Pages

Saturday, October 28, 2023

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.

  1. 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.

  1. 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.

  1. 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.

  1. 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.

  1. 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.

  1. 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.

Tuesday, May 25, 2021

Decolonizing Education

 

PROJECT: DECOLONIZING EDUCATION

 

                                                            Maryam Sakeenah

 

Over the years that I have studied and then taught the GCE/IGCSE syllabi in Pakistan, I have come to realize how some of the contents of the syllabi as well as the ideas, values, attitudes and approaches embedded in them- even the tools for interpretation evaluation- are an extension of the ‘Macaulay’ project which aimed to ‘create a  class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect.”

 

Much of the content I teach is rooted in the neocolonialist / neoimperialist idea of the centrality and ascendancy of the Western civilization. It is quite glaringly obvious in the 'World History' syllabus I teach. Quite ironically, ‘World’ History is overwhelmingly the history of Europe and the US, with a passing mention of the ‘non West’ through a heavily tainted Eurocentric (or should I say Orientalist?) lens. While studying the impact of the First World War, the havoc it played in the Middle East, piecing out and redistributing Ottoman territory arbitrarily is glossed over, among so much else.

 

The Sociology syllabi trace the origin of the study of Society to the European Enlightenment, failing to even acknowledge what sociology owes to 'Umraniyat' of Ibn Khaldun's Muqaddimah. All social themes are analyzed through the lens of Western philosophies of Structural Functionalism, Interpretivism, Marxism and Feminism. Students are expected to cite examples not from the societies around them, but from British society as that is the prime subject of the entire study. As a teacher I find it tragic that my students are to base their understanding of how society works in the structure, norms and trends belonging to British society primarily, and only secondarily their own- as a postscript to the course syllabus.

 

As a student and then a teacher of CIE Pakistan Studies History, I never knew there was such a thing as the Great Famine of Bengal which resulted due to exploitative economic policies of the British. I had no idea about the strategic destruction of the local cotton industry and its nightmarish impact on the economy and society, for British economic interests. I had no idea about the systematic degradation of the Madrassah as a casualty of Macaulay's grand colonial educational project... These ‘blind spots’ on history I harbor profoundly affect my understanding of my present social context. My understanding of my present will always be superficial and partial, always coming from a tainted lens.

 

 

It is true that this system provides students with skills to think critically, formulate opinions and construct arguments- and that at present this is quite plainly missing from our local educational systems. What is required therefore is to update our own syllabi and examination strategies in order to replace this system. Educationists in the country need to understand the need to decolonize education and initiate such a project.

 

The prevailing system also very discreetly establishes the primacy of the English language over and at the cost of the local and national languages. Students passing through the system therefore, adopt the language of the colonizer as their first language, and its baggage of values, ideas and attitudes alongwith it. The narrative that comes wrapped up in the language is absorbed uncritically as one’s own.

 

The profound disconnect that all this produces between the present generation and its roots is tragic and grave. It is a crisis of identity, a loss of a heritage... The rich legacy of Urdu literature gets shrouded in oblivion. The entire treasury of literature in local languages will soon be lost to our children- inaccessible, remote, unfamiliar, alienated.  

 

Generations of students have passed through and will continue to pass through this system... the consequences are enormous. The need to decolonize education and to decolonize our intellect is immense. We start by prioritizing communication and learning in our own language(s), as well as developing an affinity with locally produced content in local languages. This is especially important at the primary level as the ‘tabula rasa’ of the child’s mind uncritically accepts whatever is presented by a superior. Learning a foreign language as one’s first has been proven through research to be highly damaging to the child’s communication skills and sense of identity.

 

If this project to decolonize education is not taken up with urgency and seriousness, we will be doomed to watch our brightest minds turn into colonies of uncritically, unreflectingly borrowed ideas.

Friday, December 25, 2020

Blasphemy and the Prophet of Islam PBUH

 

                 BLASPHEMY AND THE PROPHETIC CONDUCT

Maryam Sakeenah

Offensive criticism and mockery directed at the person of the Prophet PBUH is not of modern origin, although the Communication Revolution has made such content more easily accessible and widely available. In the earliest phase of his mission at Makkah, the Prophet PBUH was targeted for ridicule, insult and slander in the most heinous ways. While the Quran refers to these instances and responds by giving solace to the Prophet PBUH through faith or by elevating his honour in the ethereal realm, it never orders reactionary measures or punishment in that phase of Da’wah. The patience and forbearance of the Prophet PBUH in particular and the Muslim community in general at that time are well documented. Scholars of Islam explain this divinely sanctioned strategy of tolerance through the concept that when religion has not been firmly and completely established in a community, rejection or hateful speech against religion cannot be penalized. That is because before being made liable to accountability, everyone in the community must be given fair and ample chance to consider faith in its completeness and make a free, informed choice about it (Itmam al Hujjah). Religious law must also have been established as the law of the land, with everyone being made fully aware about the consequences of defying the law.

A very instructive and deeply inspiring example of how the Prophet PBUH dealt with hate and insult directed his way is when the Prophet PBUH came across a slur (meaning ‘The Blameworthy’) coined for him by twisting his beautiful name:

Narrated Abu Huraira: Allah's Apostle said, ‘Doesn't it astonish you how Allah protects me from the Quraish's abusing and cursing? They abuse ‘The Blameworthy’ and curse ‘The Blameworthy’, while I am Muhammad, ‘The Praised One.’ (Sahih Bukhari, hadith 3533)

The wisdom of this approach lies in the understanding that those who commit blasphemy do so to spite their own faces. Their blasphemy does absolutely nothing to take away anything from the sublime, eternal glory of the Prophet PBUH. Therefore the paranoia to hunt down and crack down on any blasphemous intent in any context is ill advised. The Prophet PBUH and all sacred personalities are venerated passionately in the hearts of millions and celebrated in the heavens. They do not need our puerile attempts to defend their honour.

However, when blasphemous actions and speech are pre meditated, planned and orchestrated in an organized manner calculated to offend, provoke and sow the seeds of ‘fitnah’ in society, the law has to act to check it and snub it effectively. When conditions of Itmam al Hujjah are already present, the capital punishment has to be deployed.

Once again, we have precedents from the Prophet PBUH for this.

 It has been narrated on the authority of Jabir that the Messenger of Allah said: Who will kill Ka'b b. Ashraf? He has maligned Allah, the Exalted, and His Messenger. Muhammad bin Maslama said: Messenger of Allah, do you wish that I should kill him? He said: Yes. — Sahih Muslim19:4436

On the occasion of the Conquest of Makkah, the Prophet PBUH ordered the execution of Al-Huwayrith ibn Nuqaidh who was killed by 'Ali ibn abi Talib He was among those who insulted the Prophet PBUH (Ibn Ishaq)

 

It becomes clear in the light of the above that while one-off incidents of blasphemy in the absence of Itmam al Hujjah should not provoke us into a furore of vengeance, organized blasphemy in Muslim societies must be dealt with by Islamic scholars, the state and its machinery. The details of the laws for the punishment of blasphemy vary slightly in the schools of Islamic jurisprudence regarding its commission by Muslims or non Muslims, but all concur to the applicability of capital punishment in major and organized instances of blasphemy committed by Muslims in a Muslim society. In a situation wherein the conditions for Itmam al Hujjah have been fulfilled and the Deen has been established with the sovereignty of Islamic law, organized, deliberate and repetitive blasphemy must be punished with death. However, each case must be thoroughly examined by seasoned jurists, foolproof evidence gathered through transparent investigation. When this is not done, laws are misused to victimize for personal vendetta, innocents are made to suffer, vulnerable minorities targeted unfairly and a mockery made of the law of Islam.

In the case of secular societies like France, while the examples and laws cited above may not apply, what needs to be understood is that blasphemy is a violation of human rights. In fact, it is one of the most excruciating violations of one of the most sacred human sentiments: reverence on the basis of personal faith. It is not about free speech and freedom of expression because blasphemous content is not intellectual disagreement or critique, but anti intellectual, ill intended, malicious, provocative and obscene invective directed at the very seat of religious faith: the heart and soul. You can very well be secular, but you must understand what faithful devotion and reverential love means to those who believe; you must understand what the person of Muhammad PBUH means to those who follow his legacy, and what it means to love a prophet ‘more than one’s father, one’s children and all mankind.’[1] And you must understand that satire targeting the deeply held faith of a community is not an exercise in free speech but malevolent hate speech that violates the most fundamental human rights.

It is this inability to understand, this stridently secular and blindly apathetic perspective that guides the French state’s paranoid measures to protect itself against its already marginalized Muslims. The mainstreaming and state sponsorship of blasphemy in response to an act of violence perpetrated by a Muslim individual only reflects callous insensitivity, ridiculous myopia and a refusal to understand the deeper issues involved.  Looking at the roots of French secularism and democracy, these policies are a travesty of ‘liberte, egalite, fraternite’; looking ahead into the future, these policies are dangerously self-destructive for France, for Europe and the whole world.

 

 

 



[1] The Prophet () said "None of you will have faith till he loves me more than his father, his children and all mankind." (Sahih Bukhari book 2 volume 8)