MIND CONTROL in Islam and Ahmadiyya

· Ahmadiyya Sect, Islam

MIND CONTROL in Ahmadiyya and Islam

Both, Islamists and Ahmadiyya are very rigid in their interpretation of their Holy Texts and repeat the same views and ideologies with mimicking accuracy. This can only mean that Muslims have been brought up in a similar environment and educational programme since there appears to be NO FLEXIBILITY in their perception of Islam or Ahmadiyya. This paper sets out to find the root of this stereotype which is akin to Mind Control.


The reason I have decided to write this essay is because I encountered hostile animosity by writing about the truth and I wanted to discover the reasons for such reaction. What triggered this curiosity was when several people (5 to 6) began expressing exactly similar bigoted views or their particular sect in one blog. The conformity of their views could only mean one thing, the source of that information is from one “absolute source” because these individuals were from different parts of the country. Who or what was this source that had such an influence on these people, so much so, that they were literally blinkered and frothing with anger at any suggestion that I could be telling the truth? Yet I was.

The group of people I refer to in this instance is the Ahmadiyya Sect, but their stance and behaviour is applicable to many other groups of people, especially the Islamists. Why are the Ahmadis so intolerant of other views or even quotes from their own Founder or subsequent caliphs? It is apparent that these members were prevented from seeing or reading the writings of their religious leaders who only wanted a stereotyped image to be presented to the world in order to uphold their ideologies. So what are these truths or untruths that we get so vehement about? Let us attempt to separate the wheat from the chaff by looking at some of their beliefs.

Distinct Ahmadiyya beliefs

Although the central values of Islam (prayer, charity, fasting, etc.) and the six articles of belief are shared by Muslims and Ahmadis,[23] distinct Ahmadiyya beliefs include the following:

  • ***That the prophecies concerning the second coming of Jesus were metaphorical in nature and not literal, and that Mirza Ghulam Ahmad fulfilled in his person these prophecies and the second advent of Jesus, that he was the promised Mahdi and Messiah.
  • The continuation of divine revelation. Although the Qur’an is the final message of God for mankind, He continues to communicate with his chosen individuals in the same way he is believed to have done in the past. All of God’s attributes are eternal.
  • ***That Jesus, contrary to mainstream Islamic belief, was crucified and survived the four hours on the cross. He was later revived from a swoon in the tomb. Ahmadis believe that Jesus died in Kashmir of old age whilst seeking the Lost Tribes of Israel. Jesus’ remains are believed to be entombed in Kashmir under the name Yuz Asaf. Ahmadis believe that Jesus foretold the coming of Muhammad after him, which Christians have misinterpreted.
  • That Jesus Christ did not bring a new religion or law, i.e., that he was not a law-bearing prophet, but was last in the line of Israelite prophets who appeared within the dispensation of Moses akin to that of David, Solomon, Jeremiah, Isaiah, etc.
  • ***That the “Messiah” and the “Imam Mahdi” are the same person, and that it is through his teachings, influence, his prayers and those of his followers that Islam will defeat the Anti-Christ or Dajjal in a period similar to the period of time it took for nascent Christianity to rise (see also: Ahmadiyya relationship with Christianity) and that the Dajjal’s power will slowly melt away like the melting of snow, heralding the final victory of Islam and the age of peace.
  • That the history of religion is cyclic and is renewed every seven millennia. The present cycle from the time of the Biblical Adam is split into seven epochs or ages, parallel to the seven days of the week, with periods for light and darkness. That Mirza Ghulam Ahmad appeared as the Promised Messiah at the sixth epoch heralding the seventh and final age of mankind, as a day in the estimation of God is like a thousand years of man’s reckoning.[Quran 22″47] According to Ghulam Ahmad, just as the sixth day of the week is reserved for Jum’ah (congregational prayers), likewise his age is destined for a global assembling of mankind in which the world is to unite under one universal religion: Islam.
  • ***The two Ahmadiyya groups have varying beliefs regarding the finality of the Prophethood of Muhammad. The Ahmadiyya Muslim Community believes that Muhammad brought prophethood to perfection and was the last law-bearing prophet and the apex of man’s spiritual evolution. New prophets can come but they must be subordinate to Muhammad and cannot exceed him in excellence nor alter his teaching or bring any new law or religion. The Lahore Ahmadiyya Movement believes that Muhammad is the last of the prophets and no prophet, new or old, can come after him.[1]

How does Qadianism (Ahmadiyyat) differ from Islam

According to the tenet of their faith, the Qadianis (Ahmadis) are required to study, accept, and follow the works, “revelations” (wahi), and writings of Mirza Ghulam Qadiani. In his books, Mirza Ghulam Qadiani makes the claim that he is in direct communication with God and ordains it upon his followers to believe in “Islam” according to his revelations. We have summarized here some of the differences between Qadianis (Ahmadis) and Muslims. It should be obvious that most of the beliefs instructed by Mirza Ghulam Qadiani contradict verses of the Holy Quran — not to mention hundreds of authentic Hadith and Islamic doctrine.

It is unfortunate that many of the people who have been tricked into accepting Qadianism (Ahmadiyyat) are unaware of this aspect of the Qadiani (Ahmadi) doctrine. Since the rituals of Qadianism resembles that of Islam and much of their terminology is stolen from Islam, many Qadianis are under the impression that they are following an Islamic school of thought. They continue to blindly send their donations to the Qadiani (Ahmadi) leadership thinking they are supporting Islam, when in reality they are helping a non Islamic cult. For the most part, the followers of Qadianism neither have a good grasp of Islam nor have access to the complete writings of Mirza Ghulam Qadiani — which are mostly written in Urdu — and are not aware of his various claims.

The following are some of the difference between Islam and Qadianism (Ahmadiyyat ):

  1. **Qadianism (Ahmadiyyat) is based on the belief that Mirza was an improved second reincarnation of hazrat Muhammad(SAW).

  2. **Qadianism (Ahmadiyyat) rejects the concept of absolute Finality of Prophethood in hazrat Muhammad, as confirmed in Quran, Hadith, Sunnah of the Holy Prophet, Tradition of Companions, the writings of Muslim Scholars and personalities, and consensus of the entire Ummah for almost 1500 years.

  3. **Qadianism (Ahmadiyyat) maintains that Mirza Ghulam Qadiani was a Prophet (nabi and rasul) of God.

  4. **Qadianism (Ahmadiyyat) rejects the concept of completion of the revelations of Allah(SWT) in the Holy Quran.

  5. **Qadianism (Ahmadiyyat) holds that Mirza Ghulam Qadiani’s revelations (Books) were on the same level as all prior revelations (Quran, Bible, Torah). In their view, simply following Quran and Sunnah, as Muslims have done since the beginning of Islam, is not a basis for living a righteous life and gaining the pleasure of the Creator. Interestingly, the Qadiani leadership has refused to allow a translation of these books, so that everyone may become familiar with the irrational teachings and contradictory claims of the founder of their organization.

  6. **Qadianism (Ahmadiyyat) rejects authentic Hadith based on Mirza’s alleged revelations and teaches his personal interpretation of the Holy Quran. Qadiani (Ahmadiyya) leadership has forged several unauthentic translations of the Holy Quran to try to confuse and mislead uninformed individuals.

  7. **Qadianism (Ahmadiyyat) teaches that Jesus had been crucified, but did not die from his injuries. Instead, it advocates the view that Jesus recovered from his injuries, escaped to Kashmir (India), where he lived for another 86 years, and is buried there.

  8. **Whereas Jesus is acknowledged as a great prophet of Allah in Islam, Mirza Ghulam took the liberty of making demeaning and vulgar remarks against him and his honored mother, rejected his miracles, belittled his mission and denied his return before the Day of Judgment. It is such unbecoming teachings that have resulted in hateful retributions by extremist Christians evangelical groups against Muslims, Prophet Muhammad(SAW), and Islam.

  9. **Qadianism (Ahmadiyyat) maintains that Mirza Ghulam Qadiani was “the promised Messiah”. The Qadianis (Ahmadis) reject the advent of Jesus Christ, son of Mary, as the Messiah, just before the Day of Judgment.

  10. **Qadianism (Ahmadiyyat) teaches that Mirza Ghulam Qadiani was also the promised Mahdi (guided one).

  11. **Qadianism (Ahmadiyyat) teaches that Mirza Ghulam Qadiani was also the expected Hindu lord, Krishna.

  12. **Qadianism (Ahmadiyyat) intollerantly declares the entire mankind, except for those who naively accept the irrational notions and contradictory claims of Mirza Ghulam Qadiani, to be unbelievers and bound for hell. Qadiani leadership has announced all Muslims to be unbelievers and has forbidden its followers from wedding their daughters to Muslims, praying behind Muslims, and offering prayer on their deceased – be it a child or an adult.

  13. **Qadianism (Ahmadiyyat) teaches that struggle for freedom, independence and self-determination against the tyranny, extremism and oppression (Jihad) of those military powers that support Qadianism has been made Haraam.

    *At its birth, being a protoge of the oppressive British Empire of the time, Qadianism (Ahmadiyyat) required complete devotion and obedience to the British Government, as an article of faith. While freedom loving people around the globe were rising up against the British subjugation, Qadianis were being required to be willing to sacrifice their wealth, talent, and soul in the cause of the Crown. Britain is presently the headquarter of the Qadiani Movement.

  14. **Qadianism (Ahmadiyyat) holds two cities in India (Qadian) and Pakistan (Rabwah) as holy as  Mekkah and Madinah. Qadianis (Ahmadiyya) are supposed to perform Hajj by attending their annual congregation, instead of visiting Mekkah.

  15. **Qadianism (Ahmadiyyat) maintains that Mirza Ghulam Qadiani was superior to all the Prophets of Allah.

  16. Qadianism (Ahmadiyyat) refers to the companions of Mirza Ghulam Qadiani as Sahaba and his wives as Mother of the Believers (Ummahatul Muminin).

  17. **Qadianism (Ahmadiyyat) advances the notion that many verses of the Holy Quran were revealed to Mirza Ghulam Qadiani and that many of the praises of Prophet Muhammad(SAW), mentioned in Quran, were really intended for Mirza Ghulam Qadiani.

  18. **Qadianism (Ahmadiyyat) claims Mirza’s Mosque at Qadian (India) to be Masjid-ul-Aqsa.

References to the Qadiani books requiring these beliefs are provided on various articles at this site. If you have been tricked into accepting Qadianism (Ahmadiyyat) without being told of these and other truths, please be assured that our quotes are based on authentic writings of the founders of that organization. What you have fallen in love with is Islam and not Qadianism. The door of salvation remains open to all, but you will need to take the first step, you must be seeking the truth to receive guidance.

Has not the Time arrived for the Believers that their hearts in all humility should engage in the remembrance of Allah and of the Truth which has been revealed (to them), and that they should not become like those to whom was given Revelation aforetime, but long ages passed over them and their hearts grew hard? For many among them are rebellious transgressors.

(The Holy Quran, Al-Hadid, 57:16)


We beseach Allah(SWT) to guide all sincere individuals to the right path and save them from the mischievous ploys of the enemies of Islam. [2]



Discussion and Analysis The Unreconcilable Differences of Doctrine

(1) The Finality of the Prophethood in Muhammad.

This has been one of the main contentions as the non-Ahmadi Muslims reject Mirza Ghulam Ahmad’s claim that he is a prophet of Allah as the Muslims believe:
YUSUFALI: Muhammad is not the father of any of your men, but (he is) the Messenger of Allah, and the Seal of the Prophets: and Allah has full knowledge of all things.
PICKTHAL: Muhammad is not the father of any man among you, but he is the messenger of Allah and the Seal of the Prophets; and Allah is ever Aware of all things.
SHAKIR: Muhammad is not the father of any of your men, but he is the Messenger of Allah and the Last of the prophets; and Allah is cognizant of all things.

When the Ahmadis realised that Muslims were up in arms over claims that Hazrat Mirza was a prophet of Allah, the Ahmadis watered those claims to say that Hazrat Mirza was subordinate to Muhammad because:

“according to Ahmadiyya belief, Allah fully revealed the whole of Islam to Muhammad. This religion was to be the final religion for humans on earth, chosen by Allah to establish His Unity. According to Ahmadiyya belief, thus, non law-bearing prophets may come after Muhmmad but only if they follow his final law of Islam.” [3]

Most Ahmadis stick to this portrayal of Hazrat Mirza as subservient in rank to Muhammad  to justify his claim as a prophet of Allah defying Quran 33:40

But most Ahmadis do not realise that this statement is but a blind and “vehemently” deny that Hazrat Mirza has claimed equal status with that of Muhammad and has even claimed that he is the Last of the Prophets. They are of course in total ignorance, as the following extracts from the writings of Hazrat Mirza himself will show.

It is a general opinion that Hazrat Mirza was subordinate to the Prophet Muhammad because Hazrat Mirza was not a “law-bearing prophet.” But by referring to himself as a “nabi” or a “rasool” this adds to the confusion. But although Ahmadis attempt to subordinate Hazrat Mirza to Prophet Muhammad, Hazrat Mirza’s writing further complicate matters with his declarations, much of which is  not known to most Ahmadis. This information has been conveniently left out in the dissemination of the Ahmadi ideology.


Qadiani Ahmadiyya

The Ahmadiyya are an offshoot of mainstream Muslim thought that took their root in India in the late 1800s as an Islamic reform movement. Here we will attempt to analyze the current Qadiani Ahmadiyya leadership’s practices in the light of Lifton’s criteria. The itemized similarities in a list are derived from questions posed to a sample of approximately 20 members of the Qadiani Ahmadiyya, chosen for maximum variance of demographics and geography. Lengthy interviews and written correspondence were used instead of questionnaires. The author’s own experience of living within the organization for the first 35 years of his life are also an input.

The importance of this exercise, in Lifton’s own words:
“These criteria consist of eight psychological themes which are predominant within the social field of the thought reform milieu. Each has a totalistic quality; each depends upon an equally absolute philosophical assumption; and each mobilises certain individual emotional tendencies, mostly of a polarising nature.

Psychological theme, philosophical rationale, and polarised individual tendencies are interdependent; they require, rather than directly cause, each other. In combination they create an atmosphere which may temporarily energise or exhilarate, but which at the same time poses the gravest of human threats.” Lifton, R. (1989). Thought reform and the psychology of totalism. : University of North Carolina Press. Chapter 22

Milieu Control

Lifton: Through this milieu control the totalist environment seeks to establish domain over not only the individual’s communication with the outside (all that he sees and hears, reads or writes, experiences, and expresses), but also – in its penetration of his inner life – over what we may speak of as his communication with himself.

Randall: “Milieu” is a French word meaning “surroundings; environment.” Cults are able to control the environment around their recruits in a number of ways, but almost always using a form of isolation. . . . or they can be warned under threat of punishment to stay away from the world’s educational media, especially when it might provoke critical thinking. Any books, movies or testimonies of ex-members of the group, or even anyone critical of the group in any way are to be avoided.


Ahmadiyya leadership – present and past –

  • forbids its members to visit Muslim mosques or worship with Muslims
  • forbids and/or strongly discourages intermarriage with Muslims
  • forbids its members to participate in funerals and most religious and/or social events organized by Muslims
  • forbids its members from publishing articles, books or magazines about the Ahmadiyya or critical of it except with written permission, and that only with editing by the leadership
  • strongly discourages members to read and/or discuss current Muslim scholars, ideas, and other relevant current events
  • there are no attributive (good) references to current Muslim authorities in any speech or publication
  • forbids members from engaging in any discussion or conversation about their beliefs
  • has not translated or made accessible the books and teachings of its founder, and there is no educational program for the lay members to learn about them
  • does not permit any gatherings, groups or associations except with leadership approval
  • strongly discourages critical questions during official meetings and discussions, and those who ask such questions are looked down upon
  • declares the leader to be the only source of new ideas or expressions
  • encourages members who have critical questions to seek forgiveness for their sins and pray
  • encourages the classification of members who leave as insane or bribed but does not allow discussion of why they left.

Lifton: Having experienced the impact of what they consider to be an ultimate truth (and having the need to dispel any possible inner doubts of their own), they consider it their duty to create an environment containing no more and no less than this “truth.”

  • Incessant and redundant activity for various age groups and genders, closed within the Ahmadiyya, with no long-term output
  • Attending such events is a factor in peers’ opinion of an individual’s affiliation with the religious organization

Mystical Manipulation

Lifton: By thus becoming the instruments of their own mystique, they create a mystical aura around the manipulating institutions – the Party, the Government, the Organization. They are the agents “chosen” (by history, by God, or by some other supernatural force) to carry out the “mystical imperative,” the pursuit of which must supersede all considerations of decency or of immediate human welfare.

Randall: In religious cults, God is ever-present in the workings of the organization. If a person leaves for any reason, accidents or ill-will that may befall them are always attributed to God’s punishment on them. For the faithful, the angels are always said to be working, and stories circulate about how God is truly doing marvelous things among them, because they are “the truth.” The organization is therefore given a certain “mystique” that is quite alluring to the new recruit.

Ahmadiyya leadership – present and past –

  • declares its founder as the Imam of the Age and that denying ANY of the claims of the founder results in an incomplete Muslim
  • declares its founder to be the manifestation of the “Expected One” of all world religions
  • holds that many of the founder’s opponents died as a result of prophecies/curses
  • holds the family and subsequent generations of the founder as specially blessed, and in practice, above the requirements for ordinary members
  • coins religious epithets and exaggerates the service of the sons and grandsons of the founder.
  • declares that its elected leaders are installed by God
  • encourages the view that anyone leaving the organization should expect ill-fortune
  • regards the ill fortunes (death,illness,financial distress) of its opponents as God’s punishment for their opposition
  • hides or camouflages any normal sickness, disease, or other misfortune that befalls its leaders
  • has consistently mis-represented its membership numbers to create an aura of Divine support for its members
  • holds its leaders beyond accountability, especially in financial and strategic areas.
  • holds that the Indian plague of the 19th century was to punish people for not accepting the founder
  • holds that earthquakes, wherever they may happen, are sent to punish people for not accepting their founder
  • holds that AIDS is a form of new plague, with the exact same Divine goal.
  • holds that Z.A. Bhutto (former Pakistani prime minister) was hanged because of his opposition to their sect
  • holds that Zia ul Haq (former Pakistani president) died in a plane crash because of his opposition to their sect
  • holds that Afghanistan is a cursed land because of the opposition of one of its kings to their founder in the early 1900s
  • holds that Friday the 10th brings about Divine signs for them, which are usually natural disasters for others
  • holds that wars against Muslim lands and the perceived backwardness of Muslim countries are as a result of Muslim opposition to their sect
  • holds that World War I, World War II, Russian-Korean War and many others were as a result of opposition to its founder, and a interpretations of his prophecies
  • holds that homeopathic medicine works in mysterious unexplained ways and can solve the medical problems of the world
  • holds that any person who opposes them will be humiliated
  • encourages the belief that “personal attachment” to the leader is a sign of faith
  • has created a de facto perception that leadership of the family of the founder will remain
  • has consistently not prosecuted any complaints or evidence against the family of the founder in a public manner
  • does not attempt to explain why prophecies or predictions fail, just ignoring them

Lifton: When trust gives way to mistrust (or when trust has never existed) the higher purpose cannot serve as adequate emotional sustenance. The individual then responds to the manipulations through developing what I shall call the psychology of the pawn. Feeling himself unable to escape from forces more powerful than himself, he subordinates everything to adapting himself to them. He becomes sensitive to all kinds of cues, expert at anticipating environmental pressures, and skillful in riding them in such a way that his psychological energies merge with the tide rather than turn painfully against himself. This requires that he participate actively in the manipulation of others, as well as in the endless round of betrayals and self-betrayals which are required.

  • The office-bearers of the organization: are chosen for sensitive posts and are called “obedient” and “trustworthy”
  • are generally considered by the members as morally corrupt, financially unreliable, and intellectually weak.
  • are volunteers or paid below-subsistence wages
  • who are part of the clergy are usually discouraged from seeking other skills/education
  • cannot belong to certain families are marked as “non-obedient”
  • will try their best to explain away or minimize any complaint by members, usually without investigation
  • do not have a handbook of laws and by-laws, but rather work on “personal judgment”
  • are not generally known for impartialiality
  • are known by members to have a greater-than-average propensity for falsehood and false reports

The Demand For Purity

Lifton: The philosophical assumption underlying this demand is that absolute purity is attainable, and that anything done to anyone in the name of this purity is ultimately moral. In actual practice, however, no one is really expected to achieve such perfection. Nor can this paradox be dismissed as merely a means of establishing a high standard to which all can aspire. Thought reform bears witness to its more malignant consequences: for by defining and manipulating the criteria of purity, and then by conducting an all-out war upon impurity, the ideological totalists create a narrow world of guilt and shame. This is perpetuated by an ethos of continuous reform, a demand that one strive permanently and painfully for something which not only does not exist but is in fact alien to the human condition.

Randall: The world is depicted as black and white, with little room for making personal decisions based on a trained conscience. One’s conduct is modeled after the ideology of the group, as taught in its literature. People and organizations are pictured as either good or evil, depending on their relationship to the cult. Universal tendencies of guilt and shame are used to control individuals, even after they leave. There is great difficulty in understanding the complexities of human morality, since everything is polarized and oversimplified. All things classified as evil are to be avoided, and purity is attainable through immersion into the cult’s ideology.

  • The world becomes sharply divided into the pure and the impure, the absolutely good (the group/ideology) and the absolutely evil (everything outside the group) – especially Muslims who are [ghair Ahmadi] – a term that has a colloquial connotation within the Ahmadiyya as worse than non-Muslims.
  • One must continually change or conform to the Ahmidyya “norm”, which is the current stage of their beliefs
  • Most members have a very stunted concept of social interaction, tolerance and the need for compromise and organization to achieve communal results. There is a lot of reliance on destiny as promised by the leaders.

Lifton: People vary greatly in their susceptibilities to guilt and shame, depending upon patterns developed early in life. But since guilt and shame are basic to human existence, this variation can be no more than a matter of degree. Each person is made vulnerable through his profound inner sensitivities to his own limitations and to his unfulfilled potential; in other words, each is made vulnerable through his existential guilt. Since ideological totalists become the ultimate judges of good and evil within their world, they are able to use these universal tendencies toward guilt and shame as emotional levers for their controlling and manipulative influences. They become the arbiters of existential guilt, authorities without limit in dealing with others’ limitations. And their power is nowhere more evident than in their capacity to “forgive.”

  • Ties in with the process of confession – one must confess when one is not conforming, and seek forgiveness from the leader
  • The pledge of allegiance and the letters to the Leader in which members ask for forgiveness from the Leader are accompanied by patterns of criticism and self-criticism
  • Makes it virtually impossible to attain a reasonable balance between worth and humility. Even established members of the community are forced to beg publicly for forgiveness when they are reprimanded
  • Often a person will confess to lesser sins while holding on to other secrets (often criticisms/questions/doubts about the group/leaders that may cause them not to advance to a leadership position)

Sacred Science

  • ‘the True Islam’, Ahmadiyyat (as a standalone word), the Messiah of all religions, etc., are all part of a sacred mythology that is never held up to scrutiny
  • Questioning or criticizing those basic assumptions is prohibited – absolutely.
  • A reverence is demanded for the ideology/doctrine, the originators of the ideology/doctrine, the present bearers of the ideology/doctrine (Ahmadiyyat, ‘Masih Mauood’, ‘Musleh Mauood’, ‘Khalifa-I-Waqt’)
  • Offers considerable security to young people because it greatly simplifies the world and answers a contemporary need to combine a sacred set of dogmatic principles with a claim to a science embodying the truth about human behavior and human psychology (does not apply exactly to young people, but gives a simplistic theology of the revival of Islam that is very appealing).
  • Jesus Died in Kashmir
  • Bawa Nanak was a Muslim
  • God revealed a herbal medicine for curing bubonic plague
  • God revealed an aphrodisiac Zadjam-e-Ishq whose ingredients are extremely toxic (opiate.)
  • Homeopathy will cure all the sickness in the world.

Loading the Language

  • The language of the totalist environment is characterized by the thought-terminating cliche (thought-stoppers) – where will you go from here, if you deny the Messiah, you will one day deny Muhammad(saw) and Islam
  • Repetitiously centered on all-encompassing jargon (Mahdi, Messiah, khalifa, aakhir-uz-zamaan – the last Age, etc.)
  • “The language of non-thought” – ‘obedience’ that is supposed to be blind, weakness of faith,
  • Words are given new meanings – the outside world does not use the words or phrases in the same way – it becomes a “group” word or phrase – bai’t, khalifa, ilhaam, chanda, donation, zakat, jalsa, Messiah, ummat, and many others, see separate section.

Doctrine Over Person

  • Every issue in one’s life can be reduced to a single set of principles that have an inner coherence to the point that one can claim the experience of truth and feel it
  • The pattern of doctrine over person occurs when there is a conflict between what one feels oneself experiencing and what the doctrine or ideology says one should experience
  • If one questions the beliefs of the group or the leaders of the group, one is made to feel that there is something inherently wrong with them to even question – it is always “turned around” on them and the questioner/criticizer is questioned rather than the questions answered directly – weakness of faith, lack of obedience etc.
  • The underlying assumption is that doctrine/ideology is ultimately more valid, true and real than any aspect of actual human character or human experience and one must subject one’s experience to that “truth”
  • The experience of contradiction can be immediately associated with guilt
  • One is made to feel that doubts are reflections of one’s own evil
  • When doubt arises, conflicts become intense

Dispensing of Existence

  • Since the group has an absolute or totalist vision of truth, those who are not in the group are bound up in evil, are not enlightened, are not saved, and do not have the right to exist (a large party, most or all Muslims must ultimately be converted in order to have the victory of Islam)
  • “Being versus nothingness” (to varying degrees, other Muslims are infidels)
  • Impediments to legitimate being must be pushed away or destroyed (to its credit, the Ahmadiyya are non-violent (except for rare reports), but viciously protective of the status quo)
  • One outside the group may always receive their right of existence by joining the group
  • Fear manipulation – if one leaves this group, one leaves God or loses their transformation, for something bad will happen to them (totally Ahmadiyya!)  [4]



We have so far discussed the “mind control” within Ahmadiyya, but most of what applies in general to the Ahmadiyya also applies to Islam. And whatever applies in Islam, also generally applies to the Ahmadiyya. The following article will illustrate that “mind control” begins at birth for these cults:

Muslim Children are Brain-washed

Published on Tuesday, 31 August 2010 07:00
Written by John Draper

Why are Muslims so devout?  Why are they mostly so irrational?  Moderate Muslims might argue that they are not irrational but they are at least unable to spot enough of the errors in the Qur’an to reject Islam.  Ex-Muslim Mumin Salih, writing on Islam-Watch says that he was once asked “How do Muslim intellectuals read the Qur’an without noticing its obvious errors? How do they read about Muhammad’s evident murders and stand with the murderer? How do they read about his wars and stand with him, the aggressor?”

His answer is that it has to do with the most extensive brainwashing process a human can ever be subjected to. The Islamization of the Muslim mind is a process that starts immediately after birth and continues throughout his/her life. After birth, an adult holds the child and recites the azan, the call for prayers, directly into ears of the newborn. The moral of the practice is to prime the child’s hearing with the blessed names of Allah and Muhammad. Indeed, that call for prayers soon becomes the most frequently heard sound by Muslim children. The azan is repeated five times a day in every mosque in the area. If there are ten mosques in the area, which is common nowadays, the azan would be heard, through the loud speakers, fifty times a day. In addition, the newborn’s ears will get used to hearing the endless recitations of the Qur’an that go on almost continuously.

As Muslim children grow up, he/she hear more and read more of the Qur’an. Muslim InfantThe newborns open his/her eyes to the scenes of people performing the prayers, and grow up to the familiar sight of walls decorated with posters of Arabic calligraphy of some Qur’anic verses. Those Qur’anic posters, Islam’s only visual art, soon become mandatory sights in any Muslim houses, they may visit. Soon, the mind of Muslim children gets the message that there is something very special about the Qur’an, which they are destined to read hundreds of times without ever understanding it.

At home and at school, Muslim children get thorough Islamic training, which, in a way, is similar to the training of circus animals: both respond impressively to commands without understanding or questioning why. Muslim children are trained to recite, by heart, the short chapters of the Qur’an and to give pre-formulated answers to specific questions, like who your god is and who your prophet is. In addition to this, children are introduced to basic Islamic logic in the form of hypothetical arguments designed to convince a child about Islam. Interestingly, most Muslims use those same arguments to defend their religion even when they are adults.

Muslim children become completely convinced that Islam is the right religion and they cannot come to terms with the fact that there are people who follow other religions despite the damming evidence against them. They learn that ‘Alkufr Inad’ which means that all infidels know deep in their hearts that Islam is the right religion but they reject it to avoid the humiliation of appearing to be wrong. Muslims feel lucky to be born as Muslims, hence their common maxim in Arabic ‘Al hamdu lilahi al ni’mati el Islam’, meaning praise be to Allah for blessing us with Islam. With so much luck, Muslims feel they should be thankful to Allah by devoting their lives for His worshipping.

Muslim intellectuals spend years, indeed their whole life, reading and learning the Qur’an without ever noticing any of its errors. Instead, they cleverly camouflaged them in a background of deliberate errors and abnormalities. The errors and contradictions in the Qur’an just blend well in its general image of being an abnormal book, a fact they use to their advantage.

Everywhere in Islamic teachings, Muhammad is portrayed as a man of high morality, who stood by his principles; a hero, who defended the rights of the oppressed and the poor; an enlightened man, who waged wars against backwardness, corruption and oppression.

When Muslim scholars discuss any of Muhammad’s murders, they choose a special language that helps their conscience remain untouched. The murder of Asma Bintu Marwan was one of the many disturbing assassinations ordered by Muhammad. All those disturbing murders are cleverly removed from the centre of attention in Muhammad’s sira (biography) and kept in the shadow. Most ordinary Muslims don’t even notice them; even if they do, they do not realize the scale of his cruelty.

Although Muslims spend their lives reading about Islam, they never read it with objectivity. The Muslim mind and sense are crippled, when it comes to objective reading of Islam, thanks to thorough brainwashing they receive from infancy. It may not be possible to undo a lifetime’s process of extensive indoctrination by reading a critical article. Islamic indoctrination is an abuse of human mind; and there is an urgent need to tell Muslims the truth about Islam by systematically and consistently exposing its lies.

This article is a précis of the original – my thanks to Islam Watch for the original – it seems that the original article has been removed although similar articles are still available. [5]


11 year Old’s Desire for Shahada


The Education Curriculae in Madrassas and the Level of Literacy in Muslim nations

In order to understand Muslim people and their culture, it is necessary to ascertain what influences their thought processes. It is necessary to ascertain the level of education among the normal citizenry and the influences on they values, their cognitive capabilities, and their perceptive visions. I have chosen the Pakistan system to examine since much of the information from Pakistan is available in English. There are two systems in Pakistan, the Government schools and the madrassa. The madrassa is by far the more popular because it offers free(subsidized) education, including boarding facilities. But most madrassas are financed by oil rich Islamic countries like the Wahhabi group in Saudi Arabia.

There are 2 courses of study in a Madrassa, (1) the elementary course, the ‘hifz’ course, which is essentially for the memorization of the Koran, (This is equivalent to a Primary school education in the West.) and (2) the ‘alim’ course or an accepted scholar course. The alim course takes 12 years, and qualifies that graduate to become an imam, or an Islamic teacher or to work in a Mosque. (On a time scale this is equivalent to an O-level or school leaving certificate level.) A typical curriculum for an alim course is,

(1) Arabic language, (2) Tafsir (Koranic interpretation), (3) Shari’ah (Islamic Law), (4)

Hadith (recorded sayings and deeds of Prophet Mohammed), (5) Mantiq (Islamic Logic), and (6) Muslim History. Some madrassas also offer courses in (a) Arabic Literature, (b) English or some other foreign language, and (c) science, and (d) World History.

The predominant aim is to produce students who have a solid knowledge of Islam in every aspect, and to be able to teach and preach Islam to more people. Fortified with such an intensity of Islamic knowledge the continuation of the faith is ensured. But the curricula would be deemed rather narrow as far as general education is concerned, as compared to schools in western countries. So we now see the extent and the limitations of a madrassa education. It would appear that the hifz could be equated to the British O-level education, specializing in Islam.

Taking Pakistan as a model of an Islamic country, statistics show that,

  1. 92% children enrol in Primary school (age 7 to 12), probably learn to recite the Koran
  2. 63% of children remain at middle school level (age 12 to 17) (having completed 5 years of Primary school hence able to recite the Koran.
  3. 44% of children continue at secondary or alim level (age 17 to 19). So less than 50% finish the equivalent of secondary school, but specializing in Islam.

  4. There is also a ‘fazil’ course, (2 years) that is known as a degree course, but probably more on the lever of the British A-level course.

  5. There is also another course the ‘kamil’ post graduate course (2 Yrs) which is equivalent to a diploma course in Britain.

It can be seen that there is an concentrated emphasis of Islamic knowledge in the Madrassas. With the heavy financial influence of the Wahhabis and their ideological preferences, the madrassas will lean heavily toward fundamentalist Wahhabi outlook of Islam and a leaning toward Islamic Jihadist political indoctrination  of the students while at a tender age. This influence will be on impressionable aged students and could be the root of the current anger of Muslim youth. The Muslim students know everything about Islam and nothing much of the wider world and their values. Thus they have regimented minds.

A Modern Institute of Islamic Learning in Canada

In order to illustrate clearly that Islamic education has not altered much from that described above of Pakistani Madrassas, let me briefly the establishment of:

Jaamiah-Al-Uloom-Al-Islamiyyah, Ajax, Ontario, Canada, officially opened in the summer of 1992 . With fairly limited facilities, the Jaamiah at first admitted 9 students who were to board in a double-family house. Classes were held in a transformed garage, which also served as the Ajax local mosque. Over the years, grueling efforts were made on part of the management, teachers, and students to establish the new school, and Allah (SWT) left no effort unrewarded (sic) [spared.]
Education at Jaamiah:
The Jaamiah has designed a program that consists of religious as well as academic education. This well-balanced curriculum will enchance the students’ abilities to comprehend and apply a vast array of fields, helping them to develop to their full potential.
The Jaamiah’s faculty of religious education offers two courses: Tahfeez-ul-Quran ( memorization of the Holy Quran ) and Ilm ( extensive Islamic studies ).
Tahfeez-ul-Quran: In this course, the student will memorize the entire Quran according to the rules and principles of Tajweed ( skill of proper Quranic recitation ). The duration of this course is 3 to 4 years. The student will be awarded a certificate upon successful completion of the course.
Ilm: An extensive study of the following subjects is done in this course:
* Urdu language ( grammar, reading , handwriting calligraphy )
* Arabic Sarf ( etymology ), Nahw ( Philology ), Adab ( linguistic studies )
* Logic and Philosophy
* Tajweed
* Fiqh (Islam law and jurisprudence )
* Seerat ( biography of Rasulullah[SAW] )
* Hadith ( Prophetic Traditions )
* Tafseer ( exegesis of the Holy Quran )
Upon successful completion of this six year course, the student will be given the degree of Aalim.
This faculty currently consists of a staff of five Ulama ( of which two are Muftis and two are Qaris ) and one Qari.
The Jaamiah’s academic faculty provides a comprehensive education in accordance with the curriculum of the Ontario Ministry of Education. The faculty is managed by six qualified, talented, and devoted teachers, who teach well above the standard set by the Ministry. The core subjects offered are as follows:
* English
* History
* Math
* Geography
* Science
* Physical and Health Education
These courses are offered and taught from grades 2 to 12. High school students are offered the option of enrolling in correspondance courses with the Independent Learning Center, through the Jaamiah. [7a]

It is clear that Jaamiah’s curricula and level of education is practically a carbon copy of the Pakistani Madrassas. Hence there is little or no deviation from the traditional educational standards or philosophies of traditional Islamic education.

The Critical Importance of Knowledge as against Fundamental Education

In the human quest for intellectual or scientific excellence there is no compromise. You either progress or you retrogress; there is no place for standing still in the quest for knowledge (stagnant). This is why the topic of education is so important in the understanding of the culture of Islam and Christianity or all the other cultures of this world. The importance of this topic is essential in understanding the mental perceptions and the causes for the incompatibility of cultures. It will also provide an insight into the reasons for the decline of Christianity and the resurgence of Islam. While Christian faith has been diluted and corrupted by liberalism, multiculturalism, and materialism and selfishness, Islam has remained confined and regimented to orthodox doctrines of a 7th century culture unchanged with time. This is its strength and it is also its weakness.

The Significance of Early Religious EducationReligions have survived through the centuries because the older generations and their clergy have passed on their beliefs and traditions to their descendants. Some secular countries believe that this dissemination of religion is the sole function of the parents, and the Church, but not through the state financed schools. But non-secular nations will instil religious knowledge and traditions throughout their educational system, their mosques and temples, and even legislate religious codes of ethics are incorporated into state laws. The laws of most nations  all originally evolved primarily from religious laws and  community ethics. However, today liberalism and radicalism has begun to introduce modern evolutionary values to these ethics destroying orthodox values.

The Philosophy of Islamic Education- its Strengths & Weaknesses

Needless to say the Islamic educational system has been effective for 1400 years. It is a system that has bonded the Islamic peoples together like no other system has. They are united in their belief structure, Allah, their values, their philosophies, their faith, and their purpose. On the other hand, the west, are divided and fragmented in ideology, belief structure, values, philosophies, faith and purpose. Certainly, Muslims have their tribal and sectarian differences but they have no doubt about who Allah is, who Satan is, or who the kafir is, and who to trust, and who not to trust. This is taught to children as little a 2 years of age. Their unity of perception stems from their faith in the Word of Allah, in the Qur’an. The Word of Allah has remained the same and constant for all 1.2 billion Muslims for 1,400 years with no change in Allah’s doctrines. (On the other hand,The Bible has been modernized and re-translated several times in its history, with some tweaks here and there. With the help of Liberalists, and multiculturalists,  Christianity has lost its central purpose and drive.)

As pointed out above, the whole of Primary School (92%), middle school (63%) and Secondary school (44%) is imbued in the study of the Koran and Islamic studies with very little non-Islamic input. The Koran, being the Immutable Word of Allah, may not be questioned, as it would be sacrilege for a Muslim to question the Word of Allah and it is considered a crime against Allah, so the inquiring mind is stifled from any inquiry about Allah or the Prophet Muhammad. Graduates from the Madrassas have very little to gauge their knowledge against. They are taught to accept the Qur’an and the Hadiths without question.

  1. Added to this is the physical reinforcement of their commitment to their loyalty to Allah, reminded by the call to prayer five times a day, beginning at the light of dawn to dusk  from the minarets?

  2. The congregation of the faithful at the Mosques brings all Muslims into a spirit of camaraderie and collective kinship. As one brotherhood regardless of race, colour, or nationality.
  3. The opportunity for the constant influence of the clergy/imam through the mosques to exhort, or instil religious fervour or animosity 5 times a day.

  4. The opportunity to observe individual members as they gather together,  and so are able to offer support or apply pressure if his resolve appeaers to be weakening.

  5. Subjugation, control, and manipulation of  immature young intellectuals is in the hands of the Mullahs and senior Muslim peers.
  6. This direct interaction of a Muslim with his Mullah is intimate and constant and effective and personal.

The constant influence of Islam upon a person is continuous and constant from  early childhood to death, and daily reminders by prayers and with contact with the Mosque and Imams. (The Islamic religious and Islamic practices are constant reminders of their submission to Allah throughout every moment of their lives is like no other religion.) First the instillation of Islam first through the family and then through the system of education and then followed-up by the Mosque and the Imam is typical of the perpetual contact of intellect and spiritual attachment of all Muslims. It is a bond that is not seen in other faiths to the same extent..

 The Weaknesses or Disadvantages of the Islamic System 

  1. Too specialized and narrow an education based mostly on rigourous Islamic studies. This smothers the cognitive potential of the mind.

  2. Not many Students finish secondary school, 44%. The population as a whole has a very limited educational standard, and thus limits their perception of the world about them.
  3. Produces a strictly focused mind without too much liberty of creative thought outside of Islam. By the very nature of not questioning the Quran, the Hadiths, and the Islamic history, it will naturally extend to not questioning the Islamic teachers and the Imams. This deters intellectual inquiry  regarding Islam and its doctrines.

  4. The educational system consists of instilling the mind from a very young age, so the mind is accepts Islamic doctrine without question.

  5. More than 50%  of the population is most Islamic nations remain semi-literate. That is shown by the statistics.

  6. The system will produce faithful followers of Islam who will accept the  immutable word of the Koran.

The Palestinian Authority’s Instilling of the Teachings of the Koran on their Children – An insight.

A report by Itamer Marcus of the Palestinian Media Watch has reported that the Palestinian Authority has instilled their school children that there is no greater achievement than to die for Allah in battle, known as Shahada. This has been accomplished through the educational system, cultural programs, directives from political and religious leaders, through children’s TV broadcasting, and even from encouragement from within the family. 11 year old are quoted as saying that death for Allah as their goal in life. 80% of Palestinian school children polled said that they wished to seek death as a Shahid.

These are some of the activities introduced by the Palestinian Authority to Indoctrinate

  1. From ages 6-9: Playing Death Games Activities.

  2. Ages 10-13: Expressing and writing the desire to Die or be Shahids.

  3. Ages 14-17; Experiencing and training for Shahada Missions.

One 11 year old girl said, “Shahada is very, very beautiful. Everyone yearns for Shahada. What could be better than going to paradise?  [6]


I can but highlight my comments and thoughts with Bold Italics in the following:

Milieu Control

Lifton: Through this milieu control the totalist environment seeks to establish domain over not only the individual’s communication with the outside (all that he sees and hears, reads or writes, experiences, and expresses), but also – in its penetration of his inner life – over what we may speak of as his communication with himself.

Randall: “Milieu” is a French word meaning “surroundings; environment.” Cults are able to control the environment around their recruits in a number of ways, but almost always using a form of isolation. . . . or they can be warned under threat of punishment to stay away from the world’s educational media, especially when it might provoke critical thinking. Any books, movies or testimonies of ex-members of the group, or even anyone critical of the group in any way are to be avoided.

Ahmadiyya leadership – present and past – rules

  • forbids its members to visit Muslim mosques or worship with Muslims [this is to ensure that Ahmadis do not learn of orthodox Muslim ideologies and rituals that differ from the Ahmadi ideologies. Isolation. Mind Control]
  • forbids and/or strongly discourages intermarriage with Muslims [this ensures that the partner many not influence or dilute the views of Ahmadiyya. Isolation. Mind Control.]
  • forbids its members to participate in funerals and most religious and/or social events organized by Muslims  [this ensures that the partner many not influence or dilute the views of Ahmadiyya. Isolation. Mind Control]
  • forbids its members from publishing articles, books or magazines about the Ahmadiyya or critical of it except with written permission, and that only with editing by the leadership [this is to ensure only one view of the Ahmadiyya ideologies. Strict Control of views from Ahmadis.]
  • strongly discourages members to read and/or discuss current Muslim scholars, ideas, and other relevant current events [this is to ensure that Muslim scholars will not be able to outwit or outmanoeuvre the Ahmadi in discussions on points of doctrine and prove him wrong or convince them to change their opinions abour Islam or Ahmadiyya. Control of access to alien views. Mind Control.]
  • there are no attributive (good) references to current Muslim authorities in any speech or publication [Ahmadiyya’s fundamental intention was to serve as mercenary to the British Raj, hence the Quran was abrogated to meet these ends. Thus Ahmadiyya views were contrary to the ideology of Islamic Jihad, and thus orthodox Islam. Hence it was not possible to refer to any Islamic authority to support such deviations. It was unique Ahmadi ideology. Only Ahmadi views were tolerated. Mind Control.]
  • forbids members from engaging in any discussion or conversation about their beliefs  [this is to ensure that Muslim scholars will not be able to outwit or outmanoeuvre the Ahmadi in discussions on points of doctrine and prove him wrong or convince them to change their opinions about Islam or Ahmadiyya.]
  • has not translated or made accessible the books and teachings of its founder, and there is no educational program for the lay members to learn about them [this is to keep Ahmadi followers ignorant and to learn only what the caliph wishes them to know. Hence, this is one source of information that a (non-Ahmadi) scholar can use to analyse Ahmadiyya ideology without prejudice. Much of this is not even available to Ahmadis. Ahmadis kept in dark. Mind Control.]
  • does not permit any gatherings, groups or associations except with leadership approval [This is to ensure that all discussions are within the bounds of their restricted beliefs and no other. Mind control.]
  • strongly discourages critical questions during official meetings and discussions, and those who ask such questions are looked down upon [This is to ensure that all discussions are within the bounds of their restricted beliefs and no other. Mind control.]
  • declares the leader to be the only source of new ideas or expressions [This is to ensure that all discussions are within the bounds of their restricted beliefs and no other. Mind control.]
  • encourages members who have critical questions to seek forgiveness for their sins and pray [This is to ensure that all discussions are within the bounds of their restricted beliefs and no other. Mind control.]
  • encourages the classification of members who leave as insane or bribed but does not allow discussion of why they left. [This is to ensure that all discussions are within the bounds of their restricted beliefs and no other. Mind control.]

What applies to the Ahmadis (above) also has equivalents in orthodox Islam.
Difference between Nabi and Rasool
In Arabic there are no separate words for Messenger and Apostle. The
distinction is between Nabi (Prophet) and Rasool (Messenger or Apostle).

   1- Nabi   (=Prophet)
   2- Rasool (=Messenger=Apostle)

Note that the degree of prophethood is lower than the degree of

By definition:

1. A Prophet (Nabi) is a person to whom the Divine Law (Shari'ah) descends;
   this divine law may be concerned with beliefs (`aqa-id) or with
   practical activities (Ibadat, like prayer). This Divine Law either
   deals with the Nabi's OWN life or with that of his community; or both.
   This is the fundamental definition of prophethood, though the prophet
   may also be informed of other things. The descent of the Divine Law
   (Shari'ah) may be direct, or through an intermediary like an angel.

2. A Human Messenger/Apostle (Rasool) is a Prophet who receives a Divine
   Law that concerns himself and people other than himself.

So every (human) Rasool is Nabi, while the reverse is not true. Also every
Nabi whom Quran has mentioned along with a community (Umma), is
consequently a Rasool.

Thus when Quran states that Mohammad (PBUH&HF) is the last Prophet (33:40),
then by the above definition, he is the last Messenger/Apostle also.

Note that the word "Human" is important in the definition of Rasool because
the Quran uses the term "Rasool" also for angels who issue a command at the
will of Allah (SWT):

     "Allah chooses Messengers from ANGELS and from men, for Allah is He
     Who hears and sees (all things). [22:75]"

     "There came Our Messengers to Abraham with glad tidings. They said,
     "Peace!" he answered, "Peace!" and hastened to entertain them with a
     roasted calf. [11:69]"

     "When Our Messengers came to Lut, he was grieved on their account and
     felt himself powerless (to protect) them. He said: This is a
     distressful day. [11:77]"

     "(The Messengers) said: O Lut! we are Messengers from thy

----Also see: 7:37, 15:57, 15:61, 19:19, 29:31, 29:33.

[1] Distinct Ahmadi Beliefs: http://en.wikipedia.org/wiki/Ahmadiyya#Distinct_Ahmadiyya_beliefs
[2] Difference Ahmadi and Islam: http://irshad.org/qadianism/differ.php
[3] Non-Law Bearing Prophets: http://en.wikipedia.org/wiki/Prophethood_%28Ahmadiyya%29#Law-Bearing_and_Non_Law-Bearing_Prophets
[4] Liftons Criteria of Thought Reform and Qadiani: http://www.qern.org/wiki/display/qarchives/Lifton%27s+Criteria+of+Thought+Reform+and+the+Qadiani+Ahmadiyya

[6] Islamic Education: Mind Control: http://knol.google.com/k/understanding-islam-a-study#The_Education_Curriculae_in_Madrassas_and_the_Level_of_Literacy_in_Muslim_nations

[1] Qadiani: http://www.qern.org/wiki/display/qarchives/Lifton%27s+Criteria+of+Thought+Reform+and+the+Qadiani+Ahmadiyya

[x1]** Root of Ahmadi Problemshttp://ahmedi.org/eart/rootproblems3#imperative

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