[The first part of this article was published as Cover Story in Radiance Viewsweekly, Issue No. 25 dated 28 September 2024. Its second and concluding part is being published here in this issue.]
Another important aspect related to this is the need for teacher training in madaris. We often believe that our teachers, who are teaching the Quran and Hadith, do not need any training, and that training is somehow an insult to them. However, I would like to emphasize that education and training are professions in themselves, and every profession requires some form of training. The Prophet ﷺ trained all his companions, and the lesson we learn from his life is that we should perform every task with as much grace and professional skill as possible.
Contrarily, we have ignored this field altogether, closing the door from afar and missing out on its benefits. If we open the door to training for our madrasa teachers, the environment in madaris would certainly be different. Our teachers would be well-versed in the art of teaching and training, understanding psychology, and solving students’ issues more effectively. They would be able to grasp the nuances of students’ questions and tailor their explanations of Quranic and Hadith concepts to the students’ levels of understanding. The purpose of education is to instill knowledge in the hearts, but our teaching method does not progress beyond merely stating facts. Had this training been provided, our teachers would have mastered the art of imparting knowledge to hearts, and the nature of educational depth would have been different.
The third crucial aspect in this context is the use of technology. We often fear technology, view it as a weapon of the enemy, and stand against it. However, what actually happens is that these inventions quietly enter our homes and become such an integral part of our lives that getting rid of them becomes a major challenge. Today, there is an abundance of media, and we are falling behind in this race. We have seen its dangers and resolved to avoid it, but the truth is that we have ourselves become its victims. If we had made an effort to adapt technology to our needs, it would have served us, and we would have used it according to our requirements.
This opportunity is not yet lost. It is essential to focus on this area and to utilize its beneficial aspects while avoiding its harms. Particularly in the field of education, where there are numerous beneficial and practical experiences, technology should be employed in madaris as well. This should not be limited to lower grades but should also extend to advanced classes for “Alim” and “Fazil”. How technology can be used and what can be done with it is a separate topic for detailed discussion at another time. However, it is imperative to acknowledge that madaris should fully benefit from technology in the field of education and incorporate it into teaching methods.
5.The fifth challenge is the lack of focus on teaching Arabic and English as functional languages.
Our madrasa graduates are knowledgeable in the Quran and Hadith, but they often lack proficiency in the Arabic language, which is the language of the Quran and Hadith. A significant number of them are neither able to write nor speak Arabic. This is a major issue. Consider that we claim to be well-versed in the Quran and Hadith, yet we do not have mastery over the language in which these texts are written. This is a serious problem.
The solution is to teach languages as languages. In the early standards, all books should be in the mother tongue, but Arabic and English should be taught in such a way that direct instruction in Arabic becomes possible in later years. This should not involve first reading a text, then translating it, and then explaining it. Instead, Quranic texts, Hadith, and other knowledge should be taught directly in Arabic with in-depth research. The “What,”“Why,” and “How” should serve as the foundation for learning and research.
Additionally, proficiency in the English language must be developed, and modern methods of language teaching should be thoroughly utilized. English is a global language, and it is a fundamental responsibility for a preacher to be proficient in it.
In this context, I would like to briefly present a few more recommendations:
- When teaching the Quran, it is crucial to remember that the Quran is a book of guidance. While teaching Quranic rulings, it is important to consider how each ruling applies in today’s context. This means that Quranic instruction should not be limited to mere translation or basic interpretation but should be taught as a practical book, applying its principles to current conditions and environments. This approach ensures that its teachings remain relevant and actionable in today’s world.
- When teaching Hadith, the focus should not be solely on the text but also on the verification of the narrations. The context of the Hadith should be taught as well, enabling students to develop the ability to apply and implement these teachings in their own time. Students should be taught that the Quran and Hadith are the most modern and applicable subjects for all times and are capable of addressing every issue until the Day of Judgment.
- Fiqh should be taught as a desired knowledge rather than as the ultimate objective of knowledge, and comparative Fiqh should be given special emphasis to instill a sense of Islam as a global and universal religion in every heart.
- When teaching Fiqh, it is essential to also teach the objectives of Shariah (مقاصدالشريعة), because it is crucial for scholars to be well-acquainted with the essence and wisdom of Shariah rulings. Additionally, they should be skilled in applying Quranic and Hadith rulings to changing circumstances. Without this knowledge, madaris may face criticism for not providing satisfactory solutions to new and emerging questions or issues. Therefore, the objectives of Shariah must be included in the curriculum.
- Islamic history and the history of Islamic civilization should be taught with special attention. It is necessary to create a comprehensive curriculum of history that encompasses up to the present era, dividing it in such a way that it receives adequate coverage in the curriculum without making it overly burdensome.
6.The sixth challenge is Lack of economic and vocational training in the curriculum
As I have mentioned, a major issue is the economic situation of madrasa graduates. It is our responsibility to connect students with their livelihood; if we fail to do so, we will be guilty to the entire community. Economic sustenance is a fundamental need. Making the community responsible for the economic support of madrasa graduates is a shortcoming that we have continued to commit, but it is now urgently necessary to address it. This is an era of materialism, and in this era, wisdom demands that our madaris also provide vocational training to their students to prevent their dignity from being compromised in the market.
To address this, madaris must include diverse vocational skills in their curriculum that can connect students with economic opportunities. It should not be the case that students have no means of earning a living and are forced to become the most vulnerable segment of society. Economic hardship should not become an enigma for them, nor should they suffer from the negative impacts of financial difficulties. As a result, the dignity of madaris will be compromised, and the value of their education will be diminished.
I would like to mention a few points regarding vocational training:
oA variety of vocational skills should be taught, and their relevance should be reviewed periodically. Some skills become obsolete every five years, so it is essential to teach skills that meet current needs and provide better opportunities.
oThe interests and preferences of the students must be taken into account when teaching vocational skills. No skill should be imposed on them; their choices and interests should always be considered.
oThe time allocated for teaching vocational skills and the curriculum should be such that it does not affect the core education. It should be an extracurricular activity but mandatory, ensuring that it does not divert students away from the primary educational objectives.
oEngage individuals who are skilled at teaching efficiently and effectively within a short time. Utilize technology and the best available resources to accomplish this task.
oEstablish connections with institutions that are renowned in this field and are authorized to issue certificates. Formalize these partnerships through MoUs to provide students with better opportunities for earning a livelihood in various practical fields.
oMadaris should also appoint career counsellors who can guide students towards various economic and practical pathways. We should aim to develop scholars who are deeply immersed in religious knowledge but also possess diverse means of livelihood.
7.The seventh challenge is the absence of a social networking system:
It is crucial for both students and teachers in madaris to maintain a positive and consistent connection with society. Social interaction is an important aspect of Dawah (invitation to Islam). Without such interactions, there is often a sense of estrangement between the caller (Dai) and the invited (Mad’oo), which poses a significant barrier to Dawah. Therefore, it is essential that students and teachers in madaris have opportunities to interact with teachers and students from other schools and colleges. Madrasa students should visit colleges, and college students should visit madaris, creating a conducive environment to reduce estrangement.
This interaction will also be beneficial for personality development. However, it is important to establish strong frameworks to prevent any potential psychological issues that might arise for madrasa students. By moving away from a fear-based mindset and adopting a proactive approach, it is hoped that this will not present any difficulties.
Additionally, it is necessary to include the study of Indian and world religions as a compulsory subject in madaris, it is important for madrasa graduates to have a thorough understanding of these religions so that they can confidently and satisfactorily address the questions and doubts people have about Islam in the light of Quran and Hadith.
Finally, I would like to end my remarks with a request for forgiveness if I have made any errors or if my words have come across as excessive due to an overflow of emotions. May Allah guide us all to the right path, the path of those upon whom He has bestowed His grace, not the path of those who have earned His anger or those who have gone astray.
(Concluded)
[The writer is President, Jamia-Tus-Salehat, Rampur. Email: [email protected]]