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the new generations to the accurate entrance to the social lives and the participation in founding
sound societies of amiability and teamwork.
The material sciences have neglected the spiritualities and disdained the mental disciplines. This
has been the most serious disadvantage that resulted in the pervasiveness of the moral defects.
The gravest defects have been the commonness of crimes, the absence of human ties, and the
release of family links and ethical rules. All the above caused the modern man to live in a dreadful
nightmare.
Neglecting any objective treatment of the educational affairs, Christianity dedicated the activities
to the invitation to the other life, the negligence of this world, and the lessening of the value of
the earthly desires. It called for confining in temples and churches. The Christian education, as an
educationist emphasizes, dedicated its mission to the preparation for the other life. Meanwhile, it
neglected the discussion of any worldly affair, including those aiming for developing the
acceptable tastes and intellectuals. From this cause, we can rule that the Christian education
antagonized the liberal individual education of the Greeks, and the scientific one of the
Romans.[2]
Priests devoted all efforts to the affairs of the other life. Willula confirms, “The essential purpose
of education is reforming what our forefathers had ruined, by deciding on the best recognition of
God and opting for the best way of cherishing Him and committing to His path through acquiring
virtues.”[3]
The church stopped in the face of the intellectuals and any invitation to progression and
reformation. In the same way, it was recruited for serving the benefits and the ill deeds of the
imperialism. Merrill Kurthy says, “The alliance of the church and the ruling authorities reached its
climax in the occupied territories, especially the states of New England. The various religious sects
exploited education, which is surely a strategic weapon purposed for supporting the political
powers of the ruling authorities and protecting them against the competition of principals and
anti habits.[4]
Such states gave the missions of teaching to the churchmen exclusively. Hence, it depended upon
churchmen’s recognition.[5]
Churchmen courted three hundred thousand scientists, among whom thirty two thousand were
sentenced to burning penalty. Churchmen also punished Borneo the naturalist for his opinion of
the plurality of worlds. He was burnt alive. By the same token, Galileo was sentenced to death
penalty for claiming the movement of the earth around the sun.
[1] Refer to Towards Islamic education: 35‐6.
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