System of education from the “present” to the “desired”
Some of the needs of the Muslim world are immediate. One of them is the need for a system of education that will equip the new generation with education and training, make them sincere, conscious and practicing Muslims, and build within them the skills necessary to perform the duties of the Caliphate.
There are two major types of educational system that exist in the Ummah,
- One is what is called religious system of education and is practiced in the so-called madrassas. Despite its usefulness, its flaws must be acknowledged. The main feature of the madrassa system is its religious premise, but it also has some major weaknesses, such as the impact of ancient Greek sciences and concepts on certain components of the curriculum, teaching a professional interpretation and interpretation rather than a holistic understanding of religion. , Unaware of the ramifications of contemporary non-religious ideas and not being able to master any of the national and international languages.
- The second system of education among Muslims is called secular, which consists of schools, colleges and universities. Instead, there is a need for a system of education that is based on the Islamic ideology, the Islamic values, and the Islamic temperament. The subject is broad, but a few pointers are being presented below. It is the responsibility of the faith to set up a comprehensive education system that meets the real needs of the Muslims and establish a standard educational institution or provide the necessary education to the existing educational institutions according to this sketch.
In each phase of human history, humans have felt the need to educate and train the next generations, and have made individual and collective arrangements to meet this need. The diversity in human society is reflected in the education system. So when we look at the past and present, many systems come to us. Despite this diversity, it can be said that in general, an educational system has the following objectives:
Providing information to students
- Nurture their abilities
- Building student personality and communicating quality standards.
- Getting to know them from a fixed point of view about human beings and the universe.
The difference between different systems of education is due to differences in understanding of these objectives. For example, what information should be provided to students, setting them up to be more and less important? What capabilities are developed. What is the view of those who set up the system of education about man and the universe? Etc. The current secular system should be reviewed before considering the education system required for Muslims.
Overview of the Secular Education:
Today, the dominant system of education is secular, established under governments or run by powerful private institutions (which have specific cultural and commercial purposes). Was born of the industrial revolution of the world and tried to build a collective life on the basis of religion and religious ideas. The present system of education is the same color. In order to assess this dominant system of education, the objectives which have been mentioned in the above line can be set forth.
Take for example information retrieval. There is no limit to the flight of the human mind in relation to information. The human spirit curiosity covers all the topics that imaginative human being can reach. However, the cultural and cultural trends of the West have limited the scope and set some standards by discussing whether the information itself is accurate or not. These discussions can be seen in the current system of education.
One of the topics that humans are interested in is the Unseen. Today’s dominant system of education ignores this topic altogether. Therefore, these questions are not generally discussed in the system of education whether there is a God or not.
- So what do we humans have to do with it? Is man in need of divine guidance?
- How can I get this recipe?
- Is there a spiritual interpretation of human life, that is, is there a purpose in human life that can be considered as related to spirituality?
- Is there any life after death? If so, what is the truth?
- Is man accountable to his creator for his actions?
- What is the nature of this responsibility and what are the requirements of this event for human beings?
- What is the truth of the human spirit?
- What does this have to do with human existence?
- Are there conscious beings other than human beings who are missing from our eyes, such as jinn and angels?
- Do they have anything to do with humans?
- How can they relate to humans or to humans?
- What are reliable sources of information about the unseen?
- How do the facts of the Unseen affect our material life?
- Is spiritual evolution merely a delusion or an event? Etc.
Impairment of secular education:
Without making any objection to the aforementioned questions about the universe, we can say that today’s dominant system of education is poor. Another subject closely related to the subject of the Unseen is the human being itself. The dominant system of the subject today only raises the question of the extent to which
“How can the mental powers of a human being be interpreted and what is the development of these forces?” The spiritual aspect of the human being, however, does not recognize its permanent status in today’s system of education. According to this view, the study of material factors and their analysis is sufficient for understanding human life and the human being. Apart from these factors, there is no need to acknowledge the fact that the spiritual interpretation of the human being is compulsory.
These are the two major spheres of themes that have just been mentioned – the Unseen and the Self. In relation to these two topics, the prevailing trend of today’s dominant system of education is negative, meaning that these topics are not considered a field of academic research and teaching. Due to this inadequacy, there is a great deal of scarcity in the scope of the current system of education.
In addition to the unseen and the human, the topics that human curiosity has considered worthy of attention are the human society and the material universe. For the last three hundred years, Western civilization has dominated the world, with its capitalist knowledge largely comprising these two topics. The reason for the focus of academic research and research on these topics is obvious. Human society and the Universe can be studied by the senses and the intellect. Therefore, Western civilization, which has a powerful tendency to deny the unseen or the invisible of the universe (and depends solely on the senses), considers these two spheres as the perfect field for human intellectual pursuits. Unrest creates,
It has made it difficult to obtain accurate information even to the extent of these spheres. The insistence on traditional scientific methodology for the study of human society is a testament to this dishonesty. For this reason, the moral aspect of human existence is not considered an effective social factor. This imbalance has also influenced the evolution of the physical sciences, which have come to a halt at the beginning of the 21st century. Unless aspects of the phenomenon of reductionism are recognized in the method of physics as a whole, the development of physical science seems difficult.
Providing information is one of the aims of the education system. In order to achieve this goal, today’s dominant system is flawed because it ignores the two major spheres of knowledge, the unseen and the human. In addition, the scientific method in which the dominant system has been entrusted to it, namely, human society and the universe, is irreconcilable. This volatility has now reached its peak. As a result, the intellectual evolution of the West is almost halted, and there is no longer any disturbance in its waves.
The purpose of any system of education is to teach students intellectual skills such as reading, writing, computation, expression, observation, reasoning, discussion, discussion, and so on. In today’s era, it has been imperative that students learn to draw information from modern electronic sources, and students of human sciences know how to conduct surveys and observe social situations. The performance of today’s dominant education system can be assessed by acquiring skills within students.
As far as our country is concerned, there is a significant difference in the quality of performance. Most of the schools and colleges in the dominant system, under the government, are of poor quality, so the educators fail to get the necessary skills. In the past, news has come out in the newspapers that students fail to read the language teaching elementary books and simply cannot solve simple calculation questions. Even teachers were found unfamiliar in many places. The bulk of the population, which is poor, is forced to use this government system, so students are unable to master the academic and artistic fields. Even if they get a degree, they are not capable.
On the other hand, there are private educational institutions, many of which are of good quality. The students here succeed in the development of academic and intellectual skills, but these institutions are expensive. Fees, books and stationery costs, uniforms costs, transportation expenses and donations in the name of donation are just some of the terms in which student guardians have to make a lot of money, then their children and children go. They are able to gain expertise. This quality is now common across the country and is a major barrier to participation in social justice….
Awareness of the harmful effects of this commercialization of education is now becoming commonplace, as social commentators continue to express it. The essence of this review is that the dominant system of education offers only the opportunity for the development of human capacities.
The poor miss these opportunities. In Western civilization, the good tendencies of humanism, justice and the deprivation of the poor are gradually dominated by selfish materialism and humanitarian capitalism. The whole picture of this unwanted situation is reflected in the education system.
An important purpose of education – Is the construction of personality. The prevailing trend in the prevailing dominant system of education is to make students a working human being who can prove to be a good part of a company or a collective. Of course, the system often mentions the human personality, but the purpose of this mention is so that the person concerned should take care of his health besides being a good manager or a good engineer. Find ways to avoid tension so that it can be useful to the company or company in the long run as a good part. Ethical values are not entrenched in this concept of holistic personality, nor does the possibility of spiritual evolution be recognized.
The human patterns that students see and are affected by in their environment are all submerged in materialism. Since the trends in shaping the personality of the student influence, the ideal personality that emerges in the student’s imagination is that of an active human being, a virtuous, just, moral, convincing of the moral values of the godly person. Does not come to mind.
The overview of the dominant system of education suggests that this system is flawed and that there is disorder within it. For example, the system is unable to recognize the spiritual aspect of human existence, and it has little regard for human moral existence. The system has undoubtedly managed to develop some human potential, but only the wealthy classes can benefit from the global domination of the capitalist system.
This disparity between the poor and the rich is very prominent in our country and over time, it is increasing. Misconduct, dishonesty, denial of spirituality and limitation of moral concepts are the main features of the dominant system of education. The effects of the capitalist system have led to an increase in social inequality in its operational structure. Since good practices are generally deprived of society and education in particular, there is no ideal personality in front of the students, which can create a sense of character within them.
After this review we can now see what is the concept of Islam as opposed to the dominant system of education. The system of education required for Muslims will be based on this Islamic concept.
Islamic concept of knowledge:
Islam has calculated knowledge in the distinguishing features of man. However, as far as the literal meaning of knowledge (ie learning) is concerned, man can also learn things or actions that are harmful to him. Therefore, knowledge cannot be absolute, but it must be profitable because of it. The attribute of profitability can be applied to every aspect of human life. The material benefit of a human being is also required and the information needed in its moral and spiritual evolution is also required.
Thus, according to Islam, the sciences useful to human personality and society will be preferred. The Qur’an mentions a case of the Israelites in which they were tried. Because of their moral decline, the Israelites became interested in learning an art that could create tension between husband and wife. Regardless of whether the art was effective or ineffective, the work was very gratifying and extremely damaging to human society. The Qur’an says:
“When a messenger came to them from Allah confirming the book which was already in them, then a group of the People of the Book made the book of Allah. As if they were unaware of anything.
(Except for the Book of Allah) They seemed to follow what the devils offered by the name of Solomon’s kingdom. Yet Solomon never disbelieved. The disbelievers were the devils who taught the people sorcery. They were left behind in what was revealed to the two angels – Horvath and Marwat in Bible, though when they (the angels) taught anyone, they clearly warned before, “Look, We are only a temptation, so do not be in disbelief. Yet these people learned from them how to differentiate between husband and wife. It was evident that without the Divine, they could not harm anyone through it. But even then, they learned something that was not profitable for themselves, but rather harmful, and they knew well that whoever bought it, had no share in the Hereafter. How bad they were for which they sold their lives. I wish they knew! If they had faith and piety, the reward they received from Allah would have been better for them. I wish they knew” (Al-Baqarah: 1-5)
The above example shows that there are dangerous sciences in the world. It is important for human beings to get the child and useful knowledge from them. Similarly, those who set up the education system should distinguish between useful and harmful knowledge. Muslims should focus their system on the sciences that are beneficial.
The Stamp of Permanence:
In the human world, there are various ideas, ideas, and ideas that conflict. Basically it is between conflict, truth and falsehood. For the welfare of the human being it is necessary to distinguish between right and wrong and adopt the truth. The Qur’an highlights the attribute of truth that “truth” is useful to human beings, and in this way humanity gains continuity in society. On the contrary, the “false” feature is that it is harmful to humans, so it has no luck.
Allah sends down water from the sky and every stream flows with it according to its capacity. Then when the flood came up, foam also came on the surface. And such foam also rises on the metals that people melt to make jewelry and utensils. In this example, Allah illustrates the issue of truth and falsehood. The foam that flies away and what is profitable to human beings, stays in the earth. This is how Allah explains with His examples. “(Directions: 2)
The above verse highlights the important fact that truth is profitable. The spirit of the system of education is determined by the realization of this fact, that a good system of education must organize the promotion of the true knowledge.
The second interpretation of this knowledge is that of knowledge. In addition, the Qur’anic verse above states that knowledge gains continuity in the world and in human society. Despite the changing times of the day, the attraction of truth does not diminish and human caravans keep turning to it.
Each false theory of truth contrasts with its brightness after a few variations of the situation, and it turns out that sometimes history does not even mention it. Therefore, according to the Islamic point of view, the three characteristics of the desired knowledge are truth, nobility, and continuity. These properties are inseparable.
Progress toward the desired education system:
According to the Islamic point of view, education is the one that fulfills all the objectives of education – the provision of accurate information, the development of students’ abilities, the inclusion of a comprehensive personality and the promotion of moral values In this context, training cannot be separated from education. ۔ The educational system that the Muslims promoted in their early years governed both education and training. The key in this system is to get to the people, the students and the teachers.
Machine transfers of dry information are not just a sight. This is the requirement of humanity given the concept of Islam. At present, this comprehensive system of education is in need of revival. In practice, sincere, knowledgeable companions need to pay attention. Wherever Muslim populations are found all over the world, the desired educational system of Islam must be revived.
This is best if the resources of governments (especially Muslim governments) are provided for this purpose. If this is not possible, effective social institutions and organizations should carry out the task of revitalizing the system.
The secular system of education:
It has become clear that the educational and research institutes organized by the Muslims should have a purpose, environment and methodology, consistent with the Islamic point of view and Islamic culture. It takes determination, courage, courage and effort to reach this destination.
Certainly the progress of this direction has to be initiated by the sincere companions who wish to fulfill the requirements of the Believer in the present time and are actively involved in the divine guidance of the human convoy. This effort to bring Muslim institutions to Islamic standard is a key component of the comprehensive process of building Islamic society and a necessary step towards the restoration of the Ummah system.
As long as the desired system of education is established and practiced, Muslims will have to keep up with the existing dominant system of education. This link is not insignificant. Like the required system design, this linkage also requires planned effort.
This effort has to be done on a few levels: standardized research, uniformity of educational opportunities, improvement of the moral environment and the provision of alternatives. It is a fact that in any academic field, advanced research efforts are acknowledging their place. Despite the differences and differences of perspectives, humans benefit from each other.
This process has always been in human history. Based on this fact, an essential task of Muslim researchers is to conduct a standardized research on contemporary contemporary topics as per Islamic point of view and present their findings in a well-known scientific style. If this investigation acknowledges its academic position, then there will be an introduction to the Islamic perspective and the existing system of education can be adapted to the exception of the Islamic point of view.
Education, however, enhances the capacity of a human being and plays an important role in the evolution of personality. Deprivation of education, therefore, causes loss of opportunity. In view of this fact, most governments around the world claim to provide educational opportunities to the masses. Despite this claim, there is virtually no uniformity of opportunity.
The majority of the population is deprived of literacy, quality education and higher education due to poverty and poverty. Muslims should demand the governments of the world to provide educational opportunities to all citizens and take necessary legal and administrative steps besides establishing institutions to achieve this goal.
In addition to uniformity in educational opportunities, Muslims should focus on the promotion of moral values, which can keep the atmosphere of educational institutions healthy – trust, honesty, vitality, respect for humanity, justice and justice, truth and good faith. Freedom of expression and humble expression.
While these values are essential to keep the entire society in the right direction, these values should be seen especially in the cultural life of educational institutions so that the new generation can have the atmosphere in which humanity flourishes. As long as humans are familiar with the Islamic concept of the universe (so that their system of education can be built on the basis of truth), at least they should be aware of the moral values of research and teaching and education, so that despite the flaws of the universe. , Take some steps toward correctional steps. These values are the basic values of knowledge and truthfulness. Heads of education, teachers and parents should all acknowledge that human beings need knowledge that is profitable and that is consistent with reality.
The explanation of being profitable and in harmony with reality can be very broad and comprehensive, and relatively limited. However, limited interpretations can also reduce the drawbacks of the current system of education. Muslims should make it clear to the world the importance of knowledge and profit in their expression.
Both the progress toward the desired education system and the linkage to the existing system of education must continue simultaneously. It should be remembered that only those who are motivated by contemporary misconduct can see the task of bringing about real change in education. Knowing them, God gives them the power that can distinguish between right and wrong.