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. URl: https://newageislam.com/islam-science/science-education-deeni-madaris-muslims-faith-traditions/d/130358 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