Lazima kuwepo na madarasa ya kila wiki ya elimu ya Kiislamu na Kiarabu, yenye muda na kiasi sawa na madarasa ya sayansi nyingine.

There must be weekly classes in Islamic sciences and Arabic, with the same time and amount allocated as the classes for the rest of the sciences.

Masomo yanayofundishwa ni ya aina mbili: maarifa ya kisayansi ili kuendeleza akili, ili mtu aweze kuhukumu maneno, matendo na vitu kwa kuangalia uhalisia wake na sifa zake, na kwa kuangalia namna vinavyolingana na asili ya mwanadamu – kama vile kemia, fizikia, unajimu, hisabati na sayansi nyingine za majaribio. Maarifa haya hayana uhusiano wa moja kwa moja na ujenzi wa utu. Kwa upande wa maarifa ya Shari'ah kuhusu maneno, matendo na vitu, lengo ni kueleza hukumu ya kisheria inayobainisha (Taklifi), kama ilikuwa ya wajibu, ya kupendekezwa, ya kuruhusiwa, ya kuchukizwa au ya kuharamishwa, au kueleza Ahkam Al-Wad' kama vile kama ni sababu, sharti au kizuizi, au ruhusa (Rukhsa) au hukumu ya msingi (‘Azimah), au kama ni sahihi (Sahih), batili (Batil) au yenye kasoro (Fasid), na kwa msingi huo fikra ya Kiislamu inajengwa. Hukumu hizi za Shari'ah zikiambatana na lengo la kumfanya Muislamu achukue msimamo wa Kiislamu kuelekea vitu, matendo na maneno kwa kuangalia mwelekeo wake wa kuvipenda au kuvichukia, na kuvichukua au kuviacha anapotimiza mahitaji ya mwili na silika zake, basi tabia ya Kiislamu inajengwa. Utu wa Kiislamu unajengwa kutokana na fikra na tabia ya Kiislamu, ambayo hufanya imani ya Kiislamu ('Aqeedah) kuwa msingi wa mawazo na mielekeo yake. Uislamu unamtaka Muislamu kufikiri kuhusu uumbaji wa ulimwengu, wa binadamu na wa uhai, kama vile maneno Yake (swt):

The taught subjects are of two types: scientific knowledge to develop the mind, in order that the person can judge the words, actions and objects from the angle of their reality and characteristics, and from the angle of their adaptation to human nature – such as chemistry, physics, astronomy, mathematics and other experimental sciences. This knowledge has no direct relationship with the building of the personality. As for the Shari’ah knowledge of the words, actions and objects, in order to explain the defining Shari’ah rule (Taklifi), if it was obligatory, recommended, permitted, disliked or prohibited, or to explain the Ahkam Al-Wad’ such as whether it was a cause, condition or prevention, or a concession (Rukhsa) or an original rule (‘Azimah), or if it was valid (Sahih), void (Batil) or defective (Fasid), and accordingly the Islamic mentality is built. If these Shari’ah rules are accompanied by the goal of getting the Muslim to take an Islamic position towards objects, actions and words in terms of their inclinations towards or against them, and to take or leave them when fulfilling their bodily needs and instincts, then the Islamic disposition is built. The Islamic personality is built from the Islamic mentality and disposition, which makes the Islamic belief (‘Aqeedah) the basis for its thoughts and inclinations. Islam asks the Muslim to think about the creation of the universe, mankind and life, such as His (swt) words:

“Na tafakarini uumbaji wa mbingu na ardhi.” (TMQ 3:191): “Basi je, hawatazami ngamia - jinsi walivyoumbwa?” (TMQ 88:17) na: “Hivyo ndivyo Allah (swt) anavyowafufua wafu, na anakuonyesha ishara zake ili mpate kutafakari.” (TMQ 2:73). Vivyo hivyo, Uislamu pia unamtaka Muislamu kuzingatia kanuni za Shari‘ah katika sheria zake, matendo yake na mielekeo yake: Yeye (swt) amesema:

“And give thought to the creation of the heavens and the earth.” (TMQ 3:191): “Then do they not look at the camels - how they are created?” (TMQ 88:17) and: “Thus does Allah (swt) bring the dead to life, and He shows you His signs that you might reason.” (TMQ 2:73). In the same manner, Islam also asks the Muslim to adhere to the Shari’ah rules in his laws, actions and inclinations: He (swt) said:

“Lakini hapana, naapa kwa Mola wako, hawataamini kweli mpaka wakufanye wewe, Ewe Muhammad ﷺ, uwe hakimu katika yale wanayogombana baina yao, kisha wasione ndani ya nafsi zao upinzani wowote kwa uliyoyahukumu, na wajisalimishe kikamilifu kwa unyenyekevu.” (TMQ 4:65), na: “Na chochote alichokupa Mtume ﷺ, kichukue; na alichokukataza, jiepushe nacho.” (TMQ 59:7), na: “Enyi mlioamini, msiwachukue baba zenu wala ndugu zenu kuwa marafiki wa karibu ikiwa wameipendelea kufuru kuliko imani.” (TMQ 9:23), na: “Sema: "Fanyeni mtakavyo, basi Allah (SWT) ataona vitendo vyenu, na Mtume wake ﷺ na waumini pia. Nanyi mtarejeshwa kwa Mjuzi wa yaliyofichika na yaliyo dhahiri, naye atakujulisha mliyokuwa mkiyatenda.”" (TMQ 9:105).

“But no, by your Lord, they will not [truly] believe until they make you, [O Muhammad], judge concerning that over which they dispute among themselves and then find within themselves no discomfort from what you have judged and submit in [full, willing] submission.” (TMQ 4:65), and: “And whatever the Messenger (pbuh) has given you - take; and what he has forbidden you - refrain from.” (TMQ 59:7), and: “O you who have believed, do not take your fathers or your brothers as allies if they have preferred disbelief over belief.” (TMQ 9:23), and: “And say, "Do [as you will], for Allah (swt) will see your deeds, and [so, will] His Messenger (pbuh) and the believers. And you will be returned to the Knower of the unseen and the witnessed, and He will inform you of what you used to do."” (TMQ 9:105).

Kama shule inavyoombwa kuwa kitalu cha kwanza cha kujenga utu wa Kiislamu uliotofautiana, kwa kuwa na ujuzi wa kanuni za msingi za fiqh (Usul Al-Fiqh), lugha na Tafsiri, inaombwa pia kuwa kitalu cha kwanza cha kujenga utu wa Kiislamu uliotofautiana kwa elimu ya kisayansi kama vile sayansi ya atomu, unajimu na kompyuta. Umma wa Kiislamu uliozaa viongozi wa siasa, utawala na Jihad kama Abu Bakr (ra), Khalid (ra) na Salah Al-Deen, ndio uleule uliozaa wanazuoni wa fiqh na sayansi kama Al-Shafi’i, Al-Bukhari, Al-Khawarizmi na Ibn Al-Haytham. Lengo la kufundisha elimu hii yote katika ngazi ya shule ni kujenga utu wa Kiislamu wa mwanafunzi, na kumwandaa aingie katika ulimwengu wa maisha ya vitendo, au kumwandaa aendelee na masomo ya juu ili kuunda watu mashuhuri wanaohitajika kuinua kiwango cha kiakili na kisayansi cha Umma, na kuuandaa uiongoze dunia ili kuwatoa watu wote kutoka giza la kufuru kwenda kwenye nuru ya Uislamu, na kutoka dhulma ya sheria za kibinadamu kwenda kwenye haki ya sheria ya Shari’ah. Vilevile, kufanya kazi ya kutumia kilichomo mbinguni na ardhini kwa manufaa na ustawi wa wanadamu katika yale yanayomridhisha Allah (swt), kulingana na kauli Yake (swt):

Just as it is requested from the school to be the first incubator to build the distinguished Islamic personality, in the knowledge of the rules of the basis of jurisprudence (Usul Al-Fiqh), language and Tafsir, it is also requested to be the first incubator to build the distinguished Islamic personality with the scientific knowledge such as atomic science, astronomy and computing. The Islamic Ummah which gave birth to leaders in politics, governance and Jihad such as Abu Bakr (ra), Khalid (ra) and Salah Al-Deen, is the same Ummah which gave birth to the scholars in jurisprudence and science such as Al-Shafi’i, Al-Bukhari, Al-Khawarizmi and Ibn Al-Haytham. The goal of teaching all of this knowledge in the school stage is to build the Islamic personality of the student, and to prepare him to enter into the realm of practical life, or to prepare him to continue higher studies in order to create distinguished personalities which are necessary to raise the intellectual and scientific level of the Ummah, and to prepare it to lead the world to take all the people from the darkness of disbelief to the light of Islam, and from the oppression of man made law to the justice of the Shari’ah law. And in the same manner to work to harness what is in the heavens and the earth for the benefit and well being of mankind in that which pleases Allah (swt), in accordance with His (swt) words:

"Lakini tafuta, kwa kile ambacho Allah (SWT) amekupa, makazi ya Akhera; wala usisahau sehemu yako ya dunia." (Qur'an 28:77)

“But seek, through that which Allah (swt) has given you, the home of the Hereafter; and [yet], do not forget your share of the world.” (TMQ 28:77).

Kulingana na hayo, kutakuwa na madarasa ya elimu ya kisayansi na ya Shari'ah, na ni wajibu kuweka usawa wa madarasa ili kukidhi mahitaji ya sehemu hizi mbili, ili Muislamu aweze kuishi duniani hapa ambayo Allah (SWT) amemfanya kuwa khalifa wake, kwa namna ambayo Allah (SWT) na Mtume Wake ﷺ wanaipenda. Elimu ya kisayansi tunayoihusu ni ile isiyo na uhusiano wa moja kwa moja na mtazamo kuhusu maisha, wala haitokani na imani ya Kiislamu, bali imejengwa juu yake, kama vile stadi na maarifa muhimu yanayomwandaa mwanafunzi kuingia katika ulimwengu wa maisha ya kawaida. Kitu cha kwanza anachofundishwa mwanafunzi ni sayansi zinazohitajika kwa ajili ya kuingiliana na mazingira anayoishi, kama vile hisabati na sayansi za jumla kuhusu zana na mashine zinazotumika, kama vifaa vya kielektroniki na vya umeme, na vyombo vya nyumbani. Vilevile, kanuni na sheria za usafiri barabarani na mitaani. Na mafundisho ya masomo haya yatazingatia mazingira ambamo wanafunzi wanaishi, kama kama ni ya viwanda, kilimo au biashara, na kama ni milimani, jangwani au tambarare, na kama ni ya joto au ya baridi. Lengo la kufundisha masomo haya hadi umri wa miaka kumi ni kumwezesha mwanafunzi kuingiliana na vitu vilivyo karibu yake, na kuvitumia kulingana na umri wake na mahitaji yake.

Based upon this, there will be classes in scientific and Shari’ah knowledge, and it is obligatory to balance the classes to meet the requirements of the two sections in order for the Muslim to be capable to live on this earth which Allah (swt) made him a successor upon, in a manner which Allah (swt) and His Messenger (pbuh) love. The scientific knowledge that we are concerned with are those that do not have a direct relationship with the viewpoint about life, and do not emanate from the Islamic belief, but rather are built upon it, such as the necessary skills and knowledge to prepare the student to enter the realm of practical life. The first thing that the student is taught are those sciences that are necessary to interact with the environment he lives in such as mathematics and the general sciences about the tools and machinery used such as electronic and electrical equipment, and domestic tools. And in the same manner the principles and rules of traffic in the roads and streets, and the teaching of these subjects would take into account the environment in which the students live, such as if it was industrial, agricultural or trade, and if it was mountainous, desert or a plain, and whether it was hot or cold. The goal in teaching these subjects until the age of ten is to enable the student to interact with the things around them, and to utilise them according to their age and needs.

Baada ya umri wa miaka kumi, wanaanza kufundishwa matawi ya hisabati hatua kwa hatua, na vivyo hivyo sayansi nyingine kama fizikia, kemia na baiolojia, pamoja na michezo yenye manufaa kama kuogelea, kuruka na kurusha shabaha. Baada ya kubalehe wanafundishwa ujuzi wa kijeshi chini ya usimamizi wa jeshi, kisha wanaweza kuendelea katika taasisi za elimu ya juu na vyuo vikuu ili kujifunza elimu yenye manufaa katika sayansi kwa kiwango kinachohitajika.

After the age of ten, they start to be taught the branches of mathematics in stages, and similarly the other sciences such as physics, chemistry and biology, and beneficial sports such as swimming, jumping and shooting at targets. After puberty they are taught military skills under the supervision of the army, and then they can continue in the higher education institutions and universities to learn beneficial knowledge from the sciences to the extent necessary.