Excellence in Islamic Education

Key Issues for the Present Time *

(Part 16 of a Series)

Love for children; love for the profession of education; humility without weakness; health and vitality of the body; psychological health and emotional balance; neatness, cleanliness and good appearance; eloquence and good pronunciation; intelligence and deep understanding; understanding students and their needs; strong command of the subject; broad and deep reading and knowledge; punctuality and respect for time; co-operation with the school system and policies; being courteous with students and fellow teachers; socialization with people and no isolation; knowledge and practice of Islam; to stay away from questionable sayings or deeds, even if it is lawful to do so; and sincerity.

- ISNA handout, 1994, quoted in The Purpose of an Islamic School and the Role of an Islamic School Teacher

What is Islamic education and what role can it and Muslim teachers play in developing the whole person in present times?

I have reiterated in the above some concerns about the state of the contemporary world, and I believe we must give our young people opportunities to develop discernment and insight into what is happening around them. However, this should not be a pessimistic litany of everything that is wrong with the modern world, as if we are all hurtling towards the Last Days. Such a view is hardly likely to win the hearts and minds of young people, who are more likely to respond to a hopeful and merciful evaluation of the society in which they live, even if, at the same time, we want them to develop critical insight about it.

Students are naturally interested in topical issues, but what usually goes on in so-called "current affairs" discussions is the airing of typical clichés and conventional, unimaginative "issues" like the pros and cons of fox hunting or school uniform. A set "current affairs" slot for contrived discussions hardly ever works. We have to get away from this idea that only a current affairs teacher can teach this "subject". Discernment about the modern world can and should be developed in all subjects, but it only happens if we can rid ourselves of the idea that we teach a "subject" and a subject alone, and that subject has no connection with any other subject or any other educational purpose apart from covering a "syllabus" in time. Students are likely to be far more responsive if they feel that an "issue" has emerged from a real context.

The same applies to aspects of Islamic Studies, which need to connect with the personal lives of young people and how they live their lives in the modern world. This connection needs to be made through establishing a methodology which engages and motivates through fostering personal reflection and open discussion instead of exclusively didactic teacher-centered instruction.

One of the programs being developed by the Book Foundation is the Book of Contemporary Issues. The broad themes we have identified include:

1. Islam and Spirituality (there is often over-emphasis on social and political issues amongst Muslims as a means of addressing contemporary problems) 
2. Islam And Peace 
3. Islam and Pluralism (multiculturalism, diversity, intercultural sensitivity, inter-faith dialogue, engagement and participation, etc.) 
4. Islam and Gender (embracing issues for both men and women) 
5. Islam and the West (including issues of identity, assimilation, and integration for Muslims living in the West) 
6. Islam and Modernity (including secularism, relativism, individualism) 
7. Islam and the Environment 
8. Islam and Education (including the purposes of education)
9. Islam and Science and Technology (including issues of ethics and social responsibility and the use of Information and Communications Technology)
10. Islam and Creativity (including issues around divergent and lateral thinking, cognitive flexibility, open-mindedness, spirit of enquiry, risk-taking, enterprise)
11. Islam and the Creative Arts 
12. Islam and Family Values 
13. Islam and Leadership
14. Islam and Human Rights 
15. Islam and the Shari`ah (including issues of interpretation, context etc.) 
16. Islam and Personal Freedom 
17. Islam and the Media (including advertising) 
18. Islam and Mass Entertainment 
19. Islam and Globalization 
20. Islam and Sport 
21. Islam and Health (including mental health, drug addiction, eating disorders etc.) 

22. Miscellaneous aspects of contemporary life for critiquing and discussion: e.g. the 'celebrity' culture; the 'style' culture; the 'blame' culture; the 'quantification' culture; the 'control' culture; the 'safety' culture; the 'thrills' culture; the 'theme park culture'; the new 'rages', etc. Opportunities present themselves here for updating material by creating a portfolio of newspaper and magazine cuttings, audio material and video clips which show awareness of current socio-cultural trends and developments.

Next: The Spiritual Life

* Republished with the kind permission of the author from Excellence in Islamic Education: Key Issues for the Present Times.

Jeremy Henzell-Thomas, a curriculum development specialist, is the coordinator of the Curriculum Project, formerly director of studies at a leading independent school in England. He holds degrees in English and applied linguistics, and a PhD in the psychology of learning. He has served as an executive committee member of the Association of Muslim Social Scientists (UK) and the Chairman of the Board of FAIR, the UK Forum Against Islamophobia and Racism.