No one denies that the modesty which is commanded by Islamic Law and by convention includes the decency and decorousness demanded of a woman, and the kind of behavior that will ensure that she is kept far away from situations of temptation and suspicion. Further more, there is no doubt that the greatest act of modesty that she can perform is to wear the hijab, which covers her face. It is the best thing with which she can adorn herself, because it protects her and keeps her far removed from temptation.

Often, the first thing someone is asked when they discover the truth and embrace Islam is the question: Why Islam? Here, an American revert-to-Islam answers that question. The author, K. Sherman, writes: The beauty of Islam is probably the best-kept secret in modern times; it is about time it was revealed. This is the sentiment of a majority of people who are discovering the truth about Islam every day. My first exposure to the religion was through a perusal of a fifty-page booklet titled Towards Understanding Islam (written in 1932). It explained to me everything that twenty years of life and fifteen years of education could not. After the initial sense of relief, I suddenly felt cheated. I was consumed with rage. Why? I could not fathom how people could know about this phenomenal way of life and not speak out and inform others. This book is my personal take on the beauty of Islam, backed up by relevant and authentic references. I am convinced that humanity direly needs it and it is my duty to speak out.

New Directions in Islamic Education explores the relationship between pedagogy and the formation of religious identities within Islamic education settings that are based in minority and majority Muslim contexts. Based on empirical research, the book engages critically with the philosophical, theological and cultural dynamics that inform Muslim educational thought and practice. The book offers an integrated model of Islamic education that identifies the heart of the Islamic educational imagination as tarbiyah, a transformative process of becoming. Overall, this book seeks to ground the theory and practice of Islamic education within the experience of the educator and the learner, and it synthesises the spiritual foundations of Islam with the tradition of critical reflection within the classical Muslim educational heritage. This ground breaking and wide-ranging work should be of interest not only to Muslim educators and education specialists, but also to social scientists, theologians and policy makers.

Some thinkers has said, ‘A smattering of knowledge turns people away from God. Grater knowledge brings  them back to Him’. The author concludes in this book by examining various theories that the choice humanity have is not between the universe with God and the universe with God and the  universe without God. The real option is between the universe with God and no universe at all. Therefore humanity is compelled to opt for the proposition the universe with God. Hence it is logical to say I exist, therefore, God exists.