Across the world, there are a multitude of madrasahs, maktabs and supplementary Islamic schools which are providing our children with Islamic education. Many of our children attend these institutions for at least two hours on the weekdays, for at least six years.
As educators, we have a responsibility and a golden opportunity to nurture their īmān, akhlāq, spirituality and well-being during this period. If we think strategically about our vision for the learners under our care, and utilise this time in achieving that vision, we will bi’idhnillah develop individuals who are the hope and the future of the Ummah: deep-rooted in their faith and prepared to establish the dīn of Allah on His earth.
This post will explore some of the current limitations of Islamic education. In subsequent posts, we will delve into practical solutions to these challenges.
Current Limitations
The following are some issues our educational institutions struggle with:
- Learners are not taught enough about the beauty of din.
- There is too much focus on the ‘outer’ aspects of the dīn at the expense of the inner aspects i.e. insufficient focus on nurturing īmān and spirituality.
- Learners are not given ample opportunities to experience the sweetness of iman.
- The curriculum is not Allah-centred. ʿAqīdah courses/sections in textbooks are dry. Too much time in ʿAqīdah lessons is spent wrangling over theological issues, when that time can be spent cultivating a deep relationship with Allah and His Messenger ﷺ.
- Learners are not equipped to deal with modern challenges, and lack the confidence to answer questions which may challenge their faith as they grow up.
- There have been huge improvements in teaching the recitation of the Qur’ān and its memorisation. However, there is insufficient emphasis on learning the meanings of the Qur’ān, reflecting on it (tadabbur), and seeking guidance through it.
- Inadequate preparation by the teachers, resulting in dull and uninspiring lessons.
- There is insufficient focus on nurturing an Islamic worldview and an akhirah-centric mindset in learners. Learners are not empowered to recognise and critique secular and unIslamic paradigms that they encounter daily.
- There is inadequate educational provision for teenagers, particularly in their later years, when they are confronted with a surge of desires (shahawāt) and doubts (shubuhāt).
- Some Islamic Studies/Qur’ān educators ‘represent’ the dīn, but their conduct and akhlāq contradict the dīn, turning hearts away from Islam.
In the upcoming posts, we will inshaAlllah explore some possible solutions to the aforementioned issues.
Are you an educator? Would you like to share your thoughts and ideas so that others can benefit? Don’t hesitate to reach out on [email protected].