the eminent colleague abdul latif al-duaij stopped professional and distinguished writing in al-qabas years ago, and chose to live abroad, then the nostalgia attracted him again to write, so he chose a platform from which to write. 
in his last article, he touched on the transit situation that we had previously talked a short time ago.
he wrote about what we call ‘islamic educators’ and those concerned with preparing a muslim to meet his lord, and preparing him for the hereafter so as to enjoy the bounties of this world and avoid the punishment of the hereafter, and that these educators are not concerned by preparing the muslim to interact with life in our time, and they are not concerned with preparing him to probe the depths of the world, learn about its phenomena, face its challenges, and adapt to its fluctuating and renewable institutions or understand them, rather, they focused on saving people from the torment of the grave.

al-duaij demanded that the current curriculum for religious education be put on the shelf as a mercy to our children and future generations because the mission of this curriculum as it seemed is to restrict the freedom of young people and hinder any innovation or creativity and that it gives rise to a question about the reason for the presence of such a high percentage among us who are less educated and more aggressive and harmful to others comparatively.

if we compare the actions of the muslim servant or worker in general, and the infidel workers (as some call them), hindus, christians and others, we will find, and also in general, that the latter are more honest and sincere in their work, and cheating and theft are less among them and certainly tell less lies.
we also find them respecting others and keen on their affection and even their comfort. on the other hand, we find that the muslim who is educated by religious forces is much less than them in manners and honesty, and it is often not possible to rely on him. 
al-duaij believes that the reason lies in our group who are trained to fear god, and to have their hearts filled with obedience to him, and they are often honest in that, but on the other hand, we find them indifferent to their worldly life or to their efforts to have a place with the rest of the peoples of the earth.
the muslim is busy and concerned with the hereafter and avoiding the punishment of hell, and the rest of the horrors that await him after his death, and not with his actions in this world.
if he stole, lied, or offended others, he would see the matter as very simple, and he did not need all this intimidation, as the educators taught him that one pilgrimage erases all sins. he can also ask forgiveness, for god is forgiving, most merciful. this is, in short, the cream of islamic religious education imposed by force on us and our children, and which must be reconsidered especially since it is a new material established by man and subject to modification and substitution.
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matt ridley says: increasing growth means contraction. the trend today is that the main driver of economic growth is not to use more resources, but to use innovation to do more with less, that is getting more food with less land and water, more motors with less fuel, more communications with less electricity, more correspondence for less paper, more materials with less money, and so on.
this optimal use of resources requires innovation and this cannot be achieved without freedom. people without freedom cannot innovate. are we free peoples, even in their thinking?