应当区分经验科学与文化科学。经验科学，例如数学，以及与之相关的一切内容，都根据需要进行教授，不受教育任何阶段的限制。至于文化科学，则在小学和中学阶段依照特定的教育方针进行教授，该方针不与伊斯兰的思想和准则相抵触。在高等教育中，这些文化科学的学习与其他学科一样，但前提是不致偏离教育方针及其目标。

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.

其依据是那些允许求知的普遍经文和圣训，因为它们涵盖一切知识，所以穆斯林可以学习一切知识。然而，学习某些知识会导致信仰偏离，或使信条（’Aqeedah）变得薄弱，因此只要此类知识产生这种后果，就禁止传授这些知识；若其不再产生这种后果，则允许学习，这是依据这一原则：“允许的事物中若有某一种类导致危害，则只禁止该种类，而该事物本身仍然是允许的”。

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”.

因此,允许学习的一般性证据以及沙里亚原则,便是本条论述的依据。

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

由于已经知道，导致偏离和信仰薄弱的因素很容易影响儿童，因此，在小学和中学阶段禁止教授此类知识。至于高等教育，则教授哲学及类似的学科，目的在于反驳它们并揭示其谬误；这些学科中的任何内容，都不会在不同时讲授其反驳与无效性的情况下单独讲授。《古兰经》提及了他人的观点和信仰，但提及是为了说明其无效并加以驳斥。同样，在制定教育大纲时，这类学科被安排在高等教育中，目的是反驳它们并阐明其虚假。

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.