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Showing posts with label Madressah. Show all posts
Showing posts with label Madressah. Show all posts

Tuesday, November 16, 2010

Maktab & Madressahs: Elementary & Higher Religious Schools in Islamic Societies

Donald Malcolm Reid, Updated by Syed Rizwan Zamir

As the nineteenth century opened, Islamic societies had highly developed educational institutions—elementary Qurān schools (Ar., kuttāb or maktab) and higher religious schools called madrasahs. Less formal education was available from Ṣūfī lodges (khanqah), literary circles at princely courts, private tutors, private study circles (ḥalaqah), and apprenticeships in state bureaus and craftsmen's shops.

This article discusses five phases of the development of educational institutions in the Islamic world since 1800. In phase one, Islamic schools were unaffected by the West. In phase two, reforming Muslim rulers set up Western-style military and professional schools. In phase three, colonial rulers subordinated schools to their own imperial interests. This phase also saw major reforms of traditional institutions in which the process of transmission of religious knowledge was formalized and standardized according to Western institutional models. More importantly, the transformations that took place during this period have proven to be conclusive for later eras. In phase four, newly independent states unified their school systems and rapidly expanded all levels of schooling. Phase five saw, as an aftermath of various sociopolitical developments, a renewed interest in educational reforms along Islamic lines.
The chronology of these phases varied from place to place, and some countries bypassed a phase or two. The Ottomans entered phase two as early as 1773 by opening a naval engineering school; isolated North Yemen and Saudi Arabia had not yet entered it in 1950. The colonial rule of phase three began before 1800 in the Dutch East Indies and India, but reached Syria and Iraq only after World War I. North Yemen, Saudi Arabia, and Afghanistan skipped the colonial phase. Turkey and Iran won the independence of phase four in the 1920s without having been fully colonized, while the emirates of the lower Gulf did not begin phase four until the British left in 1971.
The most significant aspect of premodern madrasah education was its informal character, as seen in the lack of central administrative control and the absence of strictly defined categories of religious and nonreligious subjects. This is despite the fact that madrasahs helped construct, shape, and homogenize religious authority and knowledge by encoding standard Islamic religious texts and canon collections. Their informal character was, however, replaced by a much more standardized religious education in the colonial period and onward.
Qurān schools stressed memorization of the Qurān, reading, and writing. Memorization did not always mean comprehension, particularly for non-Arab Muslims. Teachers taught in homes, mosques, or shops, receiving their pay from pupils’ fees or waqfs (pious endowments).
Advanced schooling in mosques went back to the seventh century, but the formal madrasah—an endowed residential college stressing the sharīah—took shape only in the eleventh century. The Niẓāmīyah in Baghdad was a renowned prototype. In common usage, distinctions between mosque schools and madrasahs disappeared. Subjects more directly tied to the revelation were stressed: Qurānic exegesis, ḥadīth, jurisprudence, theology, Arabic grammar, and logic. Others such as arithmetic, astronomy, medicine, philosophy, and poetry, which were not strictly religious, were also taught in many madrasahs. There were no formal admissions or graduation ceremonies, no grade levels, written examinations, grades, classrooms, desks, or school diplomas. It was not the institution but the teacher with whom one studied and from whom one received a certificate (ijāzah) that determined a student's authority in the subject.
Al-Azhar in Cairo, the Süleymaniye in Istanbul, Qarawīyīn in Fez, the Zaytūnah in Tunis, and various mosque-madrasahs in Mecca, Medina, and Damascus stood out in the Sunnī world of 1800. For the Shīah, the madrasahs of Najaf (Iraq) were foremost, with others in Isfahan and other Iranian cities.
Defeat in wars with Russia and Napoleon's invasion of Egypt (1798) forced Muslim rulers to reform their armies and military support services along Western lines.
Three related phenomena (which persist into the early twenty-first century) accompanied the new schools: (importing Western educators, dispatching students to study in the West (small missions first left Egypt in 1809, Iran in 1811, and Istanbul in 1827), and putting new printing presses to work publishing translated Western textbooks. Importantly, all these developments bypassed any consultation or collaboration with the existing madrasah institutions.

Friday, June 25, 2010

Islam: An Irrational Legalism?

Tim Winter (Abdul Hakim Murad)


Muslim commentators often wish to champion the revelation as a supreme advocate of reason.

God’s word, the Book, as speech (nu~q), is the very ground and guarantor of logic (man~iq), and the Book is itself a set of arguments accessible to the mind (although definitions of ‘mind’ have, as we will see, widely diverged). Nineteenth and twentieth-century apologists were especially concerned to show the Qur’an as the quintessence of aql, or intellect.

Such polemics were reactive against a European belief in ‘Oriental unreason’. Although in the eighteenth century it was not uncommon for Europeans to compare Islam favourably with Catholic ‘superstition and obscurantism’, the racial and imperial confidences of the nineteenth century inverted the image. Ernest Rénan, riding the warhorse of European triumphalism, had attacked Islam as a kind of intensified Judaism, an irrational legalism which rejected the spirit of reason and needed to be fought without mercy. Hence the Muslim apologist’s retort that Islam is quintessentially reasonable, a view which also drew strength from the growing polemic against Sufism, understood in Suhrawardi’s sense as an escape from the city of reason to the wilderness where God can be found.

Bulaç has documented the recurrence of this Islam/rationality trope as perhaps the most characteristic apologetic theme in modern Islam, in Turkey and elsewhere. In the Western milieu, many converts to Islam claim that they are attracted to what they regard as its clear, rationally-accessible teachings, unobscured by elaborate mysteries.

Non-Muslim academic accounts, now frequently draw attention to the central role of reason in Islamic theology.  Josef Van Ess: All these attempts, Muslim and non-Muslim, to portray Islam as the reasonable religion par excellence root themselves in the Qur’anic text. ‘The Qur’an does indeed,’ says Leaman, ‘display an unusual commitment to argument and logic in its self-explanation,’ and a systematic exploration of this has very recently been offered by Rosalind Gwynne. Here, however, lies the great fault-line in modern Islam, whose origins are ancient, pre-dating in some respects the religion itself.

Modern fundamentalist tendencies, emanating frequently from Saudi Arabia and tracing their
ancestry to the scriptures via Ibn Taymiya (d.1328), reject formal dialectics, while not accepting a self-definition as ‘irrationalist’. For such thinkers, all important truth, which is to say, truth which saves, is necessarily explicit in the Book, from which ‘We have omitted nothing’ (6:38).  Scripture is ‘clear’ (mubÏn), and God has not burdened humanity with the demand to evolve elaborate metaphysical interpretations either of His evidences in nature, or in the specific revelation of the Qur’an. Those who do so are guilty of underestimating both the clarity of the Book, and the benign intentions of a God who wishes all to be saved, including those incapable of following a syllogism.

Both advocates and enemies of reason base their positions in scripture. Who is normative? One way of answering might be to point to the unpopularity of Ibn Taymiya’s  Hanbalite fideism, and to the centrality of sophisticated philosophical theology in the medieval madrasa curriculum. Most scholars voted with their feet, and welcomed the logic-based theologies which, finally schematised by Razi, traced their roots back to early Islam’s need to deploy reason against schismatics.

Yet the recent revival of  Hanbalite and Taymiyan fortunes, rooted in an understanding of the intentions of scripture, cannot be dismissed so easily as un-Qur’anic. Any attempt at an arbitration must consider the texts themselves.

The Qur’an is, like any prophetic deliverance, a staccato, ecstatic, collocation of insights. Famously, but not uniquely (one thinks of the Psalms, for instance, or Oriental lectionaries, or most collections of poetry), it does not respect any thematic sequence. Despite Gwynne’s insights, most Muslims experience it not as a set of arguments, but as a dithyramb which irresistibly transforms the soul.

The  account, describing an illiterate woman in India, gives an excellent sense of this. Scripture (kitab) seems to imply writing, and there is a way in which its writing’s form unveils reality in a way that transcends reason. But even more significant has been aurality and a receptivity to the mantic voice of the Unlimited. The illiterate woman of Delhi, finding truth in the Arabic cursive mysteries, is wholly Islamic, but is less representative than the auditor of Qur’anic cantillation, the Islamic art, that is to say, mediator of the sacred, par excellence. Here is Isabelle Eberhardt, in Algiers.

This is the Qur’an as healing (17:82), a balm for hearts. The scripture seems to imply that our tragedy is an ignorant alienation from the Real, wherein lies all wholeness and appropriateness, and that only Heaven can send down the rain which revives the hearts.

Whether it saves through its calligraphy or its cantillation, the Book does not seem to be saving through reason; it does not deny it, but it insists on ‘descending upon your heart’ (2:97), for its Author is not reached by the faculties of perception (6:103).

Islam has a historic hospitality to Platonism, regretted by modernist advocates of a supposed Averroist rationalism, but noted in detail by Henry Corbin and others; and this is to be attributed not only to the Platonic resolution of all diversity to the One Source, so congenial to Islam’s rejection of a triune or other differentiation within the Godhead; but also to the sense that, as in the Timaeus, the One is manifest aesthetically and, particularly, musically, in the ground of creation. Ion, in the early dialogue with Socrates, acknowledges that as a singer of poems he is an instrument played upon by a supernatural power. And the Prophet Muhammmad, like him, is an Aeolian harp: the wind plays him, while his personhood contributes nothing; the Voice is therefore the pure sound of the Unseen. The Qur’an, a web of ‘signs’, is in this rather Platonic sense understood as the voice of the divine substrate of creation; it is the true music of the spheres. The ascent to the One, therefore, is not through the logic-chopping powers of our ‘dingy clay’, but through acquiring a true and loving ear that can properly hear this music. Could it be that the very existence of prophecy, which the scripture proclaims as necessary to man’s salvation, indicates that human reason, unaided, cannot reach truth? Is this the crux of the argument not only between Plato and Aristotle, but between Athens and Jerusalem?

The Qur’an is so replete that Ibn Rushd, the iconic Arab ‘rationalist’, can use its verses as examples of rational induction; and modern Muslim advocates of reason can and do use it to dispel mystical fancies. But the fact of its origin in the empyrean has made it also the religion’s theophany of theophanies, a mystic fact, whose very shape or sound inspires an ecstasy that seems to show God more fully than any logical inference ever could.

The Qur’an, then, seems to be the authentic root of two disciplines whose mutual relations are controversial: formal systematic theology (kal¥m), and Sufism (tasawwuf). Sufism is typically absent from the madrasa curriculum, which gives pride of place to kal'am. And kal'am presents itself as a fiercely rationalistic discipline, according to some more so even than Islamic philosophy (falsafa). A standard kalam text such as Taft¥z¥nÏ’s (d.1390) Shar^ al-¢Aq¥’id devotes three quarters of its length to systematic metaphysics (il¥hiyy¥t), with the remainder dedicated to issues of prophecy and the afterlife which can only be demonstrated through revelation. Such texts defined orthodoxy; yet they seem to have been less influential upon the minds of most Muslims than the passionate Sufism of the likes of Rumi, whose pessimism about kalam is evident.

Here we are faced with an evolving tension within classical Islamic intellectual life and society of a kind which required – and occasionally delivered – brilliant reformers. It is striking that only in a few texts do we observe an attempt to provide a grand synthesis of the two approaches, which we might, to borrow European terminology, describe as the logical and the passional. Ghazali (d.1111) is the most obvious, and successful, example. Other claimants would include Ibn ArabÏ (d.1240), Ibn Kemal (d. 1534), Shah Wali Allah al-Dihlawi (d.1762), and Sait Nursi (d. 1960), before we enter the purely modern period, where such synthetic theologies have been challenged by modernists and fundamentalists, both of whom, for different reasons, are uneasy with mysticism and kalam.

This synthetic renewal, which often draws in individuals acclaimed as the ‘renewers’ (mujaddid) of their centuries, is a key dynamic in Islamic religion and history. Hence tendencies perceived as erroneous, or even heretical, may be helpfully understood as the result of an imbalance towards one type of epistemology at the expense of the other.

Sachiko Murata and William Chittick have reflected extensively on this inner Islamic metabolism, identifying kalam with the principle of drawing inferences about God as Transcendence (tanzih); and Sufism with the principle of experiencing God as Immanence (tashbih); the dyadic categorisation of divine names as Names of Rigour and Names of Beauty is one outcome. Their conclusion is that these two inexorable consequences of the postulate of monotheism run like twin constants through Islamic religious history. Each is allocated its own realm, form of discourse, and even, on occasion, ritual life and structured authority.

To assess the case we have been making about Islam, we need to set aside as unnecessarily complicated any consideration of the debates in classical Islam about the role of reason and inspiration in metaphysics, and focus on the early period, when this tension did not exist.

Before the third century, it was not customary to record inner experiences and ‘unveilings’, and it is therefore not always easy to discern how these interacted with other registers of religious discourse. However it is likely that a close integration was normal. This was certainly the case with regard to the balance between ‘reason and revelation’, which, again, were not experienced as dichotomous in the first two centuries. The Mu'tazilite theologians who emerged towards the end of this period seem to have been the first to have proposed such a tension ('aql against naql, or tradition), and although the theologians decided against Mu'tazilism on the grounds of its tendency to expand human freedom in a way which radically curtailed the power of God, this Mu'tazilite polarity remained a theme, proving its worth in several autonomously Sunni contexts. In primal Islam, the word 'aql thus had a supple, comprehensive meaning.

In a hadith, the Holy Prophet provides a principle that later underlay juridical definitions of human accountability (taklif): ‘The Pen does not record the works of three people: one sleeping until he awakes, the one who is mentally unsound until he regains his sanity (hatt¥ ya'qil), and the child before maturity.’ In a similar hadith we read: ‘Four [types shall be excused] on the Day of Resurrection: a deaf man who could hear nothing, a stupid person [a^maq], a senile man, and someone who died in the period [fatra] between the decline of one religion and the arrival of the next.’ Here the prophetic voice explains that consciousness is what defines our status as human beings. 'aql is what makes us human, and distinguishes us from other orders of creation for which there will be no judgement. The implication is clear that the unreached, who had no access to prophecy, still possess 'aql, but may still be saved: what is required is a full assent based on knowledge.

Prophetic teaching also insists that 'aql survives death, and this became a feature of Muslim belief concerning consciousness before resurrection while remaining in the grave. ‘God’s Messenger, may God bless him and grant him peace, once mentioned the angel that asks questions of the dead, and Umar asked: “O Messenger of God, shall our minds [¢uq‰l] be restored to us?”, to which he replied, “Yes, they shall be just as they are today.”’

A further meaning of intelligence comes in a hadith in which the Companions are instructed on the correct position of the body during worship. ‘God’s Messenger, may God bless him and grant him peace, used to touch our shoulders before the Prayer, saying: “Form straight lines! Do not stand unevenly, lest your hearts be at odds! Let those of you who have minds and intelligence [ulu’l-a^l¥m wa’l-nuh¥] follow me.”’

In other hadiths, a more abstract portrayal of the aql is evident. ‘When God created the aql, he commanded it to come – and it came. Then He commanded it to move away – and it moved away. Then he declared: “I have created nothing nobler than you. It is through you that I take, and through you that I give.”

However such confidences, rooted in the judgement that Islam’s immutable liturgy and values coupled with an uncomplicated and reasonable monotheism, must eventually allow it to prevail over its rivals in the post- Christian battle for hearts and minds, must be moderated by an awareness of the continued strength of literalist radicalism and other unmistakeable signs of Muslim decadence.

The contemporary turn away from kalam and spirituality, and of the great synthetic renewals which reintegrated Islam’s various disciplines, has produced a fragmented and impoverished Muslim intellectuality and spiritual style which, one may foretell, will not long resist the same secularising tendencies which have caused the atrophy of European Christianity.

Islam, which seems called to be Europe’s spiritual and intellectual deliverance following the postmodern collapse of Enlightenment reason and the rise of the new barbarian principle of hedonistic individualism and predatory capitalism, must overcome this internal degeneration as a matter of urgency. Providentially, with a Sunni revival evident on all sides, the atmosphere currently gives reason to believe that the normative will prevail.


Tim Winter, University Lecturer in Islamic Studies, Faculty of Divinity, University of Cambridge





Tuesday, May 18, 2010

Muslim Responses to Modernity: Darululoom Deoband (1867), MAO College Aligarh (1875) & Nadwatululama Lucknow (1894)

There were three major educational institutions established in the nineteenth century India to respond to the Muslim educational needs: Darul Ulum Deoband, Aligarh Muhammadan College, and Nadwatul Ulama, founded respectively in 1867, 1875 and 1894 by Sayyid Ahmad Khan, Qasim Nanawtawi, and Shibli Nu’mani.

To Sheikh Muhammad Ikram, although Deoband and Nadwa both opposed Aligarh college policies, yet Nadwa was in many ways closer to Aligarh in its essential objectives of reform through education. Its revisionary approach to modernity developed in reaction to Aligarh’s experience in modern education.  [Dr. Muhammad Khalid Masud]


DARULULOOM DEOBAND: 1867

The chain of authenticity of the Darul Uloom starts with the great traditionist of India, Hazrat Imam Shah Waliyullah Dehlwi whose continuous chain of authenticity reaches back the Holy Prophet (Allah's peace and blessings be upon him!).

Shah Waliyullah's knowledge, taste and thought, through the medium of Shah Abdul Aziz, Shah Muhammad lshaq and then Shah Abdul Ghani, reached Hujjatul Islam (the Proof of Islam), Maulana Mohammad Qasim Nanautawi and Maulana Rasheed Ahmed Gangohi, who universalized it through this sacred institution, i.e., the Darul Uloom, Deoband.

This style of thought is not the result of mere rational deliberation or intellectual exercise; it is rather inspirational, the inspirational speciality of which Shah Waliyullah himself has expressed in his monumental work, Hujjatullahil Baligha.

Qasimul Uloom Maulana Mohammad Qasim Nanautavi (may Allah have mercy on him') was the pith of the sciences of Shah Waliyllah, Shah Abdul Aziz, Shah Mohammad lshaq and Shah Abdul Ghani and the quintessence of their religious discernment. Maulana Ubaydullah Sindhi used to say that the only ladder to Shah Waliyullah's philosophy is the Qasimi's philosophy without climbing which one cannot reach the Waliyullahian proofs adequately. So the sciences Shah Waliyullah presents in an aesthetic and apocalyptic color, Qasimul Uloom brings them out in an argumentative color. It is for this reason that in the Qasimul Uloom's knowledge there is knowledge with gnosis, expediency with command, the traditional with the rational, the rational with the perceptional, benefits with the law. The spiritual path (Tariqat) with the high road (Shari'at) of religion, consciousness of divine observation (Ehsan) with faith (Iman), defense of religion with its affirmation; that is, combining the sentiments of the grandeur of religion with religion. 

So if it were said, then it can be said that Deobandism is firstly Waliyullahism and secondly Qasimism, and that it is not merely the name of teaching and learning. And in view of the combination of the afore-said academic connections, it can be said that it is not merely a Madrasah but it is a Madrasah of though in the modern technical term, a school of thought.

Thus it becomes evident that Deobandism is neither a creed (Mazhab) nor a sect, terms by which its antagonists try to incite the masses against it. But it is a comprehensive picture and a complete edition of the tack of the Ahl-e-Sunnah wal-Jama'ah in which all he offshoots of the Ahl-e-Sunnah wal-Jama'ah are seen joined with their root. What a fine succinct sentence the Poet of the East, the late Dr. Sir Shaikh Mohammad lqbal had spoken about Deobandism! When someone asked him, "What thing is the Deobandi, a creed or a sect"? He replied: "It's neither a creed nor a sect; Deobandi is the name of every rationalist religious man".
The principle of religion, which is the Holy Book and the Sunnah, and respect for the religious personalities-jurisprudents (Fuqaha), traditionists (Muhaddethin), school doctors (Mutakallemin), professional commentators of the Quran (Mufasserin), Sufis, fundamentalists (Usuliyeen) and divine doctors (Ulma-e-Rabbaniyeen) -both have combined.

If there be no Sunnah, it will become a tack of heresies and innovations, and if AI-Jama'ah be missing, it will become a tack of self-opinion, freethinking and presumptuousness and the result of these two shortcomings is excess and deficiency.


MUHAMMADAN ANGLO ORIENTAL COLLEGE, ALIGARH: 1875

The University grew out of the work of Sir Syed Ahmad Khan who in the aftermath of the Indian War of Independence of 1857 felt that it was important for Muslims to gain modern education and become involved in the public life and Government Services in India at that time.

Raja Jai Kishan helped Sir Syed a lot in establishing this university.

The British decision to replace the use of the knowledge of Persian in the 1830s for Government employment and as the language of Courts of Law caused deep anxiety among Muslims of the sub-continent.

Sir Syed then clearly foresaw the imperative need for the Muslims to acquire proficiency in the English language and "Western Sciences" if the community were to maintain its social and political clout, particularly in Northern India. He began to prepare the road map for the formation of a Muslim University by starting various schools. In 1864, the Scientific Society of Aligarh was set up to disseminate Western works into native languages as a prelude to prepare the community to accept "Western Education".

Sir Sultan Mahommed Shah, The Aga Khan III has contributed greatly to Aligarh Muslim University in terms collecting funds and providing financial support.

In 1875, Sir Syed founded the Muhammadan Anglo Oriental College in Aligarh and patterned the college after Oxford and Cambridge universities that he had visited on a trip to England. His objective was to build a college in tune with the British education system but without compromising its Islamic values. 

It was one of the first purely residential educational institution set up either by the Government or the public in India. Over the years it gave rise to a new educated class of Muslims who were active in the political system of the British Raj, and who would serve as a catalyst for change among not only the Muslim population of India, but of the entire subcontinent. When Viceroy to India, Lord Curzon visited the College in 1901, he praised the work which was carried on by the College and called it of "sovereign importance".

By 1921(exact year 1920), the College was transformed into a university, and it was named Muslim University.


NADWATULULAMA, LUCKNOW: 1894

The Western influences, often forcibly imposed upon the world of Islam, created a schism between the spiritual and material domains of the community's life. The religion began to be looked down as something of a private concern having nothing to do with the affairs of the world.
The isolation of religion from practical life and its problems made the doctors of religion indifferent to the affairs of the contemporary world. And if they ever tried to interfere in these matters they were put to ridicule, because of their unfamiliarity with the modern thought and store of knowledge.


While the Islamic Millat was passing through these highly critical times, the Millat itself was torn between two groups - the modern' and the orthodox'. The former group had developed a blind faith in Western sciences and civilization. It stood for the total and uncritical adoption of the Western system of instruction and education. The latter group, on the other hand, reposed in implicit faith in the infallibility of the way of earlier Ulama. It held the syllabi of instruction laid down by them to be absolute and final. A slightest alteration, according to this group, amounted to apostasy and perversion.


Religion and the religious sciences had fallen a prey to these excesses. Moderateness had become extinct.


The dangers of this situation were realised by some sincere and far-sighted religious scholars who were firm and staunch in their belief in the doctrines of Islam and held a high and venerable place in the Millat on account of their piety and learning. They possessed wisdom and a vision that was broad and enlightened. They came from Shaikh-ul-islam Hazrat Shah Waliullah's line of disciples. The guide and leader of this earnest group of men was Maulana Mohammed Ali Mongeri who was an outstanding theologian and spiritual mentor of his time. He had been the most favourite pupil of Maulana Lutfullah Saheb of Aligarh and was the Khalifa-i-Majaz Spiritual successor of Maulana Shah Fazlur Rahman of Gani Moradabad.


These venerable after discussing and corresponding with the other Muslim divines of their time decided finally to establish a religious and educational Association. The  main object of this Association was to bring about harmony and co-operation among the different groups within the Muslim Millat, and thereby to bring about the  moral, religious and educational reform and progress of the Muslims.


The Association was named as Nadwatul Ulama and its first session was hold at Kanpur in1893 (A. H. 131 1) under the presidentship of Maulana Lutfullah Saheb of Aligarh. In this session the call was given for resolving the differences among the Ulama for creating an atmosphere of unity and co-operation and for bringing about suitable changes and improvements in the out-dated syllabi of the Arabic Madrasas.


Nadwatul Ulama Association held annual session in different cities. But it was soon felt that unless some practical steps were taken to translate these ideals into action, it will not be understood and appreciated by the Muslim masses.

The first step, accordingly, was taken in 1898 (A. H. 1316) with the establishment of a Darul Uloom which soon earned for itself a place in India and abroad as a modern seat of Muslim theological learning. This institution was named Darul Uloom Nadwatul Ulama, was established at Lucknow which is the capital of Uttar Pradesh, the biggest state of India, and an important centre of Muslim culture for many centuries.

Darul Uloom Nadwatul Ulama was established on the principle of a balanced synthesis of the classical education with the modern. Its chief purpose was:

(a) to evolve a proper integration between the eternal fundamentals of the faith and ever-changing values of human knowledge and learning and,

(b) to bring about harmony and cohesion among the different groups and schools of thought of Ahl-i-Sunnat Muslims.

As Islamic sciences are living, evolving and progressive and education was subject to the law of change and reform, hence it was essential that the system of education too, should change and evolve with time for needs of Islamic Millat.

Tuesday, May 4, 2010

Oldest University in the World: Fatima al-Fihri & Al-Karaouine Madressah, Morocco

Daughter of Mohammed al-Fihri, Fatima al-Fihri, also called Umm al Banine, ‘Mother of the Boys’, is known for creating the oldest academic degree-granting university in existence today, the University of Qarawiyyin. 

Fatima and her family were among several families who moved from Tunisia to Morocco during the reign of the Moroccan King Idriss II. After her husband and her brothers died, she and her sister Mariam inherited a large fortune. Both women wanted to devote their money to pious work that would benefit the community in order to receive the blessing of God. To this end, Fatima built the Al Qarawiyyin mosque, while Mariam built the Al-Andalus mosque. From the 10th to the 12th century, the Al Qarawiyyin mosque developed into a university which became an important centre of education and one of the first Islamic and most prestigious universities in the world. 

Under the reign of King Idriss 1st, called Moulay Idrîss, son of Abdullah (nicknamed Al-Kâmil), Founder of Morocco's kingdom, several Arab families of the region of Ifriqia and Andalusia came for exile in Morocco. King Moulay Idriss warmly hosted them. Among the Arab exiled who left for Morocco, was a pious woman native of Kairouan called « Fatima Bent Mohammed El Fehri » nicknamed Oum Al Banine (mother of two sons). 

It is in the reign of King Idriss II that this pious woman went to her family in Adoua of Quaraouiyine. When her husband and her brothers died, she inherited a huge fortune that she wanted to devote it to pious work to deserve the blessing of God.

Fatima managed to reach her target by building a mosque. She bought a bare land, near her house in Adoua of Quaraouiyine, containing gypsum with some trees belonging to a man from Houara.  She laid the foundations of this work the first Saturday of Ramadan, in the year 245 of the Hegira. The walls were built with materials from a quarry in the same field which provided also the land, the stones and sands, in such a manner as this sacred mosque was totally built with materials of its own soil. Water was provided by a well also dug in the same place.

The meticulous way she built this mosque proceeds from the sincere will of a woman keen, in a first place, to deserve the blessing of God, through an act of charity where only devotion and loyalty of God was the rule.

The Saint woman fast all the time even during works and when they were completed, she made actions of grace to God as a token of her gratitude towards his majesty who highly supported her to crown the building of this Mosque.

The historian Ibn Khaldoun said, in this connection, that by building this valorous monument, this pious woman gave to the sovereigns of the epoch a rich lesson in terms of devotion and fair charity. For centuries, the Al Quaraouiyine Mosque’s architecture evolved.

It became, from the 10th century to the 12th century, an important centre of education and one of the first Islamic and most prestigious universities in the world. 


The Traditional Institutions or Centers of Learning: Madressah & Khanqah






The Traditional Institutions of Learning in Islam

The Maktab & The Madrassah
The Observatories
The Hospitals &
The Khanqah [Sufi Centers]

                                                                   
The Prophet himself – although unlettered from the standpoint of human knowledge –  was at the same time the channel of the revelation of the Book which is considered by all Muslims to be the quintessential sum of all knowledge, both human and divine. 


Moreover he [the Prophet] reaffirmed the teachings of the Quran by stressing that the acquisition of knowledge to the limits of one’s abilities is incumbent upon every believer, as part of his religious duties.” Whatever arguments arose as to the definition of that knowledge..there is no doubt that the Quranic verses and Prophetic sayings…made learning inseparable from religion. 

Out of [the] early [mosque] instruction in language and religion there grew the popular elementary school (maktab) and the advanced centers of learning [the Madressah] which were to develop into the first universities of the Middle Ages, and to serve as models for the early European Universities during the eleventh and twelfth centuries.  The main institution of learning [until the 4th/10th century] aside from the maktab was the circle or “gathering” (majlis) which was presided over by a professor (often called sheikh, hakim or ustadh) and in which various sciences both religious and philosophic were discussed.



The construction of observatories as distinct scientific institutions and also as centers for teaching astronomy & allied subjects owes its origin to Islam. The observatory at Istanbul must be regarded as the link of transmission of this institution to the Western world.



While the theoretical aspect of medicine continued to be dealt with in both mosque & madrasah the practical side was usually taught in the hospitals, many of which had libraries and schools specially designed for that purpose.



After undergoing theoretical and practical training and writing a treatise – like the modern thesis – and upon its acceptance received a permit or diploma from their professor giving them permission to practice medicine.



Students who were not satisfied with formal learning alone, but had searched after the light of certainty and sought a direct vision of the truth, left the talk and discussion (qil and qal) of the schools to discover the ecstasies of contemplation (hal) under the direction of a spiritual master. In this manner the Sufi centers [Khanqah or Zawiyah] served as a center of learning. They served as centers in which the qualified could realize the highest form of knowledge (gnosis). The Sufi center thus played its role as one of the major institutions responsible for the cultivation and propagation of the sciences in Islam.



The institutions of higher learning have continued to flourish from the early medieval period to the present, some have preserved a continuous tradition of learning over the centuries. The Qarawiyin of Fez in Morocco is eleven centuries old and is very likely the oldest university in the world. (Seyyed Hossein Nasr, SCIENCE & CIVILIZATION IN ISLAM, Suheyl Academy, Lahore, Pakistan, 1999)
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The history of Islam shows that the Sufis have been the most zealous custodians of social welfare, social justice, equality, human rights and service to mankind even at the risk of their lives. It is true that most of them did not take part in such activities as trade, commerce, industry etc.

It was the Khanqahi Nizam (spiritual training centres) which produced the gems and pearls like Imam Ghazali, Junaid, Bistami, Rumi, Abdul Qadir Jilani, Mueenuddin Chishti, Baba Shaikh Farid and thousands of other Auliya Allah (friends of God) who converted millions to Islam. By virtue of constant Zikr, Muraqba, night vigils, fasts and exercises of self-negation, self-purification and self-sacrifices spread over years strictly and squarely in accordance with the Prophet’s methods of constant prayers, Zikr, meditations fasts and vigils etc. (Hazrat Wahid Bakhsh Siyal, Bahawalpur
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The subsequent eleven Khanqah's established all stood in a serene, loving atmosphere, with a cool and refreshing breeze blowing, which aptly symbolized the order of Khwaja Muin ud din Chishti (Rahmatullah alai), the order of love, of the prince of love, which was to blow amidst the oppression and injustice. The Khanqah's comprised of a Masjid, Madrasah, cemetery, orphanage, rehabilitation center, medical center, houses, courtyard, garden, fountains, wells and open kitchen. 
(Chishtia Khanqah South Africa http://www.sufi.co.za/sufi%20order.htm)

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The saints and seers of the caliber and stature of Ali Ibn Uthman Al-Hujiwiri Al-Jullabi (d.107 CE) who founded a tariqa (sufi order), discharged ta’lim (teaching), initiated murid (disciples or novices), performed dhikr (remembrance of God), profered spiritual healing, conducted islah (reformation) and above all had spirituality reigning most high in his being would not be born ever so often. Al-Hujwiri left the common legacy of his tantalizing and memorable Kashf Al-Mahjub, the oldest text book par excellence on mystical dimension of Islam in Persian language. He has these days the traditional fivefold role of the khanqah (convent or lodge), ziyarat (shrine), masjid (mosque) madrassah (school) and the guest house all adumbrated and imbued in his seminary in Lahore.
(Hazrat Data Ganj Bakhsh, Lahore http://nazariapak.info/sufism/AbuAnees.asp)



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With regard to the Sufi path, Hazrat Nizamuddin Awlia taught the following: "For a dervish, three things are necessary. They all begin with an 'ain' (an Arabic letter), i.e., Ishq (love), Aql (intelligence) and Ilm (knowledge). 
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