Bridging Faith and Knowledge: A Path for Integrating Islamic and

Oxford, UK

Question:

As-salamu ‘alaykum wa rahmatullahi wa barakatuh.

Respected Dr. Muhammad Akram Nadwi, may Allah preserve you. I hope this message finds you in good health.

Dr. Sahib, you’ve lived in England for a long time and traveled extensively across the East and West. You’re familiar with the psychology of those involved in both religious and secular sciences, as well as the gaps and imbalances in their understanding.

It is seen today that scholars who specialize purely in religious sciences have a limited influence, confined to a specific circle. They struggle to understand modern challenges, and it becomes difficult for them to respond to objections against Islam or to address the doubts raised by atheists and apostates without understanding their psychology or language.

On the other hand, those who specialize solely in secular sciences often lack confidence in Islam. Sometimes, they even raise objections against Islamic practices. Due to their ignorance of religious sciences, or the absence of proper guidance, their detachment from the faith grows.

In light of this, I would like to ask: What path should a beginner student follow to ensure they gain both religious and worldly benefits?

Brother: Suleiman Khan Mizahiri Nadwi
Karwar, Karnataka

Answer:

Your question brought me joy. The concern for Muslim education is a fundamental duty. I have written on different aspects of this topic before, but this response will be somewhat different.

We need to understand the purpose of an educational curriculum. A curriculum is meant to prepare the new generation to benefit their time and society, by becoming well-versed in contemporary social and scientific knowledge, and serving their community based on this understanding. In an Islamic curriculum, there’s an additional element — shaping individuals to worship Allah and prepare for success in the Hereafter.

If we reflect on these two purposes, we will realize that a significant portion of the curriculum is secular. Throughout Islamic history, this has always been the case. Even in India, under Muslim rule, the curriculum reflected this. The Dars-i-Nizami curriculum itself was approximately 80% secular. The graduates of these curricula built the Taj Mahal, Red Fort, and other magnificent structures, constructed roads and bridges, invented advanced astrolabes, strengthened the economy, developed the judiciary, and elevated literature, poetry, and philosophy.

You mentioned “purely religious scholars,” which reflects a painful misunderstanding. What is called Dars-i-Nizami today is merely a “miniature version” of the original. When secular subjects were included in the curriculum, students were more intelligent and capable. But removing secular elements from the curriculum has led to graduates who are like disabled individuals, unable to discuss topics or write in an organized manner. Many of them cannot even pass a basic interview. The majority just repeat the slogans of their “school of thought” and “elders.” They imitate old fatwas and engage in disgraceful debates that lead the community astray. For 150 years, they have only sown sectarianism in India.

The question is, how can we implement a comprehensive curriculum under today’s circumstances? One suggestion is to create institutions that teach both sciences together, but this is unrealistic. Secular sciences have expanded so much that it’s nearly impossible to teach them in private madrasas. We can’t provide the necessary labs for scientific education. By establishing such institutions, we would only promote incomplete education.

Therefore, the most reasonable approach is to enroll our children in standard secular institutions, where they can study the sciences and arts of their time and compete with their fellow citizens. Afterward, their minds will be enlightened, new horizons will open up, and they will engage in dignified professions. Religious education can take place in the evenings for an hour or two, or five to six hours every Sunday. In this part-time system, the curriculum of `Alimiyyah can be completed. The foundation should be Arabic language and literature, followed by the Qur’an, Hadith, Seerah, and Islamic history. The portion of fiqh (Islamic jurisprudence) and usul al-fiqh (principles of jurisprudence) should be reduced, and instead of focusing on theology and kalam (Islamic theology), subjects like Islamic thought and Islamic da’wah should be introduced.

If someone wishes to specialize in tafsir (Qur’anic exegesis), hadith, fiqh, kalam, or literature after `Alimiyyah, they can enroll in universities like Al-Azhar, Al-Qarawiyyin, or Zaytuna and pursue their PhD.

I have already prepared a curriculum for `Alimiyyah, and we have been implementing it for some time. If you wish, I can send it to you.

Remember that the children of Muslims are a trust from Allah. We will be held accountable for them on the Day of Judgment. Do not alienate them from their time and environment. Think about their future, refine their lives, and make them civilized, righteous, and God-conscious individuals.

Disclaimer: Translated by AI, and it may contain errors.