Thursday, January 31, 2008
Thank you for shopping at Mommy's Grocery Store
Then, we had some real fun and set up our own grocery store with empty boxes and grocery bags.
I went to http://moneyinstructor.com to print off a sheet of $1, $5 and $10 bills but we never got around to using the fives and tens.
I decided to keep it simple and just used the ones and all of the change that came with the Calvert curriculum.
It was fun! I loved it when she realized for the first time that when you buy something, your actual cash in your wallet depletes! The look on her face was priceless. After a while I started to run low on bags because we reuse our canvas totes and have very few plastic bags, so I began to charge her. She got smart and started bringing her own bags, lol.
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Tuesday, January 29, 2008
What number comes after 5?
We also learned A.M. and P.M. and early and late. Again, no problem.
Then comes the second part of the lesson;money.I tell her the values of the pennies, nickels, dimes and quarters. So far, so good. I ask her to show me one cent. No problem. O.k. five cents. Five pennies, good, good. O.k. what else could five cents look like? Uh.... Ok, remember the nickel? That's five cents too. O.k. back on track. Show me five cents two ways. She does it. Good. Now, what is one penny and one nickel? Blank stare. What are five pennies and one penny? Six cents. Good! One penny and one nickel? Two cents. How much is one nickel? Five cents. O.k. and one penny? One cent. Add them together. Crickets chirp. O.k. What number comes after five? I don't know. Come on, you know this, what comes after five? Blank stare. Groan. O.k. lesson over for the day. Thankfully, this was at the end of the school day and maybe we were both tired. Tomorrow, InshaALLAH I know what we have to work on first!
She did do a little freehand writing, which I find adorable, especially her grocery lists. She's spelling everything phonetically so she's applying what she knows without all of the complicated rules: She likes to read and we are going through several books right now. This one is the most important. I want her to increase her vocabulary. I really admire the homeschool children that participate in the spelling bees. I looked at several lists for her age group and some were a little easy so I really feel good about that. My biggest concern has always been whether or not she would be on par with the other children her age but so far she has surpassed my expectations.
Craft wise, we have been doing a bit of this and that. She is learning to knit but isn't coordinated enough to hold both needles on her own. I am thinking that she could really get the hang of crochet though. She knows which way the needles go so it's a start. I think crafts are good because they take a certain discipline and teach patience.
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Thursday, January 24, 2008
Islamic Fiqh Academies New Steps In Madrasa Reform
Madrasas were originally intended as institutions for the preservation and transmission of the Islamic religious tradition as a whole. In contemporary India, however, they focus largely, although not exclusively, on the teaching of fiqh or Islamic jurisprudence. Most Indian Muslims adhere to the Hanafi school of jurisprudence and so most madrasas in the country restrict themselves to the teaching of the books of Hanafi fiqh. Almost all these books were written between the ninth and the fourteenth centuries, in a context very different from that of India today. Most of their authors lived and worked in Central Asia, Iran and parts of the Arab world. Consequently, their understanding of fiqh was shaped by the particular environment in which they lived. The questions that they raised and the answers that they provided were a product of the concerns of their own times. Not surprisingly, their books do not deal with many issues of contemporaryconcern and relevance. Despite this, most Indian madrasas continue toemploy these texts, and, consequently, the teaching of fiqh has been gradually distanced from real-world concerns.
An interesting and innovative experiment to reform the teaching and understanding of fiqh is the work undertaken by Delhi-based Islamic Fiqh Academy (IFA). Following the example of similar academies in some Arab countries, Europe and North America, the IFA believes that ijtihad, or the creative, context-sensitive interpretation of fiqh, is absolutely essential in order to provide Islamically suitable answers to issues of contemporary relevance, issues on which the corpus of traditional fiqh is silent or else irrelevant. Thus, it questions the widely held assumption of taqlid or blind imitation of the earlier jurisprudents or fuqaha, stressing instead the inherent dynamism of Islamic law. In contrast to past precedent, it believes that ijtihad on many issues is no longer possible on the part of a single scholar or 'alim. Because many questions of contemporary concern involve a range of disciplines, it argues for what it calls 'collective ijtihad', bringing together 'ulama trained in the traditional Islamic sciences as well as experts in various fields of modern knowledge to deliberate on various issues and provide Islamically acceptable solutions. Interestingly, and in contrast to many traditional 'ulama, the IFA does not identify itself with any particular school of thought (maktab-i fikr). It stands for tolerance and respect of differences between the different Sunni mazhabs or schools of fiqh.
The IFA's activities are wide-ranging, including publishing books, organising lectures and training programmes and holding seminars. It has produced several texts on a variety of contemporary issues, from insurance and birth control to modern commercial transactions and organ transplants, offering opinions on these based on collective ijtihad. It has held a number of seminars in different parts of the country, in which 'ulama and modern scholars have participated to collectively discuss various issues which the traditional books of fiqh are silent on, but which Muslims have increasingly to face today.
A major focus of the IFA's work has been the promotion of new understandings of fiqh in the Islamic madrasas in the country. One of the most successful of its initiatives in this regard was its madrasa training programme, which, however, has since been discontinued. The concept of the programme emerged at the IFA's annual seminar at Bangalore in 1990. The next year, it sent out letters to various madrasas in the country, offering to arrange, at its own expense, for extension lectures by university lecturers in their campuses on various modern subjects. The lectures would cover a range of disciplines, including the social and natural sciences, modern medicine, philosophy, comparative religion and so on, but presented in a suitable Islamic form and located within the contemporary Indian context. It proposed that these lectures should later be collected and published as textbooks, which could then be incorporated into the madrasa syllabus. It saw this initiative as helping to bridge the gap between madrasa-trained and university-educated Muslims, and to dispel what it saw as the wrong, though widely-held, notion of 'religious' (dini) learning as being somehow distinct from 'worldly' (duniyavi) knowledge.
Between 1991 and 1993, the IFA organised training camps at some 40 madrasas in different parts of India to acquaint students and teachers with issues of contemporary relevance. At the camps, professors of different subjects from various universities, including the Aligarh Muslim University, Jami'a Millia Islamia and Lucknow University, in addition to some leading 'ulama, spoke to and interacted with students and teachers of the madrasas on a range of issues. Although most madrasa students who attended the lectures responded enthusiastically, some madrasas, says IFA's secretary Amin 'Usmani, were not very welcoming, fearing that this might 'divert' the attention of the students from their religious studies. Unfortunately, the programme was discontinued two years after it was launched, primarily because of shortage of funds.
Usmani opines that unless the teaching of fiqh in the madrasas isreformed, madrasas can play little role in enabling the Muslims to deal with the challenges of modernity. He suggests major curricular reforms in this regard. He argues that the focus of the teaching must be on the 'usul (basic principles) of the Qur'an and the Hadith, rather than, as at present, on the furu' or minor details of fiqh. He argues that while madrasas generally place great stress on the teaching of intricate details of ritual purity, the nitty-gritty of marital relations and the minute intricacies of divorce and so on, they tend to neglect what he sees as the 'basic spirit' of the Qur'an and the Hadith. 'Usmani also stresses that the teaching of fiqh must take the contemporary Indian context seriously. He suggests that madrasas should equip their students with the knowledge and skills needed to operate in a modern religiously plural society. For this, he stresses the need for madrasas to introduce the teaching of other religions from a non-polemical perspective so that Muslims and people of other faiths can understand each other in a more sympathetic way.
He advocates the introduction of what he calls 'Peace Studies' as a regular subject in the madrasas, through which the students could be taught the importance of peace and ways of working for it in accordance with the Qur'an and the Hadith.
'Usmani places his hopes on the younger generation of madrasa students, who, he feels, are more open to alternate views and willing to critically engage with issues of contemporary concern so as to develop more relevant, and, therefore, more authentic understandings of Islam, including of fiqh. Most older generation 'ulama, he laments, seem to be either hostile or indifferent to voices such as his that are today calling for the reform of the madrasa system. Read More...
Barbara Metcalf: On South Asian Madrasas (Interview)
Q: In recent years, and particularly after the events of 11 September, 2001, there has been much talk in India, Pakistan and America, particularly in official circles, about the activities of some madrasahs that are believed to be actively involved in sponsoring militant activities. What are your views on this?
A: The government of Pakistan has the most serious issues about madrasahs because all evidence points to the fact that many madrasahs, especially along the frontier with Afghanistan, have in fact been places where young men have been recruited for militant movements. These movements have had international dimensions, especially in Afghanistan and Kashmir, but they have also spilled over into the sectarian and now anti-state violence that threatens everyday life within the country. Even a couple of years ago, I was disheartened to visit a major madrasah in Lahore, the Jami’a Ashrafiyya (one that Musharraf identified, by the way, as a model madrasah), and was depressed that a guard with a rifle slung across his lap had to sit in front of the main entrance. Any institution seems at risk of some kind of attack.
The Pakistan government has attempted to end foreign enrollment as a first step to controlling the madrasah, and now is trying to register madrasahs, ideally with a view to knowing more about what is taught and even introducing secular subjects. This has produced great protest in recent weeks. Here is where America is involved -- even if the Pakistani government see this registration in its own interests, and in the interests of its citizens, the madrasah and the `ulama see the move as exemplary of Musharraf's being a pawn in the hands of America. ]
As for India, there have been inappropriately inflammatory comments by right-wing politicians about the alleged subversiveness, foreign funding, etc. of madrasah. As Muslims themselves have replied, if there is illegal activity, there are laws that can be applied. There is shockingly little attention given, I might add, to the right-wing teaching inculcated in some Hindu schools.
Two actions are worth noting. The BJP government when it first came to power began denying visas to foreigners wishing to study in madrasahs, ending centuries of India's being a cosmopolitan venue for the religious sciences for students from Central Asia, Malaysia, and East and South Africa in particular. Secondly, the government has initiated under the Human Resources Ministry an initiative to supply teachers, texts in secular subjects, and even computer instruction (all through the medium of Urdu) to madrasahs. This move has, understandably, been met with skepticism about intent in many institutions although several computer instruction facilities are functioning successfully.
Q: Do you think government interference is the right way to approach the question of 'reform' in the madrasas?
A: It certainly does not seem to have been productive so far.
Q: How would you distinguish between the Indian and the Pakistani madrasas on questions related to security and 'terrorism'?
A: I think that it is unfortunate to link the two countries. As far as I know, no one has ever identified an Indian madras ah linked to terrorist activity whereas in Pakistan there is a case to be made.
Q: How do you see the madrasah of South Asia as responding today to questions of modernity and pluralism?
A: This is a very important question. First of all, what do the students learn? It is worth underlining that the madrasas vary enormously -- the term covers little ad hoc schools teaching the alphabet to local children all the way to places that consider themselves universities and centres of great scholarship. At best, the schools teach far more than the rote learning they are accused of. In fact they inculcate great linguistic skills, analogic and other forms of reasoning, and logic as well as the content of a great cultural tradition. Ideally, students learn a high level of self-discipline and morality. Two vignettes. In Pakistan I met a young woman who had graduated from a madrasah in Peshawar. She spoke fluent Arabic and, in a large gathering of women, was impressive in her self-confidence coupled with modesty about her achievements. I also visited a girls' madrasah in Lahore with facilities for teaching blind girls and providing training in computers. (They also teach the girls the encyclopedic, early 20th century guide for women, the Bihishti Zewar, which I was interested in since it's a text I've translated!)
All this may not add up to "modernity", but it certainly means that some students acquire considerable "social capital" thanks to these schools. I also visited a couple of madrasahs in the upper Doab when I as in India last winter. One comment. One of the schools taught roughly equal number of girls and boys, and as we arrived, a flood of girls in bright colored kurtas came flying out of school, as happy as children any where at the end of the day. The school was to be closed the next day to serve as the polling place for the scheduled state elections-- neither the girls nor the civic duty were part of the usual image one has of a madrasah. Literacy is good, schooling is good -- even if this is not modernity. And in both India and Pakistan, as people often note, there are often limited options for students. Public education in Pakistan is a disgrace. I am less informed about India, but I might note that a team of anthropologists working in the area I visited documented what they called "institutional communalism" on the part of government, by which they mean a disproportionate neglect of schools, medical facilities, etc. in primarily Muslim areas. Read More...
Defending the Madrasas: Indian Ulama Respond
By Yoginder Sikand
Faced with the mounting campaign against them, ulema-led Muslim organizations, including madrasas, have been forced to respond by denying involvement in these violent attacks. They have organised several seminars and press meetings on the issue and to make clear their stand, to argue that, contrary to media allegations, madrasas have nothing to do with terrorism, for, it is argued by the ulema, Islam and terrorism are completely incompatible.
The mounting attacks against the madrasas, as the numerous conventions that have been organised recently indicate, suggest that the ulema are now being compelled to engage in the wider social and political arena to defend themselves from the charges against them, being forced out of the narrow confines of their seminaries. This might well prove to be a blessing in disguise, for it is possible that it might pave the way for greater and more meaningful dialogue between at least some sections of the ulema and certain well-meaning non-Muslim civil society groups and the state. In the long term, this interaction might have a positive impact on the madrasas themselves, making them more open to curricular and administrative reform as well as perhaps promoting contextually relevant understandings of Islam more conducive to a multi-religious society such as
Yet, these conventions, such as those that I have attended, are clearly inadequate in certain respects, important though they are. Almost all of these have been organized by ulema groups, who present themselves before the state and the media as the sole legitimate leaders and spokespersons of the entire Muslim community. This claim is, of course, hardly true, although the fact that the ulema are taking the lead in airing Muslim grievances is bound to lead to a further entrenchment of the claim of the ulema to represent Muslims in public forms. It might also further marginalize the feeble efforts of ‘modern’ educated Muslims, more familiar with contemporary developments and, in some cases, articulating more contextually relevant understandings of Islam, to represent Muslim aspirations, including with regard to such issues as Muslim economic, political and educational empowerment and the problems of Muslim women, issues on which they may differ substantially with many ulema.
These conventions organized by ulema bodies, while serving the valuable purpose of defending the madrasas and Muslim organisations more generally from attack, must be seen in the context of an ongoing struggle for authority within the Muslim community, between ‘secular’ and ‘modern-educated’ Muslims and the ulema, on the one hand, and between different sections of the ‘ulama of various sectarian backgrounds, on the other, as to exactly who is qualified to speak for Muslims and Islam.
That it is now largely the ulema, associated with different madrasas and schools of Islamic thought, who are in the forefront of defending Muslims from the charge of ‘terrorism’ in public forums, such as these conventions, is hardly surprising. Especially in north
That it is essentially the ulema who are now visibly defending Muslims and their organizations, while non-ulema Muslims appear relatively much less active, is a reflection of the fact that there are relatively few grassroots-level Muslim organizations, particularly in north India, where most Indian Muslims live, that are not run or controlled by the ulema and that are devoted to anything but religious education. A directory of Muslim NGOs across the country recently published from
This explains why middle-class Muslims enjoy few organic links with the Muslim masses. It also explains why it is that it is the ulema who do. In turn, this tells us why it is not middle-class Muslims but the ulema who are now in the forefront of defending the madrasas, a phenomenon further buttressed by the fact the few, if any, middle-class Muslims send their children to study in these institutions. This is a reflection of the yawning chasm between the ulema and middle class and elite Muslims, whose ways of understanding the world are, in crucial respects, vastly different. This also points to the rigid educational dualism so starkly characteristic of Indian Muslim society, between the ulema of the madrasas and middle-class Muslims, educated in English-medium schools, both of whom have little or no opportunity of interacting with each other.
Most middle-class Muslims, like their non-Muslim counterparts, are content to carry on with their own private lives and their quest for economic ‘success’, having little or no concern for the Muslim poor, who lead miserable lives in the ghettoes into which they have been condemned to live. This indifference to the plight of the Muslim poor is yet another reason for the very small number of organizations run by non-ulema working for the welfare of the poor Muslims and for Muslim community causes other than those strictly ‘religious’, especially in north India. In turn, this explains why it is not ‘middle’ class Muslims so much as the ulama and Islamic organisations who are today in the forefront of visibly representing Muslim demands and concerns in the public domain. Many middle-class Muslims, seeking to ‘integrate’ into what is arbitrarily defined as the Indian ‘mainstream’, desirous of maintaining good relations with their non-Muslim counterparts (essentially middle-class ‘upper’ caste Hindus) and careful not to antagonise them, consciously or otherwise seek to downplay overt signs of their ‘Muslim-ness’ in public. They make conscious efforts to distance themselves from the Muslims in the ghettos, in order both to stress their claim of being ‘superior’ and more ‘cultured’ than them as well as to convince their non-Muslim peers that while the Muslims of the ghettos may be ‘obscurantist’, they themselves are not, and are no different, except for certain rituals that they might occasionally practice or in their names, from the middle class non-Muslims whom they seek to ‘integrate’ with. This tendency has been exacerbated by the growing wave of Islamophobia in
Although their approach might be limited, the role of the ulema in articulating Muslim aspirations needs to be appreciated with empathy, given their limited resources and lack of appropriate cultural capital necessary for articulating Muslim concerns before the wider non-Muslim public and the state. This does not, however, mean that the ways in which they have been going about doing so are entirely appropriate and effective. The several meetings to defend the madrasas from charges of ‘terrorism’ that I have attended in recent years have consisted of all-Muslim audiences, with speakers delivering long lectures in chaste Urdu, which few non-Muslims can understand. Consequently, if the intention of these meetings was to convince non-Muslims of the credentials of the madrasas, they have, because of the way in which they have been structured, been largely unsuccessful. That purpose could have been served if non-Muslims, including the media, civil society groups, human rights activists as well as leaders of organisations that are today in the forefront of the campaign against madrasas, had been invited to attend these conventions and listen to what the ulema have to say in their defence. Further, they should have taken the form of serious dialogue and frank exchange of views between the ulema and their critics rather than the one-sided monologues and apologetic defence of madrasas and Islamic groups that they have so far consisted of.
This, however, is easier said than done, for most ulema have limited contacts, if at all, with non-Muslim civil society groups whom they could possibly dialogue with. At the most, certain ulema groups have links with certain non-Muslim politicians, and it is mostly these that have constituted the miniscule non-Muslim presence at the conventions that have recently been organized, thus effectively limiting their impact on the broader non-Muslim public. This, coupled with the fact that most ulema are not comfortable in Hindi or English and given that their organizations generally lack any effective liaison with the non-Muslim media, has meant that the conventions have not succeeded in making much of a dent on non-Muslim opinion about the madrasas.
Not only have most of these conventions been addressed and attended almost wholly by Muslims, thus defeating their very purpose of reaching out to the wider society, they have also been entirely ulema-dominated ventures. Only a few non-ulema Muslim intellectuals and activists have participated in these events, reflecting both a certain indifference on the part of this class to issues that these conventions have taken up as well as perhaps a fear on the part of their ulema organisers that their presence might undermine the claims of the ulema of speaking for Islam and Muslims.
A central theme repeated by ulema speakers in all the conventions that have been organised recently to defend the madrasas and Islamic organizations is the claim that Islam is, by definition, opposed to terrorism. There is a world of difference, these speakers have argued, between legitimate Islamic jihad and terrorism. Speakers at these conventions have insisted that Muslims, by definition, are passionately opposed to terrorism because Islam forbids it. A ‘Muslim terrorist’, they have argued, is a contradiction in terms. Muslims should not be blamed for terrorism, these speakers have declared. Rather, they insist, the West,
The recent fatwas and pronouncements of leading Indian ulama declaring the incompatibility between Islam and terrorism are a welcome development, and will probably help mould public opinion, both Muslim and non-Muslim, against terrorism. It might also help, to an extent, in changing the views of many non-Muslims about Islam, particularly about the notion of jihad. Yet, this defence is inadequate because many of the ulema who articulate this line fail to deal seriously with the fact that there are indeed Muslim groups who do engage in terrorism precisely in the name of Islam and who represent an interpretation of Islam that, in this regard, is in contrast to that articulated by those ulema who insist that Islam has no room for terror. While the argument that certain non-Muslim actors, including certain states, are also engaged in various forms of terror is legitimate, it is clearly misleading to deny that certain Muslims, too, do so, and that too in the name of Islam. This, too, needs to be condemned with equal passion. To be more effective, this condemnation of terrorism engaged in by certain groups who claim to be ‘Islamic’ must not remain, as it has, at a general level. Instead, these groups should be specifically mentioned by name in the fatwas issued against terrorism, something that the conventions organized by the ulema on terrorism have generally failed to do.
Despite the obvious limitations of the response of the ulema to mounting charges of ‘terrorism’ being labeled against madrasas and other Muslim organizations, something, it must be said, is better than nothing at all. The response of the ulema can better be appreciated when contrasted with that of middle-class or elite Muslims, who appear to be doing little, if anything, in this regard. Clearly, however, Muslim grievances cannot best be articulated by the ulema or only by them, given their worldview and training and their limited contacts with and exposure to non-Muslims, although in this regard they have a crucial role to play. It is imperative, therefore, that concerned ‘modern’ educated Muslims, too, seriously seek to engage in the process, being more at ease with the ‘modern’ world and more sensitive to contemporary social realities. Only then can Muslim views be articulated more effectively, and genuine dialogue with others, including non-Muslim groups and the state, be promoted.
State Policies on Madrasas and Muslim Education:
An oft-heard argument is that Muslims are themselves responsible for their own educational 'backwardness' as they prefer to send their children to madrasas rather than to 'modern' schools. The assumption here is that Muslims are somehow so 'fanatic' about their religion or that they see their religion as so fiercely opposed to 'modernity' that they simply do not want, or refuse, to send their children to 'modern' schools. Muslims thus come to be framed, interpreted and understood solely in terms of religion, in a manner that is vastly different from the way the behavior of other religious communities is understood. In this way, Muslims also come to be blamed entirely for their own educational marginalisation, and the fact that widespread Muslim poverty and the role of the wider society and the state in perpetuating Muslim economic and educational deprivation is completely ignored. This assumption runs as a hidden sub-text that underlies government policies on Muslim education. Since Muslim education thus comes to be reduced largely to madrasa education, government policies generally focus on this sort of education alone.
This assumption is, however, baseless and urgently needs to be questioned. For one thing, as the Sachar Committee Report shows, hardly four per cent of Muslim children study in full-time madrasas. Secondly, many Muslim parents choose to send their children to madrasas simply because they cannot afford the cost of sending them to 'modern' private schools or because they feel that a madrasa education will at least ensure their child a job as a religious specialist as well as merit in the Hereafter, neither of which education in a government school can provide. Thirdly, this assumption ignores the fact of the growing eagerness among Muslims for 'modern' education, and in fact, the growing involvement of Muslim religious organizations in seeking to provide both 'modern' as well as Islamic education to Muslim children. This development is easily observable in any Muslim locality, with the mushrooming of private schools, often so-called English medium schools. This phenomenon is, in a sense, also a reflection of the dissatisfaction that many Muslims feel with the public school system, whose ethos and curriculum is, in many cases, Hinduistic and sometimes even hostile to Muslims.
This means that the notion that Muslims are so wedded to madrasa education that government policies on Muslim education must be primarily concerned with madrasas is wholly fallacious. Clearly, if only four per cent of Muslim children go to full-time madrasas, and if many of these do so for want of access to 'modern' education or because of the apprehension that many Muslim parents have of the Hinduistic ethos of schools or of the discrimination that many Muslims report at the hands of teachers in such schools, instead of seeking to intervene in the madrasa system in the way it has done so far, the state must provide better and cheaper 'modern' schools in Muslim localities and address anti-Muslim biases, a task that it has largely failed in doing.
There is yet another reason why the inordinate interest of the state in madrasa education and its 'reform' needs to be critiqued. As many ulema, managers of the madrasas, see it, the intentions of the state in seeking to 'reform' the madrasas are not beyond suspicion. They see this talk of 'reform' as motivated by what they regard as an ulterior motive of interfering in and controlling the madrasas, and, consequently, undermining their autonomy and their Islamic ethos and identity. They point out that talk of madrasa 'reforms' gathered particular momentum during the rule of the BJP at the Centre, when, following the release of a report on national security, demands began made for the state to intervene in the madrasas in order to combat 'terrorism', based on the misleading contention that Indian madrasas are 'hotbeds' of 'terror'. They look at how the demands for madrasa 'reform' by various governments, such as that of the
There is now much talk about the Central Madrasa Board that has been mooted by Justice Sohail Aijaz Siddiqui of the National Commission for Minority Educational Institutions. Although it has been made clear that madrasas can affiliate to the proposed Board voluntarily and that the Board will not interfere in the functioning of affiliated madrasas, a large section of the ulema have opposed the proposal. There is some merit in the arguments of both the proponents as well as opponents of the proposed Board, but that need not detain us here. The point is that, as considerable opposition to the proposal indicates, the state should seek to evolve a consensus with the ulema on what it can or should do regarding madrasas, rather than imposing anything on the madrasas in the name of 'reforms'. In the absence of this, and without the cooperation of the ulema, schemes for madrasas funded by the state are unlikely to be effective.
As far as state intervention or participation in madrasa education is concerned, clearly the scope is limited. The state, if it is indeed serious about helping the madrasas, could arrange for more universities to recognize madrasa degrees. This will help broaden the career prospects of madrasa graduates as well as help expose them to aspects of social reality that they have been sheltered from. At present, only a few universities, particularly those with some sort of historical Muslim association, do so. For this purpose, madrasas may be encouraged to arrange for their students to simultaneously enroll in open school examinations. Further, senior madrasa students could be encouraged to enroll in courses offered by open universities. At present, there is a distinct lack of awareness among the ulema and madrasa students about these possibilities. Literature about this should be made readily available to the madrasas, particularly in Urdu. The state could also launch scholarship schemes for madrasa students who enroll in universities.
In universities that recognize madrasa degrees, special free or subsidised English classes can be organized for students from madrasa backgrounds. For students enrolled in madrasas, the National Council for Promotion of the Urdu Language could consider preparing special texts and related study material for social sciences and English that are based on and reflect their particular cultural worldviews. The state could also open technical training centres attached to madrasas, which could cater to madrasa students or graduates. Non-governmental organizations, Muslim as well as others, can be encouraged by the state to work along with madrasas on common projects, including those funded by the state. In these and other ways, the state would be able to play a positive role with respect to madrasas without being open to the accusation of seeking to interfere in the madrasa system.
To repeat a point made earlier, the state must make the promotion of 'modern' education among Muslims its priority in place of seeking to directly intervene in the field of madrasa education. This calls for many more good quality public schools in Muslim areas, scholarship schemes for Muslim students, hostels for girls and boys in Muslim localities and so on, on the lines of similar programs for similarly marginalised communities such as Dalits and Adivasis. In addition, the government's general schemes for education must have some sort of Muslim component to ensure that adequate funds are allocated to Muslim localities. There also needs to be a social audit of institutions set up and programmes launched by the Central and state governments that are meant for minority welfare and education. No reliable research has been done on precisely what these institutions and progammes have actually done, in practical terms, for promoting Muslim education.
It is obvious that the welfare and development of the country as a whole itself demands that the state pay much more attention that it has hitherto done to Muslim education. But for this, the state must move beyond mere symbolic vote-grabbing sops. Ultimately, however, it is for Muslim community leaders to creatively engage with the state and non-governmental organizations to make Muslim education a priority, both in their demands on the state as well as in their own involvement with the community.
Countering Anti-Madrasa Propaganda
By Yoginder Sikand
Indian Madrasa Reform: A Leading Maulana’s Plea
By Yoginder Sikand
Traditionalist Ulema and Educational Reform in Kerala
By Yoginder Sikand
The proactive role played by the SKJU, Hudawi argues, must be seen, in part, as a response to the emergence of new Muslim religious organizations promoting mass education in the early decades of the twentieth century, when reformist Kerala Muslim scholars set up institutions that combined both traditional Islamic as well as modern education and championed modernist interpretations of Islam. The Mapilla Revolt of 1921, crushed brutally by the British, proved a major turning point in this regard. It was similar in its impact to the suppression of the 1857 revolt for the Muslims of north
Maududi on Madrasa Reform
By Yoginder Sikand
Syed Abul Ala Maududi (1903-79), founder of the Jamaat-e Islami, is regarded as one of the chief architects of modern-day Islamist revivalism. He was a profuse writer, and is credited with literally hundreds of works on a diverse range of issues. Although he not a graduate from a traditional madrasa, he wrote considerably on the subject of madrasa reform. His reformist educational views are summed up in a book recently published by the Jamaat-e Islami Hind, titled Islami Nizam-e Talim (’The Islamic System of Education’. The book is actually a document sent by Maududi to the Pakistani Educational Commission, probably sometime in the 1950s. Although thus considerably dated, its relevance in terms of contemporary debates about madrasa reform is undeniable.
Maududi begins by noting the existing dualism in Muslim education—between madrasa-trained ulema, on the one hand, and university-trained graduates, on the other, who have almost nothing in common between them. He argues that Islam does not countenance any rigid dualism between ‘religious’ and ‘secular’ knowledge, and, therefore, that this dualism must be bridged.
Maududi goes on to critique the existing system of traditional madrasa education. He writes that it is incorrect to claim, as many ulema do, that it represents the Muslims’ traditional system of religious education, which, therefore, should remain untouched. Instead, he writes, it is actually a remnant of the system of education of the medieval ages, of the period of Muslim political rule in
‘The usefulness of this system’, Maududi opines, ‘was finished the day British rule was established in
That, however, so Maududi argues, is not the right attitude to adopt. Today’s rapidly changing circumstances have led to what he sees as the ‘rapid decline of the usefulness of the system’, its graduates being ‘unable to cope with the demands, conditions, problems and needs of the times’. Today, he notes, the overwhelming majority of madrasa graduates have no option but to take up careers as imams in mosques, teachers in madrasas, delivering public lectures and even ‘fanning all sorts of religious conflicts so as to impress upon their audience that they are indispensable’. Consequently, Maududi adds in a bitter critique of the traditionalist ulema, ‘Although they do some good, spreading a bit of religious knowledge, this is far outweighed by the damage that they do, because they cannot properly represent Islam or guide the community on the lines of religion or solve its problems’. ‘In fact’, he goes on to add, ‘I would say that instead of working for promoting the glory of Islam, the opposite is happening, for the way they are today representing Islam is causing people to increasingly distance themselves from it’. ‘This’, he laments, ‘has led to a decline in the honour of Islam, and due to them sectarian conflicts continue to thrive’. He explains this by arguing that ‘their necessities of life’, or, in other words, their quest for material comfort, forces these ulema ‘to keep these conflicts alive’.
A second reason for the urgent need for reform of the existing system of madrasa education, Maududi writes, is that, contrary to common perception, its specifically religious component is ‘very limited’. This is because when it was formulated, in the period of Muslim political rule in
Although several madrasas now give more attention to Hadith than in the past, Maududi writes, they unfortunately give ‘particular importance to those Hadith reports related to sectarian conflicts, and to the nitty-gritty and minor details of jurisprudential rules’. Little attention is given to the history, development, principles and methodologies of Islamic jurisprudence or fiqh. However, Maududi stresses, these neglected subjects are essential, for without them it is not possible to engage in ijtihad or creative and independent articulations of jurisprudential responses concerning a whole host of issues, particularly those of contemporary concern which are obviously not directly dealt with in the works of traditional fiqh. In this way, Maududi argues, ‘it appears that the existing madrasa syllabus perhaps reflects an understanding that ijtihad is a sin’. Yet, he adds, without ijtihad, Muslims cannot progress. ‘Consequently’, he says, concluding his sharp critique of the existing madrasa system, ‘madrasas are unable to fulfill even those religious functions for which they were retained’.
Maududi is equally critical of the existing system of secular or Western-style education, or what he describes as the ‘modern system of education’ (jadid nizam-e talim). Introduced in
Maududi thus sees both systems of education as being desperately in need of reform, and so calls for a ‘revolutionary change’, to replace both of them by a single system that, he says, should aim at promoting ‘a free and progressive Muslim community’. Such a system should produce pious, practicing and committed Muslims who excel in all fields, and who see God’s existence and purpose in all that they study. This system would end what Maududi describes as the ‘un-Islamic’ division between ‘religion’ (din) and ‘this world’ (duniya). It would, in fact, be ‘completely religious and worldly at the same time’, for Islam, far from preaching renunciation of the world, sees the world as the ‘field for the hereafter’ (akhirat ki kheti). This ideal Islamic educational system, Maududi explains, ‘should enable Muslims to understand the world, make them capable of properly conducting their worldly lives, but training them to see the world through the lens of Islam and inspiring them to work run its affairs in accordance with Islam’s teachings’.
This means, therefore, that religious education cannot be a small supplement tagged on to a basically secular syllabus. Instead, Maududi calls for what he describes as the ‘Islamisation of all social, natural and physical sciences’, cleansing them of their atheistic assumptions. They should, instead, he advocates, be based on the teachings of the Quran, and those who study thus Islamised subjects must be encouraged to ‘implement’ Islam in their respective fields of study and expertise. Further, rather than focusing on the accumulation of bookish knowledge, this new system, Maududi proposes, must seek to promote ‘character-building’ on Islamic lines.
Maududi provides a brief blue-print of the new, uniform system of education that he proposes for Muslims to follow. At the primary stage, the usual subjects that are taught in schools today would continue, although suitably ‘Islamised’, along with basic Islamic education. This would carry on in the secondary and high school stages as well, with the addition of Arabic and more detailed learning of Islamic beliefs, teachings and practices, seeking to relate Islam to daily life concerns. Thereafter, students would be able to specialise in one or other branch of learning, be it the Quran, Hadith or Islamic jurisprudence, or (suitably Islamised) History, Politics, Chemistry and so on. Specialists of all these subjects would be considered as ulema and would have the same employment opportunities.
Girls’s education is as important as that of boys, Maududi writes. ‘No community can advance if its females are ignorant’, he says. He recommends that girls learn the same subjects as boys, but he opposes co-education. The medium of instruction, for both boys and girls, he writes, should be the mother tongue, and English should be taught just as any other subject, rather than being privileged as the medium, as is the case in most elitist schools and colleges.
In this way, Maududi suggests, the rigid dualism that characterizes contemporary Islamic education would be ended, and what he sees as Islam’s holistic philosophy of education could be put into practice.
Kashmir's Largest Madrasa: Dar ul-Uloom Raheemiyyah
Deoband's Rector on Central Madrasa Board
By Yoginder Sikand
Further questioning the need for such a Board, the Maulana notes that, as the recent Sachar Committee Report on Indian Muslims reveals, less than 4 per cent of Muslim children in
of Muslim children. However, here it has done precious little, if at all, and, instead, has adopted policies that make it increasingly difficult for minorities to establish their educational institutions. Is it not ironic, he asks, that 'Where Muslims need the Government's help the Government's policy is one of non-cooperation, while in the case of those institutions [madrasas] that think that remaining safe from Government help is the biggest help they can get, the Government insists that they should accept its aid?'. 'What meaning should be attributed to his?’, he questions.