Science Education in Deeni Madaris: What Muslims Can Do Keeping Their Faith with Traditions as well as Science
By
Dr. Javed Akhatar, New Age Islam
2 August
2023
Introduction
In our
current circumstances, we find ourselves in a precarious and vulnerable
position. Islam faces challenges from both the Western world, which questions
its beliefs, and fundamentalists who pose a threat from within. This complex
situation presents numerous modern issues and difficult inquiries that confront
today's Ulema. One of the crucial questions we must grapple with is how to
maintain our faith while embracing both traditions and scientific knowledge. In
an effort to address the deficiencies in scientific education and take a modest
step towards improvement, this brief article emphasizes the significance of
incorporating science education in Deeni Madaris.
Muslims in
India constitute a substantial population. The children of this substantial
population who study in schools are of three types, and there are three types
of problems also that they face there as well:
1. The
majority of Muslim students receive their education either in Madrasas, where
the focus is primarily on religious teachings, with no emphasis on science
education;
2. In
Muslim-managed secular schools where science education is of poor quality;
3. Only
a small fraction of Muslim students are fortunate enough to attend public
schools and receive science education, but they miss out on religious
education.
Given the
current explosion of scientific knowledge, it is crucial to address this issue
seriously to avoid potential disastrous consequences.
For several
centuries, the intellectual activities of the Muslim community have been
largely limited to literature, religious studies, and a few social sciences
subjects, lacking a tradition of scientific pursuits. As a result, there is a
lack of awareness about the increasing importance of knowledge in physical,
biological, mathematical, and technical sciences. To focus attention on this
backwardness in science education and to take a small step towards its
mitigation, this small article raises a few points that tell the importance of
science education in Deeni Madaris as well as some steps that the Muslims can
take to promote science education in Deeni Madaris.
First
Some Background
During the
Muslim era, the dominant educational system was the madrasah system,
encompassing both religious and secular education. However, as the 19th century
dawned, a new paradigm emerged with the advent of non-madrasah schools,
primarily administered by Christian missions in India. Despite the growing
influence of these mission schools, the madrasahs remained significant,
particularly until the early half of the 19th century, as their graduates were still
deemed qualified for government positions.
However,
the landscape changed drastically after the British took over from Muslim rule
in 1857. Madrasah graduates encountered formidable barriers in securing
prominent governmental roles, and the British administration displayed little
interest in supporting the traditional Muslim educational system. Sensing the
impending challenges, the Muslim community decided to establish their own
schools to provide religious instruction to their children. To safeguard their
autonomy and prevent potential government interference, they deliberately
abstained from accepting any grants or funding from the British authorities.
In 1865, a
pivotal milestone was achieved with the establishment of the Darul Uloom of
Deoband, situated near Delhi in the western region of present-day Uttar
Pradesh. This event catalysed the Muslim community's efforts, leading to the
emergence of Madaris across various parts of the country. The primary objective behind these Madaris
was to preserve the rich legacy of Islamic education, a mission that was
increasingly challenging within the context of British-controlled India. As a
result, until the early 20th century, the graduates of these Madaris were
primarily committed to nurturing and perpetuating the religious life of the
Muslim populace.
The
formation of Madaris not only served to uphold religious values but also
represented a response to the shifts in India's socio-political landscape. The
prevailing circumstances prompted the Muslim community to take proactive
measures to preserve their cultural and educational heritage, thereby fostering
a distinct identity amidst the complexities of British colonial rule.
Why
Science Education Is Required in Deeni Madaris?
In the
contemporary landscape, a precarious and vulnerable scenario has arisen, wherein
Islam finds itself at a crossroads, facing challenges from Western ideologies
on one front and threats from fundamentalist elements on the other. This
complex predicament has given rise to numerous pressing issues and
thought-provoking inquiries that confront today's Ulema, the learned scholars
of Islamic jurisprudence and theology. Among these pertinent questions is the
challenge of harmonizing faith with both cherished traditions and the
advancements of science.
The urgency
to address the educational deficit in scientific knowledge and its integration
into the curricula of Deeni Madaris becomes paramount. In light of this
imperative, the following discourse endeavours to shed light on the
significance of incorporating science education within these religious
seminaries. By doing so, it aspires to take a modest stride towards alleviating
the prevailing backwardness in the realm of scientific education within
religious institutions.
To navigate
this intricate juncture, the Ulema must reconcile the profound teachings of
Islam with the progressive tenets of science, fostering a nuanced understanding
that embraces the relevance of both domains in contemporary society. By doing
so, they can equip the faithful with the tools to address challenges emanating from
external scepticism and internal dogmatism.
Promoting
the importance of science education in Deeni Madaris is not merely a means of
adaptation, but rather an embodiment of the Islamic principle of seeking
knowledge, as espoused by the Prophet Muhammad (peace be upon him). Embracing
scientific knowledge would enable the Ulema to expound upon Islamic teachings
with a comprehensive perspective, thus fortifying the faith of the believers
and nurturing an enlightened approach to faith.
(A) Here are some steps that highlight
the importance of science education in Deeni Madaris:
Complete Separation: The major problem
of madrasa curriculum is its complete separation from the modernity and western
world. And because of this madrasa students are not able to understand the
modern world view with its contemporary idiom and language.
To
elaborate more: The primary issue plaguing the madrasa curriculum is its
profound disconnect from both modernity and the Western intellectual sphere.
This disconnect is characterized by a conspicuous lack of integration with
contemporary ideas, idiomatic expressions, and prevailing global perspectives.
As a consequence of this disconnect, students attending madrasas face
significant challenges in comprehending and engaging with the complexities of
the modern world. Their education, in its present form, fails to equip them
with the necessary tools to grasp the nuances of the current global landscape
and hinders their ability to comprehend the prevailing socio-cultural and
geopolitical dynamics.
To bridge
this gap, it is imperative to introduce relevant additions to the madrasa
curriculum. The incorporation of contemporary subjects, such as social
sciences, literature, modern history, and global affairs, can play a crucial
role in providing a more well-rounded education to the students. Additionally,
integrating language courses focusing on modern languages and communication
skills can empower the students to effectively interact with the global
community and better understand diverse perspectives.
An academic
approach toward addressing this issue involves fostering an environment of open
dialogue and critical thinking within madrasa institutions. Encouraging
scholarly discussions that explore the compatibility between traditional teachings
and contemporary knowledge can pave the way for a more inclusive and holistic
educational experience. Furthermore, promoting intercultural exchanges and
collaboration with mainstream educational institutions can help facilitate the
exchange of ideas and create a bridge between the two worlds.
Ultimately,
a comprehensive transformation of the madrasa curriculum, supplemented with
progressive and cross-cultural elements, can empower students to navigate the
complexities of the modern era while preserving the essence of their
traditional teachings. By embracing both the richness of their heritage and the
wisdom of contemporary knowledge, madrasa students can become active
participants in the global community, fostering a more harmonious and
interconnected world.
Levels of diversity: What people in
India are experiencing for example the social tensions coming to the surface
etc are very different from what is being experienced in Syria or across the
border in Pakistan or what is being experienced in North America and the kind
of questions that they or we bring to Islam or to the texts and even the kind
of answers that we are swed to is very different. But most of the time we do
not pay much attention to these kinds of cultural experiential aspects to the development
of religion or religious thoughts.
To
Elaborate more: The spectrum of diversity exhibited in various regions around
the world, such as India with its manifestation of social tensions, Syria and
Pakistan with their unique experiences, and North America with its distinct
inquiries and interpretations of Islam and religious texts, underscores the
profound differences in the ways people engage with religion and its tenets.
Regrettably, these culturally embedded experiential dimensions and their profound
impact on the evolution of religious beliefs often go unnoticed and
underappreciated. To gain a comprehensive understanding of religious
development, it is imperative to delve into these intricacies, acknowledging
the rich tapestry of perspectives that cultural contexts contribute to the
religious landscape. Therefore, a deeper scholarly exploration that embraces
these diverse expressions is crucial for discerning the complexities and
nuances inherent in religious thought. By doing so, we can foster greater
cross-cultural comprehension and appreciation while enriching our perspectives
on spirituality and faith.
Therefore,
the madrasa students need to understand the diverse levels of religious
experiences in different regions worldwide and the influence of cultural and
experiential aspects on the development of religious beliefs. It highlights
examples such as India, Syria, Pakistan, and North America, where social
tensions, historical events, and socio-political contexts shape unique
perspectives on religion. The significance of recognizing and studying these
cultural influences is emphasized to foster a more comprehensive and inclusive
understanding of spirituality and faith on a global scale.
Encouraging disagreement: The big
difference between madrasa education and non-madrasa education is that the
madrasa system does not encourage young Muslim scholars to disagree with the
Ulema but in school students can disagree with the teacher.
Promoting
Dissent is an essential distinction between madrasa education and non-madrasa
education lies in their respective approaches to fostering critical thinking
and scholarly discourse among young Muslim learners. Within the madrasa system,
there exists a traditional emphasis on deference to the Ulema, where
encouraging dissent or questioning their teachings may be regarded with
reservation. Conversely, conventional school settings encourage students to
actively engage in constructive dialogue and respectfully challenge their
educators' viewpoints. By embracing intellectual divergence, non-madrasa
education cultivates an environment that nurtures independent thought, enabling
pupils to develop a deeper understanding of various subjects and broadening
their intellectual horizons. In the context of contemporary pedagogical approaches,
the significance of fostering an atmosphere of open dialogue and respectful
disagreement cannot be underestimated, as it empowers learners to become
informed and well-rounded individuals capable of critical analysis and active
participation in academic discussions.
Full of Subjugation: The history of Jews
are with full of operation and subjugation at the hands of Egyptian,
Babylonians, Assyrians, Persians, Greeks and the Romans but still they are able
to survive! However, it’s not happened with Muslims?
Rife with
Subjugation: Throughout history, the Jewish people have endured a myriad of
oppressive ordeals under the dominion of various empires and civilizations,
such as the Egyptians, Babylonians, Assyrians, Persians, Greeks, and the
Romans. Despite facing relentless adversities, the Jewish community tenaciously
persevered and remarkably survived. In contrast, it is worth pondering why a
similar historical narrative of resilience and survival is seemingly absent in
the case of Muslims. Has the Muslim community not encountered comparable trials
and tribulations throughout their past, and what factors might have contributed
to their historical trajectory? To delve into this matter further, a
comprehensive examination of the distinct historical contexts and
socio-political conditions experienced by both communities becomes essential.
By scrutinizing the distinctive challenges and strategies employed by Jews and
Muslims across history, we can gain a more nuanced understanding of the forces
shaping their respective narratives of survival and resilience.
Hit to the Inclusive Nature of the
Madrasa Traditions: As the medieval history of madrasa, there was no dichotomy
of religious and secular education in madrasa curriculum until this time.
Therefore, madrasa were able to produce great scientists, mathematicians,
philosophers, architectures etc. But in the following years, the notion
separating religious education from the secular one proved infertile to the
continuations of inclusive nature of the madrasa traditions.
An
examination of the inclusive essence of Madrasa traditions reveals that
throughout medieval history, these educational institutions seamlessly
integrated religious and secular knowledge within their curriculum. This
amalgamation of diverse subjects, encompassing the sciences, mathematics,
philosophy, and architecture, bore remarkable fruits, giving rise to a cohort
of accomplished scholars and intellectuals. Regrettably, as time progressed,
the partitioning of religious and secular education emerged, culminating in
adverse consequences for the continuity of the Madrasa's inclusive ethos. This
development hindered the institution's ability to foster a comprehensive and
harmonious learning environment, thus posing challenges to the preservation of
its once flourishing heritage. In light of these observations, an exploration
of potential solutions to reintegrate diverse fields of knowledge within the
Madrasa framework becomes an imperative task for restoring its historical
essence of academic inclusivity.
(B) Here are some steps that the
Muslims can take to promote science education in Deeni Madaris:
Promote a Holistic Approach: Emphasize
that Islam encourages seeking knowledge in all fields, including science.
Highlight the Islamic history of scientific advancements during the Golden Age
of Islam, where scholars made significant contributions to various scientific
disciplines.
Curriculum Enhancement: Work with
educators and administrators to integrate science subjects into the existing
curriculum. This integration can be done in a way that aligns with Islamic
principles and values.
Qualified Teachers: Ensure that the
Deeni Madaris have qualified science teachers who not only possess strong
subject knowledge but also understand the religious context of the students
they are teaching.
Address Misconceptions: Address any
misconceptions or concerns that parents or stakeholders may have regarding
science education. Clarify that learning about science does not conflict with
religious beliefs but rather complements it by showcasing the wonders of
Allah's creation.
Relate Science to Islamic Teachings:
Illustrate how scientific principles align with Islamic teachings and encourage
students to explore the harmony between science and faith.
Promote Scientific Literacy: Emphasize
the importance of scientific literacy and critical thinking in today's world.
This includes understanding the scientific method, evaluating evidence, and
distinguishing between science and pseudoscience.
Encourage Research and Inquiry:
Encourage students to engage in scientific research and inquiry-based projects
that pique their interest. This will foster curiosity and a deeper
understanding of scientific concepts.
Create Science Clubs and Activities:
Establish science clubs or extracurricular activities that allow students to
explore science in a fun and interactive way. These clubs can organize science
fairs, workshops, and guest lectures.
Provide Access to Resources: Ensure that
Deeni Madaris have access to appropriate science textbooks, educational
materials, and laboratory facilities, if possible.
Collaborate with Secular Educational
Institutions: Foster collaborations with mainstream educational institutions to
share resources, knowledge, and best practices in science education.
Engage the Community: Engage the broader
Muslim community to raise awareness about the importance of science education
and garner support for such initiatives.
Recognize and Celebrate Achievements:
Acknowledge and celebrate the achievements of students who excel in science
subjects to motivate and inspire others.
By taking
the steps (stated above), Muslims can contribute to the enrichment of science
education in Deeni Madaris, producing well-rounded individuals who appreciate
both their religious heritage and the advancements of modern science. This
balanced approach will empower Muslim students to navigate the complexities of
the world while remaining grounded in their faith.
Conclusion
Modern-day
madrasas should incorporate science education into their curriculum to equip
students with essential skills and intellectual capabilities. By doing so,
young Muslim scholars can interpret Islam in a contemporary context and bridge
the gap between religious principles and empirical evidence. This integration
of science education can dispel misconceptions, promote informed dialogue, and
create a generation of scholars well-versed in both religious doctrine and
scientific discoveries. This approach is seen as pivotal in addressing the challenges
faced by contemporary Muslim communities, particularly in navigating between
Western influences and extremist ideologies while preserving Islamic tradition.
To conclude the incorporation of science education in madrasas is seen as
crucial for the intellectual and holistic development of Muslim students,
enabling them to better comprehend the world, cultivate critical thinking, and
contribute positively to society.
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Javed Akhatar is Assistant Professor (Contractual),
Department of Islamic Studies, Jamia Millia Islamia
New Age Islam, Islam Online, Islamic Website, African Muslim News, Arab World News, South Asia News, Indian Muslim News, World Muslim News, Women in Islam, Islamic Feminism, Arab Women, Women In Arab, Islamophobia in America, Muslim Women in West, Islam Women and Feminism