![[koran_600Mohammed+Saduzy+at+the+Muslim+Center.+Upon+memorizing+the+Koran,+which+usually+takes+two+to+three+years,+students+earn+the+title+hafiz..jpg]](http://2.bp.blogspot.com/_QfVWU-2pVL4/SuXFsc01W9I/AAAAAAAAJTE/y-fwrVj1tmI/s1600/koran_600Mohammed%2BSaduzy%2Bat%2Bthe%2BMuslim%2BCenter.%2BUpon%2Bmemorizing%2Bthe%2BKoran,%2Bwhich%2Busually%2Btakes%2Btwo%2Bto%2Bthree%2Byears,%2Bstudents%2Bearn%2Bthe%2Btitle%2Bhafiz..jpg)
- "Integration by immigrants requires solidarity and equity, without disregarding our identity and history. We need rules and principles to become good Italians, before becoming a good Muslim," said Frattini.
He said it was vital to ensure an 'Italian Islam' was established before bringing the Koran to the country's schools.
Rome, 26 October (AKI) - An Italian MP has rejected calls by Italy's foreign minister Franco Frattini for a possible Concordat or treaty with Islam to teach the religion in the country's public schools as a way of improving integration with Muslim immigrants.
"Minister Frattini should know that a Concordat with Islam is impossible, because of the lack of an 'Islamic Church', and the existence only of groups or associations.
"The issue about teaching of the Koran should be faced within a process of cultural exchange," said Italian MP Savino Pezzotta from the Union of the Centre coalition or UDC.
Pezzotta - who is also the president of the White Rose political party - was responding to calls by Frattini to establish a Concordat with Islam and the Italian state. The 1929 Concordat (also known as the Lateran treaty) established Catholicism as the religion of Italy, among other things.
"We need an agreement with the Islamic religion, similar to that which Italy has with the Vatican," said Frattini in an interview with Italian daily La Stampa published on Monday.
"Without it, we cannot distinguish between those who preach an orthodox and strict doctrine and those who favour a moderate Islam which is open to dialogue, interactive and which which favours integration and equal rights for all.
"Integration by immigrants requires solidarity and equity, without disregarding our identity and history. We need rules and principles to become good Italians, before becoming a good Muslim," said Frattini.
He said it was vital to ensure an 'Italian Islam' was established before bringing the Koran to the country's schools.
Last week, Italy's interior minister Roberto Maroni from the anti-immigrant Northern League party said he would not back a proposal to teach Islam in Italian schools to improve integration.
The proposal was put forward by the deputy minister of economic development, Adolfo Urso.
In September, the Vatican said that religion in Italian schools should have the status of a school subject. The Vatican's Congregation for Catholic Education expressed the view in a letter sent to the Italian Bishops' Conference (CEI).
The head of the CEI, Mons. Angelo Bagnasco quickly rejected the idea of an 'Islam hour' in schools.
The CEI also said that the teaching of different religions could generate religious relativism and did not support the proposal because it could cause "confusion" or "damage".
2 comments:
The demand for Muslim schools comes from parents who want their children a safe environment with an Islamic ethos.Parents see Muslim schools where children can develop their Islamic Identity where they won't feel
stigmatised for being Muslims and they can feel confident about their faith.
Muslim schools are working to try to create a bridge between communities.
There is a belief among ethnic minority parens that the British schooling does not adequatly address their cultural needs. Failing to meet this need could result in feeling resentment among a group who already feel excluded. Setting up Muslim school is a defensive response.
State schools with monolingual teachers are not capable to teach English to bilingual Muslim children. Bilingual teachers are needed to teach English to such children along with their mother tongue. According to a number of studies, a child will not learn a second language if his first language is ignored.
Bilingual Muslim children need state funded Muslim schools with bilingual
Muslim teachers as role models during their developmental periods. Muslims have the right to educate their children in an environment that suits their
culture. This notion of "integration", actually means "assimilation", by which people generally really mean "be more like me". That is not multiculturalism. In Sydney, Muslims were refused to build a Muslim school,
because of a protest by the residents. Yet a year later, permission was given for the building of a Catholic school and no protests from the residents. This clrearly shows the blatant hypocrisy, double standards and
racism. Christians oppose Muslim schools in western countries yet build their own religious schools.
British schooling and the British society is the home of institutional racism. The result is that Muslim children are unable to develop self-confidence and self-esteem, therefore, majority of them leave schools with low grades. Racism is deeply rooted in British society. Every native child is born with a gene or virus of racism, therefore, no law could change the attitudes of racism towards those who are different. It is not only the common man, even member of the royal family is involved in racism. The father of a Pakistani office cadet who was called a "Paki" by Prince Harry
has profoundly condemned his actions. He had felt proud when he met the Queen and the Prince of Wales at his son's passing out parade at Sandhurst
in 2006 but now felt upset after learning about the Prince's comments. Queen Victoria invited an Imam from India to teach her Urdu language. He was highly respected by the Queen but other members of the royal family had no respect for him. He was forced to go back to India. His protrait is still in one of the royal places.
There are hundreds of state schools where Muslim pupils are in majority. In my opinion, all such schools may be designated as Muslim community schools with bilingual Muslim teachers. There is no place for a non-Muslim child or a teacher in a Muslim school.
Iftikhar Ahmad
The understanding of the truth about god has just taken a new turn with 'contiguous dimensional worlds' providing an insight to worlds beyond the one in which men live. 'Techie Worlds' follows the idea to know that there is a world even higher than Heaven. Thanks to Abbott's ideas, those worlds are logical and mechanically minded people find them highly understandable.
Agnostics are puzzled: Where is God? Why this confusion? But also: Why is there belief in the occult? How do the possessed levitate? Why are there provable 'Miracles'? So true agnostics keep an open-mind, considering carefully new ideas that might logically explain these phenomena.
Abbott, writing 'Flatland' explained contiguous geometric worlds to solve the difficulties. Now 'Techie Worlds' examines impossible concepts like trinity, resurrection, judgment, souls and more, showing they are logical and reasonable in the context of contiguous geometrical worlds. That is the way of science: to examine phenomena in the light of theory.
Neither approach can be proved or dis-proved, but the advantages of life and nature weigh towards the Christian view, teaching the way of love.. 'Techie Worlds' (available from amazon.com) by explaining clearly how God does it, will bring Moslems and Jews to the teachings of Jesus. Techie Worlds is definitely not the same old harangue, but is logical, using a mechanistic basis for explaining how the worlds are built and how the Christian view is for real.
GeorgeRic
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