1
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Some younger people were affected
by the fitna of rebellion and takfir.

2
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Yes, this is an existing reality.
What happened in countries is real.

3
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But the remedy is not
that we rebel against our societies.

4
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or that we denounce evil rashly
and without fiqh in Allah ﷻ's religion.

5
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Denouncing evil may itself be evil.

6
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If denouncing evil is done
in the wrong way, it is evil.

7
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And it is greater than
the evil at hand.

8
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For denouncing evil has
limits and guidelines.

9
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If you cannot, my brother, withdraw.
Withdraw from evil; be silent.

10
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Keep away from places of evil;
save yourself. That is fiqh.

11
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Confusion also befell the students.

12
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This is because the curricula
give no sign of these matters.

13
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These syllabi are weak, brothers.

14
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They lack the principles of
Ahl al-Sunnah wal-Jama'ah.

15
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How matters should be handled.

16
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The syllabi and curricula
must be reconsidered.

17
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from first grade of primary school
to the last year of graduate studies.

18
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They must be reviewed again
and restored to what they were before.

19
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Curricula should be substantial,
truly substantial and productive.

20
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But not weak, meager, and feeble.

21
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Some say: Do not teach Muslim
children tawhid, for they are Muslims.

22
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Teach the Muslim tawhid.

23
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Yet a Muslim may be ignorant
of tawhid and many of its issues.

24
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Surely, a Muslim is worthier
to be taught than a non-Muslim.

25
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It is his right to be shown
how to follow his creed. It is vital.

26
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I say this is due to weak curricula
and weak course materials.

27
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or weak teachers.
Both matters must be reviewed.

28
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The curricula should be reviewed
and restored to what they once were.

29
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Second, lazy or deficient teachers,
or those lacking fiqh, must be replaced.

30
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We must not remain in this state
that leads us to dire outcomes. Yes.