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Intro to letter re ISEB Revision Guide

I came across a Study Guide for primary school pupils recently. I went to the section on Islam and found it so deficient I sent the letter below to the teacher who showed me the Guide. The teacher will pass on my letter to the author of the Study Guide, Mr Michael Wilcockson. The age group for this Guide is 12-13 years. The Independent Schools Examinations Board is the group in the UK which prepares pupils for entrance exams to fee-paying (i.e. private) secondary schools. Mr Wilcockson is Head of Divinity at Eton College, which is one of the leading independent senior schools in the UK.

The attachments to my letter consist of the section on Islam in the Guide and my compilation of the quotes from the Qur'an and Hadith I mention in my letter. I did not feel that I could respond to every deficiency in the section on Islam so if you wish to critique a part of the Guide that I did not deal with, feel free to do so here. At some point maybe the ISEB will come here for guidance on their next edition!

I say in my letter I believe that pupils should learn about all religions, including Islam but the task of educating children is not immune from influence of politics and expediency.

My letter:

14 November 2009

Dear [teacher’s name],

Thank you for showing me the Religious Studies ISEB (Independent Schools Examinations Board) Revision Guide by Michael Wilcockson, first published April 2008.

As you know I am particularly interested in the section on Islam.

I understand that this material is to prepare 13 year olds for entrance examinations. Given this limitation I was still quite surprised at the errors and omissions contained therein.

I think it is not fair to be critical of omissions unless they are very serious ones so I will only comment on a few of those omissions and concentrate on what I consider to be errors of fact. For ease of reading I will only give the references to the Qur'an in the letter and quote in full those references in the appendix.

Also please note that I consider this Revision Guide to contain many more errors than I will comment on in this letter. More comment available on request!

Section 6.1 God (p 128)

One sentence reads: ‘God has 99 beautiful names.’

My comment:

The Quran openly states that Allah is the 'best deceiver'. (Qur'an 3:54; 8:30)

Allah deceived Mohammed as stated in Qur'an 8:43-44

Allah also deceived Christians as stated in Qur'an 4:157-158 by making them believe that Jesus died on the cross.

Therefore this name/attribute of Allah is not so ‘beautiful,’ in my opinion.

Another sentence in this section reads: ‘God will judge all people according to their deeds on earth.’

My comment: This sentiment is not only untrue but actually contradicts the sentence found later on in section 6.5 (p 133) which states: ‘Unbelievers or the disobedient will be sent to Hell to a life of torment.’

I see a contradiction here. How can deeds be a factor in the judgement of Allah when this chapter also says that Allah will send the Unbelievers to Hell regardless of what they have done? It cannot be both ways. Either good deeds will merit a person a reward in paradise or only belief will. The second sentence says that no matter how many good deeds a person does he/she will be sent to Hell if you are an unbeliever. The reverse seems to be perversely true. Allah will forgive all your sins if you only believe in the true faith and die a martyr, Qur'an 4:95-96.

But the larger error of the first statement is contradicted by multiple verses in the Qur'an and hadith which clearly say who is in hell based on belief not deeds or at least not only deeds. True, there are provisions for ‘bad’ people to go to hell but in Islam ‘badness’ includes non-belief in Islam.


Qur'an 5:72; 5:73; 98.6; 9.73; 3.12; 48.6; 4.56; 33.64; 72.23

And Mohammed affirms that the majority of inhabitants of Hell are women (Bukhari 1:6:301).

Section 6.3 (p. 130)

Under the section on ‘The spread of Islam’ you imply very strongly that Islam ‘spread’ without violence. The only slight nod to warfare was your admission that Mohammed ‘marched on Mecca.’ The sentence: ‘The Muslim empire spread to Africa, India and even reached China’ begs the question: why did it not ‘spread’ throughout Europe? It ‘spread’ all the way to China which is much further away and over many mountains and through many deserts but failed, for some reason, to ‘spread’ to Europe.

Your sentence: ‘Many people were impressed by life at Medina and converted to Islam’ leaves out, of course, the three Jewish tribes who did not convert to Islam. Two were expelled by Mohammed and a third met the fate of the mass execution of all the adult male population by beheading. While a devout Muslim may say there were very good reasons for these events I think that to leave them out and to imply a rosy picture of life in Medina is a serious omission.

6.13 Marriage

In the section on Mohammed (6.2 p. 128) the guide states that Mohammed is the guide to ‘how to live the perfect Muslim life.’

But in this section on Marriage nothing at all is mentioned of Mohammed. This is very curious. There is no mentioned that he had more than four wives and at one time. Also omitted is his ‘marriage’ (I use the quotes because I do not consider this a marriage in the normal sense of the word) to six-year old Aisha and the consummation of that ‘marriage’ when she was only nine years old (Bukhari (005.058.236)). This example of the ‘perfect Muslim life’ is not just a matter of history but is still an ‘example’ for so-called ‘marriages’ today.

I commend the Guide though for this one sentence: ‘Love is not a primary reason for marriage.’ I would hope though that the pupil would seek answers to the obvious questions that would arise from that most vile, but true, statement.

6.2 Mohammed (p.128)

But the major error I see in this Guide is in this section

This sentence stands out:

‘His [Mohammed’s] new laws taught that under God’s rule all people were to be treated as equals.’

It is hard to know how to begin to respond to this sentence. Inequality is in the very fabric of Islam. We know this from Allah’s words and the example of Mohammed.

Muslim men are considered superior to their wife/wives and are allowed to beat them. (Qur'an 4:34)

Muslims are to rule over and dominate non-Muslims (Qur'an 9:29)

Non-Muslims, in a Muslim state are in effect non-citizens. They are required to pay a special/additional tax to be allowed to live in a Muslim state (Qur'an 9:29) Bukhari (039.039.531))

Muslims are not to be friends with non-Muslims or take them as allies or protectors (Qur'an 3:28 and 4:144).

The dominant religion in a Muslim state must be Islam (Qur'an 2:193) (Bukhari (001.002.024)).

Muslims who leave Islam are considered apostates and are to be killed (Bukhari (009.084.057))

Jews particularly have been cursed by Allah (Qur'an 5:60)

Muslims are encouraged to have an attitude or mindset of hatred towards non-Muslims (Qur'an 60:4)

Non-Muslims are considered like ‘cattle’ (Qur'an 7:179)

Slavery is permitted in Islam (Qur'an 016.071)

Non-Muslims (e.g. polytheists, pagans, idolaters, disbelievers in the Oneness of Allah, and in the Message of Muhammad) are considered to be unclean/impure (Qur'an 9:28)

Islamic law, the Sharia, does not consent to and therefore does not recognize a marriage of a Muslim woman with a non-Muslim man.

My comment on the details of the Guide end here, but let me offer, by way of a contrast, what is taught in Saudi Arabia's public schools. The information below is part of an article from the Washington Post, hence the American use of the word ‘grade’ rather than ‘year’, but it is equivalent to 12-13 year olds which the ISEB Guide is for.


"As cited in Ibn Abbas: The apes are Jews, the people of the Sabbath; while the swine are the Christians, the infidels of the communion of Jesus."

"God told His Prophet, Muhammad, about the Jews, who learned from parts of God's book [the Torah and the Gospels] that God alone is worthy of worship. Despite this, they espouse falsehood through idol-worship, soothsaying, and sorcery. In doing so, they obey the devil. They prefer the people of falsehood to the people of the truth out of envy and hostility. This earns them condemnation and is a warning to us not to do as they did."

"They are the Jews, whom God has cursed and with whom He is so angry that He will never again be satisfied [with them]."

"Some of the people of the Sabbath were punished by being turned into apes and swine. Some of them were made to worship the devil, and not God, through consecration, sacrifice, prayer, appeals for help, and other types of worship. Some of the Jews worship the devil. Likewise, some members of this nation worship the devil, and not God."

"Activity: The student writes a composition on the danger of imitating the infidels."


"The clash between this [Muslim] community (umma) and the Jews and Christians has endured, and it will continue as long as God wills."

"It is part of God's wisdom that the struggle between the Muslim and the Jews should continue until the hour [of judgment]."

"Muslims will triumph because they are right. He who is right is always victorious, even if most people are against him."

I hope you found my comments and information helpful in understanding Islam. I trust that they will motivate you and other teachers to use other resources if this Guide is not changed considerably. I believe children need to learn about Islam but this Guide is so deficient it amounts to propaganda rather than pedagogy.

Yours sincerely,

Kinana Nadir

P.S. Please see the appendix for the full quotes of the Qur'an and Hadith referred to above.

Tags: Eton, ISEB, Kinana, Revision Guide, Wilcockson

Views: 427


Replies to This Discussion


sorry to hear of your situation with your children.

and yes, There is something going on behind it all: Muslims and Money

I believe that pupils should learn about Islam, that it should be taught but education is a political as well as a theological mine field.

See attached two docs for example after example of Muslim money affecting university education. And you can imagine the trickle down effect. One footnote reads:

4. ‘Saudi Prince gives Cambridge University £8m for Islamic Studies Centre’, Daily Telegraph, 7 April 2008, available At

The other side of this sad situation is Non-Muslims simply do not study the subject themselves. Teachers are overworked and must by default accept what they are given. If they are any way clued up they look into the subject themselves and sometimes get into trouble for not going along with the program.

But of course some teachers and schools are just waiting to preach the ‘Islam is Peace’ line and are happy for the materials to be provided, like the Guide above.
more on the trickle-down effect of Islamic teaching. from the Barnardos foundation

Published: Friday 22 June 2007

Source article [Link] A recent government report on how Islam is taught in British universities signals another step towards the Islamisation of Britain and its education system. It was launched by the Prime Minister, Tony Blair, at the opening of the "Islam and Muslims in the World Today" conference sponsored by Cambridge University on 4 June 2007. Should this report be implemented, education will be handed over more and more to Muslims who will train and shape the next generation. This means a further move towards the establishment of Islam in the UK as a religion of state.

The report was initiated by Bill Rammell, Minister of State for Higher Education and Lifelong Learning in the Department for Education and Skills, DfES. Rammell appointed Dr Ataullah Siddiqui, Senior Research Fellow at the Islamic Foundation, Leicester and Director of the Markfield Institute of Higher Education linked to it, to write the report.

It is well known that the Islamic Foundation is an Islamist institute founded by high ranking members of the Pakistani Islamist party, Jama’at-i Islami. However, in answer to questions in the House of Commons about possible links between Ataullah Siddiqui and Jama‘at-i-Islami, Rammell stated that “Dr Siddiqui has assured me categorically that he has no links to the Jamaat-e-Islami Party.” He also stated that neither the Islamic Foundation nor Markfield had any organizational links to Jama’at-i-Islami. This reveals that Rammell does not understand how Islamists use dissimulation (taqiyya) to hide their real goals while claiming to be moderate and liberal.

Some of the report’s recommendations:

1. Universities should employ Muslim scholars to teach Islamic theology: “Students should be given the opportunity to learn from competent traditionally trained Islamic scholars in at least those parts of the syllabus that directly inform everyday practice of Islam.”

2. All universities must employ Muslim chaplains or advisers to deal with the growing number of Muslim students on campus. More prayer rooms for Muslims should be provided.

3. Islamic Student Societies should be better recognised and encouraged.

4. Universities should cooperate with Islamic schools (madrassas) and colleges (dar al-ulum) to break down the divisions between British society and the Muslim community. Universities should help madrassas and dar al-ulum because they play a key role in Muslim communities and in the training of future community leaders. They need a formal link to higher education qualifications.

5. Islamic studies should be linked to job opportunities such as teaching, chaplaincy and Islamic banking.

6. Universities should provide add-on modules in Islamic studies for all students.

7. Guidance should be given to all universities on Friday prayers, Ramadan and halal food. All university staff should receive awareness training on Muslims and Islam.

An analysis of these recommendations reveals that the report is in fact asking for a privileged position for Islam in the universities. It would seem to aim at transforming Islamic studies in Britain into a Muslim monopoly, a Muslim enclave in which the vast majority of staff and students are Muslim. It is implied that non-Muslim scholars cannot teach Islam because they do not unquestioningly accept its basic premises regarding the revelatory nature and divine authority of Qur’an and hadith. Should these premises be accepted, the teaching faculty would be limited to traditional Muslim and Islamist lecturers. It is most likely that censorship would develop, affecting choice of staff, teaching methods and acceptable subjects for research and publication.

Islamists have long argued for an Islamisation of all Western academic studies by the introduction of basic Islamic concepts into all branches of knowledge. The aim is to expand Islamic domination into all spheres. The whole system of Western academic education must, say the Islamists, be recast and remoulded on Islamic lines as it is tainted by Christian and pagan influences.

The strengthening of Islamic student societies furthers this aim of Islamisation. Islamic student societies tend to follow radical Islamist and Wahhabi ideology. They usually take strongly anti-Western and pro-Islamist stands on most issues, including anti-Semitic views that regard all Jews as enemies of Islam. Many Muslim students are radicalised during their student years by these societies.

Implementing these recommendations, as the British government has promised to do, would be likely to narrow the scope of university Islamic studies and make them more intolerant and radical. Academic freedom of expression would become limited. Once fully Islamised, there would be little scope for free questioning, doubt and argument, the keys to real advances in knowledge. Muhammad and the Qur’an would be out of bounds as far as questioning their authority and historical development is concerned. This would be an alarming departure from established academic principles of disinterested inquiry. British institutions will come to resemble the Islamic universities in the Muslim world. These are described by Shabbir Akhtar, a well known British Muslim academic and author, who taught for three years at the International Islamic University of Malaysia. As a result of his experiences there, he is now opposed to Islam as a political ideology. The attitude of the Malaysian university authorities was that the West is opposed to Islam and that true Muslims have nothing to learn from Western academic scholarship since God has already revealed the whole truth in Islam. Akhtar experienced how, in Islamic universities, students and faculty alike are focused very much on defending Islam against Western Christian and secular liberal paradigms. He found they had little awareness of history and they unquestioningly accepted all Islamic theological dogma and claims.
Suggested questions:
- Is it true that for muslims all non muslims are impure like pigs, dogs, blood and excrements?
- Is it true that islamic faith teatches that muslims are superior to all other humans?
- Is it true than once asked to submit to islam, if you decline the offer any muslim can then kill, rob or rape you legitimately?
- Is it true than slavery is still legitimate in islam doctrine?
- Is it true than Mohammad was a slave trader?

Have fun!

OldWarDog said:
You know what, I find this completely abhorrent!!

I have two daughters in 1st year, they go to a non-denominational school and they tell me that their Religious Education class next week is going to be based around Islam. If I find out that any of the shit in those PDF files is being taught to my kids then I'll be down there to take them out of the class.

I've given each of my two daughters two questions to ask in RE next week:

1) Is it true that Muhammad married a six year old girl when he was 56 years old and that he had sex with her?
2) Why do Muslim terrorists kill in the name of Allah all the time?
3) What is Shari'ah Law?
4) What is Jihad?

Has anyone got better/more provocative questions? Or should these be worded differently? I could really use a good discussion with a school that sees a need to fucking teach Islam to my children! No fucking way will they be teaching my little ones those lies!
I gather from a friend of mine, who runs a theatre workshop charity in schools, that each local education authority decides on this stuff. I know that on Judaism there's a school in Kent that teaches Judasim as being 3 rather than 6 thousand years old.

Whe I rung up the Equal opportunites Commision they said they didn't cover this sort of thing.

Am waiting for Liebour to go before I do more. I'd rather Religious Education was left to individual families - I mean for some religion a very profound quest and for others it's completely implausible anyway.

Kinana said:

I have only just this week received copies of the letters between Mr Wilcockson and the teacher who showed me the Guide. He has given permission to the teacher to show me the correspondence. I will write to Mr Wilcockson to ask his permission to post his letters here. In part I will say:

'The reason for this request is to engage with and educate a wider audience regarding the education of our children on the subject of Islam.'
 Until I hear from him, we all wait!

Did you ever get a responce

a response yes, but not permission.  once he checked out 4Freedoms he went into his shell and also told my teacher contact over the phone to have nothing to do with me or 4F because we are BNP.

But apparently the info i sent him has prompted some minute changes in the Guide, which i will put here once i get my hands on the latest edition.

In the field of education time moves slowly, and careers and reputations are at stake.

That is absolutely brilliant. I feel armed to the teeth after reading certain things on this website. Sterling work Kinana!

Glad to hear it Tony!

a final link on this subject may be of interest.  This is recommended for schools.

another piece of armour for your battles in the school yard!

Parents who have concerns about their children being taught about Islam should be banned from pulling them out of religious education (RE) lessons, according to the Church of England...

The CofE want to continue the 'Islam is a religion of peace' message.  

one good thing from this article is it seems that parents are using 'the right of withdrawal from RE...' more frequently than expected, so there is now a push to take that right away from parents.  The STATE knows best!

As another commentator said on 4F

Comment by Philip Smeeton yesterdayDelete Comment

I agree; children should be taught how violent and discriminating Islam is, and how it teaches hatred and incites terrorism.

The problem of course is that children will not be told the truth about Islam and in the current climate cannot be told the truth about Islam.  When politicians are under 24 hour protection from jihadists what are normal everyday teachers supposed to do?

To remind the reader of the impossibility of teaching the truth about Islam in schools today I refer to this story

The Security Service had placed a listening device in a car driven by one of the men as part of an investigation into a suspected terrorist network in East London, sources told the Daily Telegraph.
When transcribers went back over a conversation the men had held in the car, they were picked up discussing killing Gary Smith and praising Allah as they drove from the scene after attacking him.
Akmol Hussein, 27, Sheikh Rashid, 27, Azad Hussain, 26, and Simon Alam, 19, all admitted causing grievous bodily harm with intent after ambushing Mr Smith outside his school.
Akmol Hussein was heard setting out the plan to attack Mr Smith, head of religious education at Central Foundation Girls' School in Bow, east London, saying in a Bangladeshi dialect: 'This is the dog we want to hit, to strike, to kill.’
'He's mocking Islam and he’s putting doubts in people's minds...How can somebody take a job to teach Islam when they’re not even a Muslim themselves?' he added.
Related Articles
Police 'covered up' campaign to turn London area 'Islamic' 12 Jun 2011
Mr Smith, 37, had been head of religious studies at the school for eight years and was described as an able, enthusiastic and popular teacher.
He followed the national curriculum by teaching his pupils all six of the main religions along with ethical issues such as abortion and euthanasia and the role of women.
After the attack, the teacher was left with a four inch slash across his face from the corner of his mouth to his right ear and suffered a fractured skull and shattered jaw.
He underwent an operation to repair leg and facial wounds and nerve damage and did not regain consciousness until two days later.
Jailing the gang at Snaresbrook Crown Court, Judge Hand said they had “literally smashed Mr Smith’s face in.”
He said the motivation for the attack was solely down to the victim’s religious beliefs. He told them: “You believed there was a higher authority to which you were responsible and that authority dictated you must attack Mr Smith.
The judge added: 'Only time will tell whether you will ever have a different belief but, at present, I believe that if you think that the people around you are guilty of posing a threat or insult to the way in which God intends the world to be and in which God intends people to live you would not hesitate in acting again in the way you have acted in this case.'
Judge Hand handed Akmol Hussein, a self-employed builder, and Azad Hussain, a finance worker, indeterminate sentences for public protection and ordered they serve at least five years before they can be released.
Simon Alam, an engineering student, was ordered to serve at least five years in a Young Offenders' Institute and Sheikh Rashid, a bus driver, was jailed for at least four years.
A fifth man, Bangladesh-born Badruzzuha Uddin, 24, who helped the men by hiding blood-stained clothing, was jailed for two years.
Uddin and Alam, born in Germany, may now face deportation.
The gang made at least two aborted attempts to target Mr Smith in the days before the attack, finally catching up with him as he made his way on foot along Burdett Road in Mile End at 8am on July 12 last year.
Moments before the attack, as the men pulled on gloves, Azad Hussein could be heard saying: 'Does everyone remember the drill? One time, bang, bang, bang, bang.'
The recording was then silent for ten minutes while the attack took place.
In the course of the attack Mr Smith was attacked with a knife, a metal rod and a brick and was hit in the stomach, and kicked in the head and face as he lay on the ground.
After the attack, the four men, pumped up on adrenaline, returned to Akmol Hussein’s Ford Focus where they were heard boasting about the attack, praising Allah and listening to Jihadi music.
Akmol Hussain said: 'Praise to Allah. At that time nobody was there...Bruv, I don’t care about prison as long as I’m doing it for the deen [religion] of know what, he's not going to get up"
Arabic chanting in the background included the lyrics: 'If we are killed, then our Lord’s heavens are for us. If we are victorious, it is the inevitable promise'.
Traces of Mr Smith's blood were found in Uddin's car and the attackers' blood-soaked clothing was found in a garage where Uddin worked as a mechanic. DNA testing showed the blood was Mr Smith’s and the clothing had been worn by Akmol Hussein and Simon Alam.
When they were first detained the five men either refused to comment or denied their involvement in the attack but they were rearrested in August after police transcribed and translated some of the material recorded in Akmol Hussein's car.
Despite suffering depression, anxiety and horrific physical injuries, Mr Smith, a former martial arts enthusiast, has returned to his job.
Days after the assault, he said: 'I'm determined to be back at work,” but added: “I wouldn't want anybody else to suffer what I went through. I survived but somebody else might not.’
Superintendent Colin Morgan of Scotland Yard said: "I know that the community of east London has been shocked by this vicious assault on a valued and highly respected teacher.
"This was an unprovoked and premeditated attack by a group of men who were carrying weapons. Mr Smith was struck without warning, and was subjected to an appalling level of violence with no opportunity to defend himself.”

Note from the article:

How can somebody take a job to teach Islam when they’re not even a Muslim themselves?' he [the jihadist] added.  

Mr Smith...

Two points to note here.

The problem was that Mr Smith was not a Muslim.  This is a common push among the Sharia-Pushers in this country. That only Muslims can teach about Islam.  Like the halal issue it is Muslim employment scheme. And of course anyone who can read and think can understand the teachings of Islam.  It is not an esoteric religion.

Secondly, Mr Smith was teaching the national curriculum, which means he was teaching the lie that 'Islam is a religion of peace.'  (I do not mean to imply at all that Mr Smith knew any better and that he knew he was lying, but that we know that the propaganda of the national curriculum IS a lie.  I do not expect teachers to know everything!)

Wow, I just re-read the beginning of this forum. Muslims must be surprised at how easy it is to hoodwink and manipulate the kuffar.


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Most Western societies are based on Secular Democracy, which itself is based on the concept that the open marketplace of ideas leads to the optimum government. Whilst that model has been very successful, it has defects. The 4 Freedoms address 4 of the principal vulnerabilities, and gives corrections to them. 

At the moment, one of the main actors exploiting these defects, is Islam, so this site pays particular attention to that threat.

Islam, operating at the micro and macro levels, is unstoppable by individuals, hence: "It takes a nation to protect the nation". There is not enough time to fight all its attacks, nor to read them nor even to record them. So the members of 4F try to curate a representative subset of these events.

We need to capture this information before it is removed.  The site already contains sufficient information to cover most issues, but our members add further updates when possible.

We hope that free nations will wake up to stop the threat, and force the separation of (Islamic) Church and State. This will also allow moderate Muslims to escape from their totalitarian political system.

The 4 Freedoms

These 4 freedoms are designed to close 4 vulnerabilities in Secular Democracy, by making them SP or Self-Protecting (see Hobbes's first law of nature). But Democracy also requires - in addition to the standard divisions of Executive, Legislature & Judiciary - a fourth body, Protector of the Open Society (POS), to monitor all its vulnerabilities (see also Popper). 
1. SP Freedom of Speech
Any speech is allowed - except that advocating the end of these freedoms
2. SP Freedom of Election
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An additional Freedom from Religion is deducible if the law is applied equally to everyone:

  • Religious and cultural activities are exempt from legal oversight except where they intrude into the public sphere (Res Publica)"

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