In Muslim societies, the existence of worship and principles concerning social solidarity has been continuing for many centuries. Nevertheless, it is a realitiy that the potential intended to strengthen social solidarity recommended by İslam has not been made use of enough. In this article, it is proposed that ‘social solidarity' should be included in the secondary education curriculum within ‘culture of religions and knowledge of ethics’ courses, in order to contribute individuals adopt the true meaning of social solidarity. Religious factors strengthening social solidarity have been emphasized and educational evaluations concerning the topic have been given. In this article, an empirical example. related to school education is also presented