By – Syed Tanveer Ahmed, Secretary, Markazi Taleemi Board 

Allah Ta’ala says in Surah Al-Alaq: “We gave man that knowledge which he did not know.” We recognise this verse as dynamic because Allah is constantly increasing knowledge. He is the Knower, the Teacher, and the source of all knowledge that comes into being in the world.

Discussions on knowledge that began 40 or 50 years ago have evolved with new styles and modern information. Knowledge is a capital and basic pillar for every era, civilization, and philosophy of life.

Objectives of Knowledge

From an Islamic perspective, the most important and fundamental goal of knowledge is to attain divine consciousness and self-realisation. This enables humans to fulfil their responsibilities as Allah’s vicegerents on Earth, beautifying individual and collective lives with the guidance of supreme reality and seeking divine pleasure.

The Islamic theory of knowledge seeks universal happiness for humanity and aims to establish Muslims as a “good nation.” Importantly, the concept of education in Islam is not confined to religious instruction alone but encompasses:

• The welfare of humanity,
• Justice and fairness,
• Social equality,
• Human rights,
• Innovative and critical thinking,
• A scientific approach,
• World peace, and
• Both religious and contemporary sciences

Islamic education does not differentiate between religious and worldly education, considering them as integrated parts of a whole.

If the Islamic theory of education is implemented in a pluralistic society, religious education will cater to Muslims while students of other faiths will learn their respective religions. However, moral and spiritual education will be universal and consistent for all students. It is also important to note that moral and spiritual education imparted in this system will be universal and not sectarian.

Sources of Knowledge

There are two major sources of acquiring knowledge:

1. Spiritual Sciences: Derived from revelation and intuition, and
2. Sensory Sciences: Gained through feelings, observations, and experiences.

The Current Education System

Since the Renaissance in Europe, the modern education system has predominantly focused on creating “human resources.” While moral and spiritual education has been confined to philosophical discourse, policy-making institutions have paid little attention to it. Where included, it serves only to produce ethical behaviour that benefits the corporate world and ensures loyalty.

In third-world countries, education systems often reflect the legacy of colonial powers. However, developed nations are experimenting with innovative approaches. Efforts are underway to popularise home schooling, liberating education from traditional campuses and buildings.

In our country, there are ongoing attempts to rid the education system of colonial remnants and align it with cultural and social requirements. The aim is to develop students holistically. The primary goal of the National Education Policy (NEP) 2020 is to foster critical thinking, creativity, and moral training, enabling students to face 21st-century challenges as global citizens.

Challenges in the Current Education System

1. Theoretical Challenges

The current education system fails to instil awareness of the Ultimate Reality, a key focus in ancient and medieval education systems. Metaphysical questions and their answers were once central to education, along with ethics. However, the scientific revolution and Renaissance diminished their importance.

While moral education is mentioned in modern educational theories, its practical impact remains negligible. There is no consensus on the source of morality. For instance, Indian traditions are sometimes considered sources of creative values, while in the West, absurdism – a philosophy emerging from postmodernism – is seen as a source of ethics. Consequently, modern generations often lean towards agnosticism, atheism, anarchy, materialism, and other existential dilemmas.

2. Structural and Policy Challenges

After Independence, India’s education system sought to break free from the framework established by Macaulay. While some progress was made, the system has now fallen under the influence of the World Bank, pro-capitalist international organisations, and fascist ideologies.

Education, instead of being a state responsibility, has been handed over to private entities. Today, education has become one of the largest global businesses after healthcare. However, in a welfare state, education management and supervision must remain the state’s responsibility.

In developed nations, governments provide free and compulsory primary education, while higher education is often privatized. In India, privatisation is expanding, presenting a significant challenge.

3. Ideological Challenges

The NEP 2020 seeks to align education with ancient Indian culture and traditions, favouring specific ideologies. This trend is intensifying, with saffronisation influencing the education system. As a result, the field of education is increasingly being coloured by the ideology of Saffron Fascism.

In conclusion, the current education system faces theoretical, structural, and ideological challenges that must be addressed to create a more inclusive, ethical, and forward-looking educational framework.

Challenges Related to the Education System

1. One of the major challenges of the new National Education Policy is that it aims to make students loyal to the government instead of nurturing them into better citizens for the future.
2. Our education system needs to cultivate qualities such as critical thinking, intellectual development, research ability, reflection, innovation, creativity, and cognitive skills. However, it fails to address these aspects effectively.
3. The education system focuses on making students employable and turning them into human resources, but it neglects personality development and moral training for the new generation.
4. This system treats all students as equal, overlooking the fact that each student’s learning ability is unique. Some students learn better through visual means, some through auditory methods, and others through practical (kinesthetic) approaches. Similarly, each student may have different interests, topics, and themes. While Western education systems consider these differences, the Indian system largely ignores them.
5. There is a significant gap – nearly a century – between the education system, teaching styles, and examination methods in India compared to developed countries, posing a major challenge.
6. Muslim students face two specific challenges in the current education system:

First: Many sciences conflict with the concept of monotheism, as these fields are not contextualised in the light of divine revelation but are based on secular thoughts and theories. As a result, students are not developing qualities of self-awareness and self-knowledge, and atheism and dualism are instilled in their hearts.

Second: The current system does not provide Muslim students with opportunities to acquire basic religious knowledge.

7. The education system fosters unhealthy competition among students and fails to create a level playing field.
8. Our education system is drifting away from the primary goal of social justice, creating a significant gap between the rich and the poor in educational institutions.
9. The importance of arts, culture, and sports is not adequately emphasised in the current system.
10. While the National Education Policy 2020 highlights Sustainable Development Goals and 21st-century skills, there is no concrete plan for their implementation.
11. According to the Constitution of India, education is a concurrent subject shared between the central and state governments. However, the central government is restricting the states’ rights in this domain.

Challenges Regarding the Community

1. Lack of proper awareness about knowledge among Muslims has resulted in a division between religious and worldly knowledge, significantly affecting the educational quality of the Muslim community.
2. Although Muslims have established various educational institutions, they have yet to create a distinct identity or exert significant societal influence. Efforts to establish a common goal for these institutions are ongoing.
3. Unlike missionary and convent schools, Muslim educational institutions have struggled to leave a lasting impact on society.
4. While the trend of girls’ education is increasing among Muslims, the goal of their education often remains materialistic, leading many girls to prioritise independence over building successful married lives.
5. Islamic madrasas face numerous challenges from government policies, laws, and political parties, as well as opposition from Hindu revivalist organisations. These groups attempt to portray madrasas as detrimental to national development and integrity. Internally, madrasas also grapple with issues such as curriculum, teaching styles, infrastructure, management, and compliance with government regulations.

To address the above challenges, we need concerted efforts at all levels, including politics, society, academics, and policymaking institutions.