FORTIFYING FAITH 

-How to protect Muslim youth from disenchantment from religious faith 

Maryam Sakeenah – 

Given the uninhibited freedom of the social media, ‘ex Muslims’ who openly profess their abandonment of Islam are now influencers with sizeable following in their dark, clandestine worlds.

The mainstreaming of Western post-Enlightenment thought with its secular-liberal ideas of individualism and permissive values has had a profound influence on the media and through education.

What are Muslim societies up against?

In most of the Muslim world, education is structured on an agenda of intellectual neo colonization, instilling quintessentially Western values into vulnerable young minds.

The evolution of the feminist movement into its contemporary radical, libertarian wave and its enthusiastic espousal of the LGBTQ rights movement has defiantly crashed into the very fundamental premises on which religion rests.

Vulnerable, exposed and defenseless against these raging winds of a disfiguring change, Muslim youth are widely questioning Islam, and tragically even abandoning it by droves.

Muslim societies face an unprecedented crisis of faith and a Herculean challenge in dealing with these raging tides. It is a crisis that requires entirely new, thoughtful and creative ways to save the faith of young Muslims.

Traditional Muslim clergy and academia is as of yet scantily equipped to grapple with this, often letting young people feel there are no answers to their questions, or that there are no avenues for them to raise their questions and be understood.

Islamic scholars have with them treasuries of scholarly work- discourses addressing some of the intellectual challenges to Islamic philosophy and theology. Yet this precious resource is completely inaccessible to young people seeking answers, because of its sheer archaic style, format and language. It no longer resonates with contemporary youth.

Is there a way out?

1. Access to content of scholars addressing youth issues exclusively

Serious effort therefore needs to be invested into tailoring and adapting these works to make them easier to navigate for young minds raised on digital technology. New content also needs to be generated to address specific, burning questions of the day.

It is only fair to acknowledge some Muslim groups already working on these lines with some success: the Yaqeen Institute in the US by Imam Omar Suleiman has proven to be a breakthrough, bringing together academics and researchers equipped to address contemporary issues with religious insight and provide clarity and guidance to young people in a language they understand. Crisp infographics on controversial aspects, short video-based clips addressing common modern dilemmas and questions as well as research work of quality are its trademark, enabling many Muslim educators and truth-seekers to benefit.

Closer to home, the Youth Club has effectively used social media to provide simple, clear guidance on issues of the youth as well as controversial debates over different aspects of religion.

2. Religious groups abound in Pakistani universities, but need direction and grounding

These need to be de-politicized and de-radicalized, and finally revived on the patterns of the MSAs (Muslim Students Associations) in Western universities. MSAs in the West have been extremely resilient as umbrellas of faith-based solidarity in hostile environments.

3. Parents have to understand and train themselves on dealing with youth issues

Muslim parents are often unaware of the severity of challenges faced by young people, as a result of which there is an absence of vital communication. Young people find themselves braving the storms alone, growing distant from parents who do not understand the struggle.

Parents need to keep themselves abreast of social trends and phenomena that affect their young ones. It is effort well spent. They also need to demonstrate a lot more empathetic understanding of their struggles.

4. Empathetic listening should be cultivated

This is mainly the job of parents and also teachers of teens and young adults. This means not passing moral judgments on their conduct, but showing support and providing reassurance as they try to navigate their difficult journeys in increasingly complex times.

5. Open and tolerant communication needed in religious families

Religious families tend to over-discipline in their anxiety to compel children to keep to the straight. Imposing of too many rules and engaging in moral policing and judgment are counter productive. Excessive criticism, suspicion and unnecessary restrictions on young people make them feel mistrusted and disrespected for who they are, making it easy for them to betray that trust.  Such parenting often ends up reducing religion to a set of prohibitions to be irrationally imposed.

Instead, parents must focus on planting the seed of recognition and love for Allah (swt) and the Prophet (sa) from the earliest ages, and setting a personal example of living passionately by faith, relishing its peace and deep inner contentment. Once the seed of love is planted in there, it will work its wonders, casting its light on their path.

Parents should also be ever ready to talk about difficult, taboo subjects with young people. They should be ready to hear young people express doubt, ask difficult questions, share their inner struggles. Just to let them know that they are understood and taken seriously.

A group of young boys at an Islamic school were asked about their spiritual struggles for this article. They shared how they are put down and asked to stay quiet, or rebuked for being disrespectful if they raise any question about religion.

As a result of this, they had stopped asking, and labored alone under the weight of those questions, not knowing who to ask, or whether there even is an answer.

It is not possible to insulate and protect young people from the influences and ideas that challenge the fundamental premises of religion. However, we can help them hold on to faith in spite of this, by assuring them that there are answers, and helping them look for these in the right places.

6. Take it from the experts

If parents feel ill equipped to talk about these issues, they should seek help from experts. There is a lot of content available online from Islamic organizations based mostly in the West, responding to rising Atheism.

Muslim Debate Initiative, IERA (Islamic Education and Research Academy) in the UK, and the Yaqeen Institute in the US provide access to such content. Speakers like Mohammed Hijab and Hamza Andreas Tzortzis possess expertise in the subject.

Parents of young people must also protect them from the negative influence of peer pressure by providing them with opportunities to be part of religious communities in the area. Maintaining ties with other Muslim parents with kids the same age, frequenting Masaajid in the area and organizing spiritual and social activities for young people will help them develop a support group helping them stay connected to faith. Bonding with a community provides positive reinforcement, affirmation and hence confidence in one’s identity and values that are shared by the group.

7. Walk the talk

The talk with young boys from religious households also revealed something deeply shocking and painful- they shared how while growing up they witnessed that the values taught to them by their parents were contradicted by the parents themselves in their own lives.

This seemed to suggest that these values that were imposed and shoved down throats by elders were impossible to be upheld and practiced, and had only been there as a means of exercising control over children.

This is a damning verdict from young people on our own inadequacies as we compel them to follow a religion we do not live by ourselves. The strongest and most effective argument for faith is living by faith passionately and resolutely, and sharing how one’s faith is one’s most treasured asset, compass, healing and refuge. Embodying and personifying this understanding is the strongest influence on our children.

When our lives become living contradictions of the values we preach, our young ones are repelled and driven away from the faith we reduce to an empty shell or a baton for enforcing control and exercising power.

Commuting Between 'Two Worlds'

CRAVING 'MIDDLENESS'

Maryam Sakeenah

I travel across two worlds in my 20-minute commuting distance between both my workplaces: a modern religious school and a private grammar school where scions of Pakistan’s moneyed elite are privileged with quality education in tune with modern needs. The mindsets I deal with, the attitudes I encounter make for interesting comparison. At the religious school, the concepts of the sacred and the profane as defined by absolute religious morality are the framework for all thought-patterns and behaviour. Fidelity to the sacred is the highest value promoted and readily accepted- at least ostensibly- in an environment designed to actively encourage it. At the grammar school, the central value is free thinking and critical inquiry rigorously promoted by the administration. The curriculum is built around and disseminates post Enlightenment Western perspectives and metanarratives, with the fundamental premise being that of morality being relative, and of individual liberty being the highest value to be protected and safeguarded. Students are taught to invariably seek answers and explanations through logic, and question where the logical basis for an assumption seems unsatisfactory. While the tendency is generally positive, its universal and indiscriminate application may in fact be reminiscent of the cold, rock-hard post- Enlightenment Rationalism that Post Modernist thought struggles to throw overboard for some of the infamous disasters attributed to it. 

It strikes me each time in my Religious Studies class I raise a point from within the Islamic tradition that requires acceptance through faithful submission. While the classes are delightfully interactive  and invigorating with questions, debate and discussion, the same may also at times afford a glimpse into a stark, gaping abyss that lurks at the heart of this kind of education that carries the baggage of post Enlightenment thought.

I happened to mention in the course of a class discussion, the fact that the wearing of gold for men is strongly discouraged in the mainstream Islamic tradition, and was showered with sceptical comments on the rationale of the ruling that bordered on impertinence. ‘But guys look so cool with all those accessories, and what about those gorgeous wedding rings? What’s just so wrong with this? I mean I don’t see the point,’ said a particularly spirited young lady. I am also very often asked to suggest quick and easy ways to help students get regular with the daily prayers. And I always find myself unable to provide short and easy solutions, because the will to express adoration, submission and reverence to God in the daily prayer is engendered by a deep humbling sentiment within_ ‘God-consciousness’ (taqwa)-  not attainable through the Logos alone. 

The Western logocentric worldview ruthlessly drilled into these minds that privileges objective, empirical knowledge and rationalist thought over the intuitive ‘mythos’ does not help create the sentiment that can make the daily prayer an act of loving labour. Judged and perceived by the logocentric yardstick, worship rituals ‘lose the magic’, reduced to an arduous, necessary undertaking that doesn’t quite help in the business of life. Moreover, the prioritization of individual liberty as the core value makes the demands placed by religious belief on personal behaviour and conduct become confining and restricting. The ascendancy of Logos over Mythos interprets existential questions as objectively knowable, reducible to ‘facts’ and explainable by ‘empirical evidence.’ Religion with its core principle of a Transcendent Unknowable Absolute Truth intuitively experienced through the exercise of the mythos therefore is unappealing to the highly intellectualized mindset produced in modern urban schools. This also explains the rising incidence of Atheism in Pakistan’s institutions for the ‘privileged elite’- high schools, colleges, universities. Encouraging a culture of questioning, critical thinking and non conformism to convention, this kind of a ‘privileged’ education makes Atheism an exciting alternative many like to consider with some seriousness and express with an audacity that becomes admirable in that educational context. 

William Egginton writes in ‘How Religions Became Fundamentalist’: “One of the functions of religions was to teach people that the transcendent nature of ultimate reality was such that no human could ever, in principle, come to know the ultimate truth. What is crucial to grasp is that this core principle simultaneously sustains the existence of mythos and logos as two separate but equal domains of knowledge; for if the ultimate, all-encompassing questions are by nature infinite, if human knowledge in principle cannot grasp everything, then practical, objectifying logos is simply not relevant to such discussions, and the holistic, metaphoric standards of mythos have their place. Likewise, to the extent that modernity has allowed mythos to be pushed aside by the practical successes of the scientific method, the axial principle of the transcendence of ultimate knowledge has been weakened. But it is this principle that more than any other works to defend humanity from the dangers of its own certainty.”       

By ignoring and excluding the ‘mythos’ and ignoring the need for religious narrative and myth, our educationists have made young minds incapable of developing an appreciation of aspects of religion inaccessible through pure Logos. Iqbal had said, ‘Reason is the lamp that shows the road, but does not mark the destination’- for the destination lies beyond the abyss that is intractable to reason, and requires the ‘leap of faith’ above and beyond that abyss. Pascal famously said, ‘above the logic in the head is the feeling in the heart; and the heart has reasons of its own that the head cannot understand...’

 On the other side, there is a conspicuous absence of religious discourse in our part of the world that can respond to or even grapple with this heightened propensity for questioning and demanding rational explanations. The rising numbers of young atheists across Pakistan’s higher education colleges and universities therefore is no surprise.

And then there is that other world. At Pakistan’s traditional religious schools (madrassahs), the ‘Dars e Nizami’- a religious studies curriculum that dates from Deobandi seminaries in 18^th century India- is taught. Although it is inaccurate to say that this curriculum is stuck in the medieval past it originated in, given the many new ideas and course contents added to it since, the fact remains that these new course contents deal largely with the refutation of the concepts of other religious schools of thought and sects. There are many madrassahs that also include in the course, a heavily lopsided critique and refutation of Western ideas. This threatens to develop exclusivist tendencies as well as what Sociologists would call a ‘world-rejecting’ orientation that pits the religious graduate against a monolithic and ‘otherized’ world full of false, evil and deviant ideas. According to Dr. Tariq Rahman, “Thus, while on the surface the madrassa curriculum is medieval and unchanging, in reality it changes to refute whatever seems to threaten it. This threat might be from alien religions or philosophies but the fact is that the madrassas do counter it. The madrassas, then, are not static institutions. They are not buried in the past; they are active and dynamic institutions which have seen themselves as being besieged since British days and which are still fighting against the external world.” (The Education of ‘Maulvis’: the Dars e Nizami debate)

The other half of my day is spent at a religious school that struggles in its attempt to protect values sanctified by religion in the midst of what it sees as an amoral morass in the wider society. However, lacking a comprehensive curriculum for a modern Islamic school competing with the urban private school and yet promising something unique in terms of faith, educators at the school face an uphill task. Without the necessary educational basis consisting of traditional aqeedah (the Islamic creed/belief/doctrine/theology) and tazkiyah (ethics, spirituality) science that can help students internalize the values the school aims to impart, these well-intentioned educators’ attempts to mould Muslim personalities in what is seen as an increasingly valueless society become reduced to a superficial imposition. This external emphasis without the internal grounding triggers off among students a variety of responses. Taking for example the issue of the Islamic dress code, the responses range from zealous espousal of it by a small minority, to reaction against the perceived imposition by asserting rejectionist behaviour on the contrary. There are many more that docilely accept the dress code, not understanding or appreciating its symbolism and significance, hence taking it as a matter of course. At best, many of these schools mushrooming now in urban centres, present an alternative environment for students to study much the same that they do in the regular schools, with desperate attempts to include religious jargon, uphold religious form and ritual. The advantages of the ‘Islamic environment’ promised by these schools are debateable, given its islandic and insular nature in a diverse, jostling external environment that the students of such schools eventually have to find space in the midst of. 

However, all said, these kind of modern Islamic schools cannot and should not be so easily dismissed. This kind of school is a response by sincere, educated, religiously inclined novices to the world-rejecting outlook of traditional madrassahs, the obscurantist tendencies of religious clergy and the exclusivist teaching of fiqh (juristic) schools of thought adhered to by respective madrassah administrations. The modern Islamic school is an attempt to bridge gaps, and hence tries to fulfil an important need. However, these schools are in a nascent state, often employ amateurish methods and need to evolve towards maturation.

The madrassah-educated Deobandi muqallid (exclusive follower of a school of thought) whose speech is laced with religious jargon and references to religious authority, and the English-speaking Social Sciences/Humanities student quoting Dawkins and Hitchens represent two ‘worlds’ rubbing shoulders in this society. These two cultures created by two widely differentiated education systems are all set upon a head-on collision course. It is frightening because these ‘cultures’ overlap the stratification of the society along the lines of social class. This means that the university graduate possesses the cultural capital that eventually makes him monopolize resources, sit at the helm of affairs and control policy, even when his value-system is at the fringes of an otherwise deeply conventional religious society. He is poised for the control over the generation of ideas and opinion-making, and constructs inroads into the media and the academia. On the other hand is the culturally deprived religious seminary graduate whose fewer career prospects and the constant fear of poverty complicates the situation for him as he perceives himself as disempowered and reduced to a social underclass. The resentment this breeds means that he may not always react to this predicament in ways that may be measured and moderated. It means the existence- far from peaceful- of two clashing cultures and ideologies pitted against each other in this society. Often the clash is intellectually played out as the discourse and rhetoric emanating from both sides hardens against each other and becomes increasingly intolerant and damning towards the other side- be it from the religious or the secular-liberal fanatic. 

I crave Middleness in a society pulled taught at the seams. The poise of ‘middleness’ can be reached through the understanding that concepts considered ‘secular’ and ‘Western’ and hence diametrically opposed to Islam may not actually be so. Reason and rational thought, democratic values, pluralism and humanism may in fact be as characteristic of Islamic tradition as they are understood to be of modern ‘Western’ secular society, though both traditions have unique ways of understanding these. In the broadest terms, the two may not necessarily be mutually exclusive. Most of these values are shared and universal. However, given our cultural-religious context, these must be interpreted and understood as distinctly envisaged by the Islamic tradition. This is where the need and role of the ulema (Islamic scholars) comes in. 

Nor is it wise in the least to think- as the secular-liberals tend to- that solutions to contemporary problems have to be found beyond religion, or that ‘progress’ has to ape the ‘Western’ paradigm and jettison religion like the Enlightenment West did- lock, stock and barrel. This narrow and superficial approach is the recipe for disaster that will understandably provoke a backlash from the religious sections of the society. The panacea seems to lie in a rediscovery and reassertion of the values of Islam that address contemporary issues- values that may not necessarily be averse to and against what many in the West may also have discovered and advocated: the values of social justice and human rights, tolerance and peaceful coexistence, rationalism and egalitarianism. Religious scholars must engage in the colossal task of reinstating this rather eclipsed Islamic discourse and narrative, evidence for which is voluminous in the Quran and the Sunnah (life and example of the Prophet PBUH). This must be presented in the language and method that can reach out to and address the modern mind. Central and most vital to a solution is the understanding that answers have to be sought (and are amply present) within the religious tradition of this society, and not outside of it. Trying to seek them outside of it is a self-defeating, mislaid endeavour.