c. "The Jihad of ideas - Jihad accomplished by mouth and pen and by providing irrefutable evidence against enemies and inviting them [to recognize] Allah. This Jihad includes preaching, writing, singing, etc.
d. "Jihad accomplished through… contact with Jihad participants and through participation in acts related to Jihad such as transporting soldiers and their provisions, serving them water and food, taking care of the wounded and guarding a [military] position.
"The Islamic nation today is in urgent need [of reviving] the spirit of Jihad in its sons, [by using] all types of Jihad and to concentrate all its resources on strengthening Allah's religion and to force His enemies [to surrender]."
(Page 213): "Jihad is one of life's needs. A nation cannot defend its religion and uphold its honor and its motherland if it does not have the power to do so. This is why Islam imposed [the duty] of Jihad on the Muslim nation when [a Muslim] society and state emerged in Al-Medina…"
Propagating Islam
(Page 214): "Allah instructed the Muslims to convince people [with the message of Islam] in a wise way, by appropriate preaching and friendly discussions, so that the spread of Islam is achieved through intellectual persuasion, inner gratification and serenity and not through compulsion as Allah said 'There is no compulsion in religion…' [Koran 2:256]
"[However], when the despots confront Islamic preaching, prevent the preachers from bringing the good tidings [of Islam] to the people, build roadblocks and obstacles in preachers' way, and prevent the word from reaching their people - then Jihad becomes the only means to remove these obstacles, which deprive people of their freedom of choice and prevent the propagation of Islam. Allah's Messenger instructed those who wage Jihad not to initiate war against their enemies [as a first option], but to offer them Islam, and if they refuse it - to suggest to them to pay Jizya [tax imposed on non-Muslims under Muslim rule]… and if they refuse again, to fight them.
"Jihad is considered a way to strengthen the nation and [to secure] its victory in an armed struggle when it uses all its resources, efforts and capabilities for its sake… Jihad is also considered a source of welfare and prosperity for the Muslims. After realizing victory, he who wages Jihad returns to his family high-aspiring with his head high up, thanking Allah for his grace. If he is blessed with Shahada [martyrdom] and honor, his soul returns to its Creator to live a different life, content with the rewards and honor bestowed upon it, a life of grace thanks to Allah, as the Koran says [3:169-170] 'Do not consider those who died in the cause of Allah as dead, rather as alive at their lord sustained…'"
(Page 215): "The Islamic nation needs to spread the spirit of Jihad and the love of self-sacrifice [Shahada] among its sons throughout the generations, and especially when materialism is uppermost in people's minds and they abandon Jihad while the enemy desires [to exploit] them… It is clear that the respect and power of the Islamic nation are linked to the preservation of a strong Jihad spirit. When this spirit declines and the nation has no power to help its weak elements and to defend itself from its enemies, then the nation is attacked from the outside, the aggressors desire it, they humiliate it, plunder its resources, kill its people, conquer its land and live there in immorality."
The Risks of Ignoring Jihad
(Page 304): "A. Enemies occupy Muslim lands, their resources are plundered, their blood is spilled, their honor tarnished and as a result they [the Muslims] live a life of disgrace and oppression. B. Losing the great reward that Allah promised those who wage Jihad and the Shuhada [martyrs]. C. Severe punishment on Judgment Day."
(Page 305): "Allah instructed the faithful to partake in Jihad in all circumstances, be it easy or hard, when they are few or many, at times of prosperity or need, when they are strong or weak. Their Jihad should be through self-sacrifice or material for the sake of glorifying Allah's name. This is the way to enjoy this world and to succeed in the Hereafter."
The Punishment for Abandoning Islam
(Page 155): "The logical reason for executing a person who abandons Islam is the following: There is nothing in Islam that comes in contrast to human nature. Whoever joins Islam after recognizing its truth and after tasting its sweetness and then abandons it - is in fact rebelling against truth and logic. Like any other regime, Islam has to protect itself therefore this punishment [execution] awaits the person who abandons it, because he is spreading doubt about Islam…
"Abandoning Islam is a crime that warrants a severe punishment… [The phases of punishment are]:
a. "Urging [the sinner] to recant immediately…
b. "Warning him of the implications of his persistence in abandoning Islam, namely warning him that he will be executed.
c. "Execute the sinner if he persists in [his decision to] abandon Islam…"
Christian Missionary Activities
(Page 252): "Missionaries are one of the Western institutions used for intellectual invasion of the Muslim world. They tried to get the Muslims out of Islam by weakening the faith in their hearts and accepting the Western way of life. Outwardly they call for adopting the faith of Jesus, but in reality they try to facilitate the Western intellectual invasion of the Islamic countries… The missionary organizations throughout the Islamic world tried to weaken the faith in the hearts of the Muslims, to spread secular ideas to replace Islamic ideology and to pave the way for the occupation of Islamic countries and strengthening Imperialism in them…
"The missionary movement left deep impressions in Islamic life, such as:
1. "Admiration and adoption of the Western way of life… Materialistic and exploitative Western criteria and values and their understanding of life was common to the point that many Muslims yearned for it and turned to Western culture and literature.
2. "Weakening the Islamic spirit of the young generation as a result of weakening the faith in their hearts and the acceptance of contagious Western ideas and principles. Capitalist, Communist, and atheist ideas spread among the Muslims…
3. "Giving the educational system in the Islamic countries a Western flavor. The missionaries, with the help of Imperialism, were able to turn their philosophy and culture into educational foundations in many Islamic countries. Western history and culture became the main source of education and science-learning for Muslim children…
4. "Defamation of Islamic history and the life-histories of the Muslim Khalifs, and presenting Islamic history as [a series of] wars, conflicts, civil wars, revolutions, battles over power, and repression of citizens… "Faulting Islam, its Messenger, and the truth of his prophecies, and spreading misleading ideas, such as the claim that Islam expanded by the sword and by coercion. Also, faulting the divorce laws and polygamy and depicting Islamic legal punishments as inhumane."
http://www.jewishvirtuallibrary.org/jsource/arabs/patextbook.html
Palestinian children in combat support roles
Behavior mirrors teachings in PA schoolbooks and popular culture
By Itamar Marcus & Barbara Crook, Oct. 17 , 2004
The Palestinian Authority (PA) has revealed that Palestinian children are actively aiding terrorists in Gaza. In a striking example of the way in which the new PA curriculum has indoctrinated children, the children have assumed the exact combat support roles they have been taught in the new PA schoolbooks. This text book indoctrination compliments PA music videos and other forms of popular culture, that aim to convince children that their place is in the heart of battle zones.
This latest revelation of children’s active participation in combat coincides with the renewed broadcast (at least 10 times since Oct. 4) of a popular music video that explicitly demands that children participate in combat - even when it may lead to their death. (See below)
An article this week in the official PA daily, reported that children are aiding terrorists in the following combat support roles:
“In spite of family members’ warnings, groups of children are spreading around the [Gaza] camp, both to pass on information to the resistance and to bring them water.”
(Al-Hayat Al-Jadida, Oct. 11, 2004)
It should be stressed that supplying water and gathering information for terrorists in active combat zones, puts these children in life-threatening situations and has led to the deaths of many children. Note that the term “resistance” is used by the PA leadership and media to refer to all terrorists, including Hamas, Islamic Jihad and others.
These two combat support roles are precisely the roles taught in PA schoolbooks. A 6 th grade schoolbook teaches PA children to follow the example of a young child, who according to Islamic tradition, fulfilled these combat support roles. According to this tradition while Muhammad and his companion Abu Bakr hid in a cave, Abu Bakr’s young daughter aided them by passing them information about the enemy and giving them water. The schoolbook teaches children to see themselves in similar roles with such language as: “Asma, Abu Bakr’s daughter, was my age when she played a role...” and immediately asks the question: “What role can I play ...?”
The following is the full schoolbook text:
"Asma, Abu Bakr’s daughter, was my age when she played a role in supplying provisions and water and passing information about Kuraish [Tribe] to the Prophet and his companion during their secret Hegira [emigration] from Mecca to Medina.
What role can I play in order to support the national resistance movement against the occupier and colonialist?"
[History of the Arabs and Muslims, sixth grade, p. 34, translated by CMIP]
Note also that the PA schoolbook’s defining Israel as “colonialist” is an important component of the denial of Israel’s right to exist taught in the PA schoolbooks and popular culture. Teaching that Israel is a foreign European “colonial” creation is intended to give both legitimacy and zeal to the hatred and violence the PA actively inculcates among PA children.
This week’s revelation is yet another reminder that the new PA textbooks still promote hatred and violence, contrary to the false information being spread by Palestinian apologists. This is also a confirmation of that this education indeed is reflected in the violent and life threatening behavior of Palestinian children.
Music Video Returns to PA TV:
It is striking that this report on PA children in combat coincides with a return to PA TV of a insidious music video that demands children participate in combat even if it leads to their death as a Shahid (Martyr for Allah). This clip had not been broadcast on PA TV since this video was shown in a US Senate hearing one year ago, as part of the testimony of PMW director Itamar Marcus. His testimony, exposing the use of PA children in combat roles, and the subsequent media reaction, had brought pressure on the PA to stop indoctrinating children to aspire to Shahada death. This video has now returned and has been broadcast at least 10 times in the last 13 days.
The words of the clip are sung by a woman vocalist wearing an army uniform, and the visuals include children in frenzied war dances, interspaced between scenes of children participating in violence in combat zones.
PA Schoolbooks
