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The colorful accounts contained in the Muslim tradition are typified by constant warfare, which normally goes as follows: Muslims go to a new region and offer the inhabitants three choices: 1) submit (i.e., convert) to Islam; 2) live as second-class citizens, or “dhimmis,” paying special taxes and accepting several social debilitations; 3) fight to the death.
Centuries later, and partially due to trade, Islam came to be accepted by a few periphery peoples, mostly polytheists and animists, who followed no major religion (e.g., in Indonesia, Somalia), and who currently form the outer fringes of the Islamic world.
Ironically, these exceptions are now portrayed as the rule in America’s classrooms: many textbooks suggest or at least imply that most people who converted to Islam did so under no duress, but rather through peaceful contacts with merchants and traders; that they eagerly opted to convert to Islam for the religion’s intrinsic appeal, without noting the many debilitations conquered non-Muslims avoided—extra taxes, second-rate social status, enforced humiliation, etc.—by converting to Islam. In fact, in the first century, and due to these debilitations, many conquered peoples sought to convert to Islam only to be rebuffed by the caliphate, which preferred to keep them as subdued—and heavily taxed—subjects, not as Muslim equals.
Meanwhile, as U.S. textbooks equivocate about the Muslim conquests, in the schoolrooms of the Muslim world, the conquests are not only taught as a matter of course, but are glorified: their rapidity and decisiveness are regularly portrayed as evidence that Allah was in fact on the side of the Muslims (and will be again, so long as Muslims uphold their communal duty of waging jihad).
The dissimulation of how Islam was spread in the early centuries contained in Western textbook’s mirrors the way the word jihad, once inextricable to the conquests, has also been recast. Whereas the word jihad has throughout the centuries simply meant armed warfare on behalf of Islam, in recent years, American students have been taught the Sufi interpretation of jihad—Sufis make up perhaps one percent of the Islamic world and are often seen as heretics with aberrant interpretations—which portrays jihad as a “spiritual-struggle” against one’s vices.
Contrast this definition of jihad with that of an early edition of the venerable Encyclopaedia of Islam. Its opening sentence simply states, “The spread of Islam by arms is a religious duty upon Muslims in general.… Jihad must continue to be done until the whole world is under the rule of Islam.… Islam must completely be made over before the doctrine of jihad [warfare to spread Islam] can be eliminated.” Muslim legal manuals written in Arabic are even more explicit.
Likewise, the Islamic conquests narrated in the Muslim histories often mirror the doctrinal obligations laid out in Islam’s theological texts—the Koran and Hadith. Muslim historians often justify the actions of the early Islamic invaders by juxtaposing the jihad injunctions found in Islamic scriptures.
It should also be noted that, to Muslims, the Islamic conquests are seen as acts of altruism: they are referred to as futuh, which literally means “openings”—that is, the countries conquered were “opened” for the light of Islam to enter and guide its infidel inhabitants. Thus to Muslims, there is nothing to regret or apologize for concerning the conquests; they are seen as for the good of those who were conquered (i.e., the ancestors of today’s Muslims).
In closing, the fact of the Muslim conquests, by all standards of history, is indisputable. Accordingly, just as less than impressive aspects of Western and Christian history, such as the Inquisition or conquest of the Americas, are regularly taught in U.S. textbooks, so too should the Muslim conquests be taught, without apology or fear of being politically incorrect. This is especially so because it concerns history—which has a way of repeating itself when ignored, or worse, whitewashed.
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