religious perspective and methodology, returns to the Creator alone, not only in Islam but rather in all revealed religions. Therefore, the organization would naturally follow this trend, but it associated the daily activities and relations of the human being within his environment with the religious side as well. So, the general objectives of teaching biology to the primary stage included the following points:

  • Realize the mightiness and greatness of the Creator through the facts and concepts in the biology curriculum.
  • Reinforce faith among students.
  • Introduce students to the fact that Almighty God is the Creator who has blessed His worshipers with all kinds of blessings. He has created us, fed us and watered us…

In the first grades, the child is introduced to his surrounding, starting with the Mosque where: “prayers are performed, new friends are met and the body is relieved”.

Then the home which: “protects us from the weather, we read Quran in, we pray Sunnah in, and I live with my family in (an illustration of a family is included showing the father with a long beard and holding a gun!).

Faces in drawings and illustrations are covered or erased, whether they are of human beings or animals, even fish and insects, so the illustrations become more like distorted creatures.

Verses of the Holy Quran have been also mentioned in most of the biology book pages. In the lesson of “respiratory system” for example, the smoking and its disadvantages on health and its impact on the financial condition were mentioned and supported with Quaranic verses: “smoking cigarettes pollute the air in the room, and affects the health of people in it. It is a waste of money, and a waste of health that God has bestowed on you. Why do you destroy it then? In addition to the mouth smell of the smoker. It is awful and stingy. God said: {Spend your wealth for the cause of Allah, and be not cast by your own hands to ruin; and do good. Lo! Allah loveth the beneficent}”.

Physics and Chemistry:

Physics dealt with the researches of measurement, energy, force, pressure, heat…

In the research of measurement and its tools, the measuring tools of weight, distance, heat, time, pressure and other more are mentioned. And again some religious and jurisprudent incidents were linked to this research. The author tackled the incident of the “Isra and Miraj”[5] and linked it to the question of time and distance measurement after asking the question: why didn’t the polytheists of Makkah believe the Prophet hearing that he prayed in Al-Aqsa mosque while he was among them?

In the research of the states of matter, the following definition was mentioned: Almighty God has created the matter and pictured it in different states. It has differentiated properties for wisdom.

It was stated in one evaluative question: the Prophet had kept fasting for three or four days but he forbade his companions from that. Do you know why? In a reference to the need of normal human being to the energy existed in the substance. Whereas prophets could endure because of the capability and energy the God has given to them.

In energy transformations, a life example of energy transformation is set through a gunshot. It is applied practically in the laboratory or in the training yard.

Chemistry lessons dealt with: changes and properties of the substance, its chemical symbols, the atom and its constituents, valence, formulas, chemical reactions and their types.

It was mentioned in the introduction of the book: “dear student, please know that Almighty God has created you to worship Him and believe in His Oneness (monotheism). He subjected all the creatures in the universe to you. Consider the details of this universe, its substances, the characteristics it owns and the changes occurred in it. To know the material and its changes, you must study the science specialized in this domain i.e. chemistry. Chemistry will motivate and support innovation in all the other branches of sciences and technology that all contribute in serving the Islamic Caliphate”

And so the Quranic verses in most of the chemical researches indicated the substance transformation, its structures, its names and symbols, like the verse 31 from Al-Bakara chapter: {And He taught Adam all the names, then showed them to the angels}. In the research of components and their proportions and properties, the verse 49 from Al-Kamar chapter is mentioned: {Lo! We have created everything by measure}.

Where in the “mixtures” research, an example was mentioned containing pictures of coins made of gold, silver and copper used in the dealings of “Caliphate State”.

But the most important and dangerous thing about teaching chemistry is compounding the explosive materials depending on local materials like nitrogen fertilizers and others, which enables the student of manufacturing them and use them when needed.

Mathematics:

Mathematical processes in the organization’s books don’t differ from those taught in the schools curricula outside its control, starting from numbers and simple calculations and ending up with equations and complex problems. But they differ from them in the delivering methods, exercises and illustrations. Perhaps the forms and pictures attached below clarify what we mean.

Arabic Language:

Arabic books are considered a completion to the Sharia materials being primarily depended on Quranic verses, Hadith and the biography of the Prophet in the sciences of reading, grammar, morphology, story and composition.

The reading lessons also dealt with characters and “jihadists of the Caliphate State” with the presence of “Caliph Al-Baghdadi” picture in some lessons, likening him to the Righteous Caliphs and the Just Imams. So, Arabic language material is a mean to count the “achievements and accomplishments” of the organization’s personalities in addition to the incitement on “Jihad”, fighting and killing.

Conclusion:

After introducing the curricula launched by the organization during its domination over a large area of the Syrian territory, for more than 4 years in some cities and towns, we must ask ourselves: has Daesh organization really ended, or is it hiding now inside a large segment of the Syrian children who were trained in its schools?


[1] Sayings of the Prophet, or referred to as the tradition of the Prophet.

[2] The period prescribed by Islamic law for a woman, during which she may not remarry, after being widowed or divorced.

[3] Those who believe in the “Torah” or the “Gospel”.

[4] To wipe one’s face and arms with dust in a specifically detailed way, when ablution with water is not feasible

[5] The night journey of Prophet Mohammad from Makkah to Jerusalem and his ascension to the seventh heaven


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