Education is regarded as self-evident, much like democracy, free markets, press freedom, and human rights for everybody. Education has evolved into an extension of the capitalist system in industrialized nations, bringing affluence and the ability for people to make a decent life.
The Islamic goal of earning halal living and providing economic well-being is important, but the link between education and financial goals is unfortunate. Internal problems such as corruption, injustice, oppression, and poverty are rampant in the Muslim world, and educated individuals perpetuate these issues.
The secular education system has relegated Islam to a small inconsequential part of public life, lacking moral training. Schools and colleges have been the main agents for secularization, teaching Islam as irrelevant to understanding the world or solving its problems.
However, even strong practicing Muslims are not trained to detect and challenge secular dogmas integrated into their curriculums, highlighting the crisis of education.
Hadiths emphasize the importance of good moral training in education, as it is the foundation of Islamic society. Improving education requires a comprehensive understanding of this reality, including revamping curricula, rewriting textbooks, and retraining teachers.
Muslims are known by their faith, which is reflected in their daily moral conduct. Despite having resources like mosques, Islamic schools, and organizations, many Muslims still do not live in accordance with their faith’s principles and values.
The Quran warns that those who purify their faith are prosperous, while those who seduce it fail (91:7-10).
Islam and the Quran are a miraculously alive and fresh religion that can adapt to human societies’ growth and cultural development. They are resourceful and can address changing times and new problems.
The Quran and Islam can be compared to nature, where new dimensions are revealed and secrets are discovered through research. Despite advancements in science, humans still face new enigmas posed by nature, which they must understand and solve.
Knowledge is inexhaustible, and the Quran is like profound book of nature, with its content and resources remaining fresh and novel. Islam has stirred intellectual, legal, educational, and cultural movements in human history, and we are called to actively participate in this movement.
The aim of education is to teach students the contents of books and provide them with a diploma, allowing them to enter a lucrative trade. Parents cared about their child’s future career, office, and income, while knowledge was irrelevant.
The educational system’s hidden objectives were to create cultural poverty, bankruptcy, dependence, absurdity, and sterility, resulting in generations of indifferent, irresponsible, and hollow individuals who cannot rely on themselves.
The education system in Muslim countries led to sterility, as individuals lacked self-sufficiency, specialization, and expertise, making them dependent on others in industries and agriculture.
This dependence was largely due to foreign guidance and supervision, with almost every establishment in an oil-rich Muslim country run by foreign experts. Industrial contracts often involved foreign power centers, resulting in the economy being dependent on these centers.
The education system was geared towards foreign interests, with some specialized fields producing experts who were later absorbed by American and European hospitals. Learning from others is not opposed to self-reliance, as Muslims were responsible for developing the sciences of physics and chemistry.
It is essential to seek knowledge from others, following the words of the Holy Prophet Muhammad (SAW) that seek knowledge from the cradle to the grave.
The issue of knowledge acquisition from others is not about dependence, but rather about self-sufficiency. An educational system that prioritizes personal gain over national needs and service is problematic.
The culture of dependence leads to hollow ideals and values that are bankrupt. Graduates desire higher university education for employment and societal elevation, but only 11-14% of high school graduates succeed in university. The majority, unable to attend, find other jobs and fulfill societal needs.
The real problem lies in the culture of dependence and the adoption of empty ideals. Students often prioritize subjects with better chances of university admission or higher pay over those that align with their interests, capabilities, and societal needs.
This disregard for societal needs and the needs of the disadvantaged is detrimental to values, ideals, and responsibility. Muslim children possess immense capabilities, such as the ability to repair warships and make significant contributions to society.
However, this focus on market value over personal interests and societal needs can lead to a decline in values, ideals, and a lack of responsibility.
Schools can improve education by raising standards, invigorating teachers, and encouraging students to fulfill their duties with responsibility. Teachers should increase working hours, organize camps, coaching classes, and training programs, and encourage students to participate in society and social work.
Schools with adequate physical training equipment should open doors for programmed activities, such as first aid, nursing care, and technical training. Special coaching and language teaching classes can also be conducted for students who fail.
The Education Ministry should focus on fostering an independent and Islamic culture, with teachers and students interested in learning various subjects. The goal is to create a generation that values serving humanity, preserving identity, and being effective, sincere, and truthful.
Schools should contribute to the Muslim Ummah by promoting Islamic cultural and intellectual activities, fostering Islamic commitment, and fostering cooperation, harmony, devotion, and sincerity in their teaching and learning environments.
The writer is Ph.D in Political Science, and visiting faculty at QAU Islamabad. His area of specialization is political development and social change. He can be reached at zafarkhansafdar@yahoo.com and tweet@zafarkhansafdar.