Quizzes & Puzzles3 mins ago
Music And Dance Are Acts Of The Devil?
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the school proclaims it promotes islamic and british values. on that basis, and as this is an islamic school, is it any business of OFSTED how the school chooses to express islamic values?
the school proclaims it promotes islamic and british values. on that basis, and as this is an islamic school, is it any business of OFSTED how the school chooses to express islamic values?
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Yes, it is OFSTED’s business because these schools are teaching Islamic values and denying not only western values, but proven science. Among other things Islamic schools also teach that women must be obedient to men, that the theory of the evolution of man is wrong, that the mountains were created to pin down the earth, that the stars were created as missiles against demons, and that an angel forms babies in the womb and Allah decides upon their gender. And still people who have had the benefit of a western education defend Islam. Bizarre!
I'm no apologist for any religion, especially the Muslims. However, along with the Muslim schools the Jewish faith schools have a similar problem with indoctrination. Many of their schools which are illegal are failing Ofsted reports when they can enter them. I shouldn't have compared the Christian schools.as I've said in an earlier post, they get indoctrinated when they leave secondary education
"Dance
Dance is one of the activity areas of the national curriculum for physical education. Muslims consider that most dance activities, as practised in the curriculum, are not consistent with the Islamic requirements for modesty as they may involve sexual connotations and messages when performed within mixed-gender groups or if performed in front of mixed audiences. Most primary and secondary schools hold dance in mixed-gender classes and may include popular dance styles, in which movements of the body are seen as sexually expressive and seductive in nature.
At Key Stage 1 and the early phase of Key Stage 2 dance is equated with expressive and creative movements connected with emotions or forces of nature. In this form it would be acceptable to most Muslim pupils and parents.
However, most Muslim parents will find little or no educational merit or value in dance or dancing after early childhood and may even find it objectionable on moral and religious grounds once children have become sexually mature (puberty). Some parents may consider it to be acceptable within a single-sex context provided the dance movements have no sexual connotations. As dancing is not a normal activity for most Muslim families, Muslim pupils are likely to exhibit reluctance to taking part in it, particularly in mixed-gender sessions. By the same token, dance performances before a mixed gender audience may also be objectionable.
Schools are asked to respect these views and principles, which are held sincerely on the grounds of conscience, and to honour parents’ wishes by not placing pupils in situations of religious and moral compromise.
Whilst Muslims have no wish to constrain the freedom of others, they would urge schools to organise and manage physical education so that pupils can choose other acceptable forms of activity, for example, athletics, games, gymnastics, outdoor and adventurous activities and swimming within the curriculum.
If the above is not possible, parental requests for children to be excused from dance should be treated as an issue of religious conscience and respected accordingly."
Dance is one of the activity areas of the national curriculum for physical education. Muslims consider that most dance activities, as practised in the curriculum, are not consistent with the Islamic requirements for modesty as they may involve sexual connotations and messages when performed within mixed-gender groups or if performed in front of mixed audiences. Most primary and secondary schools hold dance in mixed-gender classes and may include popular dance styles, in which movements of the body are seen as sexually expressive and seductive in nature.
At Key Stage 1 and the early phase of Key Stage 2 dance is equated with expressive and creative movements connected with emotions or forces of nature. In this form it would be acceptable to most Muslim pupils and parents.
However, most Muslim parents will find little or no educational merit or value in dance or dancing after early childhood and may even find it objectionable on moral and religious grounds once children have become sexually mature (puberty). Some parents may consider it to be acceptable within a single-sex context provided the dance movements have no sexual connotations. As dancing is not a normal activity for most Muslim families, Muslim pupils are likely to exhibit reluctance to taking part in it, particularly in mixed-gender sessions. By the same token, dance performances before a mixed gender audience may also be objectionable.
Schools are asked to respect these views and principles, which are held sincerely on the grounds of conscience, and to honour parents’ wishes by not placing pupils in situations of religious and moral compromise.
Whilst Muslims have no wish to constrain the freedom of others, they would urge schools to organise and manage physical education so that pupils can choose other acceptable forms of activity, for example, athletics, games, gymnastics, outdoor and adventurous activities and swimming within the curriculum.
If the above is not possible, parental requests for children to be excused from dance should be treated as an issue of religious conscience and respected accordingly."
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