Rethinking Al-Ghazalian Views of Education

By V.A. Mohamad Ashrof, New Age Islam

13 July 2024

Knowledge Is a Pillar of Faith, Empowering Individuals to Live Fulfilling Lives According to Islamic Principles. By Promoting Education for All, Muslim Societies Can Cultivate a Generation of Informed, Responsible Individuals Who Contribute Meaningfully to The World Around Them. This Pursuit of Knowledge, grounded in The Spirit of the Quran, Is The Key to A Brighter Future for All

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Abu Hamid al-Ghazali (1058-1111 CE) remains a prominent figure in Islamic intellectual history. However, his views on female education, as expressed in works like "Ihya Ulum al-Din" (The Revival of the Religious Sciences) (al-Ghazali, 1997), raise concerns against retrogressive interpretations of Islam.

Ghazali's educational philosophies were products of his time. Similar to many 18th-century scholars, including Western figures like Rousseau, there was a greater emphasis on boys' education (Barazangi, p. 407). While Islam itself encourages learning for both genders (Quran 2:269), Ghazali's views limited women's education primarily to religious instruction within the family. (Holland, pp. 70, 92-93)

The Quran emphasizes knowledge as a path to enlightenment (Q.29:69).  A progressive reading of Islam encourages broader intellectual development for all, not just religious literacy. Limiting women's education hinders their participation in various spheres of life and contradicts the Quranic emphasis on seeking knowledge.

Ghazali's focus on religious education for women can be seen as ensuring they possess the foundational knowledge to fulfill their religious obligations. However, this shouldn't restrict further learning.  Progressive interpretations advocate for women's access to a holistic education encompassing religious studies alongside other fields.

The incorporation of Ghazali's views in some educational institutions requires re-evaluation. Curriculums should be reassessed to ensure they align with the spirit of the Quran and promote equal educational opportunities for all. Modern scholarship offers valuable tools for reinterpreting historical texts, allowing contemporary Muslim societies to evolve without compromising core Islamic principles (Barazangi, p.22-47.).

Ghazali's influence on educational practices limited women's access to formal education for centuries in some Islamic countries. Examples like Al-Azhar University, which only recently opened its doors to women in the 1960s (Reid, p.420-425), illustrate the historical challenges. The horrific attack on Malala Yousafzai for advocating girls' education (New York Times, October 12, 2012) tragically highlights the need for continued efforts to ensure equal access to learning for all.

The story of Islam is rich with examples of women scholars and leaders. Holistic interpretations of Islam emphasize the Quran's encouragement of knowledge acquisition for all believers. By fostering a culture of lifelong learning for both women and men, Muslim societies can reach their full potential and contribute meaningfully to the world. Ghazali's views on female education, while reflecting the limitations of his era, need not define the future of Islam. Through critical reinterpretation and an emphasis on the Quran's core message of equality, Muslim societies can create education systems that empower women and promote intellectual advancement for all.

Roded (1994) notes that 41% of the endowments in Ottoman Aleppo were documented as having been established by women, suggesting that Muslim women – particularly affluent ones – were committed to scholarship.

These were not insignificant contributions; Roded mentions buildings and highways in several places in the Middle East named for the women who financed their construction. (Roded, 1999) British women “however were granted the right to own property independent of their husbands only in 1870.” Thus, Muslim women were exercising their rights to own and distribute property more than 12 centuries before British women.

Empowering All Minds-Education and the Spirit of the Quran

Islam, from its very foundation, emphasizes the pursuit of knowledge as a cornerstone of faith. The Quran, the central text of Islam, repeatedly calls upon believers to acquire knowledge, understand the world around them, and use that knowledge for good. This article explores the Quran's message on education, highlighting its emphasis on learning for all, men and women alike.

The Quran doesn't mince words when it comes to the importance of knowledge. Verses like "Are those who know equal to those who do not know?" (Q.39:9) leave no room for doubt. Knowledge is equated with understanding, which allows believers to truly heed God's message (Q.20:114). This pursuit of knowledge isn't limited to religious studies; the Quran encourages exploration of the natural world and all branches of learning – social sciences, physical sciences, even professional fields. Verses urging observation, investigation, and travel (Quran throughout) speak to the importance of a holistic education.

The very first word revealed in the Quran is "Iqra," which translates to "Read" or "Proclaim." This emphasis on the act of reading is no coincidence. Commentators like Ali highlight the deep connection between "read," "teach," and "knowledge" in Arabic. (Ali, A. Y, p.1672–1673) The act of reading isn't just about deciphering words, but about acquiring knowledge, understanding, and wisdom in its broadest sense. This understanding transcends the limitations of language; the Quran itself speaks of an "orchestral harmony" within these words, encompassing concepts like study, research, and self-knowledge. (Ibid.)

The Quran establishes a clear link between knowledge and piety. Those who fear God and are truly obedient are described as those who possess knowledge (Q.35:28). This knowledge allows them to discern right from wrong and apply God's teachings in their daily lives. Those with knowledge are "raised in rank" by God, highlighting the value placed on learning (Q.58:11).

The Quran doesn't advocate for rote memorization devoid of meaning. The story of those burdened with religious texts they don't understand (Q.62:5) serves as a cautionary tale. Muslims are called upon to "follow the best meaning" within the Quran's message (Q.39:18). This necessitates a nuanced understanding that prioritizes the spirit of the text, focusing on God's intent and the well-being of humanity (both now and in the hereafter) (Rosenthal, p.20). Interpretations that create unnecessary burdens or hinder human flourishing contradict the core message of the Quran.

By emphasizing the importance of knowledge and understanding, the Quran implicitly lays the groundwork for the education of all people. The Prophet himself is referred to as an "educator" in the Quran (Q.2:151, 33:21, 3:164). This emphasis on education extends to both men and women. There's no basis in the Quran for denying women the right to learn and grow intellectually. Historically, Muslim societies have seen women excelling in various fields of knowledge, further solidifying the idea that education is a right, not a privilege, for all.

The Quran's message on education is clear and unequivocal. Knowledge is a pillar of faith, empowering individuals to live fulfilling lives according to Islamic principles. By promoting education for all, Muslim societies can cultivate a generation of informed, responsible individuals who contribute meaningfully to the world around them. This pursuit of knowledge, grounded in the spirit of the Quran, is the key to a brighter future for all.

The Importance of Female Education-A Hadith Perspective

The pursuit of knowledge is a core Islamic principle, with the Quran itself emphasizing learning for all believers. This emphasis extends beyond scripture, as evidenced by the teachings of the Prophet Muhammad.

Several hadiths, or sayings of the Prophet, highlight the importance of education for both men and women. One prominent hadith states that "the acquisition of knowledge is the duty of every Muslim man and Muslim woman" (Rahman, p.397). This clear message removes any ambiguity – education is an obligation for all Muslims, regardless of gender.

The Prophet further emphasized the ongoing nature of learning, stating that "a believer is never satisfied with the acquisition of knowledge till he reaches Paradise" (Al-Nawawi, p. 235). This insatiable thirst for knowledge should motivate Muslims throughout their lives.

The value placed on knowledge extends beyond the individual learner. Another hadith reports the Prophet saying, "Allah, His angels, the dwellers of the heaven and the earth, even the ant in its hole and the fish (in water) invoke blessings on him who imparts good knowledge to the people" (Al-Nawawi, pp. 235-236). Educators, who share their knowledge and guide others on the path of learning, are highly respected in Islam.

These hadiths, along with the emphasis on knowledge in the Quran, paint a clear picture: education is a cornerstone of Islam, incumbent upon both men and women. The pursuit of knowledge is a lifelong journey, and those who share this knowledge are revered figures within the Islamic community.

Significance of Female Education

Scholars like Fazlur Rahman (Rahman, p.397) emphasize the Quran's message that acquiring knowledge is essential for both men and women. This knowledge equips individuals to understand God and His teachings, enabling them to navigate life according to Islamic principles. This responsibility for learning and accountability before God falls equally on men and women.

Unfortunately, some 20th-century Muslim thinkers advocated for limiting women's education or restricting their professional options (Lang, J. 2000). However, such limitations find no support in Islamic history. Works like Annemarie Schimmel's (1997) "My Soul is a Woman" document the vibrant presence of women scholars and professionals across various fields in Islamic societies. These restrictive interpretations are often attributed to the narrowing of Quranic principles over time, sometimes due to patriarchal influences (Schimmel, p.180).

A holistic Islamic education, as defined at the First World Conference on Muslim Education (1977), should promote the intellectual, spiritual, and social growth of all individuals. This encompasses various fields of study, allowing all Muslims to reach their full potential (Ashraf, p.4).

Denying women education is akin to denying them the path towards righteousness (Haw, p.58). Education empowers women to participate meaningfully in society and contribute to their communities. Furthermore, as noted by Khaled Haw (1998), Islamic education should enable women to address issues that have traditionally been solely discussed by men. This includes health, personal matters, and other areas impacting women's lives.

The Quran and Islamic history offer a clear message: women deserve equal access to education. The task for Muslim societies is to ensure educational institutions uphold this principle. This includes creating opportunities for women to be educated about their rights, explore various disciplines, and contribute their voices to contemporary Islamic scholarship. By fostering a culture of lifelong learning for all, Muslim societies can flourish and contribute meaningfully to the world. This requires a commitment to progressive interpretations of Islamic teachings and a dedication to dismantling social barriers that hinder women's educational opportunities.

Reclaiming Education for Women

Some scholars, like Al-Qurtubi (Al-Qurtubi, 1966), have used specific hadiths (sayings of the Prophet) to argue for limiting women's education. However, a closer look reveals weaknesses in these arguments. The hadith about Aisha, the Prophet's wife, discouraging girls from writing is considered unreliable by many scholars due to a weak chain of transmission (Al-Mannawi, p. 430). Furthermore, Aisha herself actively engaged in learning and teaching, even corresponding with women on religious matters (Al-Bukhari, pp. 479-480). This contradicts the notion that Islam discourages female literacy.

Scholars, like Leila Ahmed (Ahmed, 1983) and Khaled Ahmad (Ahmad, p. 54), emphasize that Islam encourages the acquisition of knowledge for all Muslims, regardless of gender. Islamic knowledge equips individuals to navigate life according to their faith. Denying women education hinders their ability to live a fulfilling Islamic life and contribute to society.

The historical restriction on women's education arose from cultural interpretations, not core Islamic principles. These limitations contradict the fact that women in early Islam held positions of great learning. Similarly, Islamic law has historically provided women with rights that were unavailable to women in many other parts of the world (Hurley, p. 67). For example, Muslim women had the right to own property centuries before their counterparts in Britain.

Scholars like Al-Ghazali held views that limited women's intellectual potential (Al-Ghazali, pp.163-164). Recognizing these inconsistencies is crucial for moving forward. While Imam al-Ghazali emphasized religious education for women, the Taliban's interpretation goes much further, severely restricting access to education for all females. A re-examination of Islamic texts is necessary to ensure interpretations are accurate and relevant to contemporary needs. The emphasis should be on the inherent right to education for all, regardless of sex.

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(This is an excerpt from the book “Al-Ghazali-An Enlightened Critique” available from Amazon)

V.A. Mohamad Ashrof is an Indian scholar on Islam and contemporary affairs who receives his mail: vamashrof@gmail.com

 

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