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Showing posts with label Muslim. Show all posts
Showing posts with label Muslim. Show all posts

Psychologist Discovers the Effect of Repeating the Word

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Vander Hoven, a psychologist from Netherlands, announced his new discovery about the effect of reading the Qur'an and repeating the word ALLAH both on patients and on normal persons. The Dutch professor confirms his discovery with studies and research applied on many patients over a period of three years.

Some of his patients were non-Muslims, others do not speak Arabic and were trained to pronounce the word "ALLAH" clearly; the result was great, particularly on those who suffer from dejection and tension. "Al Watan", a Saudi daily reported that the psychologist was quoted to say that Muslims who can read Arabic and who read the Qur'an regularly can protect themselves from psychological diseases.

The psychologist explained how each letter in the word "ALLAH" affects healing of psychological diseases. He pointed out in his research that pronouncing the first letter in the word "ALLAH" which is the letter (A), released from the respiratory system, controls breathing. He added that pronouncing the velar consonant (L) in the Arabic way, with the tongue touching slightly the upper part of the jaw producing a short pause and then repeating the same pause constantly, relaxes the aspiration. Also, pronouncing the last letter which is the letter (H) makes a contact between the lungs and the heart and in turn this contact controls the heart beat.

What is exciting in the study is that this psychologist is a non-Muslim, but interested in Islamic sciences and searching for the secrets of the Holy Qur'an. Allah, The Great and Glorious, says, "We will show them Our signs in the universe and in their own selves, until it becomes manifest to them that this (Qur'an) is the truth." (Holy Qur'an 42:53)



What is Not Taught in School part 2

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What is Taught: Isaac Newton, during the 17th century, developed the binomial theorem, which is a crucial component for the study of algebra.
What Should be Taught: Hundreds of Muslim mathematicians utilized and perfected the binomial theorem. They initiated its use for the systematic solution of algebraic problems during the 10th century (or prior).

What is Taught:
No improvement had been made in the astronomy of the ancients during the Middle Ages regarding the motion of planets until the 13th century. Then Alphonso the Wise of Castile (Middle Spain) invented the Aphonsine Tables , which were more accurate than Ptolemy's.
What Should be Taught: Muslim astronomers made numerous improvements upon Ptolemy's findings as early as the 9 th century. They were the first astronomers to dispute his archaic ideas. In their critic of the Greeks, they synthesized proof that the sun is the center of the solar system and that the orbits of the earth and other planets might be elliptical. They produced hundreds of highly accurate astronomical tables and star charts. Many of their calculations are so precise that they are regarded as contemporary. The AlphonsineTables are little more than copies of works on astronomy transmitted to Europe via Islamic Spain, i.e. the Toledo Tables.

What is Taught:
The English scholar Roger Bacon (d. 1292) first mentioned glass lenses for improving vision. At nearly the same time, eyeglasses could be found in use both in China and Europe.
What Should be Taught: Ibn Firnas of Islamic Spain invented eyeglasses during the 9th century, and they were manufactured and sold throughout Spain for over two centuries. Any mention of eyeglasses by Roger Bacon was simply a regurgitation of the work of al-Haytham (d. 1039), whose research Bacon frequently referred to.

What is Taught:
Gunpowder was developed in the Western world as a result of Roger Bacon's work in 1242. The first usage of gunpowder in weapons was when the Chinese fired it from bamboo shoots in attempt to frighten Mongol conquerors. They produced it by adding sulfur and charcoal to saltpeter.
What Should be Taught: The Chinese developed saltpeter for use in fireworks and knew of no tactical military use for gunpowder, nor did they invent its formula. Research by Reinuad and Fave have clearly shown that gunpowder was formulated initially by Muslim chemists. Further, these historians claim that the Muslims developed the first fire-arms. Notably, Muslim armies used grenades and other weapons in their defence of Algericus against the Franks during the 14 th century. Jean Mathes indicates that the Muslim rulers had stock-piles of grenades, rifles, crude cannons, incendiary devices, sulfur bombs and pistols decades before such devices were used in Europe. The first mention of a cannon was in an Arabic text around 1300 A.D. Roger Bacon learned of the formula for gunpowder from Latin translations of Arabic books. He brought forth nothing original in this regard.

What is Taught:
The compass was invented by the Chinese who may have been the first to use it for navigational purposes sometime between 1000 and 1100 A.D. The earliest reference to its use in navigation was by the Englishman, Alexander Neckam (1157-1217).
What Should be Taught: Muslim geographers and navigators learned of the magnetic needle, possibly from the Chinese, and were the first to use magnetic needles in navigation. They invented the compass and passed the knowledge of its use in navigation to the West. European navigators relied on Muslim pilots and their instruments when exploring unknown territories. Gustav Le Bon claims that the magnetic needle and compass were entirely invented by the Muslims and that the Chinese had little to do with it. Neckam, as well as the Chinese, probably learned of it from Muslim traders. It is noteworthy that the Chinese improved their navigational expertise after they began interacting with the Muslims during the 8th century.

What is Taught:
The first man to classify the races was the German Johann F. Blumenbach, who divided mankind into white, yellow, brown, black and red peoples.
What Should be Taught: Muslim scholars of the 9th through 14th centuries invented the science of ethnography. A number of Muslim geographers classified the races, writing detailed explanations of their unique cultural habits and physical appearances. They wrote thousands of pages on this subject. Blumenbach's works were insignificant in comparison.

What is Taught:
The science of geography was revived during the 15th, 16th and 17th centuries when the ancient works of Ptolemy were discovered. The Crusades and the Portuguese/Spanish expeditions also contributed to this reawakening. The first scientifically- based treatise on geography were produced during this period by Europe's scholars.
What Should be Taught: Muslim geographers produced untold volumes of books on the geography of Africa, Asia, India, China and the Indies during the 8th through 15th centuries. These writings included the world's first geographical encyclopedias, almanacs and road maps. Ibn Battutah's 14 th century masterpieces provide a detailed view of the geography of the ancient world. The Muslim geographers of the 10th through 15th centuries far exceeded the output by Europeans regarding the geography of these regions well into the 18 th century. The Crusades led to the destruction of educational institutions, their scholars and books. They brought nothing substantive regarding geography to the Western world.

What is Taught:
Robert Boyle, in the 17th century, originated the science of chemistry.
What Should be Taught: A variety of Muslim chemists, including ar-Razi, al-Jabr, al-Biruni and al-Kindi, performed scientific experiments in chemistry some 700 years prior to Boyle. Durant writes that the Muslims introduced the experimental method to this science. Humboldt regards the Muslims as the founders of chemistry.

What is Taught:
Leonardo da Vinci (16th century) fathered the science of geology when he noted that fossils found on mountains indicated a watery origin of the earth.
What Should be Taught: Al-Biruni (1lth century) made precisely this observation and added much to it, including a huge book on geology, hundreds of years before Da Vinci was born. Ibn Sina noted this as well (see pages 100-101). it is probable that Da Vinci first learned of this concept from Latin translations of Islamic books. He added nothing original to their findings.

What is Taught:
The first mention of the geological formation of valleys was in 1756, when Nicolas Desmarest proposed that they were formed over a long periods of time by streams.
What Should be Taught: Ibn Sina and al-Biruni made precisely this discovery during the 11 th century (see pages 102 and 103), fully 700 years prior to Desmarest.

What is Taught:
Galileo (17th century) was the world's first great experimenter.
What Should be Taught: Al-Biruni (d. 1050) was the world's first great experimenter. He wrote over 200 books, many of which discuss his precise experiments. His literary output in the sciences amounts to some 13,000 pages, far exceeding that written by Galileo or, for that matter, Galileo and Newton combined.

What is Taught:
The Italian Giovanni Morgagni is regarded as the father of pathology because he was the first to correctly describe the nature of disease.
What Should be Taught: Islam's surgeons were the first pathologists. They fully realized the nature of disease and described a variety of diseases to modern detail. Ibn Zuhr correctly described the nature of pleurisy, tuberculosis and pericarditis. Az-Zahrawi accurately documented the pathology of hydrocephalus (water on the brain) and other congenital diseases. Ibn al-Quff and Ibn an-Nafs gave perfect descriptions of the diseases of circulation. Other Muslim surgeons gave the first accurate descriptions of certain malignancies, including cancer of the stomach, bowel and esophagus. These surgeons were the originators of pathology, not Giovanni Morgagni.

What is Taught:
Paul Ehrlich (19th century) is the originator of drug chemotherapy, that is the use of specific drugs to kill microbes.
What Should be Taught: Muslim physicians used a variety of specific substances to destroy microbes. They applied sulfur topically specifically to kill the scabies mite. Ar-Razi (10 th century) used mercurial compounds as topical antiseptics.

What is Taught:
Purified alcohol, made through distillation, was first produced by Arnau de Villanova, a Spanish alchemist, in 1300 A.D.
What Should be Taught: Numerous Muslim chemists produced medicinal-grade alcohol through distillation as early as the 10 th century and manufactured on a large scale the first distillation devices for use in chemistry. They used alcohol as a solvent and antiseptic.

What is Taught:
The first surgery performed under inhalation anesthesia was conducted by C.W. Long, an American, in 1845.
What Should be Taught: Six hundred years prior to Long, Islamic Spain's Az-Zahrawi and Ibn Zuhr, among other Muslim surgeons, performed hundreds of surgeries under inhalation anesthesia with the use of narcotic-soaked sponges which were placed over the face.

What is Taught:
During the 16th century Paracelsus invented the use of opium extracts for anesthesia.
What Should be Taught: Muslim physicians introduced the anesthetic value of opium derivatives during the Middle Ages. Opium was originally used as an anesthetic agent by the Greeks. Paracelus was a student of Ibn Sina's works from which it is almost assured that he derived this idea.

What is Taught:
Modern anesthesia was invented in the 19th century by Humphrey Davy and Horace Wells.
What Should be Taught: Modern anesthesia was discovered, mastered and perfected by Muslim anesthetists 900 years before the advent of Davy and Wells. They utilized oral as well as inhalant anesthetics.

What is Taught:
The concept of quarantine was first developed in 1403. In Venice, a law was passed preventing strangers from entering the city until a certain waiting period had passed. If, by then, no sign of illness could be found, they were allowed in.
What Should be Taught: The concept of quarantine was first introduced in the 7th century A.D. by the prophet Muhammad, who wisely warned against entering or leaving a region suffering from plague. As early as the 10th century, Muslim physicians innovated the use of isolation wards for individuals suffering with communicable diseases.

What is Taught:
The scientific use of antiseptics in surgery was discovered by the British surgeon Joseph Lister in 1865.
What Should be Taught: As early as the 10th century, Muslim physicians and surgeons were applying purified alcohol to wounds as an antiseptic agent. Surgeons in Islamic Spain utilized special methods for maintaining antisepsis prior to and during surgery. They also originated specific protocols for maintaining hygiene during the post-operative period. Their success rate was so high that dignitaries throughout Europe came to Cordova, Spain, to be treated at what was comparably the "Mayo Clinic" of the Middle Ages.

What is Taught:
In 1545, the scientific use of surgery was advanced by the French surgeon Ambroise Pare. Prior to him, surgeons attempted to stop bleeding through the gruesome procedure of searing the wound with boiling oil. Pare stopped the use of boiling oils and began ligating arteries. He is considered the "father of rational surgery." Pare was also one of the first Europeans to condemn such grotesque "surgical" procedures as trepanning (see reference #6, pg. 110).
What Should be Taught: Islamic Spain's illustrious surgeon, az-Zahrawi (d. 1013), began ligating arteries with fine sutures over 500 years prior to Pare. He perfected the use of Catgut, that is suture made from animal intestines. Additionally, he instituted the use of cotton plus wax to plug bleeding wounds. The full details of his works were made available to Europeans through Latin translations.
Despite this, barbers and herdsmen continued be the primary individuals practicing the "art" of surgery for nearly six centuries after az-Zahrawi's death. Pare himself was a barber, albeit more skilled and conscientious than the average ones.
Included in az-Zahrawi's legacy are dozens of books. His most famous work is a 30 volume treatise on medicine and surgery. His books contain sections on preventive medicine, nutrition, cosmetics, drug therapy, surgical technique, anesthesia, pre and post-operative care as well as drawings of some 200 surgical devices, many of which he invented. The refined and scholarly az-Zahrawi must be regarded as the father and founder of rational surgery, not the uneducated Pare.

What is Taught:
William Harvey, during the early 17th century, discovered that blood circulates. He was the first to correctly describe the function of the heart, arteries and veins. Rome's Galen had presented erroneous ideas regarding the circulatory system, and Harvey was the first to determine that blood is pumped throughout the body via the action of the heart and the venous valves. Therefore, he is regarded as the founder of human physiology.
What Should be Taught: In the 10th century, Islam's ar-Razi wrote an in-depth treatise on the venous system, accurately describing the function of the veins and their valves. Ibn an-Nafs and Ibn al-Quff (13th century) provided full documentation that the blood circulates and correctly described the physiology of the heart and the function of its valves 300 years before Harvey. William Harvey was a graduate of Italy's famous Padua University at a time when the majority of its curriculum was based upon Ibn Sina's and ar-Razi's textbooks.

What is Taught:
The first pharmacopeia (book of medicines) was published by a German scholar in 1542. According to World Book Encyclopedia, the science of pharmacology was begun in the 1900's as an off-shoot of chemistry due to the analysis of crude plant materials. Chemists, after isolating the active ingredients from plants, realized their medicinal value.
What Should be Taught: According to the eminent scholar of Arab history, Phillip Hitti, the Muslims, not the Greeks or Europeans, wrote the first "modern" pharmacopeia. The science of pharmacology was originated by Muslim physicians during the 9th century. They developed it into a highly refined and exact science. Muslim chemists, pharmacists and physicians produced thousands of drugs and/or crude herbal extracts one thousand years prior to the supposed birth of pharmacology. During the 14th century Ibn Baytar wrote a monumental pharmacopeia listing some 1400 different drugs. Hundreds of other pharmacopeias were published during the Islamic Era. It is likely that the German work is an offshoot of that by Ibn Baytar, which was widely circulated in Europe.

What is Taught:
The discovery of the scientific use of drugs in the treatment of specific diseases was made by Paracelsus, the Swiss-born physician, during the 16th century. He is also credited with being the first to use practical experience as a determining factor in the treatment of patients rather than relying exclusively on the works of the ancients.
What Should be Taught: Ar-Razi, Ibn Sina, al-Kindi, Ibn Rushd, az -Zahrawi, Ibn Zuhr, Ibn Baytar, Ibn al-Jazzar, Ibn Juljul, Ibn al-Quff, Ibn an-Nafs, al-Biruni, Ibn Sahl and hundreds of other Muslim physicians mastered the science of drug therapy for the treatment of specific symptoms and diseases. In fact, this concept was entirely their invention. The word "drug" is derived from Arabic. Their use of practical experience and careful observation was extensive.
Muslim physicians were the first to criticize ancient medical theories and practices. Ar-Razi devoted an entire book as a critique of Galen's anatomy. The works of Paracelsus are insignificant compared to the vast volumes of medical writings and original findings accomplished by the medical giants of Islam.

What is Taught:
The first sound approach to the treatment of disease was made by a German, Johann Weger, in the 1500's.
What Should be Taught: Harvard's George Sarton says that modern medicine is entirely an Islamic development and that Setting the Record Straight the Muslim physicians of the 9th through 12th centuries were precise, scientific, rational and sound in their approach. Johann Weger was among thousands of Europeans physicians during the 15th through 17th centuries who were taught the medicine of ar-Razi and Ibn Sina. He contributed nothing original.

What is Taught:
Medical treatment for the insane was modernized by Philippe Pinel when in 1793 he operated France's first insane asylum .
What Should be Taught: As early as the 1lth century, Islamic hospitals maintained special wards for the insane. They treated them kindly and presumed their disease was real at a time when the insane were routinely burned alive in Europe as witches and sorcerers. A curative approach was taken for mental illness and, for the first time in history, the mentally ill were treated with supportive care, drugs and psychotherapy. Every major Islamic city maintained an insane asylum where patients were treated at no charge. In fact, the Islamic system for the treatment of the insane excels in comparison to the current model, as it was more humane and was highly effective as well.

What is Taught:
Kerosine was first produced by the an Englishman, Abraham Gesner, in 1853. He distilled it from asphalt.
What Should be Taught: Muslim chemists produced kerosine as a distillate from petroleum products over 1,000 years prior to Gesner (see Encyclopaedia Britannica under the heading, Petroleum).




What is Not Taught in School part 1

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What is Taught: The first mention of man in flight was by Roger Bacon, who drew a flying apparatus. Leonardo da Vinci also conceived of airborne transport and drew several prototypes.

What Should be Taught: Ibn Firnas of Islamic Spain invented, constructed and tested a flying machine in the 800's A.D. Roger Bacon learned of flying machines from Arabic references to Ibn Firnas' machine. The latter's invention antedates Bacon by 500 years and Da Vinci by some 700 years.

What is Taught: Glass mirrors were first produced in 1291 in Venice.
What Should be Taught: Glass mirrors were in use in Islamic Spain as early as the 11th century. The Venetians learned of the art of fine glass production from Syrian artisans during the 9th and 10th centuries.

What is Taught:
Until the 14th century, the only type of clock available was the water clock. In 1335, a large mechanical clock was erected in Milan, Italy. This was possibly the first weight-driven clock.
What Should be Taught: A variety of mechanical clocks were produced by Spanish Muslim engineers, both large and small, and this knowledge was transmitted to Europe through Latin translations of Islamic books on mechanics. These clocks were weight-driven. Designs and illustrations of epi-cyclic and segmental gears were provided. One such clock included a mercury escapement. The latter type was directly copied by Europeans during the 15th century. In addition, during the 9 th century, Ibn Firnas of Islamic Spain, according to Will Durant, invented a watch-like device which kept accurate time. The Muslims also constructed a variety of highly accurate astronomical clocks for use in their observatories.

What is Taught:
In the 17th century, the pendulum was developed by Galileo during his teenage years. He noticed a chandelier swaying as it was being blown by the wind. As a result, he went home and invented the pendulum.
What Should be Taught: The pendulum was discovered by Ibn Yunus al-Masri during the 10th century, who was the first to study and document its oscillatory motion. Its value for use in clocks was introduced by Muslim physicists during the 15 th century.

What is Taught:
Movable type and the printing press was invented in the West by Johannes Gutenberg of Germany during the 15th century.
What Should be Taught: In 1454, Gutenberg developed the most sophisticated printing press of the Middle Ages. However, movable brass type was in use in Islamic Spain 100 years prior, and that is where the West's first printing devices were made.

What is Taught:
Isaac Newton's 17th century study of lenses, light and prisms forms the foundation of the modern science of optics .
What Should be Taught: In the 1lth century al-Haytham determined virtually everything that Newton advanced regarding optics centuries prior and is regarded by numerous authorities as the "founder of optics. " There is little doubt that Newton was influenced by him. Al-Haytham was the most quoted physicist of the Middle Ages. His works were utilized and quoted by a greater number of European scholars during the 16th and 17th centuries than those of Newton and Galileo combined.

What is Taught:
Isaac Newton, during the 17th century, discovered that white light consists of various rays of colored light.
What Should be Taught: This discovery was made in its entirety by al-Haytham (11th century) and Kamal ad-Din (14th century). Newton did make original discoveries, but this was not one of them.

What is Taught:
The concept of the finite nature of matter was first introduced by Antione Lavoisier during the 18th century. He discovered that, although matter may change its form or shape, its mass always remains the same. Thus, for instance, if water is heated to steam, if salt is dissolved in water or if a piece of wood is burned to ashes, the total mass remains unchanged.
What Should be Taught: The principles of this discovery were elaborated centuries before by Islamic Persia's great scholar, al-Biruni (d. 1050). Lavoisier was a disciple of the Muslim chemists and physicists and referred to their books frequently.

What is Taught:
The Greeks were the developers of trigonometry .
What Should be Taught: Trigonometry remained largely a theoretical science among the Greeks. It was developed to a level of modern perfection by Muslim scholars, although the weight of the credit must be given to al-Battani. The words describing the basic functions of this science, sine, cosine and tangent, are all derived from Arabic terms. Thus, original contributions by the Greeks in trigonometry were minimal.

What is Taught:
The use of decimal fractions in mathematics was first developed by a Dutchman, Simon Stevin, in 1589. He helped advance the mathematical sciences by replacing the cumbersome fractions, for instance, 1/2, with decimal fractions, for example, 0.5.
What Should be Taught: Muslim mathematicians were the first to utilize decimals instead of fractions on a large scale. Al-Kashi's book, Key to Arithmetic , was written at the beginning of the 15th century and was the stimulus for the systematic application of decimals to whole numbers and fractions thereof. It is highly probably that Stevin imported the idea to Europe from al-Kashi's work.

What is Taught:
The first man to utilize algebraic symbols was the French mathematician, Francois Vieta. In 1591, he wrote an algebra book describing equations with letters such as the now familiar x and y's. Asimov says that this discovery had an impact similar to the progression from Roman numerals to Arabic numbers.
What Should be Taught: Muslim mathematicians, the inventors of algebra, introduced the concept of using letters for unknown variables in equations as early as the 9th century A.D. Through this system, they solved a variety of complex equations, including quadratic and cubic equations. They used symbols to develop and perfect the binomial theorem.

What is Taught:
The difficult cubic equations (x to the third power) remained unsolved until the 16th century when Niccolo Tartaglia, an Italian mathematician, solved them.
What Should be Taught: Cubic equations as well as numerous equations of even higher degrees were solved with ease by Muslim mathematicians as early as the 10th century.

What is Taught:
The concept that numbers could be less than zero, that is negative numbers, was unknown until 1545 when Geronimo Cardano introduced the idea.
What Should he Taught: Muslim mathematicians introduced negative numbers for use in a variety of arithmetic functions at least 400 years prior to Cardano.

What is Taught:
In 1614, John Napier invented logarithms and logarithmic tables.
What Should be Taught: Muslim mathematicians invented logarithms and produced logarithmic tables several centuries prior. Such tables were common in the Islamic world as early as the 13th century.

What is Taught:
During the 17th century Rene Descartes made the discovery that algebra could be used to solve geometrical problems . By this, he greatly advanced the science of geometry.
What Should be Taught: Mathematicians of the Islamic Empire accomplished precisely this as early as the 9th century A.D. Thabit bin Qurrah was the first to do so, and he was followed by Abu'l Wafa, whose 10th century book utilized algebra to advance geometry into an exact and simplified science.




Our Mother Sacrificed her Life for us

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Have you ever thought how she gave you birth?
Watch this video, then you know.





Hidupnya Hindu, Matinya pun Hindu

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Telah menjadi adat orang Melayu bahawa setelah ibu melahirkan anak, urinya akan ditanam. Sekadar menanam uri sahaja setelah dibersihkannya daripada darah kemudian ditanam dengan tujuan tidak mahu ianya dibuang begitu sahaja,tanpa niat-niat yang lain, tidaklah menjadi kesalahan.

Tetapi apabila uri itu diletakkan di dalam suatu tempat dan kemudian diletakkan asam atau garam kemudian ditanam dan kemudian diletakkan lampu disebelah tempat yang ditanam itu, maka itu menyerupai adat agama Hindu.Orang Melayu meletakkan asam dan garam kalau anak perempuan supaya pandai memasakdan meletakkan paku kalau anak lelaki supaya pandai menukang. Tetapi itu zaman dahulu. Zaman sekarang di mana kemahiran anak perempuan bukan lagi
pada masak memasak, tetapi dalam bidang pelajaran, maka apakah kena ditanam uri itu dengan buku-buku sekolah? Dan kalau anak lelaki pula, apakah perlu ditanam komputer bersama uri tersebut? Inilah adat Melayu yang tidak ada logik dan tidak ada gunanya.

Apabila anak itu mencapai usia 7 hari, terutama pada waktu dahulu, anak itu akan diletakkan di satu dulang yang berisi beras atau kunyit. Ini juga menyerupai Hindu. Bila anak itu dewasa pula, orang Melayu sekarang suka menonton rancanganHindustan yang kebanyakannya juga beragama Hindu.


Apabila anak itu berkahwin, diadakan persandingan dengan bertepung tawar dan melontar beras dan sebagainya. Mengapa beras padahal minyak wangi banyak dijual di kedai? Kerana orang Hindu mempercayai semangat yang ada pada padi. Dikir barat itu menyerupai gerak laku orang Hindu dalam memuja
semangat padi. Mereka yang belum berumahtangga dan akan berumahtangga hendaklah fikirkan hal ini baik-baik dan ibu bapa hendaklah menasihatkan anak-anak mereka supaya jangan melakukan upacara yang bertentangan dengan Islam di hari perkahwinan. Kalau kita sudah bersanding dengan upacara ala
Hindu, esok lusa kita jadi ustaz atau ustazah atau pendakwah dan hendak bersyarah atau menasihatkan orang lain mengenai hal ini, orang lain sudah tidak mahu dengar cakap kita sebab kita sudah menunjukkan contoh yang salah.


Begitu juga tepak sirih yang biasa digunakan oleh orang Melayu di majlis akad nikah, adalah juga daripada adat orang-orang Hindu. Berbincanglah dengan bakal pasangan anda dan juga keluarga bakal pasangan anda dan nyatakan kepada mereka bahawa anda tidak mahu majlis perkahwinan yang
bercorak Hindu itu. Sebab kalau kita tidak berdakwah, anak-anak kita nanti semuanya akan ikut dan kita akan menanggung dosanya kerana kita telah mewariskan adat agama syirik!


Apabila orang Melayu meninggal, bila sudah ditanam, akan ditabur bunga di atas kubur tersebut. Ini juga adat agama Hindu. Kalau kita perhatikan, orang Hindu yang mati sebelum dibakar, akan diletakkan bunga ke atas mayatnya. Hari ini orang Melayu bukan sahaja menabur bunga di atas kubur,bahkan mayat itu sudah ditabur bunga di rumah lagi sebelum dibawa ke tanah perkuburan.


Sebab itulah ada pepatah Melayu yang berbunyi: "Biar mati anak, jangan mati adat". Saya rasa pepatah ini berasal daripada orang Hindu juga kerana mereka sangat kuat berpegang kepada adat.Yang betulnya: "Biar yang lain terkorban, Islam jangan digadai." Olehkerana itulah sebahagian besar ibu bapa hari ini, terutamanya yang tua-tua,bermati-matian menegakkan adat, walaupun bercanggah dengan Islam, seperti bersanding di atas pelamin dengan upacara yang bukan-bukan.


Kalau sepanjang hidup kita ini kita ikut orang Hindu, bagaimanakah kita boleh mati dalam keadaan Islam? Sedangkan Allah telah berfirman yang bermaksud:

"Wahai orang-orang yang beriman, bertaqwalah kamu kepada Allah dengan sebenar-benar taqwa, dan janganlah kamu mati kecuali sebagai orang-orang Islam."


Untuk mati dalam keadaan Islam, hidup kita mestilah dengan cara Islam, daripada hari lahir kita sehinggalah hari kita dikuburkan di bumi.


Orang Cina dan India kebanyakannya tinggal sekampung dengan orang-orang Melayu.Jadi sudah tentu banyak adat-adat yang mempengaruhi orang Melayu. Namun sebagai orang Islam, kita kena bersihkan amalan kita daripada sebarang penyerupaan dengan amalan agama lain. Sabda Nabi Muhammad s.a.w.:

"Siapa yang menyerupai sesuatu kaum, maka dia daripada kaum itu."

Dalam riwayat yang lain:

"..........dan akan dibangkitkan bersama-sama mereka (kaum yang diserupainya)."

Agama Islam telah disempurnakan oleh Allah tanpa perlu ditokok tambah atau dibuang atau diubah.




History of Israel.

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I wrote in malay because I am a malay. That's it. =)

Negara Haram Israel Tidak Akan Berkekalan

Sejarah telah membuktikan bahawa kaum Yahudi merupakan kaum yang sentiasa ditindas dan ditekan. Peristiwa-peristiwa yang berlaku sepanjang zaman semenjak dari zaman Nabi Allah SWT Musa a.s. sehinggalah zaman mereka berada di Palestin selepas itu sentiasa menyaksikan pembunuhan kaum Yahudi secara beramai-ramai oleh musuh-musuh mereka. Melalui peristiwa-peristiwa yang berlaku itu, kita selaku umat Islam yakin bahawa kependudukan mereka secara haram di negara Palestin akan berakhir tidak lama lagi. Mereka akan dihalau keluar dari negara itu sama sepertimana datuk nenek mereka dipaksa keluar dari negara itu. Perkara ini telah dijanjikan oleh Allah SWT menerusi banyak ayat al-Quran, contohnya dalam surah Al-A'raf ayat 167 yang bermaksud: "Dan (ingatlah wahai Muhammad) ketika Tuhanmu memberitahu: Bahawa sesungguhnya Ia akan menghantarkan kepada kaum Yahudi itu, (terus menerus) hingga hari kiamat, kaum-kaum yang akan menimpakan mereka dengan azab sengsara yang seburuk-buruknya (disebabkan kejahatan dan kekufuran mereka). Sesungguhnya Tuhanmu amat cepat azab seksa-Nya, dan sesungguhnya Dia juga Maha Pengampun lagi Maha Mengasihani."

Kejahatan Bangsa Yahudi Menurut Al-Quran

Ayat di atas menyebutkan bahawa azab dan tekanan akan terus menimpa mereka hingga ke hari kiamat. Berita-berita masa lampau tentang mereka sebelum Islam perlu diberitahu kepada mereka agar mereka sedar bahawa masa tersebut akan tiba dan kebenaran isi kandungan al-Quran sebagai wahyu Ilahi akan terbukti.
Ayat-ayat seperti ini memberi satu kekuatan berupa sokongan moral kepada umat Islam secara amnya dan bangsa Arab Islam khasnya agar berusaha memperkuatkan diri ke arah merealisasikan fakta ini.

Penindasan Ke Atas Yahudi Sebelum Islam

Tersebut dalam lipatan sejarah penjajahan ke atas Yahudi telah dimulakan oleh Raja Fir'aun Nikho dari Mesir. Selepas itu untuk kali keduanya mereka telah dijajah lagi oleh Raja Nabukadnesar (Bukhti-Nashar) dari Babil. Semasa penjajahan tersebut, raja dan tenteranya telah membinasakan habis-habisan Jerussalam termasuk Baitul Maqdis yang didirikan oleh Nabi Sulaiman a.s. dan menawan majoriti rakyatnya . Inilah yang disebutkan oleh Allah SWT dalam ayat surah al-Isra' ayat yang bermaksud: "Dan Kami menyatakan kepada Bani Israel dalam Kitab itu: "Sesungguhnya kamu akan melakukan kerosakan di bumi (Palestin) dua kali, dan sesungguhnya kamu akan berlaku sombong angkuh dengan melampau. Maka apabila sampai masa janji (membalas kederhakaan kamu) kali yang pertama dari dua (kederhakaan) itu, Kami datangkan kepada kamu hamba-hamba Kami yang kuat gagah dan amat ganas serangannya lalu mereka rnenjelajah di segala ceruk rantau (membunuh dan membinasakan kamu); dan (sebenarnya peristiwa itu) adalah satu janji yang tetap berlaku". Seterusnya pada tahun 203 sebelum Masihi pula menyaksikan penjajahan yang lebih teruk oleh raja-raja Syria malahan membawa kepada penahanan Yahuza yang menjadi raja Yahudi pada masa itu. Orang-orang lelaki dijadikan hamba abdi, manakala cukai-cukai yang tinggi turut dikenakan ke atas mereka. Tidak cukup di situ Allah SWT membinasakan mereka apabila Rom menjajah pula selepas itu. Negara Palestin telah dimasukkan di bawah negara mereka. Pada tahun 70 Masihi, golongan Yahudi telah melakukan pemberontakan ke atas penjajah mereka iaitu Rom. Pemberontakan ini menemui jalan buntu. Akibatnya Rom telah mengeluarkan arahan kepada gabenornya di situ yang bernama Titus untuk membakar rumah-rumah ibadat Yahudi dan membunuh kebanyakan penduduk Yahudi dan menjual yang lainnya sehagai hamba. Tidak lama selepas itu, Jerussalem pesat membangun semula. Kaum Yahudi mengambil kesempatan untuk memberontak buat kali kedua tetapi masih gagal. Adrian yang menjadi raja Rom akhirnya memerintahkan agar bandar Jerussalem dimusnahkan habis-habisan dan rakyatnya dibunuh. Ditaksirkan lebih 500,000 jiwa telah terkorban dalam peristiwa itu .

Penindasan Ke Atas Yahudi Selepas Islam

Apabila Nabi Muhammad SAW berhijrah ke Madinah, kaum Yahudi telah menyusun beberapa konspirasi jahat ke atas Islam. Akibatnya, pelbagai tindakan tegas telah dikenakan terhadap mereka sehingga membawa kepada pembunuhan beramai-ramai kaum Yahudi dan pengusiran keluar dari negara Islam Madinah.
Kemudian di akhir kurun ke 13, penindasan ke atas mereka masih berterusan. Pada kali ini negara Eropah pula yang bertindak menekan mereka. Sejarah telah menunjukkan bahawa kaum Yahudi pernah dibunuh di Sepanyol dan Portugal. Bahkan kepercayaan agama Kristian lama beranggapan bahawa menekan Yahudi adalah melambangkan keimanan yang sebenarnya. Tekanan yang dihadapi menyebabkan Yahudi mencari perlindungan di Andalus. Pemimpin-pemimpin Islam di Andalus pada waktu itu memberi perlindungan politik kepada Yahudi sebagai satu cara untuk berdakwah kepada mereka. Namun panas yang disangka sampai ke petang, rupanya hujan di tengahari. Nikmat perlindungan rupa-rupanya tidak lama. Penganut-penganut Kristian telah berjaya menundukkan kuasa Islam di Andalus. Sekali lagi penyembelihan orang-orang Yahudi berlaku secara beramai-ramai. Mereka di halau keluar dari bandar-bandar seperti Balensia, Qordova, Gibraltar, Barcelona dan juga dari tempat-tempat lain. Seorang paderi besar Katolik di situ yang bernama Hernando Martins telah menyampaikan ucapan anti Yahudi dan mengarahkan agar unsur-unsur termasuk penganutnya dihapuskan. Peperangan Salib telah meletus di Andalus dan kebanyakan orang yahudi dihapuskan. Ramai dari kalangan mereka telah dipaksa memeluk Kristian. Dalam tempoh kurang dari 3 bulan, setiap individu yang enggan masuk Kristian akan dihalau ke tempat lain luar dari Andalus. Sesiapa yang melanggar perintah akan dihukum bunuh . Kebanyakan orang Yahudi yang enggan memeluk Kristian telah meninggalkan Andalus. Malangnya di tengah jalan para lanun telah menangkap mereka dan mereka dijadikan hamba untuk diperniagakan. Sesiapa yang terlepas pula jarang yang dapat hidup kerana diserang kelaparan dan penyakit berjangkit seperti taun dan lain-lain. Walaupun menghadapi pelbagai penindasan, golongan Yahudi akhirnya berjaya juga menaja satu perhimpunan yang menghimpunkan sekitar 80,000 orang ahli. Mereka mengambil keputusan untuk berhijrah ke Portugal setelah mendapat pelawaan rajanya yang beragama Kristian dan bersikap terbuka. Setibanya di sana, raja yang selama ini bersikap terbuka, tiba-tiba berubah menjadi anti Yahudi selepas dipengaruhi golongan gereja yang selama ini menentang mereka. Semua golongan lelaki dewasa Yahudi telah dipaksa meninggalkan negara Portugal, manakala wanita dan anak-anak dipaksa menukar agama kepada Kristian. Tekanan dan kezaliman ke atas Yahudi sebenarnya tidaklah terbatas di negara-negara seperti Sepanyol, Portugal dan Rom sahaja. Malahan semua negara Eropah Kristian telah mengambil sikap anti-Yahudi secara terang-terangan. Di bawah dinyatakan peristiwa-peristiwa kezaliman yang berlaku keatas golongan Yahudi: 1. Di England, King Edwaard telah menghalau Yahudi beramai-ramai pada tahun 1290. 2. Di Perancis, King Phillip telah menghalau mereka dari Perancis pada tahun 1306. Menurut fakta sejarah, Raja Phillip kemudiannva telah membenarkan sebahagian daripada mereka untuk pulang ke Perancis selepas itu, tetapi keputusan diambil untuk menghalau semula mereka pada tahun 1394. 3. Di Hungary, golongan Yahudi telah dibuang negara beramai-ramai. Tetapi mereka memberanikan diri pulang semula sebelum dihalau kembali pada tahun 1582. 4. Di Belgium, mereka dihalau beramai-ramai pada tahun 1370. 5. Di negara Czechoslovakia pula, puak Yahudi dihalau pada tahun 1380. Mereka kembali semula untuk bermastautin pada tahun 1592. Malangnya pada tahun 1744, Queen Maria Theressa telah mengarahkan agar dihalau semula golongan Yahudi tersebut. 6. Di negara Austria pula, Raja Bright ke-5 telah menghalau mereka dari negara itu pada tahun 1420. 7. Di Holland, mereka dihalau dari Outricht pada tahun 1444. 8. Di Itali, mereka dihalau dari Napoli dan Sardina pada tahun 1540. 9. Di Jerman, golongan Yahudi dihambat dari Bavaria pada tahun 1551. Kemudian telah berlaku penindasan secara berterusan ke atas mereka oleh masyarakat berfahaman Nazi. Beratus ribu Yahudi telah terkorban dalam keganasan itu. 10. Di Rusia pula, rakyat tempatan telah berkerjasama menghalau orang-orang Yahudi pada tahun 1510. Golongan Yahudi beransur-ansur pulang selepas itu dengan harapan penduduk tempatan telah memaafkan mereka. Namun begitu, tekanan masih berterusan sehingga tentera Rusia turut masuk campur untuk menyembelih mereka beramai-ramai di Ukraine sepanjang tahun 1919. Menurut kajian, lebih dari 100,000 Yahudi telah diragut nyawanya termasuk lelaki dan perempuan serta anak-anak mereka. Jalanraya telah dibasahi dengan darah mereka. Tentera telah melakukan kekejaman di luar batasan pemikiran manusia di samping mencincang lumat anggota badan mereka.

Mengapa Yahudi Ditindas?

Antara sebab penindasan dilakukan ke atas mereka adalah kerana sikap sombong dan tidak setia pada perjuangan. Masyarakat Kristian Eropah menyedari sikap yang ditunjukkan itu. Golongan Yahudi merupakan golongan yang tidak pernah kenal erti berterima kasih. Walaupun hanya menumpang di negara orang, perangai mereka tidak ubah seperti tuan yang memeras dan menganiaya golongan peribumi negara itu. Kemahiran berniaga telah menjadikan golongan Yahudi sombong dan tidak berperikemanusiaan.
Orang yang meminjam dan berurus niaga dengan mereka terjebak dalam sistem riba. Ekonomi yang berasaskan riba telah dimulakan oleh korporat-korporat Yahudi yang berjaya untuk memastikan terus menjadi kaya tanpa memikirkan nasib si miskin. Perkara ini tidaklah menghairankan kerana menurut kepercayaan mereka seperti yang dijelaskan di dalam 'Talmud' iaitu tafsiran kepada kitab 'Taurat', ada dinyatakan secara terang-terangan bahawa riba halal dengan urus niaga bersama bukan Yahudi. Ini disebabkan Yahudi adalah anak-anak Allah SWT, manakala selain mereka adalah binatang berupa anjing dan babi. Justeru itu, mereka berhak melakukan apa sahaja demi kepentingan peribadi.

Disebut dalam Talmud lagi:

• Pemilikan harta-harta oleh selain Yahudi adalah tidak sah. Jadi sesiapa sahaja di kalangan Yahudi boleh merampas hak tersebut. • Allah SWT (SWT) menganugerahkan ke atas mereka hak untuk bertindak sesuka hati ke atas bangsa-bangsa lain. • Kedudukan Yahudi ke atas bangsa-bangsa lain sama seperti kedudukan manusia ke atas binatang. Bangsa-bangsa lain memiliki sifat-sifat kebinatangan. Tiada siapa yang dapat mengajar mereka melainkan Yahudi. • Riba diharamkan sesama Yahudi, tetapi dihalalkan kepada selain mereka. Malahan menurut perlembagaan Talmud itu, HARAM memberikan pinjaman kepada bangsa lain tanpa dikenakan riba.

Penaklukan Palestin Oleh Rejim Haram Yahudi

Sebab utama penaklukan negara Palestin sebenarnya berpunca dari perancangan yang teliti oleh Persatuan Freemason Antarabangsa. Freemason melihat usaha begini penting bagi mengelakkan pupusnya spesis Yahudi dari persada dunia. Takdir Allah SWT membenarkan mereka berjaya menakluk Palestin dengan restu gerakan Kristian sedunia dan bantuan mereka. Perkara ini berlaku dalam keadaan orang-umat Islam terutamanya masyarakat Arab sedang lalai. Persoalannya, sampai bilakah mereka akan berjaya mendominasi negara yang kecil itu. Mereka perlu waspada kepada masyarakat Arab yang berjumlah lebih 100 juta orang itu yang sentiasa mengingati sejarah buruk antara mereka dan Yahudi sepanjang zaman. Masa jua yang akan menentukan segala-galanya.

Penutup


Janji Allah SWT akan sampai bagi memastikan Islam akan tinggi semula dan musuh-musuh Islam terutamanya Yahudi akan kembali ke era kesusahan dan penindasan seperti keadaan asal mereka.
Kita meyakini usaha mereka mengumpulkan bangsa mereka di tengah-tengah negara umat Islam itu akan berakhir dengan penghapusan mereka secara terus dari muka bumi Allah SWT ini. Ini bersesuaian dengan maksud sebuah hadith sahih riwayat Al-Bukhari dan Muslim: "Tidak akan berlaku kiamat sehinggalah orang-umat Islam berperang dengan orang-orang Yahudi (di sebuah tempat). Orang-umat Islam akan membunuh mereka beramai-ramai sehinggakan apabila mereka bersembunyi di sebalik batu dan pokok, tiba-tiba pokok-pokok dan batu-batu itu bersuara menjerit memanggil umat Islam agar membunuh orang-orang Yahudi itu, kecuali pokok 'Gharqad', kerana ia adalah pokok Yahudi". Janji Nabi pastinya benar. Peristiwa ini akan berlaku bagi menamatkan siri pengkhianatan Yahudi terhadap Islam dan manusia secara keseluruhannya.