Empirik fanlar, masalan matematika, va ular bilan bog‘liq bo‘lgan hamma narsa bilan cultural fanlar o‘rtasida farq qilish kerak. Empirik fanlar ehtiyojga qarab o‘qitiladi va ta’limning hech qaysi bosqichi bilan cheklanmaydi. Madaniy fanlarga kelsak, ular boshlang‘ich va o‘rta bosqichlarda Islom tafakkuri va qoidalariga zid bo‘lmagan muayyan siyosat asosida o‘qitiladi. Oliy ta’limda esa bu madaniy fanlar boshqa fanlar kabi o‘rganiladi, agar ular ta’lim siyosatidan va uning maqsadidan chetga chiqishga olib kelmasa.

A distinction should be drawn between the empirical sciences such as mathematics on the one hand and the cultural sciences on the other. The empirical sciences and all that is related to them are taught according to the need and are not restricted to any stage of education. As for the cultural sciences, they are taught at the primary and secondary levels according to a specific policy which does not contradict Islamic thoughts and rules. In higher education, these cultural sciences are studied like other sciences provided they do not lead to a departure from the education policy and its goal.

Uning dalili, bilim o'rganishni ruxsat etuvchi umumiy dalillardir, chunki ular barcha bilimlarni o'z ichiga oladi; shu sababli musulmon uchun barcha bilimlarni o'rganish joizdir. Biroq, ba'zi bilimlarni o'rganish e'tiqodning buzilishiga yoki 'Aqeedah'da zaiflikka olib keladi, shuning uchun bunday turdagi bilimlarni o'rgatish, to shu natijaga olib kelar ekan, taqiqlanadi; agar u ta'sirini yo'qotsa, unda uni o'rganish joiz bo'ladi, quyidagi qoida asosida: "Ruxsat etilgan narsaning bir turi zararga olib kelsa, faqat o'sha tur taqiqlanadi, qolgan narsa esa ruxsat etilgan bo'lib qoladi".

Its evidence is the generality of the evidences which permit learning knowledge, since they encompass all knowledge, and so it is permitted for the Muslim to learn all knowledge. However, learning some knowledge leads to deviation of the beliefs, or weakness in the ‘Aqeedah and so these types of knowledge are forbidden from being taught as long as they result in that, and if they lost that effect then it would be permitted to learn it, applying the principle: “If one type of a permitted thing leads to a harm, only that one is prohibited, and the thing remains permitted”.

Shuning uchun, ushbu masalaning dalili sifatida ilmni o‘rganishga ruxsat beruvchi umumiy dalillar va shariat qoidasi keltiriladi.

Accordingly, the general evidences which permit learning and the Shari’ah principle are the proof for this article.

Chunki bolalarda e'tiqodda og'ishish va zaiflikni keltirib chiqaradigan narsalarni bilish oson ta'sir qilishi ma'lum bo'lgach, boshlang'ich va o'rta bosqich ta'limida bunday turdagi bilimlarning hech qanday qismini o'qitish man etiladi. Oliy ta'limga kelsak, unda falsafa va shunga o'xshash boshqa fanlar ularni rad etish va yolg'onligini ko'rsatish maqsadida o'qitiladi, bu fanlardan hech narsa ularning rad etilishi va asossizligi bilan birga o'qitilmasdan turib o'tilmaydi. Oliy Qur'oni karim boshqalarning fikr-qarashlarini va e'tiqodlarini zikr qiladi, lekin ularni asossizligini bayon qilish va rad etish uchun zikr qilinadi. Xuddi shunday, ta'lim dasturi tuzilganda ham bunday turdagi fanlar oliy ta'limda ularni rad etish va soxtaligini bayon qilish maqsadida rejalashtiriladi.

Since learning what causes a deviation and weakness in the beliefs easily influences children, it is, therefore, prohibited to teach anything of these types of knowledge in the primary and secondary stages of education. As for higher education, then knowledge such as philosophy and anything similar are taught, in order to refute them and show their falsehood, and nothing from these subjects is taught without also teaching its refutation and invalidity alongside it. The noble Quran mentions the ideas and beliefs of others, but they are mentioned in order to explain their invalidity and to reject them. And in the same way, when the educational programme is drafted, these types of subjects are drafted in higher education in order to refute them and explain their falseness.