What is Wrong With Our Education System? By Khalid Baig

Quick question: Who discovered America? The almost guaranteed answer: Why, Columbus, of course. The bright student may even know the famous story that Columbus thought he had reached India and therefore called the people he found Indians.

If providing sound knowledge and developing critical thinking capabilities are any goals of an education system, the answer highlights the miserable failure of the education system prevalent in the Muslim world today on both counts. For no one asks the obvious: How can anyone be credited with discovering a land that was already heavily populated? Columbus was the first European to discover America, not the first man. Hundreds of thousands of other men and women had reached there before him and had been living for centuries. The assertion about Columbus reveals a Euro-centric mindset but the bias goes undetected and unquestioned.

This is not the only questionable fact that our schools and colleges, and textbooks and teachers have been dispensing. In every field of study, they have been passing on "facts", ideas, values, assumptions, perspectives, explanations, "truths", and principles that are questionable, secular and anti-Islamic. All while sincerely believing that they are providing a great service by promoting education.

Education is a wonderful thing. But, what are we really teaching?

In science, we are teaching our students to look at the universe from the viewpoint of a person who does not know God. "And how many Signs in the heavens and the earth do they pass by? Yet they turn their faces away from them." [Yusuf, 12:105]. A proper study of science would make one appreciate both the Power, Majesty, and Grandeur of Allah’s creations and the humbleness and limitations of human knowledge and abilities. Today our science education, in its best form, gives exactly the opposite message. It also fails to enable students to separate scientist’s opinions from their facts. Let’s ask: In the wide Muslim world is there any, Islamic school teaching science whose graduates can challenge Darwin’s Theory of Evolution on scientific grounds? As we teach science, are we teaching our children to put science in its proper place, to know its limitations? Can they competently question the "technological imperative"?

A medical doctor would not be considered competent if he did not know the limitations of the medicines and procedures he used. An engineer would be considered unqualified if he did not know the limitations of his tools. Why then our teaching of science does not include a discussion of its limitations? Because for the secular mindset science is the ultimate tool, the supreme arbiter of Truth and Falsehood. Without even realizing it, we have accepted the proposition and our science education reflects that assumption.

The problem is not limited to science and technology. The best of our MBAs have learned that the goal of a business is to maximize profits, the goal of marketing is to create demand, and the proper way of making business decision is through cost-benefit analysis. All of these are as solid in their eyes and as questionable in reality as the assertion about Columbus. The best of our journalism graduates do not have a different model for journalism than the one presented by the West. They do not have their own definition of the news, their purpose for gathering it or their own moral standards that must regulate its dissemination. In economics we have been teaching that human beings are utility-maximizing animals governed by Maslow’s hierarchy of needs. In our teaching of history, we see random events without a moral calculus driving them. We do not see Allah’s laws that govern the rise and fall of nations. In psychology or sociology, medicine or engineering, civics or geography, it is the same story. In fact, our schools and colleges have been the main agency for secularization of Islamic societies. They have been effectively teaching that Islam is irrelevant to understanding this world or to solving its problems. Many of their graduates develop misunderstandings and doubts about their faith. But even when they are strong practicing Muslims, they have not been trained and educated to detect and challenge the secular dogmas that have been integrated into their curriculums.

This great tragedy is of a recent origin and a historical perspective may be helpful. For centuries our societies, culture, and education system were free of the secular/religious dichotomy. Our schools taught all subjects of importance using a naturally unified approach. As long as Muslims were the leaders in all the sciences (until the fifteenth century C.E) subjects like medicine, astronomy, and chemistry had not developed their secular biases.

The dichotomy started in the West during its "Renaissance" as it threw away its religious dogmas--which had become a burden--and found a speedy path to material progress using a-religious or secular approaches. The industrial revolution gave it momentum. Colonialism brought secular ideology and the religion of secular humanism to the Muslim lands.

At this time, Muslims were at a low point on several fronts. They had surrendered intellectual leadership to the West and had failed to keep pace with scientific developments there. They found themselves in a no-win situation. If they accepted and taught the Western sciences, they would also be teaching anti-Islamic dogmas. If they stayed isolated, they would be left behind in science and material progress.

In response, Muslims developed two approaches. Our Darul-ulooms preserved Islamic knowledge and values by hermetically sealing themselves against western influences. It is due to this effort that Islamic knowledge is alive and well today. (Where they were lax in this matter --- as in some Arab countries--- the result was a compromise in their Islamic character without any advantage in the quality of education.) However, they are not equipped to provide leadership in most other areas of the society. This role has gone to the graduates of the Western-style schools and colleges. Unfortunately, these schools and their curriculum nurture secular ways of looking at this world and solving its problems. The tensions created by the two diametrically opposed systems can be seen today in every Muslim country.

This dichotomy must end. We cannot move forward without revamping our education. We cannot fully establish Islam in our societies without producing educated citizens and leaders needed for an Islamic society. The time is now to develop Integrated Islamic curriculums and remove secular biases from all of our education. Merely establishing more schools is not the answer. Developing educational institutions that can teach every subject in the wholesome Islamic context is. It is a monumental task. But without it we’ll continue to spread ignorance in the name of education.

  

THE FIG: A FRUIT WHOSE PERFECTION HAS ONLY RECENTLY BEEN REVEALED

[I swear] by the fig and the olive. (Qur'an, 95:1)

The reference to the fig in the first verse of Surat at-Tin is a most wise one in terms of the benefits imparted by this fruit.

The Benefits of the Fig for Human Beings

Figs have a higher fibre level than any other fruit or vegetable. One single dried fig provides two grams of fibre: 20% of the daily recommended intake. Research over the last fifteen years or so has revealed that the fibre in plant foods is very important for the regular functioning of the digestive system. It is known that fibre in foods assists the digestive system and also helps reduce the risk of some forms of cancer. Nutritionists describe eating figs, which are rich in fibre, as an ideal way of increasing one's fibre intake.

Fibrous foodstuffs are divided into two types: soluble and insoluble. Foods rich in insoluble fibre facilitate the passage of substances to be expelled from the body through the intestine by adding water to them. They thus accelerate the digestive system and ensure its regular functioning. It has also been established that foods containing insoluble fibre have a protective effect against colon cancer. Foods rich in soluble fibre, on the other hand, have been shown to reduce cholesterol levels in the blood by more than 20%. These are therefore of the greatest importance in reducing the risk of heart attack. Excessive levels of cholesterol in the blood collect in the arteries, hardening and narrowing them. Depending on which organ's blood vessels the cholesterol accumulates in, disorders connected to that organ arise. For example, if cholesterol accumulates in the arteries that feed the heart, problems such as heart attacks result. Accumulations of cholesterol in the kidney veins can lead to high blood pressure and kidney deficiency. Furthermore, the intake of soluble fibre is important in terms of regulating blood sugar by emptying the stomach because sudden changes in blood sugar can lead to life-threatening disorders. Indeed, societies with fibre-rich diets have been shown to have far lower incidences of illnesses such as cancer and heart disease.117

It is also another major health advantage for soluble and insoluble fibres to be present at one and the same time. It has been shown that when both forms are present together, they are much more effective in preventing cancer than when they are on their own. The presence of both forms of fibre, soluble and insoluble, in the fig makes it a most important foodstuff in this regard.118

Dr. Oliver Alabaster, Director of the Institute for Disease Prevention at the George Washington University Medical Centre, refers to figs in these terms:

… [H]ere is an opportunity to add a really healthy, high fiber food to your diet. Choosing figs and other high fiber foods more frequently means that you'll naturally choose potentially harmful foods less frequently-and this is great for your lifelong health.119

According to the California Fig Advisory Board, it is believed that the antioxidants in fruit and vegetables protect against a number of diseases. Antioxidants neutralise harmful substances (free radicals) that arise as a result of chemical reactions in the body or else are taken in from the outside and thus prevent the destruction of cells. In one study performed by the University of Scranton, it was determined that dried figs had a much higher level of the phenol makeup, which is rich in antioxidants, than other fruits. Phenol is used as an antiseptic to kill micro-organisms. The level of phenol in figs is much higher than that in other fruits and vegetables.120

Another study, by Rutgers University in New Jersey, revealed that due to the essential fatty acids omega-3 and omega-6 and phytosterol contained in dried figs, they can play a considerable part in reducing cholesterol.121 It is known that omega-3 and omega-6 cannot be manufactured in the body and need to be absorbed with food. Furthermore, these fatty acids are indispensable to the proper functioning of the heart, brain and nervous system. Phytosterol permits the cholesterol in animal products, which has the potential to harden the heart's arteries, to be expelled from the body without entering the blood stream.

Despite being one of the oldest fruits known to man, the fig-described as "nature's most nearly perfect fruit" by the California Fig Advisory Board 122-has been rediscovered by food producers. The nutritional value of this fruit and its health benefits have led to its acquiring a whole new importance.

The fig can constitute a part of just about any special diet. Since figs do not naturally contain fat, sodium or cholesterol but have high levels of fibre, they are an ideal food for those trying to lose weight. At the same time, figs have higher mineral contents than any other known fruit. Forty grams of figs contains 244 mg of potassium (7% of the daily requirement), 53 mg of calcium (6% of the daily requirement) and 1.2 mg of iron (6% of the daily requirement).123 The calcium level in figs is very high: The fig ranks second after the orange in terms of calcium content. A crate of dried figs provides the same level of calcium as a crate of milk.

Figs are also thought of as a medicine which gives strength and energy to long-term patients as they seek to recover. They eliminate physical and mental difficulties and give the body strength and energy. The most important nutritional component of figs is sugar, which comprises 51-74% of all fruits. The sugar level in figs is one of the highest. Figs are also recommended in the treatment of asthma, coughs and chills.

The benefits we have restricted ourselves to mentioning here are an indication of the compassion Allah feels for human beings. Our Lord provides the substances required by human beings in this fruit, which is so pleasant to eat, already packaged and at the ideal levels for human health. The way that this special blessing from Allah is mentioned in the Qur'an may indicate the importance of the fig for human beings. (Allah knows best.) From the point of view of human health, the nutritional value of the fig was only established with the advance of medicine and technology. This is another indication that the Qur'an is indisputably the Word of Allah, the Omniscient.