Chapter 19

THE CULTURAL PLANNING IN THE PROGRAMS

OF THE SLAMIC EDUCATION

Islamhasaccededtoscienceanditscreativecapabilityofdeveloping,
maturing, andachievingthe socialprosperity. It hasalsobelieved that
anysocietythatrejectsscienceisreactionaryanditsmentalpowersand
conceptualties areweak.Suchsocieties, accordingtothe Islamicview-
point, must leave the caravans of life and illumination.
The Prophet (s) said, “My nation’s expiryoccurs whenthey disdain
knowledge.”Sinceitsearlieststages, Islamdeclaredwar againstignor-
anceandindolence.Ithasadoptedpositivelytheadvocacytoknowledge
andtheflorescenceoftheconceptualhorizons.Ithasconsidereditasan
essential element offorming the social, as wellas the individual, lives
andthemotivebehindthecultural,economical,andsocialrenaissanceof
thenation.Finally,Islamhasregardedtheseekingofknowledgeasone
ofthepreceptsandthemostsignificantelementsofconstructingtheso-
ciety and designing the civilization.
The Westclaimedthat Islamcombats conceptionsanderadicates the
freedomofopinionsandinterdictstheseekingofknowledge.PierreLute
refutesthisopinion.Hesays,“We,theEuropean,lookatIslamasthere-
ligion of the conceptual gloom that prevents from enlightenment. We
alsosuppose thatIslam callsto extremityandposesmany obstaclesin
thepathofprogression.First,thisprovestheWesternpeople’sultimate
ignoranceof the Prophet’sinstructions.It isalsoregarded asan ignor-
anceofthehistorical witnesses.Sinceitsearlycenturies,Islamwenton
developingandproceedinginvariantfields.Wecanrealizetheprompt
elevation that the first caliphs did to Islam.”.
Wehavenotseenanyaccusalweakerandcheaperthantheprevious.
Alooktothefactualityofthisgreatreligionwilleasilyprovethefalsity
ofsuchanaccusal.Islamhascitedtheseekingofknowledgeonthetop
of its precepts and projects. It has also alluded at the big differences