TELEVISION & THE INTERNET:

THE PRIME SUSPECTS

Wahid Abdussalam Bali

Translated by: Dr. Chafik Abdelghani

Published by Al-Firdous – London

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CONTENTS Acknowledgements................................................................................. 5 Introduction............................................................................................. 6 The Impact of Media on Our Lives ........................................................ 7 How does the Media control People’s minds? ....................................... 7 Cultural Control ...................................................................................... 7 Economic Control ................................................................................ 12 The Principles of Operation in the World Media ................................. 13 The New Widespread Threat of the Media........................................... 18 Media Freedom and the Culture of Mother and Child ........................ 23 The Concepts of Media Freedom and Their Implementation .............. 23 Child Culture ........................................................................................ 27 Women’s Culture ................................................................................. 33 The Prime Suspect ............................................................................... 37 Our Children and Television................................................................. 41 The impact of television on our children .............................................. 41 Television and Violence ....................................................................... 44 Television and the Spread of Immorality ............................................ 53 Examples of the Effect of Television on Youngsters ........................... 57 Television and Crime ........................................................................... 59 Press Reports ........................................................................................ 61 Television and Family Break-up .......................................................... 65 Television and the Loss of Moral Values ............................................ 67 Television and the Annihilation of Traditional Values ....................... 71 Television and Academic Performance ............................................... 73 Television and Health Hazards ............................................................ 79 Television and Its Further Effects on Health ....................................... 81 Television detrimental to the Economy ............................................... 83 Television extinguishes the Creed of Tawhid within Children ........... 85 The Effect of Cartoons on the Development of Muslim Children’s Personality ........................................................................................... 91 The Effect of watching Television on the Future of Children ............. 93 Television stops Protectiveness ............................................................ 97 Television weakens the Creed of Al-Walaa (loyalty) and Al-Baraa (disloyalty) .......................................................................................... 105 The Television distorts Islamic History ............................................. 107

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The Television is behind Parents’ Negligence of Their Children ..... 109 Television and Marital Relationships ................................................ 111 Television and Wealth ....................................................................... 113 Television and Smoking .................................................................... 115 Television and Nationalism ............................................................... 116 Television and Prayers ....................................................................... 119 Television Encourages the use of vernacular ..................................... 120 Television and the Acquisition of Sins ............................................... 121 Television according to Islamic Law ................................................. 126 Watching Soccer on Television .......................................................... 128 Is it Permissible to have a Television for the Purpose of Watching Beneficial Programs Only? ................................................................ 130 Is it Permissible to Own a Television so that the Children do not try to watch it elsewhere?............................................................................. 132 Is Selling Televisions Permissible? ................................................... 133 What is the Solution to the Problem of Television? .......................... 135 Alternatives to Television .................................................................. 139 Islamic Library for Adults .................................................................. 139 Islamic Library for Children .............................................................. 146 APPENDICES The International Islamic Programs Company offers a number of Islamic programs: ........................................................................... 153 The Internet The Advantages of the Internet .......................................................... 165 The Dangers of the Internet ............................................................... 166 How to Protect Ourselves from the Dangers of the Internet ............. 174 The Makkan Legal Opinion on the Internet ...................................... 177 The Views of Makkan and Al-Azhar Scholars on Watching Television .......................................................................... 179

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Acknowledgements To my father, who instilled in me a passion for seeking knowledge. May Allah accompany his solitude and alleviate his torment in the grave; To my mother for all her patience. May Allah cure her of her illness; To my wife, Maria Erroujdani, for her endless support throughout the production of this work; To my handsome twin sons, Yasser (Assoula) and Youssef (Ana Habboub dyal Baba), and to my beautiful princess, Wisal (Ana Casawiyya). Beautiful memories…that is all I have left of you. I wish that one day you could look through this work and discover your names. You have been snatched from me. You cannot imagine how much I miss you, children…You are always on my mind, you are always in my heart. June 2009, Ifrane (Morocco)

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Introduction

All praise is due to Allah , we praise Him, seek His Support, Guidance and Forgiveness. We seek refuge in Allah from the evil of ourselves and from our misdeeds. He whom Allah guides would never be misguided by anyone, and he whom Allah misguides would never be guided by anyone. I testify that there is no God but Allah , Alone, having no partner, and I testify that Muhammad is His Servant and Messenger.

The present work is a series of lectures delivered to a group of young Muslims who decided to compile them and make them accessible as lectures and sermons. May Allah add it to my account of good deeds.

Wahid Bali 11 Rabi’ I, 1419, Manshaat Abbas.

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The Impact of Media on Our Lives

How does the media control people’s minds?1

First: Cultural Control

his occurs when the world media companies broadcast the values and traditions of the countries to which they

owe allegiance to other countries, thus establishing a medium of communication (language) through which the strongest country controls the weakest. In this way, the influential American media culture becomes –in Schiller’s words- “the appropriate medium of the world trade system”.2

Schiller believes that the media industry in the United States is closely linked to the American industrial and military alliance. During Desert Storm (of the first Gulf War), a new media monopoly emerged and could be tangibly felt in the

1 See Al-I‘lam al-Alami: Muassasatuh, Tariqatu Amalih wa Qadayah by Dr. Faris Ashti, Dar Amwaj for publishing and distribution, Beirut, 1996. 2 Shiller, Mass Communication and American Empire, p.80.

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way news of the events in the battlefield was handled. For instance, CNN was the only satellite television channel that was broadcasting the news, relying –according to Schiller- solely on the Pentagon and the White House as its sources. Therefore, there was a bias in terms of trying to understand events from just one American source about what was actually taking place in the Gulf.

Schiller further indicates that the American satellite programs strive to weaken the political interest and impose American culture on developing countries, thus creating capitalist values that are incompatible with practical development. In his Mass Communication and American Empire, Schiller says: “Every new electronic development leads to the expansion of American power, and the failure to separate trade from the military in this process leads to further expansion and control.”1

Jeremy Tunstull has criticized Schiller’s stance, of ‘a return to cultures which may be original but dead,’ as unrealistic. He says that the Western media may lead towards the preservation of the status-quo in developing countries, because social classes that are relatively financially comfortable are subjected to viewing their programs. According to Tunstull, the American and British media are linked by imperialism. Yet British exports to developing 1 Shiller, Mass Communication and American Empire, p.30.

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countries preceded the American economic power overseas; the ‘phenomenon’ of multinational companies. This is why, according to Tunstull, Schiller attributes the evil that is enveloping the world to television.1

Dallas Smythe, an anti-capitalist, sees the media as a systematic and concerted invention by capitalism designed for the mass marketing of services and consumer goods. Smythe likens the importance of the role of the media, in reaching potential viewing consumers, to that of its role of stressing the continuation of capitalist relationships. Smythe believes that the media plays a pivotal role in the establishment of multinational corporations. Subtly, multinationals came to replace the old version of empires, which dominated developing countries in the past, with what is known today as ‘cultural imperialism.’ Smythe further points out that the American empire is unique compared to its predecessor; for its power and influence lie in its cultural control rather than in its political or military control.2

1 Jeremy Tunstall, The Media are American (New York: Columbia University Press, 1996, p.63) 2 Dallas Smythe, Agenda Setting: The Role of Mass. Media in Defining Development, Journal of the Center for Advanced TV Studies 3, No.2, 1975, p36.

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The following factors contribute to the spread of cultural imperialism by the Western media:

1. Free Flow of Information1:

There is an imbalance in the world media companies concerning developed and developing countries, which allows information to flow freely from a large company to a small company within one country, and from a developed country to a developing country. This affects the advantage of this flow of information and so has turned it into a means by which large companies may control small companies, and rich countries control poor ones. A report by McBride indicates that there is a unanimous agreement on this disequilibrium existing in the flow of free information, backed by evidence from: Le Monde Diplomatique, The President of the Republic of Finland, The 20th Century Fund Task Force, Reuters CEO, Media experts and Information Ministers from Non-Alliance countries.2

1 Schiller, Mass Communication and American Empire, p36. 2 Report by the McBride Commission, Several Voices and One World, p302.

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2. The Use of English:

English was the official language of the British Empire which controlled the world for so many centuries. It is now the official language of the present day superpower, the U.S.A. The widespread use of English has even foreshadowed the vernacular. Herbert Schiller points out in the introduction to the second edition of his Mass Communication the rapid spread of English in Europe, let alone the developing countries, and lists the following facts and figures:

• While the percentage of articles in English rose from 52% to 65%, from 1975 to 1985, the percentage of articles in French and German dropped from 13% to 7%.

• Scientific periodicals in English, in 123 countries, rose from 75% to 92% from 1975 to 1981.

• In 1989, three periodicals published by the Pasteur Institute, in France, decided to switch from French to English.

This has allowed 70% of data production to be based in the United States, in 1990, not in the former technological rival, Japan.

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Furthermore, this fast-growing use of English has made mastery of the language a prerequisite to keep up with the latest developments, be they scientific or social. Such prevalence has allowed the American and British media message to get through to the world and hence transfer their cultures to all the people the world.

3. Mass Production of Entertainment Programs:

Film production sharply increased to an extent that it seems to have reached every household in the world. For instance, by1992, 75% of American films1 were being viewed in Germany. So what about the level in countries like Egypt and India?

Second: Economic Control

This control lies in ‘moulding’ consumers in a way that suits the needs of the capitalists to increase the perceived needs of consumers, on one hand, and enhance the values of the capitalist system on the other. For example, world media companies are transnational companies which primarily aim to expand the market for selling their products, and then to encourage the consumers to become more dependent on them. This can only be

1 Shiller, Mass Communication and American Empire, p.31.

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achieved by removing any psychological barriers that may exist between the consumers and their desire to buy goods, and also by targeting the right type of consumers.

Third: The Principles of World Media Operation

a. The principle of controlling the media message.

Media companies control the production of news, programs, and commercials, and model them in such a manner as to suit the interests and desires of their seniors. News production in the world is controlled by just five agencies, only four of which are operating: the American agencies Associated Press, United Press, the British Reuters, and the French France Press. Add to that the media companies that provide video footages, which are: the American CNN, ABC, CBS, NBC, Fox News, the British Sky News, and the French TF1. Not a single item of news is issued to the public unless it has already been filtered by these agencies which have complete freedom to ‘tamper’ with the news and present it to the viewer as they please.

Awatif Abdurrahman has stated that 50% of most Arab newspapers news comes from Western news agencies, 22% come from Arab news agencies, and 26% come from unknown sources. These unknown sources mostly

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represent Western newspapers and radio stations, which means that 76% of foreign news sources come from Western companies.1

She has also stated that there are four forms of media dependence in the Arab world:

technological dependence on the West;

socio-cultural dependence on multinationals;

media dependence on Western news agencies;

academic dependence on Western media institutes.2

A similar view was echoed by Muhammad Semmak, who mentions four fields that contribute to the dependence of the Arab media on Western media. These are: academic, technical, commercials, and news.3

Another area of dependence is the production of programs and films which are controlled by 30 companies, most of which are American, with a combined revenue exceeding

1 Awatif Abdurrahman, Dirasaat fi As-Sahafa Al-‘Arabiyya, Dar Al-Farabi, Beirut, 1989, p.37. 2 Awatif Abdurrahman, Dirasaat fi As-Sahafa Al-Arabiyya, Dar Al-Farabi, Beirut, 1989, p.37 and Qadaya At-Taba’iyya Al-I’lamiyya wa Ath-Thaqafiyya fi Al-Alam Ath-Thalit, Alam Al-Ma’rifa, Issue 78, January 1984, pp. 61-96. 3 Muhammad Semmak, Taba’iyyat Al-I’lam al-Hurr, Majd, Beirut, 1st ed., 1991, pp.17-31.

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135 billion dollars. Generally, American programs have a monopoly on both production and distribution in the world.

According to annual reports by CBS, RCA, and NBC, Schiller stated that the production of entertainment programs of the said companies have been flooding the markets of more than 100 countries since the sixties. Schiller added –according to an article by a USA employer- that the American television programs are ‘poisoning’ the television programs around the world, just as Hollywood has been poisoning film production for 40 years.

In 1978, Susan Al-Qalini stated that 91 developing countries import between 30 and 75% of their programs from the United States.

Furthermore, the United States, Japan, and Europe control communication and electronic network. Abdush-Shafi Isa has said that the American share in this field is $117 million, the Japanese share is $121 million, the European share is 230 million, and the rest of the world’s share is 350 million.1

The web contains 50 thousand different sites in the world whose information bank is provided by large companies which are capable of producing programs.

1 Dr. Muhammad Abdushafi’ Isa, Al-Fikr al-Istratiji al-Arabi, Issue 43, November 1993, p.86.

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b. The Principle of Brainwashing:

In The Mind Managers, Schiller mentions five myths which form the basis of brainwashing:1

1. individualism and personal choice;

2. impartiality;

3. unchanging human nature;

4. absence of social conflict;

5. the multimedia.

On the basis of the views on the content of the media message, it may be inferred that the media companies strive to mould people in a manner suitable to their ideologies by:

a. Condemning the status-quo by stressing individualism and working accordingly, by stressing the absence of social conflict or by pretending that human nature is unchanging.

b. Urging people to spend, claiming that it is a sign of development and that some aspects of human nature such as love, happiness and friendship are only possible through spending.

1 Schiller, World of Knowledge Series, Issue 106, October 1986, pp.13-30.

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c. Alluding to diversity and change. For instance, in a comparative study by Philo C. Wosburn of a news broadcast in three private channels: AP, CNN, CBB, a public channel, NPP, a state channel, VOA, and a non-American channel, BBC, on 22 November 1992, the following results were deduced: There is a similarity between the content of the news of CNN and CBS. AP took another direction by focusing on the presidential elections. However, the three channels did not differ much in their national news. VOA and BBC were more international.1 All three channels distorted some facts in their news coverage.2

d. Raising awareness of an imminent enemy which could be Communism or Islam, or any power. This enemy was Nazism during World War II, Communism in the post-war era, but currently it is Islam.

Le Monde Diplomatique published in 1992 two booklets (The Media, Lies, Democracy and , Man’s Struggle Against the Scientific Danger) on the influence of media and its advanced instruments in misrepresenting culture and killing the human soul for commercial purposes. The booklets deal

1 Schiller, Democracy and Media Ownership, p.566. 2 In Media Culture and Society Vol.17, No.4, Oct.1995, p.652.

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with the issues of media globalization, the growing of commercials and distortion of news, and the relationship between the media, power and media regulations.

The magazine (Le Monde Diplomatique) published another booklet in 1995 entitled Communication and Control of Thought. In this booklet, two experts in the fields presented a study that focused on the change of the world to a global village, on the dangers of media technology facing democracy, and the predominance of one voice.

Fourth: The New Threat of Widespread Media

Dr. Basiouni Ibrahim Hamada1 lists some threats of the internet –and the media in general- around the world, which are as follows:

1. Absence of information supremacy:

Any government would no longer be able to hide any information from its citizens. In other words, national security could no longer be protected since the internet allows the divulgence of secrets by rival sources and countries. Furthermore, the real problem is that the world governments and their intelligence services are restricted from having full control of

1 Itijahat Alamiyya Haditha fi Buhuth Al-I’lam wa Technologiyat al-Ittisal, Kitab Al-Bayan, Al-Bayan Publishers, Dubai, 2003.

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information and so would hide it from their citizens, as was the case before. For example, if the government of a developing country decides to hide a certain event from its citizens, for security purposes or otherwise, details of such an event would surely reach its citizens. Therefore, any country would have no choice but to follow a policy of truthfulness and objectivity in covering the news.1

2. The internet threatens a state’s geographical supremacy:

A state is almost helpless to control any economic, political or social behaviour which may threaten its sovereignty via the internet. This is because a user could be beyond its geographical border, and jurisdiction under international law, which is still, even now, unable to deal with this issue.

3. The internet threatens cultural identity:

With the advent of the internet, preserving one’s cultural identity has become an onerous task. The internet user is now able to access and interact with other cultures, which may be very remote, thus transcending any common notion of time and place. This may appear to be interesting, but the real

1 Ilmu Ad-Din, p.113, 1996.

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danger, which is steadily creeping up, is that the less linguistic and cultural diversity that there is, via the internet, the more likely it is that a monoculture could emerge. For instance, the language of the internet now is English, with a US American lifestyle. Most languages of the world are still unable to adapt to the technology of communication. More importantly, 64% of internet users use English as their language of communication, whilst 36% use other languages (20.5% non-English European, 15.5% Asian), which means that the use of English on the internet is almost 65%, and growing (Source: Global Internet Statistics by Language). This language is not just a means of communication but a culture, civilization, and lifestyle.

The internet differs from other traditional means of communication as follows:

a. The operation of the internet is not restricted to a fixed central office, like television or the newspapers are.

b. With the internet, production may not necessarily be in the hands of few, as anybody could become a writer, journalist, or news agency.

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c. The internet has given full access to individuals, in order to maintain their cultures, wherever they may be, which means that local cultures are not threatened.

d. Most important of all is that the recipient of the message is more of a positive than negative individual. For instance, s/he looks for the information and websites by him/herself, without having been forced by anyone.

e. There is nothing to prevent any state, which claims dependence on American cultural imperialism via the internet, from competing with the United States, or other countries, by setting up its own websites.

4. The sovereignty of currency:

This is a state’s ability to manage its economic activities. As electronic currency transactions have superseded credit cards, this makes it difficult for the central banks to keep up with the amount and type of currencies used as legal tender. Internet transactions take place in a very secretive fashion. More important is that parties to an e-business transaction

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do not need to meet in person, so this adversely helps in money laundering.1

5. The internet can threaten a state’s self-autonomy:

The internet has real power over the geographical sovereignty of a state. For instance, a state cannot monitor, censor, nor check the flow of information because that process takes place via satellite transmission. Any attempt to control or obstruct the flow of information would be far too expensive.2

6. The internet can change the role of a state:

In the aftermath of the technological revolution in communication and its impact on the exercise of a state’s sovereignty, both nationally and internationally, a contemporary state is forced to review its role and management style. For example, the authority of law-making has moved to an international level, not to mention the apparatus of self-management. The state is no longer capable of providing security services for its citizens in confronting the power of the internet.3

1 Frezza, 1998 and Engel, p. 247, 2000 . 2 Chapman, 1998,p.4 and Engel, p.247, 2000. 3 Engel, p.247, 2000 and Lubbers, p.2, 2000.

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Media Freedom and the Culture of the Mother and Child

First: The concepts of media freedom and their implementation

here is an agreement amongst media and social circles that the media of every nation stems from its creed and

general intellectual framework, and that the freedom of the media is linked to the intellectual foundation of the prevalent media system. The latter is in turn linked to the public social system and its vision of the universe, life, man and moral values.

The founder of the Communist Regime, Vladimir Lenin, believed that the Bourgeoisie concept of the freedom of the press only serves the continual existence of the governing minority, which controls the media. For instance, the Communist regime placed the freedom of the media in the hands of the ruling party, which constituted a minority, whilst the populace was subjected to oppression and

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injustice, when it came to dealing with their affairs. It is therefore the party which determines the interests of people, and freedom is the party’s not the people’s hands.

The West has already predicted the danger when the media has complete freedom and so it has tried to devise ways of curtailing this false sense of freedom. For instance, an international conference was held in London on the freedom of information exchange between allied nations. Delegates from 35 Western and Eastern countries attended the conference, which focused mainly on finding a new language for the media so as to ‘cleanse’ it from commercialization and decline.

A few years ago, the Canadian government called for the establishment of an international front to tackle the American cultural invasion. The front consisted of 22 ministers of information from northern and southern states. The participants agreed that local cultures were declining at the expense of American culture, and discussed ways of limiting American entertainment on television programs by imposing heavy taxes on American films. (Canada had previously imposed heavy taxes on American magazines).

In France, a great deal of criticism has been levelled against American cultural imperialism. There is even a law in France that any French citizen who uses English words or phrases instead of French ones. In addition, the French

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authorities have limited the broadcasting of American films such that they do not exceed their French counterparts.

I have personally followed the events of a conference held in America for three days on violence in the media and its influence on the children, and how to protect them from it. Former US president, Bill Clinton, his vice-president, Al Gore, and a number of American ministers, members of the Congress and some public figures were amongst the participants. The discussions centred on important recommendations for the protection of children from the dangers of television and media.

At the UNESCO General Conference in 1980, after so much appeal from the developing countries, the conference agreed on the project of a new world order for the media, after three years of meetings. Many questions were tabled which included: Who really controls and manages the media? Where does it come from? Where is it going to? Will the technology of communication allow the developed industrialized countries to monopolize the media? Likewise, will the developing countries put any obstacles to block the exchange or flow of news for ideological or nationalistic purposes? The only agreement that the participants reached was that every country has the right to preserve its sovereignty within its borders in the field of the media. Therefore, one could ask the following question: Is this

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really possible today, after the fourth revolution in the media and the emergence of satellites and the internet?

Dr. Abdulhakim Hasan Al-Ayli has stated: “Britain called for free trade, and so it almost colonized the entire world. America called for the freedom of information flow, and so it almost colonized the entire world culturally. I think that calling for the right of communication is another form of imperialism. The right of communication in materialistic vision is linked to the two theories of natural rights and social contract, which are the corner stone of the right of freedom in the eyes of Western liberalism”.

Dr. Saaid Al-Arabi Al-Harthi has stated: “Those who think that live transmission is a blessing for the rapprochement between cultures, unification of civilizations, and exchange of thought are wrong, because it is those who have control over the transmission of programs who would dominate the international platform with their ideas, creed, and civilization. Thus, communication would only flow in one direction”.

In 1741, David Hume said: “There is nothing more surprising in the view of those who keep up with the developments of human life than the ease with which a handful of men can rule the majority, and the implicit submission of the individuals’ feelings and emotions to this handful of men.”

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Many writers in the media believe that the idea of freedom of the media has become as axiomatic as the principle of non-interference in one’s economy. They came to know that “the right of communication must stipulate equality to all parties in the communication act, and that it must consist of an information flow that is multicultural and multidirectional. It must also contain positive rights and negative rights in communication, in such a way that permits the maximum amount of exchange, participation, and beneficial opportunities”.

There is no doubt that the most prominent issues related to the freedom of the media and its impact on our lives is the culture of the mother and child, as they are the principal target of media. Unless the media discourse is codified for the mother and her child, many undesirable results may arise, especially with programs and films imported from the West.

Second: Children’s Culture

It goes without saying that most of the television programs, films, magazines, and books which address Arab children are word-for-word translations of Western material, and are presented in a Western style that would have a negative influence on children. Only a handful of educationalists, not to mention parents, are aware of the dangers of these programs.

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Here are some examples of some children’s programs which were moulded in such a way that they contradict the ‘Aqidah (creed) of Islam:1

a. Peter Pan is a little boy who challenges his destiny by refusing to grow up and die.

b. The story of Tarzan is based on Darwin’s theory of evolution, rejecting the concept of religion while promoting the animal instinct in man over the spiritual aspect, which it totally denies. Tarzan has little clothing, representing a break from the yokes of civility and search for freedom. Since Tarzan does not know about cultural traditions and values, it does not distinguish between the rich and poor, the noble and undignified.

c. Stories such as Superman, Batman, Spiderman, Cat Woman, etc deny the existence of Allah . These stories are a success in the West because Western man needed a superpower to achieve what an ordinary human power was unable to achieve. These stories mix fact with fiction, mocking real religious or important personalities. When Superman died in 1992, many young children were affected by the loss

1 Dr. Husam Mahmud Mehdi, An Analytical Introduction to the Dangers of Cultural Influences on the Child, Waqf Fund for Culture and Thought, Awqaf Trust, Kuwait, 1997.

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of their hero, however, in 1993 Superman was reborn and returned to the big screen.

d. Adolescence is a problem that the youth in the West face today. Adults refuse to take them seriously as they have not experienced life fully. So because of this psychological shock they receive when they move to the real adult world or face reality, they begin to resent and disrespect adults, who frighten them.

e. Turning animals into heroes has created some confusion for children. In some stories, a mouse is depicted as a strong animal, an elephant as a flying animal, and a turtle as a fast-moving animal. As a result, a child may grow up and be fascinated by these animals and even respect them.

f. This impact does not come just from the television programs themselves, but also from toys, e.g. Barbie, the toy that turned into a legend, depicting as woman of astounding beauty, with blonde hair and blue eyes. She even has a boy friend by the name of Ken, and she is now pregnant by him. Her image is printed on swimsuits, shorts, and other outfits. As Barbie’s popularity grew, a fashion magazine became available for girls, from five to eight years of

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age, so they could read about Barbie’s adventures in fashion shows, dancing, and singing.

Vicky and other magazines followed suit after the success of Barbie. Now there are Barbie cartoons and films. Barbie’s popularity has been growing since 1959, when she first appeared in New York, and now she is a bestseller. She is even seen as a social idol which girls try to imitate. However, an editorial in the London Times stated that a father told his daughter at a toy shop: “Do not buy Barbie, because it portrays woman in a negative image.”

To make matters worse, there is a toy –according to journalist Alex Sharky- that depicts the image of a gay known as Billy. Sharky stated: “The world is going to witness the first bride of a gay person who is proud of his sexual orientation.” The journalist explained how Barbie and her boyfriend, Ken, would have a new friend.

In a study by the American magazine, Newsweek, on those children’s skills which were likely to be affected –whether positively or negatively- by modern technology, the results show that relations between individuals would

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be affected most (by 52%), reading (13%), craftwork (26%), sports (8%) and arithmetic (2%).1

g. Sales of computer and electronic games, which have been increasing sharply in recent years, have become the children’s culture of this modern age. Producers put so much skill into targeting children and controlling their emotions through these games. The disadvantages of computer games are more overwhelming that those of television, which are as follows:

Children are fully absorbed by these games which squander their valuable time;

Too much playing causes health problems, such as backache, eye strain and headaches;

Children learn about violence from these games and then act out their new fantasies in real life;

Attractive prizes are given to the winners of quizzes and games, which unconsciously encourages children to

1 Newsweek, Issue 2/9/2003, p.52.

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become attracted to the world of gambling;

Some games are highly imaginative (3D virtual reality), enabling the user to experience the interaction as if it were real, in terms of its quality of sounds and images;

Recently, some challenging games have spread rapidly and attracted children and adolescents, who spend large sums of money in entering competition games and gambling, as was the case with the Japanese-manufactured Pokémon.

In a study by psychologist Greg Anderson of Missouri Columbia University, carried out on university students, the findings reveal that emotion-laden images may increase people’s hostility to society. Anderson found that playing violent games, such as Mortal Combat, has been closely linked to the development of hostile individuals, with low academic performances and introvert personalities.1

Hence, it may be seen that this general culture is not compatible with the mentality of Muslim children, as it has 1 Newsweek, Issue 2/9/2003, p.36.

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been moulded in such a fashion that contradicts educational principles. This culture squanders the child’s valuable time and money, and transfers the child from a world of reality to one of fantasy.

Third: Feminism

It goes without saying that women play a significant role in society as educators, mothers, sisters, doctors, teachers, etc. The media, however, has penetrated many of these roles by giving women superficial values which only help superficial, body image and consumer aspects, rather than their intellectual and educational needs.

The media has associated women with fashion, thus turning them into servants. For instance, women slavishly imitate and follow fashion, lest they should be accused of backwardness, lacking taste or aesthetic values.

Fashion show companies strip young girls of their identities by forcing them to give up some of their values and even creeds, if they wish keep their jobs which are provided by a handful of fashion designers.

Naomi Wolfe wrote a book entitled The Fable of Beauty which caused a great commotion because of its factual and horrifying content about the status of

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contemporary Western women. What really ignited so much controversy was the phrase, “despite the fact that woman obtained her freedom, she fell prisoner to a slavery that is more dangerous than household and traditional duties, it is the fable or the illusion of beauty.”

Fear of obesity caused another disease, anorexia, which claims the lives of more than 150 thousand American women every year (more than AIDS victims).

A survey that was conducted by Health Education in Britain revealed that more than half of girls aged 12 suffer from anxiety over their body shape. The cause of this phenomenon, according to the study, lies in the girls’ early exposure to seeing models on the catwalk and their dreams to have figures like them.

Most women’s magazines contain propaganda that tries to sway their opinions about how to keep fit, beautiful, and slim; allocating entire sections, with the appropriate treatment. Blind to the propagandists’ purpose of selling their products, women and young girls rush to get their tablets, beauty cream, or special expensive dietary food. Distracting women from their primary role in life, and arduously preoccupying them with trivialities is certainly exploiting them.

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Encouraging the concept of a ‘consumer society’ by companies, which launch a number of products for beauty, diet, dress, etc., targeting mainly women who are easily attracted to this type of advertising and so rush to buy their products.

Presenting incorrect social behaviour as right, and thereby encouraging women to adopt them as ideal values. For instance, relationships with the opposite sex are portrayed as being normal and innocent. Some programs encourage mixing between men and women, yet condemn polygamy as adultery. They also urge women to revolt against their husbands and families. Such values are now common in our society and have become self-evident.

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The Prime Suspect

believer knows for certain that he/she will stand trial before Allah and will be asked to explain what

he/she has –willingly- seen and heard. Allah says:

4 ¨βÎ) yì ôϑ ¡¡9$# u |Çt7 ø9$# uρ yŠ# xσ à ø9$#uρ ‘≅ä. y7Í× ¯≈ s9'ρ é& tβ%x. çµ÷Ψ tã Zωθä↔ ó¡ tΒ

…for every act of hearing, or of seeing or of (feeling in) the heart will be enquired into (on the Day of Reckoning). (Al-Isra: 36)

The prime suspect refers to the fitnah (temptation) which has crept into many Muslim homes and gatherings. This suspect is not accused of stealing money or property, rather, it is accused of stripping people of their identity, dignity and moral values!

This prime suspect, which is ‘television,’ is indicted with nineteen charges, each of which is enough to corrupt a sizeable portion of society:

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1. it trains the youth to become violent;

2. it fosters immoral behaviour among boys and girls;

3. it trains the youth to become skilled burglars, robbers and muggers;

4. it inspires and instigates women to rebel against and disobey their spouses, which has led to a rise in family disintegration and thus divorce rates;

5. it encourages vices such as lying, disloyalty, corruption, fraud, etc;

6. it denounces the Islamic values and portrays them as backward and reactionary;

7. it distracts students from doing their assignments and squanders their valuable time;

8. it causes eye strain;

9. it aims to destroy the national economy through three means (to be dealt with later);

10. it distorts the creed of Tawhid amongst children;

11. it removes the twinge of healthy jealousy amongst men towards their spouses;

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12. it weakens the creed of al-Walaa wa al-Baraa (loyalty and disloyalty) amongst Muslims;

13. it distorts the image of Islamic history through the ‘so-called religious films’;

14. it causes parents to neglect their children because they are too preoccupied with watching their favourite programs;

15. it causes people to squander their wealth on trivialities;

16. it encourages smoking;

17. it calls for nationalism and attempts to undermine the Muslim unity;

18. it causes procrastination in worshipping;

19. it weakens one’s good use of language and reinforces the use of the vernacular (everyday language).

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Our Children and Television

First: The impact of television on our children

t goes without saying that television broadcasting is a significant means of communication for both adults and

children who may use it to access news and information and consider it as an important source of entertainment and cultural medium. However, watching television has both advantages and disadvantages. In this section, we shall shed some light on the disadvantages with the aim of identifying the problems and finding solutions.

a. Television is one of the most important factors in children’s education:

This is probably what made some scholars to say that this new generation is brought up by three parents: father, mother and television.

According to psychologist researcher Mary Schompar Deloy, television is a “school just like the family, school and neighbours.” Parents are no longer the role models for

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children, but rather, it is the hero in films, the model on catwalk fashion shows, and the actor in an advert.

The French psychologist Henry Valon understood the impact of the television craze and so stated in his Enfance magazine: “In the past, parents and teachers used to monopolize education, but now they should admit that there are external influential factors.”

A young girl when asked about the extent of her relationship with television, said that it was her friend, and that it could even become a member of the family; she felt lonely without it.

Canadian researcher K. Taggart stated: “The traditional values that parents instil in their children are now declining and being superseded by television values, derived from Western films with violence, sexual relations, and crime. There is a long chain of negative effects which television produces everyday…The viewers watch, absorbing all these values, and then they begin to ask for them.”

Some research indicates that many children may even begin purposeful watching when they are between two and three years of age.

According to the Russian sociologist Rioraychov, there may exist a ‘spiritual bond’ between the viewer and television:

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“Thanks to television, there has emerged an unparalleled spiritual bond in the 20th century. Before this time, the spiritual bond was between man and man…but now a bond exists between man and machine, which is a very unique bond. This bond is beneficial on one hand, but laden with unprecedented risks on the other. The family has now admitted a new member to themselves, but it is no ordinary member. Rather, it is a leading member in the family, as it provides culture, information, and entertainment; it in fact rocks the edifice of the family.”

The easiest ‘prey’ of television in America are preschool children. This age group form the largest audience. According to the Nielson Report, 1993, children between the ages of 6-11 spend 20 hours a week in front of the television. In fact, other studies reveal that watching television could even reach as much as 54 hours a week. Even some estimates indicate that preschool children in America spend more than third of their waking time watching television!

The length of time children spend watching television was best expressed by Andrew Rozovski:

a. before reaching school age, children have already spent between 2000 and 4000 hours watching television;

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b. by the time they receive their GCSEs, they would have spent up to 10000 hours in front of a television, which is about the same as the total number of contact hours at school.

b. Television and Violence

Statistics have proved that an excessive amount of time spent watching television is directly linked to the development of aggression. Previously, it was one’s parents who were the role models, but now their examples have been replaced by hit-thrillers and violent films, where the persons imitated are cruel, impartial, and often purely negative characters. Nowadays, ever since this phenomenon, children, instead of playing leap-frog in the open air, pretend to be “terminators” and run around pretending to kill each other. The fact that a child can identify with a “negative” destructive character has a direct impact on the development of his or her personality. Violence becomes a normal way of interaction, alongside anger. Either through detective stories, or karate and boxing films, television presents practical examples of violence and terror. According to a survey carried out in Spain, 39% of juvenile delinquents acquired their violent skills by watching programs or films on violence.1

1 Quoted from the series ‘the Satellite Invasion’ (al-Ghazw al-Fadai) by Saad Labrik.

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You may notice an abrupt change in your children’s actions, as well as their behaviour with their siblings and peers, soon after watching a Western or karate film!

Researcher Aprico Athavile conducted a number of research projects on the impact of television violence on adolescents, and its serious danger to the psyche of the youthful. UNESCO summarized his research with the following phrase: “It is gangster films that lie behind their serious psychological complexes, not due to their attempt to represent crime, but because of their lack of moral values, and this leads to the perpetration of so many crimes.”

This Italian scholar points out a type of neurosis known as ‘mythomania,’ develops when a child finds himself caught between two conflicting systems. The first is derived from the values of the fictional heroes in a Western or gangster film. The second is derived from his milieu; that is to say, the family, school, etc. Due to watching television in excess, the first system usually outdoes the second, and the child would therefore adopt the lifestyle of the anti-social, fictional world.

Steven Pana, psychologist and professor at Columbia University, states that Juvenile delinquency is mainly caused by emotional and psychological troubles, adding that if a prison is a university of crime, then a television is a preparatory school for juvenile delinquency. He believes

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that it is imperative to investigate the impact of films on children, and encourage research in this field.

In Spain, 39% of juvenile delinquents received their training on how to carry out their crimes by watching television. These delinquents were undoubtedly inspired by the crimes of theft, rape, and kidnapping that they had seen on television.

Some researchers argue that television facilitates visualizing a world that is removed from reality. It transports the viewer from reality to fiction, where s/he finds the opportunity to delve deeply into fantasy.

Parents should take note, again, that the behaviour of their children does regress shortly after watching television. Some parents would not be able to perceive this behavioural change, as it is just momentary. However, most parents do confirm that there is some dramatic change in behaviour at those times (after children have stopped watching television): “We notice that after a two-hour watching, they become restless, violent and ready to explode. This is tangibly felt in the way they eat, drink and interact with others.”

“TV does not redress their behaviour, for soon after watching TV, they become rebellious and reckless.”

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“After watching TV, they become angry and absent-minded.”

The fact that television distorts reality for a disturbed child more than a normal child may be linked to the rise of serious crime in recent times. It is seen that the youngsters involved in crimes committed today suffer from psychological or social problems, such as: negligence, poverty, academic failure, family problems, and, of course, watching too much television. Poverty did not appear in American society until the seventies, and then a terrifying strain of juvenile delinquency rapidly developed.

A New York Times reporter wrote on this phenomenon, saying: “It is as if our society has produced a new genetic strain, a child, a killer who has no regrets and who is hardly conscious of his actions.”

Watching too much television removes children from reality, and even when they are not watching television, they try to re-enact scenes from films, especially heroic actions. Here are some examples:

• A boy jumped from a balcony, trying to imitate the bionic man, Steve Austin.

• In an American neighbourhood, incidents involving children who suffered injuries to their skulls attracted

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my concern. I followed up similar cases in a near-by hospital and found out that the children were trying to imitate a strong boy who used to tackle his mates to the ground and then bang the back of their heads against the pavement.

• Norman Cousins mentioned, in a magazine on behaviour, that a child from the outskirts of Boston told his father about some poisonous chocolates that he and his friends had given to their teacher as a present on his birthday. The father was shocked and very angry with his son, but the latter explained that that was easy “we saw it on TV last week; a man killed his wife by giving her poisonous black honey, and nobody found out.”

• A young boy was found strangled with the belt of his pants in his home in Beirut. His mother said that he had watched a horror film the night before and tried to imitate one of the scenes in the film.

• In 1976, a German newspaper published an article about two young girls, aged less than 12 years, who met and killed a strange boy. When they were asked about the reason for doing that, they replied that they just wanted to know what killing was like and that they had seen this action in a violent film.

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• A study conducted on four American television channels, revealed that out of 100 hours of transmission, from Monday to Friday, they contain: 12 murders, 16 gun fights, 21 people being shot, 21 violent incidents involving shooting and assaults, 37 fights involving knives, attempted strangling, stabbing, etc., 4 attempted suicides, with three of them being accomplished, 4 jumping from heights, 2 car accidents in which both cars fell down a mountain slope, and two attempts to knock people over with a car deliberately.

• A patient who escaped from a mental hospital went out of control on a passenger aeroplane.

• An innocent man was beheaded in front of a large crowd.

• An accident involving a man who died under the hooves of a horse.

The list goes on…

A Study in Canada in 1977:

This was an exclusive study by a Canadian researcher who found a city with no television transmission. So he introduced them to television transmission, and compared it to two other cities, one with one television channel and the

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other with several television channels. Then he conducted a study on violence among primary school children in the three cities at the beginning of the school year (and before the beginning of the school year in the city with no television channel). The findings revealed that there was no difference in the children’s behaviour. However, two years later, it appeared that there was a noticeable level of violence in children’s behaviour in the city where a television channel had been introduced for the first time.

Study by Marie Winn:

Marie Winn stated: “American studies indicate that the increase in violent crimes committed by young people between 1952 and 1972 was by about 1600%. Therefore, if 1952 was the year that television invaded American homes, and if in 1972 crimes of violence were committed by men in their twenties, this means that the number of detainees during this period were the product of the period in which these children grew up watching television from its inception.”

The findings by Marie Winn have raised the following important question: Is deviance in a young person the result of early acquisition of negative habits? Put differently, is there a link between watching violence on television during childhood and the rise of crime among adolescents?

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Study by Gordon Mirams:

Violent films terrify children so much that some children may try to get away from the cinema, or faint, and others suffer from psychological problems, such as urinating during sleep or experiencing nightmares; these films can even affect adults. Surprisingly, some children try to conceal their fears, refusing to acknowledge their emotions. In this respect, the entertainment business benefits financially from the emotional obsessions that may develop in people.

Television Addiction

In 1948 Jack Gould, the first television critic for New York Times, described the impact of this new media instrument on the American family, saying: “The time children spend in front of TV is considered to be a beneficial drug by parents. When children are sitting around a room, watching TV, a deadly silence pervades the room…”

Television addicts admit that they do not have time to get involved in other activities, such as reading, gardening, sewing, exercising, exchanging ideas, etc. It is because the television has taken over. Those who watch too much television do not lead normal lives, as they are controlled by it and are unable to disentangle themselves from its grip, so they do not venture into interesting activities. They talk sadly and regretfully about their addiction, as they begin to realize

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whether or not watching television has really benefited them at all.

“The TV for me is like alcohol for an alcoholic person. I sit hours glued to the TV even if I don’t like the program, the most important thing is to sit and watch. I could watch Jonny Carson show until 11 p.m. but then I would realize that I had been watching something I didn’t even like, and that I had spent so much time in front of the TV. Really, I don’t like what I am doing, I am just a TV addict but I cannot help it.”

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Television and the Spread of Immorality

elevision fosters immorality, by encouraging adultery in its presentation of love stories, which show how to flirt,

and establish unlawful love relationships with neighbouring girls, classmates or even daughters of friends. This has led to an increase in love affairs and even rape.

The American scholar Bloomer did some research on the dangers of television and its effect on the behaviour of youngsters, and concluded that: “The contents of the majority of films presented on television arouse sexual desires in the viewers. In fact, female adolescents learn about sex from those films. Research confirms that young people learn the art of flirting, kissing, sexual excitement, smoking, and other lewd acts from television.”1

1 Quoted from the series ‘the Satellite Invasion’ (al-Ghazw al-Fadai) by Saad Labrik.

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Traditionally, our society was dignified as it condemned indecent dress and urged women to cover their heads and be modest. In fact, a woman who did not cover her hair and body would have been shunned by her own community. Was this not this part of our noble tradition, as Muslims?

What was it that persuaded women to leave home, with their hair and legs uncovered?

The answer is: television.

What allowed women to become enslaved by the latest products in fashion and furniture?

The answer is: television.

In the past, a young woman would not have dared to even talk to a boy in the neighbourhood, and if she did, she would have been rebuked by her parents and the community at large. But, today, she could stroll hand in hand with her ‘boyfriend’ in public. So, what pushed her to do this? Of course, it is television.

In the past, Muslim woman would purposely run for an errand, covered from head to toe, with her head down, and would come back directly home after finishing her errands. Today, she would be seen walking in such a manner, talking to and smiling at strangers. What pushed her to do so? It is television.

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Have you ever heard of az-Zawaj al-Urfi (customary marriage) which takes place in universities? Did you ever hear of girls eloping with their lovers, before it was ever shown on television?

Did you ever know of dresses like miniskirts before you saw them on television?

Can you not see what our Muslim girls are wearing today? They wear ‘buddies,’ which, because of their tight fabric, expose the exact shape of their bodies, which is problematic. It is an unpleasant sight and does not conform to a person’s natural predisposition. Only a bad girl, with a permissive, easy-going father and an ignorant mother, would dress in such a manner.

The Prophet already informed us about these types of women when he described them as follows: “…and the women who would be dressed yet appear to be naked, who would be inclined (to evil) and would encourage their husbands to incline towards it. Their heads would be like the humps of the bukht (a huge) camel, inclined to one side. They would not enter Paradise, nor would they smell its odour, even though its odour ...”1

1 Sahih Muslim (2128).

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Examples of the Effect of Television on Youngsters

• A young girl was seen with a young boy and questioned by the police. During the interrogation, she admitted that she had originally been a good girl, but after watching a love story on television, she wanted to imitate the characters in it and was unable to control herself.

• Another young girl was stopped and questioned by the police. During the interrogation, she told the police to watch some films in the possession of her brother.

• A father was watching a pornographic film only to turn around and see that his daughter was in his company. Then he had sexual intercourse with her,

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and she lost her virginity. She had no choice but to take legal action against him.1

• An article entitled The Effect of Television on Behaviour was published in al-Majalla al-Arabiyya saying that: “Films draw a circular roadmap for people to satisfy their sexual desires.”

1 See Hasad al-Aflam Film, Abdullah Daouish.

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Television and Crime

elevision teaches thieves how to become experts at mugging, robbery, and burglary. In the past, it was

easy for criminologists to lay their hands on a culprit. However, today, advanced technology is used in all the forms of stealing, and shown in detective stories and other films, so using both cunning and technology, perpetrators manage to trick the police and criminologists. So much robbery, burglary, car theft, drug-trafficking, deception, murder, and rape are done in a most sophisticated fashion, often crippling the effectiveness of crime investigators and experts. These robbers, thieves, burglars, muggers, and rapists had learnt their techniques from television, not from a specific university, school, nor institute.

According to some research entitled The Cons of Arab Television, the findings of a survey reveal that 41% of respondents believe that television encourages crime, and 47% of them believe that television leads to fraud and deception.

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Someone told me about the case of a woman who locked her children up in their room and instructed them to study. But, soon, they were able to unlock the door and walk out. When asked how they did it, and where they had learnt it, they replied: “We learnt it from TV. First, we placed a sheet paper under the door, parallel to the keyhole. Second, we inserted a strong wooden stick in the keyhole to push the key out. Third, the key fell on the sheet of paper which we pulled back inside to get the key.”

Another study conducted on male and female Lebanese youth, aged between 11 and 38 years, indicated that television was the main cause of:

1. Violence and crime;

2. Sex and debauchery;

3. Fraud and deception;

4. Negligence in reading, and invoking Allah ;

5. Idleness and eye strain.1

1 Sumum ‘ala Al-Hawa (Poison in the Air), 16.

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Press Reports

Kuwait (Al-Anbaa al-Kuwaitiyya Newspaper); an interview with a criminal:

Q: How did you begin committing your crimes?

A: My crime ‘career’ started after watching some films.

U.K.

In 1984, the House of Commons issued a statement saying that the crime rate had rocketed following the prevalence of video films.

Kuwait

A study carried out in Kuwait revealed that 72% of parents agreed that television taught the viewers that violence and terror were the most appropriate means of dealing with others.

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Syria

A survey revealed that 81% of young offenders were moviegoers. Their parents confirmed that their children had learnt their crime from the films that they had seen.

Tunisia

Al-Amn wa Al-Hayat magazine stated that a boy had committed suicide in imitation of the act as seen on television.

U.S.

A nine-year-old boy failed in his school exams and asked his father to send some poisoned candy to the school in retaliation. When asked by the father how and from where he had learnt that, he replied: “From a movie I saw at the cinema.”

France

A five-year-old boy shot his neighbour, seriously wounding him, and later explained himself by saying: “I learnt how to use a weapon from films.”

Egypt

A group of young students went on a rampage of vandalising schools, writing on the boards of every classroom the phrase:

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“Al-Barad’i: See you at the next school.” When arrested and questioned about their acts, they replied: “We were just imitating what we had seen in films.”

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Television and Family Break-up

elevision has been behind the break-up of many families. The content of certain films and programs

often include criticism of religious and traditional values, an

appreciation of high standards of living and ‘‘modern’’

lifestyles, female emancipation, adultery, and criticism of

masculinity. This ‘teaches’ women how to revolt against their spouses and disrespect them. Previously, a wife would respect her husband, keep him company at home, and yearn to see him return when he was away. She would calm his temper and stretch her hand out to help him stand up. Home, then, was warm because it was full of love and affection.

Before the introduction of television, a wife would gladly do her daily chores; from cleaning to cooking, teaching her children, and worshipping Allah . But now, with this intruder inside the home, a wife may be seen yelling at her husband, or, if she is not doing so, then she may ask her husband to spend money extravagantly on household furniture and fashion dresses, as advertised on television. If

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her husband fails to meet her needs, she yells at him using all kinds of abusive language, as learnt on television. These minor incidents may often turn into arguments and marital squabbles, which, in turn, translate into separation and divorce. The couple soon find themselves biting their fingers with regret. What is responsible for this state of affairs? It is the affect of television.

A woman may be leading a good life with her husband, but suddenly she may become fascinated by a love story depicting a wife who elopes with her next-door neighbour or her husband’s closest friend, and later she may feel an urge to experience this for herself as an ‘adventure’. Consequently, her marriage would become rocky and end up in divorce. In such cases, children are the only victims. Who is responsible for this? It is television.

By the same token, a man may be leading a good life with his wife, but due to his watching television excessively, he may become attracted to other women, seeing them as better than her, while she may begin to see other men as better than him. So, the end result would be divorce. Who is responsible? It is television.

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Television and the Loss of Moral Values

elevision strives to undermine a society’s traditional and moral values. For instance, it often shows images

of naive men, going to the mosque with worn-out cloaks, with the aim of putting people off praying or going to the mosque. By the same token, they may present an actress wearing Hijab as adulterer, in order discourage women from wearing the Hijab.

Part of the television’s propaganda is to put women off wearing the Hijab, and it often beautifies the images of women without Hijab. It broadcasts live conferences and symposiums on the freedom of women and her rebellion against the yokes of backwardness, which it has associated with ancient traditions and Islam.

Therefore, I advise every Muslim sister to do the following:

Sister, O the slave of Allah , remain in your home.

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Do not remove your veil, or else you would regret it.

Preserve your beauty, if you aspire to dignity,

So that no wrongdoer would ever get a chance to touch you.

Do not distract yourself from following your Lord’s Guidance, even for an hour.

Grasp it throughout your life, so that you could seize what Allah promised in His Laws.

Hold on to Allah’s Rope, until you feel safe.

And dismiss those who say that progress lies in removing your Hijab

If you like,you may regard the dress of those without Hijab as cheap.

As the Hijab is the dress of every dignified person.

Every morning and evening, I say: Sister, O the servant of Allah , remain at home.

Further, chant this to them loudly and in verse:

I am the Muslim girl,

Chaste and dignified,

Shy and respected;

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By religion, virtue, and chastity;

By my noble disposition, I earn every noble quality.

I go forward, with the guidance of Islam,

And to the supreme teachings of the Qur’an I am committed.

Sometimes, they could present a bearded actor with a serpent across his face in an attempt to depict him as the embodiment of theft, lying, hypocrisy, rape, etc., with the aim of trying to deter people from growing beards1 and becoming good, strict Muslims:

tβρ ߉ƒÌ ム(#θ ä↔ ÏôÜ ã‹ Ï9 u‘θ çΡ «! $# öΝ ÎγÏδ≡ uθ øùr' Î/ ª!$#uρ –Λ É⎢ãΒ ⎯ Íν Í‘θ çΡ öθ s9uρ

oν Ì Ÿ2 tβρ ã Ï≈ s3ø9$#

Their intention is to extinguish Allah’s light (by blowing) with their mouths: but Allah will complete (the Revelation of) His light, Even though the unbelievers may detest (it). (As-Saf: 8)

In parallel, they present programs where you see people, men and women -who represent ‘progress and civility’- dining

1 See: Supporting Evidence on the Unlawfulness of Shaving off One’s Beard, by Muhammad ibn Ismail.

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and socialising over glasses of wine. A man –who is now a strict Muslim- told me that films on television show couples in cabarets, drinking alcohol and swapping their wives on the dance floor. These films have only one message for the viewers: that this is ‘cool’; that mingling of men and women and drinking alcohol are acceptable:

χÎ) t⎦⎪ Ï% ©!$# tβθ ™7Ït ä† βr& yì‹ Ï± n@ èπ t± Ås≈ x ø9$# ’Îû š⎥⎪Ï% ©!$# (#θ ãΖ tΒ#u™

öΝ çλm; ë>#x‹ tã ×Λ⎧Ï9r& ’ Îû $ u‹ ÷Ρ ‘‰9$# Íο t Åz Fψ$#uρ 4 ª! $#uρ ÞΟ n=÷è tƒ óΟçFΡ r&uρ Ÿω

tβθ ßϑ n= ÷è s?

Those who love (to see) scandal broadcast among the believers, would have a grievous penalty in this life and in the Hereafter: Allah knows, while you know not. (An-Nur: 19)

These images are repetitively broadcast so that they would become familiar to a Muslim viewer. But unless there is some kind of censorship on his/her part, he/she is likely to fall into the trap, and then lose some or many of his/her values.

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Television and the Annihilation of Traditional Values

hile television strives to portray Muslim societies as backward and underdeveloped, while it depicts

Christian, Jewish, and other societies as being developed and open, which is a serious accusation of both their religion and society. In his At-Tilifizion bayna Al-Manafi’ wal Madar (The Pros and Cons of Television), Dr. Awadh Mansur says: “There are serious consequences of watching Jewish television. For example, it shows Jews treating Palestinian Arabs well, that the Jewish army is not oppressive, treating the Palestinians fairly. It also shows the Jews as democratic and that some political parties advocate the right of Palestinians to live and lead a good lives. Some Arabs believe in this propaganda and eagerly await this dream to be realised, following the outcome of the Israeli elections.

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Unfortunately, all they got was a ‘feeble peace;’ something tantamount to submissiveness.”1

1 Dr. Said Abduladim, Khuturat at-Tilifizion (The Danger of Television), p. 20.

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The impact of television on academic performance

great deal of evidence was presented concerning the impact of television on academic performance. A

number of studies conducted by the National Institute for Mental Health (NIMH) on watching television and its effect on academic performance show –with the exception of one- that watching television is the cause behind low academic performance. This also raises the question of whether this low academic performance is solely due to watching television or other factors.

Another study indicates that children allowed to view too much television obtained lower grades in reading, mathematics, and language, at the end of the first semester, than those who watched less television.

Further evidence from a large-scale survey conducted in California, on more than 300 public school students from

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grade 6 to grade 12, indicate that there is a strong link between watching television and low academic performance.

Watching television limits a child’s desire to read, and also the parents’ control and education of their children. This is because parents rely too much on television as an educator in itself, so as their children grow up, they gradually lose the ability to deal effectively with their children.

Out of control

A mother of three told her story: “Watching TV reminds me of an alcoholic person who starts a habit regularly, then constantly. The first channel I thought would be suitable for my children was an educational one, but then the TV programs began to creep into our room. There was Batman, Superman, and then Star Trek. I don’t really know what is next. What is going on in the world around us?”

A noted psychiatrist and writer has argued that parents are fooling themselves when they say that they cannot control television and claim that it is ‘a nuisance’ or ‘not worth it’. She claims that they do not really want to control their children’s watching television, for several reasons.

There are certain hurdles that stand in the way of parents’ control of their children’s watching television; there is, for

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instance, their lack of trust in the role of television in their households, due to its contradictory nature, as a means to entertain and educate at the same time.

It goes without saying that the contradictory nature of authority within a family, in general, makes it difficult for parents to deal with the problem of television. In addition, given that governments, schools, professional and medical associations, and external organizations have begun to interfere in family life, parents have become more dependent on these and lost their confidence in dealing with their children according to their own principles. Therefore, parents find themselves less prepared to deal with their children when it comes to watching television. They await the intervention of the government, school, hospital, or ‘childhood experts’.

Unfortunately, the response from these associations or organizations is little. The government’s annual evaluation of the impact of television on children focuses only on the content, while nothing has been done regarding how parents should use the television, and the impact of television on a child’s development and family life. More to the point, there are no support programs for parents in their struggle to gain control over television viewing.

Watching television reduces good habits like reading and exercising. For example, a study by a number of researchers

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reveals that those children who watch less television and read a lot, play a lot compared with those who watch too much television. Clearly, reading does not reduce playing significantly, but watching too much television does.

The television viewing occupies at least between 3 to 5 hours a day of students’ precious time, thus affecting their academic performance. A student spends so much time ‘glued to the TV set’ that he/she knows more about the names of actors, actresses, players, and other TV personalities than about his/her school subjects or general knowledge about the world. You may conduct a survey yourself by asking some television addicts the following questions and see what answers you will get. First of all ask them:

1. What do you know about the Prophet’s companion Umayr al-Humam ?

2. What do you know about the Battle of Hittin?

3. How many battles did the Prophet fight in?

Then ask them:

1. What do you know about such and such an actor?

2. What do you know about this year’s World Cup?

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3. How many goals did the player so and so score in the Football Premiership?

You will soon see how illiterate and ignorant our youngsters really are.

Dr. Hamoud Badr says: “Research confirms that by the time some students in the Arab world obtain their GCSEs, they would have spent 15 000 hours in front of a television but only about 10 800 hours in the classroom, if they had never missed a single class!

Remember that spending so much time watching television leads to laziness, less memorisation, short-sightedness, psychological problems, anxiety, aggression, etc. This is why academic performance, which requires psychological stability, becomes weakened.

• Some adolescents could even fall in love with a beautiful TV personality, and consequently watch their grades plummet.

• Some TV addicts have said that thinking about a film begins from the very moment the film starts. But when the film ends, they still continue to think about it, until another film starts.

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• the results of a study by some researchers reveal that watching too much television affects one’s academic performance, in 85% of cases.

• the results of a survey by Dr. Abdurrahman Ash-Shair reveal that watching television leads to neglect of one’s studies, and impedes progress and performance, in 42% of cases.

• A study conducted in Kuwait indicates that 74% of parents find that TV and video distract their children from studying.1

1 See Hasad al-Aflam Film, Abdullah Daouish.

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Television and Healh Hazards

pending too much time in front of a television is detrimental to one’s eyesight. The radiation emitted by

the screen directly affects the lenses of one’s eyes, thus causing eye strain and later impaired vision.

In addition, television leads to laziness, especially for women who spend too much time watching it. A study entitled Four Reasons for Condemning TV by Jerry Mender mentioned under: Television, the Sweet Poison, lists of the effects of watching too much television. This study includes a survey carried out on 2000 viewers. According to the results, the following are the phrases reiterated by the respondents:

• It (TV) drains my energy.

• It brainwashes me.

• It messes me up.

• It damages my mental powers.

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• It makes people stupid.

• It invades my brain.

• TV is an addiction.

• I am an addict.

• How can I keep my children off the TV and restore their lives to normal?

• I feel like a fool when I am glued to the TV set.

• I feel my children are stripped of their wills when watching it.1

1 Quoted from Khuturat at-Tilifizion (The Danger of Television), p. 20.

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Television and Its Further Effects on Health

1. A school entry medical check-up of children who spend too much time watching television reveals that they suffer from backaches, eye strain and speech disorders. Some schools in Germany even warn parents to take necessary measures not to let their children sit too long in front of the television.

Furthermore, some researchers claim that attention deficit disorders in children are a result of watching television. They say that watching television leads to a developmental disorder in part of the brain that is responsible for language skills. Children, who watch television and read less, show difficulties in paying attention or concentrating!

2. In his last moments at Chicago Hospital, the noted radiologist Enel Krom said that television is a bitter enemy and a ‘cancerous octopus’ that reaches children’s bodies. Just before he died, he added that the manufacturers lie to people claiming that the level of radiation emitted by a TV monitor

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is very low and does not cause any damage to one’s eyes. However, research confirms that any amount of radiation does cause some damage, depending on its degree. This expert was himself the victim of cancer caused by TV radiation. He underwent 96 surgical operations but died of the side effects of the radiation.

3. Egypt: Egyptian research reveals that the exposure of a pregnant woman to TV radiation may cause deformity to the foetus, and may even kill it before or after birth. This research also affirms that colour TV is more dangerous than black and white.

• Dr. Muhammad Mansour, head of Immunity and Bacteriology Research Unit at the National Institute of Radiation Technology warns pregnant women and children not to sit for too long in front of a colour TV.

• He confirmed that television viewing affects the eyesight of children.

• He further confirmed that it affects the lenses of the glasses worn by short-sighted people.

• It has been confirmed that televisions emit high levels of electromagnetic radiation which may cause skin cancer.

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Television is Detrimental to the Economy

How can this be?

1. Television is responsible for stopping human activity for 1000 to 2000 hours each year. Hence, it has reduced productivity at home, and this weakens people’s self determination.

2. Employers do not sleep on time because they spend the evening in front of the television, watching their favourite programs. In the morning, they feel too tired to wake up for work. So that affects their productivity.

3. Farmers, too, stay up watching their favourite programs and find it difficult to wake up in the morning. Before the intrusion of television, they would wake up at dawn, perform their prayers, then go to the fields and start work. That is the reason why their work and produce were so blessed:

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And if the people of the townships had believed and kept from evil, surely We should have opened for them blessings from the sky and from the earth. But (unto every messenger) they gave the lie, and so We seized them on account of what they used to earn. (Al-Aaraf: 96)

Now with a television in their bedrooms, they hardly wake up, and if they ever do, they get tired in the middle of the morning and go back to sleep, thus missing the benefits of the blessed du‘aa of the Prophet : “Bourika li Ummati fi Bukuratiha.” (O Allah, bless my Ummah in their early morning endeavours.)1

1 Authentic hadith, reported by Ahmad, Ahl Sunan. Classified by al-Albani as authentic in Sahih al-Jami’ (1300).

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Television Affects the Creed of Tawhid amongst Children

artoons, which children love so much, ridicule the ‘Aqidah of Muslims and favour the creeds of

disbelievers and polytheists.

A cartoon entitled Godzilla relates the story of a family who set out on a voyage but was attacked by mythical monsters, and then rescued by Godzilla who soon showed up on the scene, after a message was sent to him. This story promotes the notion of intercession being the essential way of gaining salvation.

These beliefs are polytheistic, and children, vulnerable as they are, cannot distinguish what is right from what is wrong. So how could we allow our children to be exposed to this mental conditioning?

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Al-Muslimun1 newspaper published an article listing the dangers of cartoons, and their effect on our children:

1. Ibrahim al-Fahd (Ibrahim the Panther). One father did not believe what had been said about this show until he surprisingly saw his son prostrating to a toy, so it could grant him his request! When asked by his father where he had learnt this act, the child replied: “I saw it in a cartoon.”

2. Also, children would take some disbelieving personalities as their role models and heroes, and imitate their language and actions. A child called Nasir would imitate Junker because he is, according to him, strong and aggressive.

3. Sometimes cartoons make children hate Allah’s Creation. For instance, a child named Wafaa hates the sun.

4. Children may even learn from cartoons how to steal. A girl called Munira stole something from her next-door neighbour, and when she was told that the act was wrong, she said, “No, it is not. And nobody should punish me. The monkey and its friend stole and nobody told them off, and I want to be as brave as they are.”

1 Issue 257, dated 8/6/1410 A.H., p.12.

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5. Children may sustain physical damage as a result of trying to imitate some dangerous actions. A boy named Khalid -as his father related to us- pounced from a bookshelf onto his brother, causing him minor injuries and serious spinal injuries to himself. He was sent to King Khalid University Hospital for treatment, but could remain paralysed for the rest of his life. His mother added that Khalid used to watch subtitled cartoons, and his behaviour gradually changed. She admitted, “I didn’t know the content of these cartoons. It is entirely my fault.”

6. These cartoons may even instil terror and cowardice in children especially if they present scenes of horror. A young boy ‘Abdullah, for instance, was afraid to play in back garden because he had seen a cartoon about warplanes which cast fear in his heart.

7. Muhammad al-Kuwwari, a father of five children, said that he knew about the effects of cartoons on the ‘Aqidah of his children. His wife and he were doing their best to keep their children away from the TV set. However, he thought that this method may not work and that it was probably best to remove the TV

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set out from their home, and offer alternatives to their children, such as Islamic cartoons.1

8. A student called Nawf bint Nasir Tamimi2 said: “This issue is of concern to me, and I have collected a great deal of material on the obvious disadvantages of cartoons among which are:

a. In The Adventures of Sinbad, fire and birds are depicted as gods, which people worship or present sacrifices to.

b. In the White Lion, images of people are shown experiencing a disaster and making supplications to a statue to alleviate the crisis. Would you allow your children to view these destructive images? What shall we say to Allah when He asks us about our dependants? Would you as a Muslim surrender the hearts and minds of your children to the enemies to mould as they please?

The Prophet said: “All of you are guardians and are responsible for your wards. The ruler is a guardian and a man is a guardian of his family; a lady is a guardian and is responsible for her husband's house and his offspring; and so all of

1 See Maktabat At-Tifl al-Muslim (131). 2 Al-Muslimun Newspaper, Issue 257, dated 8/6/1410 A.H., p.12.

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you are guardians and are responsible for your wards.”1

c. Cartoons show love stories that teach children how to flirt and mix with girls.

d. A woman of four children said: “I believe that cartoons are material designed by disbelievers to fight Islamic teachings. They are part of the intellectual invasion which Muslims –unfortunately- have ignorantly accommodated. They are purely western, and are not only dangerous for our religion, but also for our social and moral values.”

9. Saad al-Hamid, a professor of Islamic Studies at King Saud University in Riyadh said: “These cartoons contain immoral concepts which could not benefit the Muslim community in any way.”

1 Sahih al-Bukhari: Volume 7, Book 62, Number 128.

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The Effect of Cartoons on the Development of a

Muslim Child’s Personality

1. If a child listens to and watches stories and science fiction films excessively, his/her personality would become weak. For instance, s/he would be unable to think logically, take decisions by him/herself, confront problems and find solutions to them. Science fiction films include Superman and animals that speak, such as The Bat which lives in space and would invade the earth in 2999 as in film Zero Zero One.

2. Some cartoon films may at times combine between fiction and the destruction of ‘Aqidah, as in Al-Fanus As-Sihri (The Magical Lamp), Al-Fursan al-Khamsa (The Five Knights). These cartoons present an image of a man wearing a ring which enables him to control the universe. Children are easily affected by these

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images because they believe that magic can solve problems. Other cartoons such as Tom and Jerry present trivial stories such as fighting between a cat and mouse.

3. It is imperative that our children should be taught by instructors that are committed to Islamic teachings instead of women without Hijab and indecently dressed. Children imitate what they see, so it is better for them to see decent examples.

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The Effect of Watching Television on the Future of Our Children

ere, you can compare two young boys. One who has grown up watching cartoons, in which he saw:

• a rabbit that talks,

• a lion that studies,

• a monkey that sings,

• a dog that speaks to someone, and

• a cuckoo taking part in a discussion;

The other boy, who grew up under the eyes of strict, conservative Muslim parents who would tell the boy stories about:

• the Prophet’s conquests,

• Khalid ibn al-Walid’s bravery;

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• ‘Ammar ibn Yasser’s perseverance,

• ‘Abdurrahman ibn Awf’s magnanimity,

• ‘Umar ibn al-Khattab’s piety,

• ‘Abdullah ibn Mas‘ud’s knowledge,

• ‘Abdullah ibn ‘Amru ibn Al-‘As’s worship.

Clearly, the first boy (taught by the television) was affected by what he had heard, and the second (taught by faith) by what he had been taught. When faced by a situation, the first boy would imitate a dog in its loyalty, a fox in its cunning, and a rabbit in its submissiveness and weakness. By the same token, the second boy would imitate Sa‘d ibn Abi Waqqas in his intelligence and wit, Khalid ibn Al-Walid in his bravery, and ‘Ammar ibn Yasser in his perseverance and stoicism.

We may conclude that there is a stark contrast between the two children, with respect to their logic. Furthermore, if one should ask the first about his plans for the future and his career, he would reply: “I want to be like the player so and so, like the actor so and so, like the musician so and so, etc.” Ask the second the same questions and he would say: “I want to be like the companion so and so for his great bravery, like the companion so and so for his piety, like the scholar so and so for his vast knowledge.” The Prophet

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said: “When a person dies all his good deeds cease, except for three: a continuous act of charity, beneficial knowledge, and a righteous son who prays for him.”1

A study entitled The Psychological and Educational Effects of Films and Television on Children, conducted in Kuwait, revealed that 90% of children try to imitate those children that they like on television.2

1 Sahih Muslim. 2 Quoted from Hasad al-Aflam Film, ‘Abdullah Daouish.

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Television stops Protectiveness

elevision destroys the sense of protective jealousy men have for their wives. A Muslim man is usually jealous

due to his honour, and so would go to any lengths to preserve and maintain it. Islamic teachings urge him to do so, even as far as sacrificing himself to prevent his honour from being tarnished. The Prophet said: “Whoever is killed in protection of his honour (wife) is considered as a martyr.”1

This is a noble character which is still prevalent in our society. Suppose a man, with his family, pass by and see and young boy kissing a girl. The man would undoubtedly try to avoid the scene, so that his children would not affected by that sight. What would you do if that young boy asked to enter your home and then kissed his lover before your eyes, and those of your children and wife? Would you allow him in?

1 Authentic hadith, reported by At-Tirmidi (1431).

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You would certainly not. You would be gripped by a twinge of protective jealousy, as a Muslim. However, what really shocks me is that you have gone in search of this very couple kissing each other, and placed them before your family without the slightest twinge of jealousy! Were you not the one who brought in the television set home for his children to see men kissing women? Just to see an actress selling her body in return for a mere pittance? Imagine your children viewing these scenes, and your wife looking at the man as he undresses and prepares to have sex with that actress. It is in this way that the television destroys the twinge of protective jealousy in both the husband and wife. Where is your jealousy? Where is your dignity? Where is your honour? Where is your manhood? Where is your fear of Allah ?

The Qur’an advises men and women to avoid unwarranted sexual arousal:

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Say to the believing men that they should lower their gaze and guard their modesty: that will make for greater purity for them: and Allah is well acquainted with all that they do. And say to the believing women that they should lower their gaze and guard their modesty. (An-Nur: 30-31);

In parallel with this, the Prophet urges them to marry, but if they cannot, they should show patience:

“He who can afford to marry should marry, because it will help him refrain from looking at other women, and save him from committing illegal sexual relations; and the who cannot afford to marry is advised to fast, as fasting is like a rein preventing him from illicit pleasure”.1

What do you expect your daughter would do after having seen these scenes? There are two possible options:

• she would either be led astray, satisfy her sexual desires and, thus, bring shame upon the family, or

• she would try to suppress her sexual desires and suffer psychologically.

1 Authentic hadith: narrated by Al-Bukhari (1905) and Muslim (1400)

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Similarly, your adolescent son would either go astray to satisfy his desires, or suppress his desires and suffer psychologically.

What do you expect from a young boy, glued to the TV set, watching:

• a naked woman dancing,

• a woman with her hair loose swinging her body from right to left,

• a woman dressed with makeup, happily smiling at a man,

• a woman kissing a man, etc?

These are unlawful scenes that have far-reaching consequences such as:

1. sinfulness

2. weakening one’s faith

3. keeping the viewer away from the Merciful (Allah )

4. bringing the viewer closer to the Satan,

5. freezing the intellect,

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6. hardening of one’s heart,

7. losing interest in the recitation of the Qur’an.

Allah says:

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Say to the believing men that they should lower their gaze and guard their modesty: that will make for greater purity for them: and Allah is well acquainted with all that they do. (An-Nur: 30)

On the whole, what do you expect from your children after your having raised them in such a way? Allah has clearly warned you:

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O you who believe! Save yourselves and your families from a Fire whose fuel is men and stones, over which are (appointed) angels stern (and) severe, who flinch not (from executing) the commands they receive from Allah, but do (precisely) what they are commanded. (At-Tahrim: 6)

In summary, man was born to have a jealous instinct for his wife and family, and Islam came to console such an instinct, which has become an act of worshipping Allah . However, the television set has weakened this jealousy, step by step, by a number of means which are:

1. Images of men mixing with women and socialising with cigarettes and alcohol. In these scenes, it is likely that men and women would exchange kisses and flirt with one another. This was uncommon in our Arab society. Traditionally, men would mix with men and women with women. But with the intrusion of television, this tradition is dying out, so some families allow this unlawful mixing between men and women. In these sittings, it is highly likely that glances are stolen.

Allah says:

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(Allah)) knows (the tricks of those) who deceive with the eyes, and all of that which the hearts (of men) conceal. (Ghafir: 19)

In his interpretation of the phrase (the tricks of those) who deceive with the eyes, Ibn ‘Abbas has said that it refers to a man who gazes at a beautiful woman at a gathering where both men and women are sitting together. If he is spotted staring, he would then lower his gaze. Allah can see into his heart and tell if such man wishes he could view her private parts! As for last part of the verse: …and all of that which the hearts (of men) conceal, it means that Allah knows whether or not, if he did get the chance, he would unlawfully have sexual intercourse with her.1

2. Repetitive images of flirting.

3. Images that try to make shyness, honour, and traditional dress appear to be backward and uncivilised.

1 Ibn Kathir, At-Tafsir (4/76).

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Television Weakens the Creed of Al-Walaa (loyalty) and Al-Baraa (disloyalty)

art of the tenets of this creed is loving for the Sake of Allah and hating for the Sake of Allah . The Prophet has

said: “The strongest pillar of Faith is loving for the Sake of Allah and hating for the Sake of Allah .”1

This creed, however, is dying out because of television. For instance, a young viewer would admire an actor just for the sake of his ability to act and nothing else. Another young viewer would admire a football player and love him dearly to the extent of defending him. If asked to give the reason for such love, he would reply: “I don’t really know, maybe it’s because he’s a great player.” This young viewer is oblivious of the fact that such player or actor may be a disbeliever. In fact, there are at present foreign, non-Muslim players who play in the national championship, and our youngsters 1 Authentic hadith mentioned in As-Silsilah As-Sahihah (998/1728)

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simply admire them because of their skilful play. They have forgotten the Prophet’s saying, “Man is resurrected with whomsoever they love.”1

• In Superman films, that American actor is depicted as being undefeatable, so this would therefore undermine a young Muslim’s creed of disloyalty to disbelievers.

• Television distorts reality; heroes, according to people, are men who sacrifice themselves in defending their religion and country, donate money, and prefer others to themselves. But television portrays heroism trivially. For instance, it presents men fighting over a woman, and only the hero or the strongest ‘guy’ would be able get to her and have sexual intercourse with her. Women were traditionally known otherwise. Sumayyah, for example, was the first female martyr in Islam. Al-Khansah urged her four children to fight for the Cause of Allah . When she learnt about their having been killed, she said: “Praise is due to Allah Who has honoured me with their having been killed, and so I implore Allah to unite us in Paradise.

Television, however, distorts reality and attempts to portray that a woman’s heroism as lies in her ability to entice men with her voice, gestures, and dancing.

1 Al-Bukhari (6170) and Muslim (2641).

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Television Distorts Islamic History

his is done through Islamic films that are produced by people who do not know anything about Islam. That is

why most of the information presented about Islam is wrong. Some celebrities would play the role of a prominent personality in Islam, such as Salah-uddin al-Ayyoubi, Nour-uddin Zinki, Harun ar-Rashid, or ‘Abdullah ibn al-Mubarak. By playing such roles, this actor is held in high esteem by the viewers.

Sometimes, a producer finds that historical scenes are dry and attempts to ‘spice’ it up by adding (inventing) a love story between some of the Muslim characters in the film, thus presenting a negative image of Islam in the minds of the viewers. The producer deems it as an artistic licence to enhance the plot, but this is at the expense of Islamic moral values.

Therefore, the viewer may see an actor in one film playing the role of a prominent Muslim scholar, in a second film he

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may play the part of a lover, and in a third film merely a thief being chased by the police. Hence, the original image of the scholar would have become distorted in the viewer’s mind.

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Television is behind Parents’ Neglect of their Children

ou can observe that not only have we replaced the parent by a television set, but we have replaced the

good old-fashioned family as well. I think the effects of television on families and people is best explained in a quote by Urie Brofenbrenner: “Like the sorcerer of old, the television set casts its magic spell, freezing speech and action, turning the living into silent statues, as long as the enchantment lasts. The primary danger of the television screen lies not so much in the behaviour it produces - although there is danger there - as in the behaviour that it prevents: the talking, games, family festivities and arguments, through which much of a child's learning takes place and trough which his character is formed. Turning on the television set can turn off the process that transforms children into people.”

We are neglecting our responsibilities as parents within families by not raising our children, who will become the

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generations of the future, with noble characters and moral values. When the television set is on we subject our children to the values of the world. We see it as a solution for occupying their time in the evening. So, instead of playing with, teaching, and caring for them, we use the television as a means of escaping our responsibilities as their guardians, who should guide them in life. Television allows adults, the role models, to have a rest and gives their children the attention that they need, while at the same time allowing the parents to keep some semblance of sanity. You can see why it is so easy for us to justify television as a necessity. The bad thing about this is that children spend very little time interacting with adults or their other family members. All they ever see are two-dimensional flashes of light, with sounds, which are simply virtual impressions of a human soul. So good is television at tricking the mind that we do not even realize that children are lacking something; they desperately need a strong family.

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Television and Marital Relationships

husband may watch television and see women who appears to him to be better than his wife. As soon as a

minor problem arises, he would yell at her using the following phrase: “I wish I had never married you, but had married a woman like that actress or that TV personality.” This would really anger his wife and drive her mad.

In the same way, a wife may watch television and see men that appear to be more handsome and muscular than her husband. Surprisingly, while compiling this present work, I received the following shocking piece of news. A man returned home only to find his wife hugging the television set tightly as she had become so fascinated by a certain actor. Many homes, which were harmonious and stable, before being invaded by the television, have been destroyed by it. Constructive conversations in the evening have superseded by indecent films, and children are neglected because their parents are so engrossed in viewing their favourite programs.

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Allah says:

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But lo! Many are led astray by their own lusts, through ignorance. Lo! Your Lord, He is Best Aware of the transgressors. (Al-An‘aam: 119)

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Television and Wealth

ilm production and television companies spend billions on actors, producers and the like. Do you know, for

instance,

• that the costumes used in Fawazir Ramadhan are imported for large sums of money?

• that the dress used in one film shot is different from the one used in another?

• how much it is to rent a car for use in a film?

• how much it is to rent a flat where a certain film shots are to be photographed?

• the cost of renting a film studio and hiring make-up staff?

What do people (you and I) gain from this? Nothing, I think; we just lose our values when we watch these films. Should such enormous amounts of money not be spent on lucrative

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projects for the community? Should that money not be spent on infrastructure projects? Should that money not be spent on building houses and offering them to young people, so they could marry and settle down? Should that money not be used to increase the employees’ salaries and improve their working conditions? Is it not madness to place these huge sums of money in the bank accounts of dancers, actors, actresses, producers, and entertainers?1

1 You may wish to listen to the author’s audio: At-Tariqu ila al-Ghina wa Kathrat al-Maal.

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Television and Smoking

fficials and those in charge of people’s affairs should strive to protect youngsters from any harm that may

affect them in both their religious or mundane affairs. It is commonly known that smoking is a health hazard, and a new disease which has claimed the lives of so many people. Today, smoking lies behind 34 fatal diseases. Television, which should be an instrument of informing smokers about the dangers of smoking, instead of helping them just encourages people to smoke. It does so either through commercials or films, where a celebrity is seen smoking. Al-Ahram newspaper published some statistics on smoking which indicate the extent of this lethal and fast-growing habit. The article says: “The Egyptians smoke forty billion cigarettes per year, which is estimated to cost three billion pounds sterling, annually. Note how widespread this phenomenon has become, because of television!

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Television and Nationalism

elevision programs attempt to foster a sense of nationalism. Iraqi television, for instance, elevates the

Babylonian civilisation, Syrian television talks of the Assyrian civilisation, Algerian television speaks about the Berber civilisation, and Egyptian television talks about the civilisation of the Pharaohs. These programs make Muslim viewers take pride in their ancestors, even though, they were disbelievers, yet they forget about Muslim unity and brotherhood. Allah says:

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O Mankind! We created you from a single (pair) of a male and a female, and made you into nations and tribes, that you may know each other (Not that you may despise (each other). Verily the Most honoured of you in the sight of Allah is (He who is) the Most righteous of you. And Allah has full knowledge and is well acquainted (with all things). (Al-Hujurat: 13)

$ yϑ ¯Ρ Î) tβθ ãΖ ÏΒ ÷σ ßϑ ø9$# ×ο uθ ÷z Î)

The believers are but a single Brotherhood… (Al-Hujurat: 10)

May Allah have mercy on the composer of the following poetic lines:

O brother in India, or in Maghreb,

I am of you, and you are of me.

Do not ask about my race and pedigree,

It is Islam; my mother and father.

Muslims should feel as though they were a single body; one force, and one emotion, and they should stop anything that tries to divide such a unity and oneness. The Prophet said: “The believers, in their mutual kindness, compassion and

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sympathy, are just like one body. When one of the limbs suffers, the whole body responds to it with wakefulness and fever.”1

1 Al-Bukhari (5552) and Muslim (4685)

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Television and Prayers

any Muslims forget about their prayers when they are in front of a television. They could even hear the call

to prayer (Azan) yet fail to respond to it, by going to the mosque to perform congregational prayers, because if they did so, they will miss their favourite film, documentary, or football match. They even stay up late watching television, and are unable to wake up for the Dawn Prayer (Salat al-Fajr).1 Even if some of them do wake up for the prayers, they barely focus on them, because they are too tired. Television is the number one distracter; however, ironically, it lays great emphasis on some sacred times of the year, such as Ramadhan, Hajj, ‘Ashurah, etc.

1 The Prophet said: “Whosoever prays al-Bardayn (salat al-Fajr wa Al-Asr) shall enter Paradise.” (Al-Bukhari and Muslim).

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Television Encourages the Use of the Vernacular

rabic is the language of Islam, so any attack on this language is an attack on Islam. Therefore, we should

strive to encourage the use of Arabic in every field, so that people may understand their religion properly. Modern Standard Arabic is still used in the press. In fact, any newspaper or magazine that attempts to use colloquial Arabic is rejected and condemned. In contrast, the television is the only medium where 90% of its programs are broadcast in the vernacular. This weakens the use of modern Arabic; the language of our religion, of the Qur’an and the Prophetic tradition (As-Sunnah).

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Television and the Acquisition of Sins

emember, brother that gazing at women is not permissible, according to the Qur’an and Sunnah.

Allah says:

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Say to the believing men that they should lower their gaze and guard their modesty: that would make for greater purity for them: and Allah is well acquainted with all that they do. (An-Nur: 30)

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The Prophet said to ‘Ali , when he asked him about glancing, “Divert your sight.”1

Remember, that when a man gazes at a woman and becomes attracted to her, he is considered to have committed fornication with his eyes. If he is attracted to her voice, he is considered to have committed fornication with his ears. And if he talks to her about sex, then he is considered to have committed fornication with his tongue. If he shakes her hand, he is considered to have committed fornication with his hand. If he goes to a woman for sexual relations, he is considered to have committed fornication with his legs. These are backed by the tradition of the Prophet , which says: “The adultery of the eye is the lustful look, and the adultery of the ears is listening to voluptuous (song or talk), and the adultery of the tongue is licentious speech, and the adultery of the hand is the lustful grip (embrace), and the adultery of the feet is to walk (to the place) where he intends to commit adultery, and the heart yearns and desires that which he may or may not put into effect.”2

Gazing at a woman on television and listening to her voice, as she acts or broadcasts the news, are unlawful. Imagine a man sitting in front of television set for two hours, listening to a sensual voice and watching a woman’s legs, arms, hair,

1 Muslim (2159) 2 Al-Bukhari (22/11) and Muslim (2657).

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and face. Suppose that each gaze is equal to one sin, and each act of hearing is equal to one sin, how many sins would this man have committed? Allah says:

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…for every act of hearing, or of seeing, or of (feeling in) the heart, would be enquired into (on the Day of Reckoning). (Al-Israa: 36)

Are you aware that a film presents 25 images per second, which means a total of 1 500 images per minute. Usually, a film lasts 90 minutes. So, a viewer would be exposed to about 125 000 images in a single film. If the casting is half men half women, then the number of unlawful gazes in a film would be about 62 500 (i.e. 125 000/2), not to mention the gazes triggered off by commercials and other programs.

What would the viewer tell his Lord on the Day of Reckoning, when he sees the content of his register which lists the number of gazes, acts of hearing, etc. He may easily forget about it, but Allah would not:

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Allah has reckoned its (value), though they may have forgotten it, for Allah is witness to all things. (Al-Mujadila: 6)

Some people may even doubt that we could ever be asked about these things. But, of course, we would, as Allah says:

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And the Book (of deeds) will be placed (before you); and you will see the sinful in great terror because of what is (recorded) therein; they will say, "Ah! Woe to us! What a Book is this! It leaves out nothing, small or great, but takes account thereof!" They would find all that they did placed before them: but not one would your Lord treat with injustice. (Al-Kahf: 49)

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Do not forget that He, Who shall summon you to task for your deeds, is the One Who:

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(Allah) knows (the tricks of those) that deceive with the eyes, and all of that which the hearts (of men) conceal. (Ghafir: 19)

If we die and are left alone,

Death would be a rest for every being.

Alas! We shall be resurrected,

And asked to account for every deed.

However, do not despair, brothers and sisters, for the gate of repentance is wide open. All you have to do is abstain from sinning and prostrate to Allah , for Allah is Merciful and never declines any sincere act of repentance:

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“But, without doubt, I am (also) He that forgives again and again, those who repent, believe, and do right, who are ready to receive true Guidance.” (Ta-Ha: 82)

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Television according to Islamic Law

ith the foregoing, and according to the current programs and films shown on television, Islamic law

condemns television and considers it unlawful. However, we should not forget that the television also presents some constructive, beneficial and educational programs that are designed to teach and educate the viewer. Unfortunately, these programs are accorded only marginal space, compared to the other destructive programs. These ‘good’ programs are exaggeratingly interrupted by indecent commercial breaks or musicals. Television is addictive like alcohol, which Allah has condemned:

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They ask you concerning wine and gambling. Say: “In them is great sin, and some profit, for men; but the sin is greater than the profit.” (Al-Baqarah: 219)

Therefore, whenever the sin is greater than the profit, it is deemed unlawful. Likewise, the sins reaped through watching television are greater than the benefits, and so it is unlawful from this perspective.

Shaikh ‘Abdullah Nasih Alwan has said on his topic, regarding some of the disadvantages of television: “For all these considerations, owning a television is unlawful because it shows indecent programs, such as musicals, dancing, women in indecent dress, etc., thus viewing such programs is unlawful because they can destroy some of the pillars of education and traditional values.”1

Watching Wrestling on Television

It is unlawful to watch wrestling matches on television, because the contenders in this type of sport fight with their thighs uncovered; and thighs are part of al-Awrah (nakedness).

1 Hukmu Al-Islam fi Wasail al-I’lam, p.14.

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Watching the News on Television

It is unlawful for two reasons:

1. For a man, because the newscaster could be a woman with her hair, arms, and neck uncovered, and this would become a fitnah for him. For a woman, because the newscaster could be a man, and she will sit there gazing at the man

2. The news is often interjected by images of senior personalities, either male or female. But, mostly, they are images of women who are poorly covered.

Watching Soccer on Television

It is impermissible for the following reasons:

1. Players, with the exception of goalkeeper, uncover their thighs, and “the thigh is part of one’s ‘awrah.”1

2. It wastes valuable time.

1 Authentic hadith: Abu Daud (4014). See also Al-Irwa (1/297).

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3. It fosters partiality for one team over another or for one player over another. The viewer (fan) may ardently admire a player or even stand up for him in gatherings without realising that such a player may be a disbeliever or someone who zealously rejects the creed of al-Walaa wa al-Baraa.1

4. It distracts people from dealing with and being interested in important current issues such as the liberation of Al-Quds and the occupied Muslim territories.

5. It weakens the creed of disloyalty to disbelievers, which stipulates that we should dislike them. Some youngsters, however, may admire a player, such as Maradona or Ronaldo, oblivious to the seriousness of their action and the verse which urges them not to do so:

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1 See previous section on Al-Walaa wa Al-Baraa (Loyalty and Disloyalty).

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O you who believe! Choose not disbelievers for (your) trusted friends in place of believers. (An-Nisa: 144)

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⎯tΒ uρ Ν çλ°; uθ tG tƒ öΝ ä3ΖÏiΒ … çµΡ Î* sù öΝ åκ ÷]ÏΒ 3 O you who believe! Take not the Jews and the Christians as guardians. They are friends one to another. He among you who takes them for friends is (one) of them. (Al-Maidah: 51)

Is it Permissible to have a Television for the Purpose of Watching Beneficial Programs Only?

According to Shaikh ‘Abdullah Alwan, some people claim that they may own a television for watching beneficial programs only, such as religious festivals and scientific

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documentaries, etc. However, this claim is unfounded because:

1. Beneficial programs are very rare compared to the abundance of indecent films and programs.

2. A viewer would not be able to tell whether or not a particular program was good unless he/she already watched it. This means that one falls into sin first.

3. Suppose the viewer could be in control of what is being watched on television, when he is at home. Could he have any control over the content, when he is away and the remote control falls in the hands of his children or wife?

4. If he starts depriving his children and wife of watching television, this would lead to arguments, marital squabbles, and may lead to separation and divorce.

With the foregoing in mind, it appears that taking control over choosing what is beneficial remains far-fetched, something almost impossible to achieve in our times. So, it is preferable to keep ‘the television set’ away from your

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homes, as it is a liability and it would be a risk to bring one home to your wife and children.1

Is it Permissible to own a Television so that the Children do not try to watch it elsewhere?

Some parents claim: We know that the television with its current programs is unlawful, but if I don’t buy it for my children, they will go and watch it at the next-door neighbour. Is this permissible? It is not, for the following reasons:

1. Whatever is unlawful remains so, wherever it is; in your own home or at your neighbours’.

2. Suppose your neighbours serve alcohol to their children, and your children sneak over there to get some. Would you buy your children alcohol so that they do not seek it at the neighbours’? The answer is no. Therefore, you should explain to them that drinking alcohol is unlawful in the first place, and so is watching television.

3. Having and watching television at home could have far-reaching consequences, more than watching it

1 Hukmu Al-Islam fi Wasail al-I‘lam, p.15.

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with the neighbours. For example, watching it at the neighbours would be restricted to specific times, but watching it at home would allow them to watch indecent programs, any time.1

Shaikh Alwan said: “A man told me that one day, he suddenly entered his children’s room only to see his son and daughter, who were not yet ten, kissing each other. What a disaster? He was at his wits’ ends, but soon realised that his children were simply imitating what they had seen on television. To put an end to al this, he sold the television, knowing that it was dangerous to keep it, as it was a bitter enemy in the home.2

Is Selling Televisions Permissible?

Is it lawful to sell televisions if it becomes clear to a Muslim that television is an obvious danger?

Since television today presents only bad programs, it is not permissible for Muslims to trade in televisions, because in doing so, he would be considered as an accomplice to sin; something which Allah warns us not to do:

1 Hukmu Al-Islam fi Wasail al-I‘lam, p.17. 2 Hukmu Al-Islam fi Wasail al-I‘lam, p.19.

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¢ (#θ çΡ uρ$ yè s? uρ ’ n? tã Îh É9ø9$# 3“uθ ø) −G9$#uρ ( Ÿω uρ (#θ çΡ uρ$ yè s? ’ n? tã ÉΟ øO M} $#

Èβ≡ uρ ô‰ãè ø9$#uρ 4 …but help you one another unto righteousness and pious duty. Help not one another unto sin and transgression. (Al-Maida: 2)

If someone says “If he does not buy one from me, he would buy one from another person,” advise him that this is a feeble excuse and weak as evidence. It is like making selling alcohol permissible on the grounds that ‘if he does not buy it from me, he would buy it from another person’.

Question: What shall I do with the set? Shall it throw it away?

Answer: No, because “Allah does not like it when we get involved in gossiping, hear-say, asking too many questions, and squandering money.”1

As a solution, one may use the parts of the television in different ways. For instance, the speaker, the wires, and casing may be used for different things in lawful ways.

1 Al-Bukhari (8/55) and Muslim (3237).

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What is the Solution to the Problem of Television?

First: Protecting our youngsters from its dangers.1

e must inform our sons and daughters about the dangers of watching television, by using Islamic

education. We should try and show them the destructive aspect of television programs, in terms of our traditional values and religion. If you try to reinforce these values from their early childhood, you would have nothing to worry about by the time your children become teenagers. In fact, if you were to do this, and then tried to invite your children to watch television, their response would be: “We fear Allah .”

Second: Removing the television set out from your house.

Only by removing this ‘enemy’ from your home can you claim you, your children, wife, honour, dignity and values

1 Listen to the audio Wasaya Ghaliyya by the author.

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are safe. Once, a strict Muslim bought a television set for his family after they constantly tried to convince him to do so. Despite his friend’s advice not to buy one, he finally decided to get one. After a short while, the man died and, of course, the television was kept at home. His friend saw him in a dream instructing him to go to his house and tell his family to throw the television away, because he was being punished inside the grave for having bought the television. In the morning, the man went to the deceased’s house and asked his children the following question: “If your father asked you to do something, would you obey him?” To which they replied, “Yes, of course.” After he related to them the dream, the elder son took an axe and destroyed it immediately.

3. Keeping youngsters preoccupied with the major and urgent issues of our nation:

The reason why our young boys and girls are busy watching films, dramas, etc. is because of the social vacuum they live in. Our duty is to raise their awareness to the most urgent and major issues our Muslim nation faces today. If we do that, then they would develop critical thinking, and so think for the nation and religion rather than just striving to satisfy their desires.

We recommend the following reading material:

1. Asalib Al-Ghazw al-Fikri by Ali Jarisha;

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2. Protocolat Hukamaa Sahyun (translation);

3. Qadat al-Gharb Yaqulun: Dammiru al-Islam by Jalal Al-Alim ;

4. Waqi’una al-Mu’asir by Sheikh Muhammad Qutb;

5. Al-Asalib al-Haditha fi Muwajahat Al-Islam, by Dr. Saad Eddine Salih;

6. Ta’assub al-Yahud by Dr. Omar ibn Abdulaziz.

7. Husununa Muhaddadatun mina Dakhil by Muhammad Muhammad Husayn.

4. Keeping young girls busy with housework:

Because young girls spend so much time glued to the television set, they are missing so much: doing the housework, learning how to cook from their mothers, learning how to raise children. That is the reason why, when they get married, they rely so much on recipes from cookery books. Whether she will be a good wife or not is hard to tell. Ideally, a young girl should learn everything at home if she wants to be a successful wife and mother.

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5. Introducing young boys to Sahwa Islamiyya:1

Remember that youngsters are influenced, either positively or negatively, by their peers. The Prophet said: “Man follows the religion of his companions. So, be careful in your choice of companions.”2 Therefore, Islam urges Muslims to befriend and get close to believers and pious people. The Prophet also said: “Befriend only a believer, and make sure that only an Allah-fearing person eats your food.”3

One saying in the western tradition is: “Tell me your friends and I will tell you who you are.”

This reminds me of the story of a young man by the name of Ahmad who joined a Qur’an memorisation session, and became a good person. However, when his father learnt about it, he told him off and prevented him from going out. When his friends heard about it, one of them went to his father and asked him to let Ahmad rejoin them in their sessions. The father reprimanded Ahmad’s friend, spat on his face and shut the door in his face. Feeling down and dejected, the friend went back to the mosque. A few years later, Ahmad’s friend was shocked to see Ahmad’s father 1 See research by the author (How to Bring Up Your Children islamically?) Published by Al-Firdous Ltd. 2 Good hadith (hasan), Abu Daud (4833), Ahmad (7685) and Sahih Abu Daud (3/917). 3 Good hadith (hasan): Tirmidi (2395), Abu Daud (4832) and Sahih Tirmidi (2/285).

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sitting by his side trying to kiss his feet. “What is wrong with you, uncle?” Ahmad’s father replied: “I wish I had listened to you…I wish I had allowed him to remain in your company…” The boy asked, “Whom are you talking about?” Tearfully, the man replied: “Ahmad, is my son. Don’t you recognise me? I am the man who shut the door in your face?” The boy asked, “Where is he now?” Ahmad’s father replied, “He is deviant now…He is addicted to alcohol…a criminal. He hits and humiliates me. Is there any cure now?” The boy replied, “It’s too late, you have planted thorns, so don’t expect to get grapes.”

Alternatives to television

Islamic Library for Adults: Create an Islamic library at home, which should include the Qur’an, exegesis literature (At-Tafsir), the Prophet’s biography (As-Sirah An-Nabawiyah) which tells about the Prophet’s conquests and his life with his companions, jurisprudence (Fiqh) books. An Islamic library may be divided into three sections:

(1) reading,

(2) audio, and

(3) visual.

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The Reading Section:

1. The Qur’an:

• Try to memorise three verses a day. If you cannot, then try just one a day. This –with Allah’s Leave- would enable you to memorise the entire Qur’an, over time.

• Try to recite one part of the Qur’an per day, so that you would avoid being of those about whom the Prophet complained to Allah :

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#Y‘θ àfôγ tΒ

O My Lord! Truly my people took this Qur'an for just foolish nonsense. (Al-Furqan: 30)

2. At-Tafsir (Exegesis):

• Use the simplest interpretations of the Qur’an. These types of interpretations simplify the meaning of the Qur’anic words. For example, an exegesis by Abu

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Bakr al-Jazairi, a speaker at al-Masjid an-Nabawi, is recommendable as it is written with a simple style.

3. Hadith Literature:

a. Riadh As-Salihin, an interesting work by Imam Nawawi, is a collection of the Prophet’s traditions, such as: piety, softening of the heart, social etiquette, food and drink, dress and sleep, travelling, invocations, unlawful issues, etc.

b. Sahih at-Targhib wa Tarhib by al-Albani.

c. Sahih Muslim, summarised version, by al-Mundiri.

4. Tawhid Literature:

a. ‘Aqidat al-Mu’min by Al-Jazairi.

b. Al-Walaa wa Al-Baraa by Dr. Muhammad Said Al-Qahtani.

c. Haqiqat at-Tawhid by Muhammad Hassan.

5. Al-Fiqh (jurisprudence) Literature:

a. Al-Wajiz fi Fiqh As-Sunnah wa Al-Kitab by Abduladim Badawi.

b. Fiqh As-Sunnah by Shaikh Sa‘id Sabiq.

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6. As-Sirah (the Prophet’s biography) Literature:

a. Ar-Rahiq al-Makhtum by al-Mubarkafuri, which is a work that deals with the Prophet’s life, and is written in an excellent modern style.

b. Hada al-Habib by al-Jazairi.

c. Ar-Rasul al-Qaid, by Lieutenant Colonel Mahmud Khattab.

7. Stories and Biographies:

a. Suwar min Hayati as-Sahabah by Dr. Raafat al-Basha.

b. Sifat as-Safwa by Ibn al-Jawzi, which gives the details of the lives of more than 950 scholars and worshippers.

c. Min Mawaqif as-Sahabah by Husayn al-Awaysha.

8. Az-Zuhd (piety) and Ar-Raqayiq (softening of the heart):

a. Mukhtasar Minhaj al-Qasidin by Ibn Qudama.

b. Kalimat ala Firash al-Mawt by Wahid Bali.

c. Fakihat al-Majalis by Wahid Bali.

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Audio Library: Listening to audios such as tapes/CDs/MP3 has a great impact and is more accessible than reading books sometimes because the user may listen to them in his car, on plane or at work. There is a variety of audios which includes:

1. Al-Mawtu Qadim, Shaikh Muhammad Hassan.

2. Hafidat Ayyub, Shaikh Muhammad Hassan.

3. Risala ‘Ajila, Wahid Bali.

4. Al-‘Amalu Liddin, Shaikh Tariri.

5. As-Sabr ‘Ala Al-Ibtila, Shaikh Nashat Ahmad.

6. Al-Muttaham Al-Awwal, Wahid Bali.

7. At-Tariqu ila Al-Ghina wa Kathrat al-Mal, Wahid Bali.

8. Sifaat Al-Bayt Al-Muslim, Shaikh Muhammad Yaaqub.

9. Rihla ila Dar Al-Akhira, Shaikh Ahmad Al-Muri’i.

10. Tariku As-Salat, Shaikh Muhammad Hassan.

11. Az-Zina wa Khataruh, Shaikh Salih Abduljawad.

12. Hajatu An-Nas Ila Al‘Ilm, Shaikh Huwayni.

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13. Al-Ghurba, Shaikh Huwayni.

14. Nuridu Rajulan, Shaikh Muhammad Yaaqub.

15. Safinatu Al-Akhira, a group of scholars.

16. Jahannam wa Sirat, a group of scholars.

17. Al-Bab Maftuh, a group of scholars.

18. Asilah wa Ajwibah, Dr. Jamil Ghazi.

19. Akhtauna fi Salat, Wahid Bali.

20. Ihdaruhum, a group of scholars.

To get your copy of these, you may contact the following:

1. Tasjilat At-Taqwa: Cairo, Reg. 2537571.

2. Tasjilat An-Nur: Cairo, Reg. 3931779.

3. Dar Bilal: Alexandria, Sidi Bishr Qabli, Ch.15

4. Ar-Risala : Cairo, Reg. 5847483.

5. At-Taqwa : Kingdom of Saudi Arabia, Riyadh, Reg. 7492587.

6. Al-Huda: KSA, Khobar, Reg. 8987112.

7. An-Najat: KSA, Madinah, Reg. 8222874.

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8. Al-Bukhari, KSA, Makkah, Reg. 5434267.

9. Al-Markaz Al-Alami Lil ‘I’lam, Kuwait City, Kuwait.

10. Safir: Cairo, Reg. 3353711.

Audio-Visual Library:

With the advance of technology, the computer is now used in almost all the fields: public administration, schools, leisure centres, etc. Initially, there were some obstacles that stood in the way of making it accessible to everyone because (1) it was expensive, (2) was not user-friendly, and (3) it did not offer a variety of Arabic software programs. These problems, however, were solved with the invention of Windows 95/Arabic Version which the user could learn in 30 minutes. Further, Arabic software companies have been increasing, and offer a variety of products, among which you may choose:

1. Sakhr Qur’an program. This includes:

a. Recitation of the entire Qur’an by Al-Husari and al-Hudayfi.

b. Interpretation of the Qur’an by the following authoritative exegetes:

• At-Tabari

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• Ibn Kathir

• Al-Qurtubi

• Al-Jallalin

c. Translation of the meanings of the Qur’an into English, French, Malaysian, German and Turkish.

d. Topical division of the verses.

e. Memorisation tutorials for you and your children.

f. Recitation rules.

2. Sakhr Hadith program. This program includes the nine famous books (al-Kutub at-Tis’a): Al-Bukhari, Muslim, Abu Daud, Tirmidi, Nasai, Ibn Majja, Ahmad and Darami.

This program has a topical division of Ahadith, and classifies the authencity of any hadith on the basis of Rijal (narrators and their credibility) and al-Jarh wa Ta’dil laws.

3. Sakhr Fiqh (jurisprudence) program.

Islamic Library for Children

Reading Section:

1. Tafsir al-Fatiha, Amru Salim.

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2. Al-Aqida Al-Islamiyya Lilatfal: Short Stories that explain some Aqida Issues, Dr. Husam Al-Aqqad.

3. Min Sahabat Ar-Rasul , 16 Vol., Omar Al-Baba.

4. Ghazawat An-Nabiy , 15 Vol., M.A. Qutb.

5. Ummahat al-Mumunin:12 Vol., Muhammad Muwaffaq Salima.

6. As-Sira An-Nabawiyya, 6 Vol.

7. Al-Ashara Al-Mubasharuna bil-Janna, 10 Vol.

8. Qasas mina Rawd Nabawi, 6 Vol.

9. Rawdat al-Baraim, One Vol.

10. Kana fi Qadimi Zaman, 6 Vol.

11. Ajmal al-Hikayat: 10 Vol.

12. Qudrat Allah fi Khalqi Al-Insan.

13. Al-Anashid Al-Islamiyyah.

Audio Library

This should include:

1. Atfal al-Islam.

2. Matla’u al-Fajr.

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3. Sbbaha At-Tayr.

4. Ana.

5. Khashabat al-Muqtarid Al-Amin.

6. Al-Wardatu Al-Bayda.

7. Haflat Samar.

8. Hikayat al-Atfal Qabla An-Nawm.

9. Iqra

10. Al-Mushaf al-Mu’allim Lisighar.

11. Arkan al-Iman.

12. Arkan al-Islam.

13. Sunduqu Ad-Dunya.

Regular listening to these by children would benefit them in so many ways. For instance:

1. They would start speaking classical Arabic.

2. They would learn Islamic morals.

3. They would admire Muslim personalities, instead of western actors, dancers or players.

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4. They would imitate Muslim personalities in their behaviour, instead of actors with their obscenities.

Visual Library:

There are several companies which specialise in children’s educational software programs, among which are:

1. Sakhr, Reg. 2412534, Cairo.

2. Future Soft, Reg. 4026987, Cairo.

3. Muruj, Reg. 5253629, Cairo.

4. Al-Maalim: Jordan.

5. At-Turat Liabhath Al-Hasib Al-Ali, Jordan, Amman, 9626/871773, P.O.41-453, ISBN.11141.

Software programs include:

1. Al-Ghazawat al-Kubra: Future Soft. This is a cartoon of every battle the Prophet fought, with its causes, consequences and tactics used. The program includes a war game in which the child learns how to fight.

2. Hikayaat mina Sirah: Future Soft. This is a fascinating program that tells about the life of the Prophet and indirectly teaches children the skill of

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observation and critical thinking. The program also includes a puzzle.

3. Yawmun fi Hayati Tiflin Muslimin: Future Soft.

4. Adabu At-Tifli Al-Muslimi fi Al-Bayti: Future Soft.

5. Adabu At-Tifli Al-Muslimi fi Ash-Shari’: Future Soft.

6. ‘Amma Part (Qur’an): Future Soft. This includes an audio children’s recitation of this section of the Qur’an, the meaning of the words, and 37 fascinating stories to approximate the meaning of the chapters in this section.

7. Mughamarat Bahir fi al-Ghaba al-Maftuha, Muruj, Cairo. This program teaches children how to act swiftly in certain situations and how to solve problems.

8. Hayya Nata’allam: Sakhr. It teaches children reading, computing and creativity.

9. Al-Muhandis As-Saghir: Sakhr. It teaches children design and innovation.

10. Al-Khattat As-Saghir: Sakhr. It allows children to design banners in both Arabic and English.

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11. Mudarrib At-Tibaa: Sakhr. It teaches children how to use the keyboard through entertaining games.

12. Barnamaj al-Usra: Sakhr. It contains a number of programs on how to perform wudhu (ablution) and Salah (prayers), with shapes and colouring, etc.

These programs are rich and would suffice to divert your children from the ‘venom’ of television. So, get rid of your television and start creating your Islamic library of books and audio-visual material, today.

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Appendices

1. The International Islamic Programs Company offers a number of Islamic programs:

The Glorious Qur’an:

• Recitation by the most noted reciters.

• The meaning of words and interpretation by Al-Qurtubi, At-Tabari, Ibn Kathir and Al Jalalin.

• The reasons for revelation as mentioned by An-Nisaburi, As-Suyuti and At-Tabari.

• The production of speech sounds.

• Sakhr Search Engine.

• Topical search (14 main topics divided into more than 1400 subtopics).

• Detailed explanation of the rules of recitation.

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• Comprehensive Qur’anic word bank.

• The software is in Arabic, English, Malaysian, Turkish, French and German.

• The software is certified by the Scientific Research, Ifta, Da‘wah and Guidance (Riyadh) and by Al-Azhar.

Al-Hadith Encyclopaedia:

• More than 62,000 ahadith from al-Kutub At-Tis‘ah (the Nine Books): Sahih al-Bukhari, Sahih Muslim, Sunan Darami, An-Nasai, Tirmidi, Abu Daud, Ibn Majja, Muwatta Malik and Musnad Ahmad.

• Interpretation of the ahadith with classification (authentic/sound/weak, etc…), names of transmitters and meaning of complex words.

• Classification, Isnad and chain of transmission.

• Collection of the hadith literature from more than 500 reference books.

• Search using word parts.

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• Topical search.

• Definition of hadith terminology.

Reference Aids:

• More than 1,700 ahadith that have been agreed upon by al-Bukhari and Muslim.

• Vocalised (shakl) hadith texts.

• Index of Qur’anic verses, Qudsi Hadiths and people’s names.

• Advanced sakhr search engine.

• Topical search (14 main topics divided into more than 1,400 subtopics).

• Classification of ahadith with the meaning of complex terms.

• A diversity of activities related to hadith terminology, the virtues of the Prophet’s companions and jurisprudence (fiqh) matters.

• The software is in Arabic, English, Malaysian, Indonesian, Turkish, French, and German.

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Islamic Jurisprudence Encyclopaedia:

• It contains 100 volumes which cover all types of jurisprudence matters and the Islamic creed, designed for use by the Muslim layman, researcher/expert, judge/lawyer and legal opinion experts (mufti), and treasuries and Islamic banks.

• Vocalised jurisprudence texts.

• Sakhr topical search engine.

• Jurisprudence terms search engine.

• Dictionary of Jurisprudence terms.

• Statistics of the parts of jurisprudence analysis in reference books for comparison.

• Print option.

Jurisprudence of Transactions:

• It covers transactions, on 17 subjects, on jurisprudence which include trading, lease, etc.

• Sections from jurisprudence reference books for research and supporting evidence.

• Glossaries of jurisprudence terms and their contexts.

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• Word search engine.

Inheritance Laws (including):

• Complex inheritance questions and answers, and inheritance laws in six Arab countries.

• An advanced service for legal courts and legal consultants.

• Fair and equal division of wills in a matter of seconds.

• Definition of the science of inheritance, with an interpretation of the inheritance specialised terminology and presentation of 22 known inheritance cases and their solutions.

• A number of important questions and answers.

• All inheritance laws.

• Jurisprudence references with an interpretation by al-Qurtubi of the inheritance verses.

• Comprehensive interpretation of the laws of purity (tahara) and prayer according to the four schools (Malik, Ahmad, Shafi‘i and al-Hanafi)

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Fiqh Salat (jurisprudence of praying):

• How to pray correctly.

• Video tutorials of how to pray according to authentic hadiths.

• Definition of the two Eids prayers (Eid Fitr and Eid Adha), funeral prayer, Istikhara prayer, Tasabih (reiterating subhanallah) and Tahajjud (night prayer).

• Interpretation of verses related to the topic of prayer.

• Frequently asked questions concerning taharah and Salah.

Economic Legal Opinions (Fatawa Iqtisadiyya):

• Explanation of business transactions.

• List of legal opinions by source (20 in total), by subject (500 in total) or alphabetically.

• Glossary of economic terms.

• Index of Qur’anic verses, ahadith and their classification.

Zakat paid by individuals:

• Information bank on zakat jurisprudence.

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• Definition of the basics of zakat.

• How to pay zakat on an individual’s wealth.

• A list of legal opinions on zakat by experts.

• A glossary of zakat terms.

• Help on how to use the program.

Zakat paid by companies:

• Simple guidelines for paying zakat.

• Calculations of zakat.

• Frequently asked questions on zakat.

• Keeping and retrieving zakat statements log.

Hajj and ‘Umrah (Pilgrimage and optional pilgrimage):

• Guidelines for performing Hajj and ‘Umrah.

• Animated pilgrimage rites.

• Detailed explanation of Farewell Pilgrimage as mentioned in reliable sources.

• Women’s pilgrimage laws.

• Historical background of some sacred sites.

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• The program is in English, Malaysian, Turkish and Indonesian versions.

Memorising-Aid Program:

• Memorising the Qur’an with possibility of listening to the recitation of one verse and recording it using your voice.

• Teaching the production of speech sounds, especially for non-Arabs.

• Recitation rules with examples.

• Different presentations of the Qur’anic text.

Islamic Dictionary:

• It contains more than 55,000 terms and meaning in English, Malaysian, Indonesian, Turkish, French, German and other languages.

• Other specialised dictionaries in Aqida, economy, history, art and construction.

• An index of 35,000 of the Qur’an terms with their meanings and occurrences in the different contexts in the Qur’an.

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• It contains more than 25,000 hadith terms and their meanings.

• Brief definition of jurisprudence terms in the contexts of Islamic economy, financial transactions and zakat.

Islamic History:

• It presents the different stages in the development of Islamic history.

• It includes biographies of the most noted scholars and makers of Islamic civilisation.

• It introduces the stages in the expansion of Islam, Islamic conquests, etc. with pictures, maps and charts.

• Live coverage of some historical events.

• This program is in English, French, and Arabic.

Trip to the Three Mosques:

• This is an educational entertaining program intended to enrich the user’s knowledge and designed for all age-groups. It includes a live-picture (with all its special visual and

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sound effects) competition that takes place in forests, mountains, caves, desert and oceans.

• In this competition you will be required to use your knowledge in order to win a prize, which is a trip to the three mosques.

• Thousand questions in the fields of ‘Aqidah, worship, morals, Sunnah, Sirah, history, language, Allah’s Creatures and Islamic science.

• You may participate in the competition by yourself or with another competitor.

• Background sound effects suitable for all contexts.

• Brain-teasers.

Islamic information bank:

• This is an educational and entertaining program intended to enrich the Muslim child’s knowledge of Islamic culture.

• It is a fascinating journey to forests, mountains, caves, desert and oceans. During this journey, you will be asked to answer

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questions on Islamic culture, and the winner will receive information treasure.

Test your Islamic information:

• It allows the Muslim child to get acquainted with a number of Islamic morals, concepts, Muslim conquests and the history of civilisations.

• Fascinating quizzes and puzzles.

Trip to Makkah:

• This is a program both in Arabic and English, designed to teach the pilgrim how to perform pilgrimage.

Learning how to pray:

• This is an advanced audio-video educational presentation of the fundamentals of ablution and prayer. The program is in both Arabic and English.

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How do we deal with the Internet?

First: The Advantages of the Internet

No one can deny the significant role the internet plays in our daily life. This advanced technology managed to turn the world of communication into a small screen that is accessible in a matter of seconds. The internet allows users:

• to communicate with others via chat rooms, such as MIRC, Message Boards or www;

• to send thousands of emails and attach sizeable documents via electronic mail (email);

• to market, buy and sell goods on line (2002 turnover of e-commerce was $400 billion.)

• to register for distant learning and acquire skills;

• to search for information through search engines;

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• to vote online without going to the polls;

• to buy and sell shares, and transfer money;

• to advertise online. In 2001, the turnover for advertising online was $59 billion.

The number of internet users worldwide was more than 320 million. Kuwait was the first Arab state to provide an internet service, and the number of internet users in 2000 was more than 42,000.

In an opinion poll by Newsweek about the technology that has positively influenced children the most, 92% says that it is the internet, and about the technology that affected children negatively, 87% says it is the electronic games.

Second: The dangers of the internet

Just like any other instruments, the internet may either be used for good or bad purposes. As the inventor of the internet created it both for good and bad purposes, it is our duty to be selective and take from it what is beneficial. The negative aspects of the internet are:

A. Pornographic sites. These sites, which require little effort to set up, contain films, images of explicit

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sexual scenes, children’s pornography, homosexuality, etc. According to Web magazine, there is a sex seeker every two seconds, and 7 out of 10 written words are related to sex. In fact, pornographic sites are on the rise and are estimated at 2 million, making a revenue of $5.5 billion.

There are several stories about the dangers of the internet, and how a simple email or chat could lead to serious consequences. For instance, a young man from Detroit had a relationship with a young woman from Paris via the internet and convinced her that he was her real man. When she visited him in Detroit, he raped and killed her. A young man loved a woman via the internet. He believed that she was his age, especially when she sent him her picture. When he visited her, he found out that she was over 80; the picture she had sent was a very old one.

A couple announced that their wedding night would be broadcast on the internet, and millions of users waited eagerly to see the wedding online, but it was big lie by the couple to become well known and earn money.

Some research by Newsweek on internet use reveals that 30% of female adolescents say that they have been sexually harassed via the internet, yet 93% of them say they did not even inform their parents; 45% say that they are capable of

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having a relationship via the internet, without their parents’ knowledge.

The Independent, a British newspaper, published an article on the rise of lesbianism (1-2%). Academic research indicates that the main cause for this phenomenon is the internet.

B. The internet has become the hotbed of drugs and arms trafficking how to make explosives and launder money. Even Neo-Nazis, human organ traffickers and kidnappers have found the internet a fruitful and promising market.

In recent news, there was the shocking story which shook American society. Two students who had decided to kill all the students in their school by making weapons through the internet; they managed to kill 12.

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C. Gambling online has become common. Sites host millions of participants because it is so easy to do it. There is not a site that you log on to but that there is an advertisement inviting you to just click and follow instructions.

D. Hacking has become something of a hobby or an occupation in recent years and involves breaking

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security codes, stealing information from credit cards, etc. Hackers have even broken into highly restricted zones such as the Pentagon, CIA, and giant companies, managing to destroy top secret files.

A London magazine published on 6/3/2000, an in-depth report on hacking, mentioned the story of the Frenchman Jacque who became a victim of hacking. He heard a voice while turning on his P.C. in the evening, logging on with his password to his chat room. He heard the hacker’s (nicknamed Prawl) chatting after displaying his picture on the screen. So, Jacque changed his password, but the hacker still continued to break into his P.C.; opening his email box and accessing his bank account.

Another disadvantage of the internet is plagiarism. Students steal a large amount of information and claim it on as their own. They either steal an entire work, a chapter or paragraphs so they may obtain high grades. However, there is much anti-plagiarism software to combat this phenomenon. For instance, the teacher may check the student’s assignment with the software, and in seconds, a report lists all the plagiarized sections in the assignments and the sites from which they have been taken.

E. Viruses have become a nightmare for internet users. Ironically, companies that produce anti-viruses may be behind these viruses, so people have to buy anti-

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viruses programs from them. Viruses have attacked Yahoo and disabled it for days. They have attacked the stock exchange, in what was known as the Blue Week. There is another virus known as Love Virus, created by a young Chinese man; which attacked computers and destroyed files. There are also other more dangerous viruses known as Red Cross and Subdge. A friend of mine told me about a hacker who had broken into his mailbox and sent 130 different viruses.

F. Internet addiction is probably one of the most dangerous social phenomena. In an interview with Ar-Ra’y al-‘Aam newspaper, psychologist and researcher Abir said that the internet addiction is “a feeling of estrangement by the addicted which leads to a feeling of conflict derived from a clash between the values and traditions of the society he lives in and the fictional world he experiences in the internet.”

According to Newsweek, 70% under the age of ten in U.K have internet access at home, 52% of them spend more than five hours a week surfing the net, and 80% of parents do not even know how to use security applications in the computer.

Al-Qabas newspaper published an article on 26/7/1997 on Internet Addiction Support Association which listed the following symptoms of addiction:

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1. The urge to spend so much time in the internet to get satisfaction;

2. Restlessness, anxiety, anger, deep thinking and hostility in interacting with what is going on online;

3. Anti-social behaviour or involvement in other activities;

4. Failure to reduce the use of the internet.

A survey conducted by Educational Activities Department -Social and Psychological Services Control at the Ministry of Education, Kuwait, on high school students concerning the use of the internet reveals the following:

1. 60.9% of boys and 59.6% of girls spend more than three days a week on the internet.

2. 76.4% of boys and 68.2% of girls spend more than three hours a week on the internet.

3. 32.7% of boys and 30.7% of girls mix with opposite sex peers in internet cafés or shops.

4. 34.5% of boys and 41.3% of girls are prevented by their parents from using the internet only during exam periods.

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5. 15.5% of boys and 12.5% of girls only have access to sites that are selected by their parents.

6. 68.2% of boys and 59% of girls confirm that the negative aspect of the internet is that it publishes online issues that oppose our religion. 50% of boys and 47.1% of girls confirm that the internet teaches some undesirable behaviour. 32.7% of boys and 43.3% of girls affirm that the internet leads to anti-social behaviour. 30% of boys and 25% of girls argue that the internet is behind many undesirable relationships.

In a similar survey conducted at a girls’ high school, the following findings were revealed:

1. 59% of boys and 44% of girls use the internet more than three hours a day.

2. 40% of users who are under 17 years of age, and 55% of those aged between 17 and 19, use the internet more than three hours a day.

3. 47% of high school students and 53% of university students use the internet more than three hours a day.

4. Most students from high school and university prefer to use the internet in the evening, 22% of high school students use the internet after midnight, while 25% of

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males and 13% of females use the internet after midnight.

5. 70% of university students, 37% of females, 55% of males and 71% under the age of 19 say that the use of internet affects the relationship between the user and his milieu (family).

6. 48% under 17 and 35% aged between 17 and 19 do not support the idea of censorship.

7. 84% of high school students and 64% of university students say that the internet does not facilitate learning. 62% of males and 50% of females say that the internet is a luxury rather than a necessity.

A study by Majallat Al-Furqan in 2000 indicates that 80% of internet cafés users do not tell their parents. 68% of them spend more than three hours surfing the net while others spend up to ten hours a day in the internet. Kuwaiti newspapers have recently published the story of a boy who stayed for five days and seven hours in an internet café in the Fhihil region. He would sleep for four hours a day inside and order his food from nearby restaurants.

The report states that 27% of users spend their time in chatting online and that 18% of users are university students, the rest are from different walks of life.

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Elisheifer Garos, a researcher at the Centre for Digital Communication for Children at California University says: “Via the internet, children have been able to set up relationships with the opposite sex, something that was not accessible to them or possible before. They can send emails without having to reveal their names. This may seem a horrifying freedom, for it is difficult to control social life via electronics…Chat rooms are full of liars…no one tells the truth.”

These figures are serious indicators of how internet addiction may have serious effects on the social life of youngsters.

Third: How to protect ourselves from the dangers of the internet

Despite the uncontrollable dangers of the internet, governments and companies have combined their efforts to stand up against any site which could target users in order to destroy their moral values. Here are some examples of internet censorship:

1. Surf watch, Nanny Net, X stop and Cyber Patrol is software that has been designed by some companies to censor the content of bad sites.

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2. Some companies, such as Quality.net protect their entire computerized systems and require any company that deals with them to do the same, for security reasons. In fact, any company that does not have a protection system within two months, from August 2001, would be fined by the Ministry of Communication in Kuwait, thus, many companies complied with the new regulations. In addition, the Ministry undertook a censorship project known as Fire Wall in 1997, but this was cancelled once the service was sold to companies.

3. Some countries, such as Malaysia, China, Singapore, Qatar, and Saudi Arabia were well-aware of the internet censorship, from the start.

4. In March 1997, the US Congress proposed a censorship on gambling online, especially when it became so widely accessible and uncontrollable.

5. The United States has set up a commission for tracking money laundering online.

6. The U.S. High Court has discussed the passing of a law by former president Bill Clinton, banning explicit sex scenes, however the motion was abandoned since it interferes with individual freedom, as stipulated by the American Constitution.

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7. The Italian Parliament discussed ways of imposing censorship on the internet, after discovering gangs were using special codes to sell drugs, arms, explosives, and kidnap children.

8. In March 2000, the American Family B C published a report which states that most American parents feel that the inappropriate information presented online is a problem that is getting worse with the passage of time, and some of the measures parents take are as follows:

a. 60% follow up their children’s activities on the internet.

b. 56% spend time supervising their children when they are online.

c. 52% keep their PCs in a visible place.

d. 49% establish strict rules for surfing on the internet.

e. 27% use software to block any unwanted sites.

9. Some Western families have resorted to defining an area known as Massiga so as to stop the flow of bad information online. Their consultative council

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consists of education experts and religious men who chair these families, striving to cooperate to confront this lurking danger.

10. Germany and some countries have imposed strict censorship on some American internet companies that allowed users to log on to certain sites which invite people to join Nazism, and some Satanic and terrorist organizations.

The Makkan Legal Opinion regarding the Internet

Question: A large number of young people spend too much time surfing the internet and; thus, come across both good and bad material. What is your advice?

Sheikh Jibrin:

It is true to say that the internet has facilitated man’s life in all spheres. Yet, this tool has been behind the corruption and destruction of many people, especially young ones who spend too much time surfing the net. Some of the internet content is immoral, be it audio, visual, or written. Therefore, it is advisable that the user avoid sites such as pornography, chat forums, and the like because these would affect a person’s religion and destroy his moral values.

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Furthermore, spending too much time in front of the computer screen is not right, because we shall be summoned by Allah to explain how we spent our time, money, knowledge, etc. The Prophet said: “On the Day of Resurrection, the feet of the son of Adam would not move away till he is questioned about five matters: on what he had spent his life, his youth, from where he had acquired his wealth, on what he had spent it, and what he had done regarding his knowledge.”1

So, we shall have an answer for every question put to us by Allah .

1 Transmitted by At-Tirmidi.

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The Legal Opinion of Makkan and Al-Azhar Scholars on Watching

Television

Q: Is watching movies on television lawful?

Ibn Jibrin (Fatawa Al-Mar’a, p.101):

It is lawful provided their content is devoid of love stories, singing, dancing, and images of women in revealing dresses that could sexually excite male viewers.

- Dr. Omar Ibn Abdulaziz Qurashi1

Q: What is your view on the films and programs shown on television, especially those with immoral content, and their effect on fostering deviation within our society?

A: When the enemies of Islam failed to annihilate Islam militarily, they sought other means to do so, such as through 1 Professor of Comparative Religion, Faculty of Da‘wah Al-Islamiyyah, University of Azhar.

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cultural, educational, and intellectual ‘conquests.’ They have managed to do so through audio-visual means; the latter being the most dangerous. It goes without saying that television destroys moral and traditional values, and has led to the spread of immorality amongst the members of society. Illegal sexual relationships between girls and boys today arise as a result of what they have seen on television.

Q: Does television play any role in spreading immorality among the youth?

Yes, it certainly does, and this is deliberately done by the Zionist movement, which strives to corrupt our Muslim youth. In fact, it has already managed to carry out its mission, to a certain extent. For instance, it has affected the youth through fantasies and slavish imitation. Remember, that the Jews control 50% of the world’s media and manage the other 50%. Read the section: An-Nufud Al-Yahudi fi al-I‘lam Al-‘Alami of At-Taassub al-Yahudi.1

Q: What does the shari‘ah (Islamic Law) have to say about watching female newscasters, dancers, and actresses?

A: Scholars agree that gazing at a picture equivalent to gazing at a real image, and the female newscasters, dancers, or actresses always look their best before a camera. 1 PhD Thesis, awarded by the University of Azhar.

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Therefore, it would be unlawful, because such images could arouse a male viewer. But even if there were nothing that could distract a viewer, it still remains unlawful, according to the general meaning of the Verse:

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Say to the believing men that they should lower their gaze. (An-Nur: 30)

This is also the view of the late Ibn Baz (Majallat Ad-Da’wa, Issue 932).

Q: All scholars have issued a fatwa that having a television is unlawful, on the grounds that it is harmful? What’s your opinion on this fatwa?

A: This is a valid fatwa and I support it.

Q: Some people say that they turn the television on to watch beneficial programs, but turn it off whenever there is something harmful or unbeneficial. What is your view on this selective viewing?

A: This is almost impossible to achieve on these days. Those who claim to have control over what they watch may not be in total control. They may be able to achieve this for

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themselves, but what about their children and wives? Why should you let your family play with fire?

Q: How, in your opinion, should we get rid of the ‘damage’ caused by television?

A: This is only possible if the people managing the channels are people who fear Allah and want to serve religion.

- Professor Muhammad ‘Abdulmun‘im Al-Buri1

Q: What is your view on the films and programs shown on television, especially those with immoral content and their effect on the deviation of the youth?

A: It goes without saying that television today plays a major role in deviating our youth from the right path, by broadcasting films and programs whose content is both abusive and immoral. Those youths are confused and need a great deal of guidance, but there is no room for educational and religious programs that could bring them back to our traditions and Islamic values.

Q: Is the television responsible for decadence in our society?

A: There is no doubt about it. In fact, television has broken all barriers and influenced the lives of our people; it has 1 Head of Azhar scholars and former director of Islamic Research.

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reached our bedrooms and those of our children. It is untrue to say that television is useful because it presents good religious programs. One cannot say to oneself that one is building a wall while, at the same time, someone behind one is demolishing every inch that one has erected. So, what would four hours of viewing of good programs be compared with 72 hours of bad programs! More to the point, religious programs are allotted quiet hours, such as 1 p.m. while people are still at work, or at 2 a.m. while people are asleep. Allah says:

šχθ è=yè øgs† uρ ¬! $ tΒ šχθ èδ t õ3tƒ ß#ÅÁ s? uρ ÞΟ ßγ çFoΨ Å¡ ø9r& z>É‹s3ø9$#

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They attribute to Allah what they hate (for themselves), and their tongues assert the falsehood that all good things are for themselves: without doubt for them is the Fire, and they will be the first to be hastened in into it! (An-Nahl: 62)

Q: Do the Jews fight us using the media?

A: Yes. When Turkey privatised its media sector, the Jews bought five television channels, which were five pornographic channels, in the heart of a Muslim nation. This was a massive breakthrough for the Jews and a short-cut to

184

their long journey of destroying the remaining handful of Muslims, and achieving their dream of expansion from the Nile to the Euphrates.

Q: Has television produced youth who do not read?

A: Allah says:

$ ¨Β Ÿ≅yè y_ ª! $# 9≅ã_t Ï9 ⎯ÏiΒ É⎥÷⎫t7 ù= s% ’ Îû ϵ Ïùöθ y_

Allah has not made for any man two hearts in his (one) body. (Al-Ahzab: 4)

A person who is too preoccupied in watching television programs, films, soccer, etc. would hardly read or seek knowledge. As a young student, I always tried not to look at the daily newspapers my father used to bring home for fear of being distracted from my mission of seeking knowledge.

Q: Some people argue that gazing at the image of a woman on television is lawful, because it is just a picture. What do you think?

A: It is unlawful, and just as dangerous as looking at a real image.

Q: Could we turn television into something useful and constructive?

185

A: Yes, we could if those people in charge of transmitting programs were people who feared Allah and wanted to serve Islam and Muslims.

- Professor Yahya Ismail1

Q: Is it lawful to watch television, today?

A: No, it is not because of the content of the programs which are full of immorality, obscenity, and females dressed indecently.

Q: Does television play a part in spreading immoral conduct and destroying society?

A: There is no doubt about this because of the programs, especially films which contain explicit sex scenes that excite the viewers.

Q: Is gazing at the image of a woman on television lawful?

A: This is clearly unlawful, according to the verse:

1 Professor of Hadith Literature at Azhar university.

186

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Say to the believing men that they should lower their gaze and guard their modesty: that will make for greater purity for them: and Allah is well acquainted with all that they do. And say to the believing women that they should lower their gaze and guard their modesty. (An-Nur: 30-31);

- Professor Abdulmahdi Abdulkader1

Q: The American scholar Bloomer says: “Films around the world today destroy young girls.” What do you think?

A: I totally agree with this statement, and girls in our society who do not have any religious education try to imitate what they see on television. This is a loss to our girls; the women of the future.

Q: Is television responsible for widespread crime?

1 Professor at the Faculty of Usul Ad-Din, University of Azhar.

187

A: If there is anyone who wishes to sue the television for being responsible for the crimes committed in our society, then I will be the first to that.

Q: Some people argue that television may be used for educational and constructive purposes. Do you agree?

A: This is impossible, as only 1% of the programs on television could be beneficial, while the rest are destructive.

Q: Could we turn television into a useful and constructive instrument?

A: Yes, we could if the people in charge of transmitting programs were people who fear Allah and want to serve Islam and Muslims.

- Professor Abduladim al-Mataani1

Q: What do you think of today’s television programs?

A: Today, television programs foster illegal relationships between boys and girls, men and women, contain obscenities and immoralities. Even villages have been affected. For instance, our village al-Mansuriyyah, a small Island surrounded by the Nile in Aswan Province was purely Islamic, but only after five years of the introduction of television I was shocked when I visited it one day. Girls 1 Professor of Rhetoric at Azhar University.

188

walk along the roadside with their hair, arms and legs uncovered. So, the television has had a negative effect on society because it has destroyed their Islamic and traditional values.

Q: Is television responsible for any increase in crime?

A: Armed robbery, theft, burglary, fraud, etc. were only heard of or seen in Europe or America, but ever since television reached the Arab society, we have heard of these crimes, and even more sophisticated ones, in our society.

Q: Does television affect one’s studies?

A: Yes, it does because it occupies valuable time and distracts students from reading and doing their assignments.

Q: Can we turn a television into a useful and constructive instrument?

A: Yes, if the television program management and broadcasting are placed in the hands of people who fear Allah and want to sincerely serve Islam and Muslims.

- Professor Al-Ajmi ad-Damanhuri1

Q: Does television play a role in the development of personality in youths?

1 Head of the Department of Sunnah , University of Azhar.

189

A: Yes, it does through the programs and films shown. For example, it makes illegal sexual intercourse and other immoralities appear to be trivial.

Q: Does television affect one’s studies?

A: Yes, it does because it occupies a person’s valuable time and distracts students from reading, so this makes them more passive and receptive than active and productive. Thus, we have youth who dislike reading.

Q: Is gazing at the image of a woman on television lawful?

A: No, it is not.

Q: How can we get rid of television?

A. This is a far-fetched undertaking.

- Professor Abdulbadi Abu Hashim1

Q: Is it true that television has crippled our youth’s reading abilities?

A: Yes it has. This generation is now so dependent on computers and other electronic devices that they could obviously cripple a person’s interest in reading, memorising and computing, especially in children. 1 Professor of Tafsir, University of Azhar.

190

Q: Is gazing at the image of a woman on television lawful?

A: Gazing at a stranger, whether in the street, at home, or on television is strictly unlawful.

Q: Can one buy a television solely for the purpose of watching beneficial and educational programs?

A: Suppose you give a person, sound in body and mind, a bowl of honey that contained a spoonful of poison. He would definitely reject it. Now, imagine if you had given the same person a bowl of poison that contained one spoonful of honey. Would he eat it? The answer is no. The television is a magical, spellbound object, so it is difficult to be selective.

Q: How can we get rid of the television?

A. Currently, this can be done at an individual level, with each of us banning it from their homes. But at the level of society, this requires making television programs purely educational and constructive.

Interviews conducted by the student, Ahmad Youssef Dibaoui.

191

o Al-Firdous Ltd.’s

Program For

Tarbiyah

192

Checklist For The Muslim To Draw Closer To Allah

In a Hadith Qudsi, 'Ata' relates that Abu Hurayra said that the Messenger of Allah, may Allah bless him and grant him peace, said:

"Allah said: 'I have declared war on anyone who shows enmity to a friend of Mine. My slave does not draw near to Me with anything I love more than what I have made obligatory (e.g. Fard, Wajib) on him. And my slave continues to draw near to Me with supererogatory (e.g. Mustahab, Nawafil) actions until I love him. When I love him, I become his hearing with which he hears, his seeing with which he sees, his hand with which he strikes, and his foot with which he walks. If he were to ask Me for something, I would give it to him. If he were to ask Me for refuge, I would give him refuge. I do not hesitate in anything I do as I hesitate to take the soul of the believer who dislikes death and I disliked to annoy him.'"

[Sahih al-Bukhari : 6137]

Muslims today are in a state of despair, not knowing where life is leading them, being caught up in the life of this dunya, and are finding it more and more difficult to turn to Allah(swt).

193

Problems face the Muslims as they struggle to hold onto their deen.

Family ties are broken through un-Islamic behaviour or the effects of Sihr (black magic). People are going to soothsayers and clairvoyants who use the evil Jinn to harm others and tear families apart, to the extent that these black magicians openly advertise their services in newspapers.

The youth are being bombarded with a cultural and media onslaught that is pre-occupying them so much that they find it difficult to stop and contemplate about Allah(swt), Islam, and the Hereafter.

Men and Women are working continuously either to earn just enough to survive or earn as much as possible to feed their consumer appetite. Never stopping to think of the balanced approach laid down by Allah(swt).

The checklist is presented to help Muslims think about how much they need to do and make a start to draw even closer to Allah(swt).

If you practice little or no Islam, please do not be hindered by the list. Start with your daily prayers and improve yourself over time. Remember if you take one step towards Allah(swt), then Allah(swt) will take ten steps towards you... if you walk towards Him, He(swt) will run towards you.

Repent to Allah(swt) and start to make the necessary changes in your life today. There is always room for improvement for everyone.

Read

now

you

r ow

n re

cord

; on

this

Day

, you

are

abl

e to

judg

e fo

r yo

urse

lf.

Goo

dD

eeds

Rem

inde

rSa

t.Su

n.

Mon

. Tu

e.

Wed

. Th

u.

Fri.

Gra

de

1.Salat(Prayer)

- H

ave

you

perf

orm

ed t

he f

ive

com

puls

ory

pray

ers

on

time?

H

ave

you

perf

orm

ed t

hem

at

hom

e or

at

the

mos

que?

H

ave

you

perf

orm

ed

them

pe

acef

ully

an

d hu

mbl

y?

50

2. Optional Duties (Nawafil)

- H

ave

you

perf

orm

ed t

he o

ptio

nal p

raye

rs w

hich

pre

cede

or

suc

ceed

the

com

puls

ory

pray

ers?

H

ave

you

perf

orm

ed

volu

ntar

y pr

ayer

s (N

awaf

il)

such

as

N

ight

Pr

ayer

(A

l-Q

iyya

m),

the

Odd

-num

bere

d Pr

ayer

(Al

-Witr

), G

uida

nce

Pray

er

(Istik

hara

), an

d G

reet

ing

the

Mos

que

Pray

er

(Tah

iyya

t al

-Mas

jid)?

D

id y

ou d

o vo

lunt

ary

fast

s (M

onda

ys

and

Thur

sday

s, th

ree

days

of e

very

mon

th, e

tc…

)

15

3.Qur’an

- H

ave

you

reci

ted

and

pond

ered

the

Qur

’an,

mem

oriz

ed o

r re

vise

d w

hat y

ou h

ad a

lread

y m

emor

ized

of i

t?

15

4. Invocations (Azkar)

- H

ave

you

said

and

pon

dere

d th

e m

orni

ng a

nd e

veni

ng

invo

catio

ns (

Azka

r as

-Sab

ah a

ndal

-Mas

a) (

upon

goi

ng t

o be

d an

d w

akin

g up

, upo

n en

terin

g th

e to

ilets

, upo

n le

avin

g ho

me,

up

on

dres

sing

, up

on

gett

ing

on

a m

eans

of

tr

ansp

ort,

upon

ent

erin

g an

d le

avin

g a

mos

que,

etc

…)?

H

ave

you

said

, ‘Pe

ace

be u

pon

Muh

amm

ad

’?

15

13. Checking one’s

language & acts by other

limbs (ear, eye, hand,

- H

ave

you

abst

aine

d fr

om c

omm

ittin

g se

rious

sin

s su

ch a

s ly

ing,

bac

kbiti

ng,

mak

ing

clai

ms

agai

nst

Alla

h ,

Prop

het

Muh

amm

ad

or

Isla

m

in

gene

ral

with

out

know

ledg

e,

low

erin

g yo

ur g

aze,

gre

ed a

nd i

llega

l se

xual

int

erco

urse

, et

c…)?

14. Remembering the reality of life &

death

- H

ave

you

pond

ered

the

diff

eren

ce in

the

rea

lity

of li

fe a

nd

the

Her

eafte

r an

d sh

rugg

ed

life’

s sp

lend

ours

su

ch

as

wom

en, c

hild

ren,

wea

lth a

nd s

tatu

s? H

ave

you

had

a ch

ance

to

rem

embe

r de

ath

and

its a

gony

, th

e gr

ave

and

its p

itch

dark

ness

, and

tria

l bef

ore

Alla

h a

nd h

ow p

repa

red

you

are

for t

hat D

ay (i

.e. b

y vi

sitin

g th

e gr

aves

)?

15. Making supplications

(Du’a)

- H

ave

you

had

time

to m

ake

supp

licat

ions

to

Alla

h f

or y

ours

elf

and

on b

ehal

f of y

our p

aren

ts a

nd th

e M

uslim

s?

16. Trying

yourself

- H

ave

you

trie

d yo

ur s

oul f

or w

hat

its a

ctio

ns d

urin

g th

e da

y an

d ni

ght?

17. Repentance

- H

ave

you

clos

ed y

our

day

with

a s

ince

re r

epen

tanc

e an

d a

cove

nant

with

Alla

h to

rem

edy

any

shor

tcom

ing

on y

our p

art a

nd

incr

ease

yo

ur e

ffort

s in

com

plyi

ng w

ith A

llah’

s Sh

ari’a

and

Pr

ophe

t Muh

amm

ad’s

Su

nna?

Goo

d D

eeds

Re

min

der

Sat.

Sun.

M

on.

Tue.

W

ed.

Thu.

Fr

i. G

rade

10. Enjoining good & Inviting people to Islam

- H

ave

you

invi

ted

anyb

ody

to I

slam

? H

ave

you

take

n an

ybod

y w

ho d

oes

not p

ray

to th

e m

osqu

e fo

r pra

yers

or f

or

the

Frid

ay P

raye

r?

Hav

e yo

u ta

ken

anyb

ody

to a

lect

ure

or

relig

ious

circ

les

for

the

first

tim

e?

Hav

e yo

u bo

rrow

ed a

us

eful

boo

k or

aud

iota

pe f

or t

he p

urpo

se o

f in

vitin

g a

pers

on to

Isla

m?

Hav

e yo

u gi

ven

a gi

ft a

Mus

lim p

erso

n as

a

toke

n of

lov

e an

d br

othe

rhoo

d?

Hav

e yo

u pr

even

ted

a M

uslim

per

son

from

com

mitt

ing

an e

vil

act

or a

ssis

ted

him

/her

in d

oing

som

ethi

ng g

ood?

H

ave

you

fulfi

lled

your

du

ties

upon

mee

ting

a M

uslim

per

son?

H

ave

you

visi

ted

anyb

ody

for

the

Sake

of

Alla

h o

r al

loca

ted

som

e of

you

r tim

e to

inv

ite a

nybo

dy t

o Is

lam

, etc

…?

Hav

e yo

u en

join

ed

anyt

hing

goo

d or

offe

red

a se

rvic

e to

a M

uslim

per

son?

11. commitment

- H

ave

you

com

mitt

ed

your

self

to

get

rid

of

any

unac

cept

able

be

havi

or

(ang

er,

impo

liten

ess,

exce

ss

in

laug

hter

and

tea

sing

, etc

…)?

H

ave

you

com

mitt

ed y

ours

elf

to a

cqui

ring

nobl

e ch

arac

teris

tics

or a

bide

by

a tr

aditi

on th

at

you

had

negl

ecte

d fo

r so

met

ime

(kin

dnes

s, pa

tienc

e,

timid

ity, s

eeki

ng A

llah’

s A

ssis

tanc

e (a

t-Ta

wak

kul),

mer

cy,

loya

lty, g

ener

osity

, fea

r of A

llah

, etc

…)?

12.Checking

one’sheart

- H

ave

you

prot

ecte

d an

d gu

arde

d yo

ur

hear

t ag

ains

t ar

roga

nce,

ranc

our,

jeal

ousy

, pur

suit

of li

fe’s

spl

endo

urs?

13. Checking one’s

language & acts by other

limbs (ear, eye, hand,

- H

ave

you

abst

aine

d fr

om c

omm

ittin

g se

rious

sin

s su

ch a

s ly

ing,

bac

kbiti

ng,

mak

ing

clai

ms

agai

nst

Alla

h ,

Prop

het

Muh

amm

ad

or

Isla

m

in

gene

ral

with

out

know

ledg

e,

low

erin

g yo

ur g

aze,

gre

ed a

nd i

llega

l se

xual

int

erco

urse

, et

c…)?

14. Remembering the reality of life &

death

- H

ave

you

pond

ered

the

diff

eren

ce in

the

rea

lity

of li

fe a

nd

the

Her

eaft

er

and

shru

gged

lif

e’s

sple

ndou

rs

such

as

w

omen

, chi

ldre

n, w

ealth

and

sta

tus?

Hav

e yo

u ha

d a

chan

ce

to r

emem

ber

deat

h an

d its

ago

ny,

the

grav

e an

d its

pitc

h da

rkne

ss, a

nd tr

ial b

efor

e Al

lah

and

how

pre

pare

d yo

u ar

e fo

r tha

t Day

(i.e

. by

visi

ting

the

grav

es)?

15. Making supplications

(Du’a)

- H

ave

you

had

time

to m

ake

supp

licat

ions

to

Alla

h f

or y

ours

elf

and

on b

ehal

f of y

our p

aren

ts a

nd th

e M

uslim

s?

16. Trying

yourself

- H

ave

you

trie

d yo

ur s

oul f

or w

hat

its a

ctio

ns d

urin

g th

e da

y an

d ni

ght?

17. Repentance

- H

ave

you

clos

ed y

our

day

with

a s

ince

re r

epen

tanc

e an

d a

cove

nant

with

Alla

h to

rem

edy

any

shor

tcom

ing

on y

our p

art a

nd

incr

ease

yo

ur e

ffort

s in

com

plyi

ng w

ith A

llah’

s Sh

ari’a

and

Pr

ophe

t Muh

amm

ad’s

Su

nna?