By Muddassir Ahmad Qasmi for TwoCircles.net
In modern India, in spite of moral decline in different spheres of life, contemporary educational centers are talking about new heights in the educational field; they are trying to keep pace with the world in high technology and above all equal opportunity in education is given top most priority. In addition to it, there have been hot debates about modernisation of madrassas in recent days, but there is a distinct difference between modern and religious scholars in the concept of modernisation of madrassas. On the one hand Ulama are of the opinion that there should be some minor changes in madrassa curriculum as per the demands of the present age and, on the other hand, modern intellectuals expect complete modification in madrassa syllabus by adopting modern technology.
The important question is that who will decide the boundaries of madrassa curriculum? Will it be those who had studied at madrassas and later on have been rendering their services for the same madrassas or those who had acquired knowledge from modern institutions and thereafter they have been offering their services for the same modern institutions or there are some other people or groups for this purpose. The easy answer of the above question is that it is only the madrassa authorities who are responsible for bringing about changes in madrassa curriculum as per the need and demand of the hour. Yes, it is also necessary that modern intellectuals and new technology experts must also be provided a chance to present their ideas so that a precise and concise syllabus may be prepared.
Here it should be kept in mind that modernisation of madrassas does not mean converting madrassas into schools because both the systems have different purposes and benefits. From an Islamic perspective the purpose of establishing madrassas is to propagate and protect Islam whereas the aim of modern educational institutions is to meet worldly needs and aspirations.
The common trend is that people from every background seem to advocate modernisation of madrassas, although covertly they have different motives behind this intention. We will not present here a critical analysis about different ideas and motives and will only try to shed some light on the practical ideas in the modernisation of madrassas.
1. The existing syllabus should remain intact except a little changes including a few modern subjects such as English language, basics of mathematics and sciences and they should be incorporated in such a way that on the one hand they do not weaken mainstream Arabic subjects in the least degree and on the other hand students become capable of speaking and writing in English, acquainted with mathematical principles and be aware of basic science.
If this idea is materialised, it will be an additional successful step in fulfilling the purpose of madrassa establishment. Moreover, students of madrassas will be saved from running pillar to post for further education in universities. Let me confess here that these modern subjects are already in the educational system of some madrassas but they are only a part of syllabus for the sake of it; they do not benefit students in any degree of usefulness.
2. We also support those religious scholars who are of the opinion that there should be no ruffling of feathers by inflicting extra subjects during the period of Famadrassamadrassaeelat course and the reason behind this rigor is to make students proficient in religious subjects. Surely we cannot ignore their sincere intentions because we also need a group of ulama who have full command on Islamic learning and science and are attuned to the spirit of Shariah.
Here I want to make it clear that regardless of different syllabi of madrassas, every madrassa without exception teaches modern subjects in elementary classes. Our concern is here only secondary and higher classes. Thus, those madrassas that do not teach modern subjects in secondary and higher classes, should teach their students the prescribed Arabic syllabus with full attention so that they become experts in their field. Later on after completion of Fazilat course some of them may join such institutions which have designed special courses for madrassa graduates to attain higher levels of pedagogical skills in English, computers and modern subjects.
For this especial purpose madrassa graduates can pursue a two-year Diploma in English Language and Literature (DELL) course that was introduced by Markazul Ma’arif Education and Research Center and now has a dozen centers across India teaching this course.
Though the graduates of madrassas have full command on Islamic subjects and are duly capable to lead the Ummah but to maximise their benefits and equip them with the polish of English-language skills this DELL course was designed. This would enable them to face new challenges with full confidence and defend Islam with renewed energy.
3. It should be kept in mind that whenever we talk of familiarising madrassa graduates with higher modern education, we intend to cover not all graduates but a selected number from them. It is noteworthy that more than one century ago our ancestral Ulama had already declared that English language is a must for madrassa graduates. According to the history of Darul Uloom Deoband, its governing body in 1318 A.H. had decided to give scholarships to madrassa graduates for further studies in universities and it was also planned that college students will be taught Arabic in its premises but due to lack of funds that dream did not come true.
Therefore, a selected number of madrassa graduates should also join universities but the first and foremost condition for them is that they should not compromise with their Islamic identity in the least degree because they go there to gain something not to lose something. If madrassa graduates change their original religious colour in universities then no one will allow them to do so because it will becloud their main mission.
4. One of the aspects of modernisation of madrassas is that some of the subjects may be taught with modern style and technology. For instance, teachers should make a lesson plan for every session as it will surely help students to understand subjects in a comprehensive manner. Likewise history and geography may be taught by the help of projectors and lessons may be illustrated by computer graphics. Surely, no one can deny the importance of abovementioned methods of teaching.
5. From time to time, the government also shows its interest in madrassa modernisation and tries to come up with new ideas but it is not acceptable for madrassa-walas. The reason has been explained in the abovementioned points. However, if government is sincere about madrassa modernisation, firstly it should take care of those governmental madrassas in UP, Bihar, Bengal and Assam which are in pathetic condition in every sense of the word.
Though the purpose of madrassa education is not getting simply governmental jobs. This is done with an eye to serve the nation, country and community which is a constructive and positive step which is encouraged by farsighted Ulama. Graduates of madrassas can prove their best ability in schools, colleges, universities via Urdu, Arabic and Persian teaching and also in some other governmental departments such as embassies etc. Now if the government is serious enough about madrassa modernisation, it should recognise leading madrassas’ certificates and grant jobs for madrassa graduates in various departments without additional degrees from universities.
Madrassa modernisation is not an unsolved enigma and therefore we should not make a hue and cry for that from sunrise to sunset. The only thing we have to do is that religious scholars should discharge their duty, modern intellectuals should play their role and the government should fulfill the basic needs of the people. I am not only hopeful but also sure that in this way we can reach our desired destination.
The author is an Assistant Editor at Eastern Crescent, Mumbai
ts the prescribed Arabic syllabus with full attention so that they become experts in their field. Later on after completion of Fazilat course some of them may join such institutions which have designed special courses for madrassa graduates to attain higher levels of pedagogical skills in English, computers and modern subjects.
For this especial purpose madrassa graduates can pursue a two-year Diploma in English Language and Literature (DELL) course that was introduced by Markazul Ma’arif Education and Research Center and now has a dozen centers across India teaching this course.
Though the graduates of madrassas have full command on Islamic subjects and are duly capable to lead the Ummah but to maximise their benefits and equip them with the polish of English-language skills this DELL course was designed. This would enable them to face new challenges with full confidence and defend Islam with renewed energy.
3. It should be kept in mind that whenever we talk of familiarising madrassa graduates with higher modern education, we intend to cover not all graduates but a selected number from them. It is noteworthy that more than one century ago our ancestral Ulama had already declared that English language is a must for madrassa graduates. According to the history of Darul Uloom Deoband, its governing body in 1318 A.H. had decided to give scholarships to madrassa graduates for further studies in universities and it was also planned that college students will be taught Arabic in its premises but due to lack of funds that dream did not come true.
Therefore, a selected number of madrassa graduates should also join universities but the first and foremost condition for them is that they should not compromise with their Islamic identity in the least degree because they go there to gain something not to lose something. If madrassa graduates change their original religious colour in universities then no one will allow them to do so because it will becloud their main mission.
4. One of the aspects of modernisation of madrassas is that some of the subjects may be taught with modern style and technology. For instance, teachers should make a lesson plan for every session as it will surely help students to understand subjects in a comprehensive manner. Likewise history and geography may be taught by the help of projectors and lessons may be illustrated by computer graphics. Surely, no one can deny the importance of abovementioned methods of teaching.
5. From time to time, the government also shows its interest in madrassa modernisation and tries to come up with new ideas but it is not acceptable for madrassa-walas. The reason has been explained in the abovementioned points. However, if government is sincere about madrassa modernisation, firstly it should take care of those governmental madrassas in UP, Bihar, Bengal and Assam which are in pathetic condition in every sense of the word.
Though the purpose of madrassa education is not getting simply governmental jobs. This is done with an eye to serve the nation, country and community which is a constructive and positive step which is encouraged by farsighted Ulama. Graduates of madrassas can prove their best ability in schools, colleges, universities via Urdu, Arabic and Persian teaching and also in some other governmental departments such as embassies etc. Now if the government is serious enough about madrassa modernisation, it should recognise leading madrassas’ certificates and grant jobs for madrassa graduates in various departments without additional degrees from universities.
Madrassa modernisation is not an unsolved enigma and therefore we should not make a hue and cry for that from sunrise to sunset. The only thing we have to do is that religious scholars should discharge their duty, modern intellectuals should play their role and the government should fulfill the basic needs of the people. I am not only hopeful but also sure that in this way we can reach our desired destination.
The author is an Assistant Editor at Eastern Crescent, Mumbai