I talked to some Ulama about the text of Bahare
Shariat quoted in this article. They said all war-related aayat, commentaries
and explanations deal with the context of war. They can’t be applied in today’s
situation for several reasons.
They also said “it is good to point out necessaity
of such text to be given in proper context as it might create confusion among
Either of the two things can be done in the case of
the quoted text; deletion of irrelevant text in the chapter of Akhlaq w Adab or
addition of proper context.
آرٹی آئی ایکٹ کے تحت مدارس: ایک قدم صحیح راہ کی طرف
آل انڈیا مسلم پرسنل لاء بورڈ کی تجاویز کہ مدارس کو رائٹ ٹو انفارمیشن ایکٹ (معلومات حاصل کرنے کا حق)کے تحت لانے کی تجویز خود مختار مسلم تعلیمی اداروں پر حملہ ہوگا،صرف ایک بھرم ہے جبکہ اس قدم سے نہ صرف مدارس میں تعلیم حاصل کرنے والے سات ملین بچوں کو فائدہ ہوگابلکہ اس کے ساتھ ساتھ بڑے پیمانے پرسماج کی ترقی اور خود مختاری کامطلوبہ اور من چاہا نتیجہ حاصل ہوگا۔مدارس کے نصاب تعلیم کا زیادہ ترحصہ مذہبی تعلیم پر مشتمل ہے جو اصل میں بدقسمتی سے مسلمانوں کے درمیان ان کی زندگی کے آغاز سے 'یہودی بستی' کی ذہنیت سے مرتب کیا گیا۔زیادہ ترمدارس بہتر معاصر تعلیم سے محروم ہیں جن کو ، قومی کمیشن برائے بچوں کے حقوق کا تحفظ(نیشنل کمیشن فار پروٹیکشن آف چائلڈ رائٹس)نے آر ٹی آئی کے تحت لانے کا مطالبہ کیا ہے تاکہ یہ یقینی بنایا جائے کہ بچوں کو جدید تعلیم کے حق سے محروم نہ کیا جائے۔مسلمانوں کو ایک منسلک دنیا کی موجودہ مسابقتی اور مقابلہ جاتی دنیا میں بڑھنے اور انحصار کرنے کی ضرورت ہے نہ کہ اپنے آپ کو 'قبائلی ذہنیت کا ایک بنیاد پرست، تشدد پسندانہ سماج' کے طور پرپیشکرنے کی۔اس آر ٹی آئی ایکٹ( رائٹ ٹو انفارمیشن ایکٹ) کے عمل میں لانے کے بعد مدارس کے طلبا کے پاس نہ صرف دنیاکے ساتھ قدم سے قدم ملا کر چلنے کا ہنر ہوگابلکہ انہیں جدید نصاب اور تکنیکوں سے لیس رکھا جاسکے گا جو انسانوں کی زندگیوں کو تشکیل دے رہا ہے اور اس کے ساتھ ساتھ تیزی سے بدلتے ہو ئے اس عالم سے جوڑے رکھے گا۔
Thanks to Sultan and Mohammad (Mr. Yunus). Unlike the
AIMPLB, you have the guts to call a spade a spade.
//Our ulema cannot be unaware that Muslim
youth in large numbers are joining jihadist groups around the world today//.
Millions of Mullahs, Imams and Madrasa
teachers around the world are not taking meaningful action because their hearts
are still longing for a world Caliphate. They firmly believe that democracies and
new ideas are an obstacle to their dreams. We cannot blame their dreams which
are forged on the spectacular Islamic military victories in the past. Sadly there
are no visionaries.
Allah says “WHERE THERE IS NO VISION
PEOPLE PERISH”(Proverbs 29:18 kjv)
Comment on the article - follow up to my last comment below:
The article highlights some of the
short-comings-and potentially adverse impacts of current madrassa education and
makes some ground-breaking statements / remarks:
Islamic theology, as it is taught
unabashedly and senselessly, is full of violence, most of it against Muslims
who dare to think a new thought.
Some passages in madrassa textbooks
(one extract quoted) appropriate “violence as well as irrelevancies like how to
treat female prisoners of war and concubines etc.
Our ulema cannot be unaware that
Muslim youth in large numbers are joining jihadist groups around the world
Today, we have become a society which
can produce a whole army of suicide bombers practically anywhere in the world.
The blame lies squarely with the kind of education imparted in our madrasas.
Madrasa education is a serious
violation of the human rights of Muslim children.
It makes two clear suggestions to the custodians
of madrassa institution:
To weed out from textbooks passages
that can promote murderous violence, hatred as well as irrelevancies
To adopt RTE – give Muslim students
the right to universal education
The question is: are these charges likely to cause
any concern or touch the souls of the proponents of madrassa education or they
will regard them as baseless, biased, fictitious and unworthy of any attention.
If the later happens, the article is in vain and the effort to produce it is nearly
wasted. So let us firs reflect on how the proponents of madrasa education may
take or subconsciously contest the above remarks listed below in order.
They will genuinely feel that if
indeed Islamic theology taught in madrassas is full of violence, at least some
students in each madrassa housing hundreds and even thousands of students would
have been constantly engaged in fighting with rival fellow students creating a
law and order situation on a daily basis. They may not find any evidence of
such perennial fighting in a single madrassa out of tens of thousands of them in
India and therefore take the charge baseless, fictitious - mere rhetoric.
They will say that there are other textbooks
/ scriptures – the Bible for example that is no softer than the passage quoted
and no one talks about weeding out any similar passages from them
They will argue if “large numbers of
Muslim youths were joining jihadist groups around the world today,” there would
have been hundreds of thousands of jihadi youth in the world who would have
carried out hundreds if not thousands of terror attack every day. As incidence
of terror attacks is a mere miniscule, they will dismiss this as the author’s
The extremely low and stray incidences
of suicide bombers render any suggestion of the Muslims producing ‘an army of
suicide bombers’ totally unsubstantiated and maliciously politicized.
They have already argued that any
suggestion to modernize madrassa education amounts to “An attack on the
sovereignty of madrasas”
So what good can this article do, is really a big
While the impact of
madrassa education on the dynamics of terrorism and radicalization (killing the mushrikin and sinning Muslims) may be contested by the traditionalists
on the seemingly convincing ground that madrassa education is in vogue for many
centuries while terrorism in the name of Islam is a very recent phenomenon, I
nevertheless fully endorse the following concluding remarks of the article:
"RTE will ensure a
modern curriculum so that children are more attuned to the world around them.
They will study what students in other schools are being taught and will not
feel left out once they leave madrasas. A modern education will equip them to a
world where technology is shaping lives and changing it at a breathtaking
“Madrasa education is a
serious violation of the human rights of Muslim children. Our children and the
world at large deserve better. We simply cannot live in the 21st Century with a
I did an article some eight
years ago referenced below (not referenced in the above article) that made a
passionate appeal to bring madrassa education in line with the universal or
modern education as imparted in all civil schools. Its following concluding
remark is drawn on the forced and unlawful division of knowledge between
Islamic and non-Islamic and can hold its ground even if we disregard terrorism
as a basis for the proposed reform:
"It is high time that
the Muslim Ulema abolish any division of knowledge between Islamic and
un-Islamic and incorporate the study of physical sciences and other universal
faculties and professional disciplines in the curriculum of the madrasas. Obviously
any major transformation in educational curriculum has to come in stages, but
having lost almost five centuries, there is no more time to lose. Today, the
participation of Muslims in academic and professional fields, cultural arenas,
and prestigious and lawful avenues of livelihood in practically all Muslim
minority countries is abysmally low as their educational, professional and
cultural attainments are handicapped by their own or their parents’/ancestors’
madarsa based education. In historical perspective, if any single agency has to
bear the blame for the introductory poetic outburst, it is probably the Ulema
and the orthodox Islam - their throwback influence and reductive madarsa
curriculum as this discourse amply demonstrates – however, bitter this may
In fact, the Ulema can probably redeem themselves by taking an
about turn in their attitude by pro-actively espousing universal knowledge as
suggested above, and also adopting appropriate Western language as a compulsory
subject in their curriculum, for a Western language, notably English, is far
richer and advanced in interpreting the kalimat (manifestations) of God and
harnessing God’s blessings as the Qur’an enjoins than any other language at
this moment. No doubt it is going to be a steep path – but probably the only
path out of the ‘Lighting’ that “seems to strike only the Musalman. Finally to
put a Qur’anic seal to this burning Ijtihad:
“… God does not change the favor which He has bestowed on a
people, unless they change themselves…” (8:53).
“… God does not change the condition of a people, unless they
change themselves*…” (13:11)
An Open Reminder to
the Ulema: Rejecting Universal Knowledge as Un-Islamic is Brazenly Un-Islamic
and Kufr (denial of truth)
I may post another comment
on the adverse impacts of madrassa education today as illustrated in the above