Excellence in Islamic Education

Key Issues for the Present Time *

(Part 10 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?

“One who knows much about others may be learned, but one who understands himself is more intelligent.” — Lao-Tzu, Tao Te Ching

A recent survey using various test instruments showed that children are now 50% more extraverted than they were in the 1960s. This could be good in some ways, as it suggests greater confidence, but there are some troubling implications. High extraversion is associated with the need for continual external sources of stimulation and the need for external validation from friends and peers rather than through internal validation gained through reflection and self-analysis. High extraversion is also associated with impulsive behavior and even with criminality. The idea that modern young people are learning introspective skills through solitary engagement with computers is a dangerous myth, because computer games, though often solitary, are not teaching any introspective skills at all, but are simply external sources of high-octane stimulation.

Introspection and reflection are also essential for the development of moral and ethical values because they teach young people to examine themselves, to understand their own motives and the consequences of their actions. Intelligent and purposeful struggle with the lower self is dependent on those qualities of self-awareness and self-knowledge which arise from self-examination.

The curriculum in all its aspects, both in and outside the classroom, must give opportunities for extended reflection. Studies have shown that a calm school environment has a major effect on student behavior, reducing or eliminating the incidence of bullying and other anti-social forms of behavior. Conscious relaxation and other calming techniques, including meditation, have been shown to have a positive affect on student attitude, attention, and performance in the classroom.

Next: Imagination & Creativity

* 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.