The hero of the Libyan revolution

Female teachers must cover face says Grand Mufti
By Aimen Eljali, Libya Herald 13-10-2013

 
LIBYA: The Grand Mufti, Sheikh Sadik Al-Ghariani, has issued a fatwa saying that female teachers in schools and colleges must cover their faces if they are teaching males who have reached puberty.
He made the ruling following a request for advice from the Ministry of Education on the issue. It had said that some female teachers were veiling their faces while giving lessons but it felt that this was having a negative impact on students’ understanding because, by not seeing the teacher’s face, they were not able to interact and properly lean. It asked for a fatwa telling female teachers to remove their veil inside the classroom while teaching.


The best solution, the Grand Mufti said, was to segregate male and females altogether in schools and colleges and universities “because those in charge are duty-bound in Islam to do so, if they able to”.
If that is not possible, they must at least be segregated during break times, in halls and corridors and have separate entrances for boys and girls.
In addition, students must be made to dress “respectfully and to abide by the Islamic dress code and not to allow girls to wear make-up and perfumes to avoid temptation”, the fatwa said. Schools should have male teachers to teach boys and female teachers to teach girls, it added.

 

Flashback 13-5-2013:
Libya’s Grand Mufti Calls For Strict Sex-segregation

 
Libya’s Grand Mufti is calling for strict sex-segregation in all workplaces, classrooms, and government offices. In an open letter to the country’s leaders, the grand mufti, Sheikh Sadiq Al-Ghariani, has warned that if gender segregation were not imposed, Libya risks incurring the wrath for Allah.
The Grand Mufti said that his call stemmed from complaints that the Dar Al-Ifta (Fatwa office) had received from ordinary Libyans who, he said, were calling for the application of Sharia Law and the preservation of Islamic moral values and the nation’s Islamic identity. They had complained about “the deterioration of morals” and about the free mixing between the sexes in all state institutions. He warned that unless the authorities stopped the mixing of the sexes, which he considered immoral, there would be a spread of “immoral havens”.

 

A Hero of the revolution

 
Al-Gharyani is considered by some a hero of the revolution, since early on in the uprising against Gadhafi he issued a fatwa or religious edict permitting war against his regime.
Under Gadhafi’s 42-year rule, women had a mixed bag. Gadhafi often presented himself as a defender of women rights and at times made a point of defying strict interpretations of Shariah, since Islamists were among his main enemies. (7-3-2013)

 
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Gaddafi’s odd love affair with women
The Observer,  27-10-2011 (Evelyn Matsamura Kiapi)

 
‘I promised my mother to improve the situation of women in Libya…’
 
The world might remember him as a despot, dictator and murderer, but at least one virtue will stick out: that the slain Libyan leader, Colonel Muammar Gaddafi, took good care of women.
Not only did he support them, he also believed in their abilities and emancipation, moreover in a society where being a woman is normally associated with getting the back seat.
Wearing heavy make-up and military fatigues, Gaddafi’s female bodyguards, better known as the Amazonian Guard, were synonymous with his presence. He paraded them as a symbol of his belief in women’s emancipation and their role in the defence of their country. He also had a team of female nurses led by his long-time Ukrainian nurse, Galyna Kolotnytska. Central to Gaddafi’s 1969 revolution was the empowerment of women. His new regime made efforts to advance female emancipation. The new government encouraged women to participate in Libya’s political life and several cabinet posts were allocated to them. Women were also able to form associations.

 

Flashback: Remove References to Democracy
and Religious Freedom From School Textbooks
By Penny Starr, CNS News, 19-10-2012

 
The Libya Herald reported  that the “Fatwa Office”, presided by Grand Mufti Sheikh Sadeq Al-Ghariani,  has asked the Ministry of Education in Libya to remove passages related to democracy and freedom of religion from school textbooks.
The article also reports that the religious official asked for “clarification” as to why extracts of the Prophet Muhammad’s Sunnah had been deleted. The Sunnah is the second book for Islam jurisprudence after the Quran, according to scholars.

The information in the textbooks about Greek democracy might be “too detailed” for students to comprehend.References to freedom of belief and religion should be removed because “it suggests to younger students that they could choose any religion they wanted”. The Fatwa office warned that because of the public’s religious values the textbooks “could spark public anger.”
 

Gaddafi: The Green Book Part Three,
Chapter Eight: EDUCATION

 
Education, or learning, is not necessarily that methodized curriculum and those classified subjects in text books which youth are forced to learn during specified hours while sitting on rows of desks. This type of education, nowprevailing all over the world, is against human freedom.

Compulsory education, of which countries of the world boast whenever they are able to force it on their youth, is one of the methods  which suppresses freedom. It is a compulsory obliteration of a human being’s talents as well as a forcible direction of a human being’s  choices. It is an act of dictatorship damaging to freedom because it deprives man of free choice,creativity and brilliance.

To force a human being to learn according to a set curriculum is a dictatorial act. To impose certain subjects upon people is a dictatorial act.
All countries which set courses of education in terms of formal curricula and force pupils to learn them, coerce their citizens. All methods of education prevailing in the world should be done away with through a worldwide cultural revolution to emancipate man’s mind from curricula of fanaticism and from the process of deliberate adaptation of man’s taste, his ability to form concepts and his mentality.

This does not mean that schools are to be closed and that people should turn their backs on education, as it may seem to superficial readers. On the contrary, it means that society should provide all types of education, giving people the chance to choose freely any subjects they wish to learn

Knowledge is a natural right of every human being which nobody has the right to deprive him of under any pretext except in a case where a person himself does something which deprives him of that right. Ignorance will come to an end when everything is presented as it actually is and when knowledge about everything is available to each person in the manner that suits him.
 
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