Hi! ALL - wah! I just received the below email. CAN anyone confirm whether the below is true? If so - now I understand why the rakyat especially the Christians from Sarawak and Sabah and parents of non-muslim are so worried and concerned about what have been implemented by the government without mutual/proper consultation and any regards for others constitutional rights on.
What is happening to our PM's slogan of "going beyond mere Tolerance" to embrace Understanding???
Looks like it is another NATO right?
Subject: Fwd: Fw: Non Muslims, beware !!
Just like 1Malaysia, there are different versions to suit different sectors. if they are really sincere, race should be dropped and address every citizen as Malaysians. Until then, you cannot integrate without one-ness; it is mine and mine at generous discounts and privileges, and yours and yours at market value.
:
Did you know this PM;s staff have been getting him 'invited' to a lot of religious functions just to get visibility and to show to the world that he is 'doing' a good job! I think he has also invited himself to one of our soon to be held function much to our reluctance.... since when do we care for politicians to be in our church function lah?
The buggers don't realise it,(maybe they planned for it) but they are as Nazi as Hitler, with these skewed and twisted facts, bent only to polarise the people.
On Wed, Nov 30, 2011 at 9:13 AM, Carmen Wong
wrote:
YOU ARE NO LONGER ABLE TO INVITE MUSLIM FRIENDS AND NEIGHBOURS FOR YOUR FESTIVE CELEBRATIONS COS THE CHANCES ARE THAT YOU WILL DEFINITELY NOT MEET THE GUIDELINES
http://www.islam.gov.my/en/guidelines-muslims-celebrating-religious-festivals-non-muslims
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Isnin, 17 Januari 2011 | 12 Safar 1432 H
Guidelines For Muslims Celebrating Religious Festivals Of Non-Muslims
The 68th muzakarah of the National Fatwa Committee for Islamic Religious Affairs on April 12, 2005 discussed the Guidelines For Muslims Celebrating Religious Festivals Of Non-Muslims.
The muzakarah has decided that:
In determining the non-Muslim celebrations that can be attended by Muslims, several main criteria should serve as guidelines so as not to contradict the teachings of Islam.
The criteria are as follows:
The event is not accompanied by ceremonies that are against the Islamic faith (aqidah).
The meaning of “against the Islamic faith (aqidah)” is a thing, act, word or situation which if conducted will lead to tarnishing the faith (aqidah) of Muslims.
For example:
i. to include religious symbols such as the cross, installing lights, candles, Christmas tree and so forth;
ii. to sing religious songs;
iii. to put any religious markings on the forehead, or other markings onto parts of the body;
iv. to deliver speech or gestures in the form of a praise to the non-Muslim religion;
v. to bow or conduct acts of honour to the religious ceremony of non-Muslims.
2. The event is not accompanied by acts against the Islamic law.
The meaning of “against the Islamic law” is a thing, act, word or situation which if conducted will contradict the Islamic teachings practised by the Muslim community.
For example:
i. Wearing red costumes like Santa Claus or other garments that reflect religion;
ii. Serving intoxicating food or beverages and the likes;
iii. Having sounds or ornaments like church bells, Christmas tree, temple or breaking of coconuts;
iv. Having ceremonies with elements of gaming, worship, cult, superstitions and the likes.
The event is not accompanied by “acts that contradict with moral and cultural development of Muslim society” in this country.
The meaning of “acts that contradict with moral and cultural development of Muslim society” is a thing, act, word or situation which if conducted will contradict the values and norms of the Muslim society of this country which adheres to the Islamic teachings based on Ahlus Sunnah Wal-Jamaah.
For example:
Mixing freely without any limit or manners;
Wearing conspicuous clothing;
Singing songs that contain lyrics of obscenity and worship;
Organising programmes such as beauty pageants, cock fighting and such.
The event is not accompanied by acts that can “stir the sensitivity of Muslim community”.
The meaning of “stir the sensitivity of Muslim community” is a thing, act, word or situation which if conducted will offend the feelings of Muslims about their beliefs and practices.
For Example:
Speeches or songs in the form of non-Muslim religious propaganda;
Speeches that insult the Muslims;
Speeches that insult Islam;
Presentations with the aim to ridicule the religious belief of Muslims.
The organisers and the public are asked to get the views of religious authorities before organising or attending celebrations of non-Muslims.
So now, practising our own religion is against Islamic faith and stirring the sensitivity of the muslim community!!??
What the heck is Jakim talking about ??!!!!!
This is what 1Malaysia is all about ??????????????
Warn our rural folks, church leaders and political leaders - this is a 1 Malaysia project which will be implemented through kindergaten KEMAS and in primary and secondary schools: ustaz and counsellors.
If parents and political leaders do not protest all our young ones will be evangelised and converted so as to achieve the I Malaysia concept: ONE RACE, ONE LANGUAGE and ONE RELIGION. It is not a joke but real, this the hidden "HAND" that most of Sarawakian and Sabahan applaused and shouted slogan of I Malaysia - without understanding the hidden agenda !
Look at the case of the Selangor they use the Sultan to make decision- where in the world you have royalty who make political decision since Sultan is not answereable to Parliament and they expect public to accept as "God" word which cannot be question. Now is the time to campaign vigorously as christians are marginalised.
The proper time is the 13GE to speak out now best to spread out thro words of mouth.
God bless
*********
Ustaz as "Counselling Teachers " for Christian Students in Sarawak
Pls take note of the subtle form of invasion the enemy can use. Pls pray.
If you have contacts in East Malaysia, please forward this to warn them to do something, esp. Christians to be ready for this onslaught, esp. in the rural areas. Thanks.
1Christians Malaysia comments: This is not about robbing the local graduates of the opportunity to serve as teachers, this is about converting Christians, get that into your head, Mr. Edward Manggah of Kapit SADIA. With 80,000 religious teachers coming to Sarawak, the 42% Christians population in Sarawak may drop to as low as Sabah's under 30% within years. Read on.................
Also read http://1christians.blogspot.com/ for more updated news affecting Christians and Malaysians
Joseph Tawie?
Free Malaysia Today
KUCHING: Sarawak DAP today joined other organisations and political parties in opposing the importation of religious teachers from Peninsular Malaysia to Sarawak.
“We all must oppose these religious teachers from being imported to Sarawak after we see what is happening in Peninsular Malaysia,” said Chong, who is the state DAP secretary.
“We don’t need West Malaysian teachers who are extremists,” he stressed, pointing out that Sarawak has been enjoying true racial and religious harmony.
“We don’t want them to influence our children. I will bring out this issue in Parliament and try my best to stop the importation to our beloved Sarawak,” said Chong Chieng Jen, the MP for Bandar Kuching.
The issue of religious teachers was raised last week by Parti Rakyat Sarawak president and state Land Development Minister James Masing.
He had expressed concern that some 80,000 teachers, some of them were so-called ‘religious counsellors’, would be transferred to Sarawak beginning next year.
Meanwhile, the Kapit branch of Sarawak Dayak Iban Association (SADIA) is also against the alleged transfer of Peninsular Malaysian teachers to Sarawak as it is tantamount to robbing the local graduates of the opportunity to serve as teachers.
Its chairman Edward Manggah said that there are so many local graduates who have taken up their studies in education, but have not been absorbed into the education department and no reason has been given to explain this phenomenon.
Some, who are lucky, he said, managed to become temporary teachers.
Expressing concern over the transfer of teachers from Peninsular Malaysia to Sarawak, Manggah said: “What is the rationale behind it?
“Is it a move to colonise Sarawak?
Are the local graduates the second choice?” he asked.
A failed School
He noted that some teachers from Peninsular Malaysia who are posted to rural areas, especially in Kapit, have failed to perform.
“Unfortunately, not all were committed to serve. I can share with you, one of the secondary schools in Kapit, some 70 percent of the teachers are from Peninsular Malaysia.
“But instead of improving the students’ performance in public examinations, the results are rather unsatisfactory.
“Likewise, in a primary school near here, there are 12 teachers and 10 of them are from Peninsular Malaysia.? In fact the headmaster and the senior assistant are local,” he said.
Urging the government to seriously prioritise the needs of the local graduates, Manggah asked:
“Why should Sarawakians be left behind?
“In Kapit alone, we have about 200 graduates who are unemployed. These people should be given opportunity to serve as school teachers to teach their own people because they know the environment better and of course are more committed,” he said.
Also read:
Eye on religious teachers from Peninsula?
1Christians Malaysia :? Daud said that Sarawak needs to employ ustaz from Peninsula Malaysia as the state lacks religious teachers......why should we need Islamic teachers to teach our Christian children in our rural schools? Isn't this a clear case that these ustaz are sent here to convert our Christian children?
Fellow Christians, it's time for us to act.
We have to unite to protest, all these teachers MUST be sent back to the peninsula. The Sarawak Minister Fellowship should protest against this.
KUCHING: Extremist religious teachers from Peninsular Malaysia sent to Sarawak will be closely monitored by the state government, said Daud Abdul Rahman, assistant minister in charge of Islamic affairs in the Chief Minister’s department.
“Those found to be promoting extremist or anti-government teachings will be sent home,” he said. “We will need the cooperation of the public and the education department to inform us of such teachers.”
He was asked to comment on remarks made by Parti Rakyat president and Land Development Minister James Masing that some ‘ustaz’ (religious teachers) sent to Sarawak were not seen as ‘ustaz’ but were ‘counselling teachers’ and was worried of their real intention.
“If they are real counsellors, I don’t mind. But they are masquerading as something else then it is quite dangerous,” Masing said. “Thousands of them are now teaching in rural schools.”
Several quarters including the Sarawak Dayak Iban Association (Sadia) have also expressed concern on the effect of these religious teachers on their children in the rural schools.
Some said that these ‘counselling teachers’ should stay in the peninsular where their services were more needed to help reduce religious extremism, drug addition, rapes, incest and other social problems.
Closely Monitoring by MIS
Beginning next year, thousands more of these ‘ustaz’ will be posted to rural schools in Sarawak.
Daud said that ustaz from the peninsular Malaysia would be soon under the watchful eyes of the State Islamic Council (MIS) to ensure they do not promote extremist teachings that go against the state government.
“I do not deny that some teachers from the peninsular especially from the East Coast states have that kind of mentality and we will ensure they are closely monitored by MIS,” he said.
Daud said that Sarawak needs to employ ustaz from peninsular Malaysia as the state lacks religious teachers.
Admitting that there are extremist religious teachers, Daud said, however, the number is small, and that “not all religious teachers from the peninsular have extremist mentalities.”
Some of them, he said, are decent and have good characters.
“Still we have to take precautions,” said Daud, urging the public and the education department to cooperate with MIS and inform them of such teachers. ?
Read here for more in Malaysia Today
Quote"...We want to know WHY our school curriculum has been allowed to be written from such a RELIGIOUS SLANT by a group of writers of only one religious background.
We want to know the reason for this sudden but quiet change in the school syllabus a few years ago.
We want to know WHY our children are COMPELLED to disproportionately focus and digest so much on ONE religion WITHOUT a balanced perspective of others?
We must demand for an immediate and urgent revamp and re-writing of the entire history curriculum for our schools and universities.
We must insist that POLITICS and RELIGIOUS INDOCTRINATION be strictly kept OUT of our textbooks.
We must no longer allow our school syllabus to be hijacked for political and religious propaganda.
Until then, it is unacceptable to even think that History should be made a compulsory pass subject in SPM.-
A Concerned Mother
School History Textbooks - Historical Facts or Political and Religious Propaganda? by
"A Concerned Mother"
When one picks up a history book, one would expect to read a fair account of events as they actually happened in the past. Definitely, one would expect the most accurate record possible of history as it unfolded through the decades, written as objectively as possible.
A most reasonable expectation indeed when the book in question is a major textbook prescribed by our Education Ministry for our students nationwide.
A book that is instrumental in shaping the young minds of our future generation. The issue takes even greater prominence when the content of that book is going to decide whether our students pass or fail in a major exam on which their future hinges.
FORM 4 HISTORY TEXTBOOK.
Lay hold of the Form 4 history textbook that our children are compelled to digest.
Read it for yourself.
Take a good hard look while the storm is brewing in the teacup.
And it is brewing for good reason.
Be shocked at what the syllabus writers have managed to QUIETLY incorporate into our school syllabus just a few years ago, UN-NOTICED by most people, even parents of affected students.This is no typical history textbook. Simply because the syllabus writers have not confined its content to history.
Instead they have extended its boundaries seemingly to push a certain agenda.
In the process, our history textbooks seems to have taken on a quest of its own - to win the hearts and minds of our children for that particular agenda.
We have to take note that all 4 writers of the textbook comes from only ONE race and religion, WITHOUT representation from other faiths and races.
I write as a concerned mother who cares about what my children are being fed in school.
I write as a troubled citizen who cares about the younger generation that will one day helm the nation.
I write based on my own personal review of the Form 4 history textbook and this review is based on the hard facts of the content of the textbook, without any intention to offend any religion, its prophet or believers.
I will leave the review on the accuracy of the history to historians, who are already speaking out on the historical errors and distortions contained.
The first fact to note is the overwhelming proportion of the Form 4 history textbook being devoted to Islamic civilization (100 PAGES) while the other religious civilizations are barely given a passing mention (460 WORDS).
Out of 10 chapters, 5 bulky chapters are devoted to Islamic history and civilization, which constitutes at least half a year’s study. This certainly is a disproportionate emphasis on one religion, to the exclusion of all other religious civilizations.
Most of us would not mind our children understanding more about Islamic civilization. But it has to presented fairly accurately within a balanced perspective.
Do we want to mislead our children to believe that there is only one important civilization in the entire history of the human race and the rest are insignificant?
Are the other major civilizations not worth studying in equal if not greater depth?
Giving our children a correct and broad worldview can only benefit our nation in the context of a globalized world. Otherwise, our nation will be producing people with an extremely narrow worldview and an incomplete and distorted view of world history. That is to our own loss.
Secondly, this history textbook seems to seek to influence the young minds of our children who come from various faiths, to follow the prophet of one particular religion.
There is a detailed study of the life of the prophet Muhammad (pg 102 – 107). He is repeatedly praised throughout the chapters. Students are then repeatedly exhorted throughout the book, to emulate him as a ROLE MODEL in life (pg 106, 111, 124, 133, 137, 138).
We respect the Muslim belief in the greatness of their prophet. However, we have to respectfully suggest (with no offense intended whatsoever to the prophet) that teachings that encourage students to follow any prophet would more properly belong to a religious class meant for students who already subscribed to that particular faith. It has no proper place in a major history textbook for students of other faiths. In a plural society like ours, the religious sensitivities of other faiths must surely be respected.
Thirdly, throughout the pages of the textbook, history seems to have been written from a religiously biased viewpoint. Other religions seems to be cast in an unfavourable light.
Consider some statements found in the textbook:-
(1) Islam is described as a religion easily acceptable and not confined to any race, nation or geography (pg 185).
(2) Islam can be accepted by many people because of the purity of its teaching (pg 110).
(3) The uniqueness of Islam resulted in many people embracing the religion (pg162, 163, 185).
(4) The conversion of some Arab leaders to Islam in 629 AD is described as “an act done after rational investigation into the truth of Islam” (pg 133).
(5) Islamic social policies are described as so attractive that European Christians converted to Islam during the Byzantize era (pg 163).
(6) Islam requires rational thinking and therefore is accepted by all levels of society. (pg 185).
Sadly, biased religious viewpoints are being unfairly shoved onto our children as established facts within the framework of a narrow religious perspective.
Fourthly, the history textbook itself dwells on the TEACHINGS of the religion.
Whilst the children have to study Islamic concepts (pg 185), no space is given to a balanced comparison with the teachings of other religions. Our youth are therefore taught the virtues of one religion to the exclusion of others.
Why not have a balanced approach and allow our children to learn the basic tenets of all major world religions? Allow them to engage in comparative studies.
Will it not be healthier to promote better understanding among the races which has positive effect on nation building?
Fifthly, the textbook also promotes Syariah law as suitable and practical for a multi racial nation.
It cites the example of the success of the multi racial community in Madinah governed by the Madinah Charter. The formation of an Islamic government in Madinah is stated to thus prove that Islam can be practiced in a wholesome daily living and should be emulated by the Malaysian society.
Syariah law is hailed as just, complete and perfect, and can be followed by all communities (pg 128). There is mention of social justice under Islam (pg 128); equal treatment to all people under Islam (pg 110, 128); purity of the struggles of Islam (pg 112); fairness, integrity, consideration and generosity of Islamic economic principles (pg 128).
Perhaps the fifth ground raises the most questions and rings loudest the alarm bells.
It makes us wonder why our school history syllabus is written in a way that seems to be condition the minds of our youth to accept Syariah laws as the basis of our legal system in the future?
Is there a deliberate political and/or religious agenda at play?
Our Education Minister owes us an explanation.
We want to know why our school curriculum has been allowed to be written from such a religious slant by a group of writers of only one religious background.
We want to know the reason for this sudden but quiet change in the school syllabus a few years ago.
We want to know why our children are compelled to disproportionately focus and digest so much on one religion without a balanced perspective of others?
We must demand for an immediate and urgent revamp and re-writing of the entire history curriculum for our schools and universities.
There should be a panel of qualified historians from all races and faiths working reviewing the syllabus. Feedback must be obtained from the public.
We must insist that politics and religious indoctrination be strictly kept out of our textbooks.
History should be what it is – an objective and accurate record of past events.
We must no longer allow our school syllabus to be hijacked for political and religious propaganda.
Until then, it is unacceptable to even think that History should be made a compulsory pass subject in SPM.
