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Tag: islamic education

  • Islamic Education in Southeast Europe

    Islamic Education in Southeast Europe

    Sarajevo, the capital of Bosnia, is home to the Faculty of Islamic Studies, a part of the University of Sarajevo. The Faculty emerged out of the Islamic School for Theology and Sharia Law, established under the Austria-Hungary administration in the late 19th century. Although, the Austro-Hungarian empire was predominantly Catholic, it granted certain religious and cultural autonomy to the Muslims in Bosnia, and the Sharia school was approved and even partly financed by Austrian authorities. The building was designed by leading Austrian architects of the time. The result was an attractive and colorful building with elements of the Moorish style (the Islamic architecture of Northern Africa and parts of Spain). After WWI, when Bosnia was incorporated into the Yugoslav kingdom, the faculty was called the School of Islamic theology. Then after WWII, Yugoslavia became a communist republic, not very friendly toward religion. So, the school was moved to another building, while the original building was turned into a city museum. Over the time, however, communist Yugoslavia became less antagonistic toward religion, and in 1977 the school was renamed the Islamic Theology Faculty. After the collapse of communism and the Bosnian War in the 1990s, the Faculty returned to its original building, this time under the name Faculty of Islamic Studies. The building had been damaged during the war, so after the conflict ended, the building was repaired with money from international donations. Today, the building looks like it appeared more than a century ago when it was the Sharia school.
    The Faculty of Islamic Studies has now become the most significant institution for higher Islamic education in southeast Europe, and equal to other faculties within the University of Sarajevo. In fact, Sarajevo has had a reputation for more than four centuries as a city with prominent Islamic education and science. At certain periods in its history, Sarajevo was home to twelve out of Bosnia’s 70 madrasas, along with other Islamic educational institutions. Today, the existence of the Faculty of Islamic Studies ensures that Sarajevo remains an important name on the international map of Islamic knowledge and academia, especially in the region of the Balkans.

    Bosnian ‘East-West’ connection

    The Faculty of Islamic Studies is not only the oldest institute of its kind in Europe, it is also the continent’s most important department of Islamic higher education and research. The Faculty exemplifies a model of Islamic education that matches European standards of higher education, while staying true to traditional Islamic educational ideals and goals. Those who graduate from the Faculty are equipped to teach Islamic studies, whether at an Islamic school or a state school, and can genuinely be considered both scholars of Islam and European intellectuals.
    Bosnian Muslims, as well as the Albanian Muslim community, have for centuries been authentic indigenous European Muslim populations, not yet fully tapped as bridges between Western and Islamic interests. The Faculty fits well within the scope of this versatility.

    Basic Islamic Studies Courses

    The Faculty of Islamic Studies attracts students from Bosnia and neighboring countries, and more and more from around the world. After the war, the Faculty started attracting non-Muslim visitors including U.S. ambassadors and diplomats from Turkey, Iran, Britain, the EU, Egypt, Qatar, Russia, and more. The Faculty of Islamic Studies maintains contact and cooperation with Oxford University and Al-Azhar in Cairo.
    With the rise of islamophobia on the European continent, the Faculty opened its doors to anyone interested in taking a course on basic Islamic doctrines and principles, along with the history of Islam and the Ottoman period in Bosnia. This special course is offered once a year for a duration of three months. If there is enough interest, the course will be offered in Bosnian as well as in English. There is a growing number of foreigners living in Sarajevo, including journalists, foreign students, tourists, international diplomats and their families, humanitarian workers, UN civil sector staff, and peace activists. Many of them would like to learn about Islam, in addition to local residents who might be interested. Zbigniew Wojdyla is a Polish citizen who lives in Sarajevo because of his work in international relations. In explaining his interest in the introductory course, he noted, “In Poland we have Muslims who are of Tatar origin, so I was familiar with Islamic culture to some extent. Here it’s interesting to learn about domestic Muslims, of Slavic background.”

    Interfaith Relations and Fostering Understanding

    The Faculty keeps good relations with Catholic, Jewish, and Eastern-Orthodox religious high schools. As Bosnia is home to other religious traditions, the Faculty considers it important to promote good interfaith relations. Ahmed Alibašić is a regular professor at the Faculty and he is also one of the lecturers for the basic introductory course. He is specialized in international politics, diplomacy, and the history of Islamic civilization. He was involved in many public interfaith dialogues. He has stated, “While the solutions found by Bosnian Muslims cannot be simply copied elsewhere, West European Muslims should study their institutions and intellectual legacy – and learn from their recent past that isolation equals destruction.”
    Bosnian Muslims are, in a real sense, a bridge between Europe and the world of Islam. The Faculty represents this connection, and can continue to foster greater understanding, not only through its academic courses but also by its commitment to interfaith dialogue and its welcoming of people from all faiths and nationalities to visit and/or partake of its introductory course on Islam. And it will continue to be a first-class institute of higher learning for those who want to pursue specialized scholarship in Islamic studies.

  • Education for the Next Generation

    Education for the Next Generation

    The debate over “public school vs. Islamic school” is not new in America. Ever since the Muslim community started building full-time Islamic schools in the early 1990s, this topic has been part of regular and ongoing discussion and debate. Some passionately argue for Islamic schools while others oppose them because of their current flaws. As a result, American Muslim parents are more confused than ever before in deciding upon the right place for educating their children. Given that a proper and adequate education, both Islamic and academic, is critical to the health and success of our children and our communities, and that both sides of the argument have legitimate points, we have decided to revisit some of the issues here, as this insha’Allah can help parents make an informed decision about the education of their children.

    The soul of your child is like an uncut precious jewel entrusted into your care by Allah

    The arguments in favor of sending children to Islamic school can be summed up as follows: In full-time Islamic school, children are provided with an Islamic environment. The kids can pray in congregation and learn about Islam in positive and affirming ways. They have the opportunity to interact with and establish close relationships with other Muslim children in classes and during recess. They are protected from exposure to intense peer pressure relating to sex, drugs, alcohol, and violence. So their faith is strengthened rather than diminished by their school experience.Very importantly, the students are spared being bullied for their faith. In addition, Islamic schools are a place to build a healthy identity and sense of responsibility in our Muslim students as the aim of education, first and foremost, is to nurture and mentor our children to be conscious of their responsibility to Allah, the Creator, and then to fellow human beings.The Islamic school can attain to this objective. Public schools in America cannot.

    On the other hand, those who argue against sending our children to Islamic school suggest that regardless of the comparatively healthier environment, many Islamic schools continue to be disorganized, ill-equipped, and beset with numerous other shortcomings. For example, Islamic schools in America, it is argued, have developed their curricula unsystematically. Their curricula for Islamic and Arabic studies, which is considered to be the raison d’être of an Islamic school, is remarkably weak and unable to meet the requirements of Muslim students residing in the West. Thus, Islamic schools have become merely a refuge from the negative influences of public schools, rather than a superior option of education providing valuable resources and uniquely Islamic benefits for our children. In addition to that, Islamic schools typically have very limited budgets, running strictly on tuition payments and donations. Teachers’ salaries are less than half what they could receive in public schools. As a result, Islamic schools find it difficult to recruit and retain qualified teachers. Very few, if any, of the existing Islamic schools can educate a child in a professional, robust, and comprehensive way. And some point out that students graduate from the Islamic school without the personality assets and coping skills that are needed for them to navigate the challenges of high school or college campus.

    It is obvious that both positions, as stated above, have legitimate arguments and there is no easy answer or quick fix to this situation. Certain stipulations, however, must be made. First, Islamic education doesn’t mean that children should be brought up feeling as outliers to this nation and its people. Islamic education must aim to Islamize our children without de-Americanizing them. Islamization within an American context means that Islamic schools should promote integration of Muslim children in the larger American society and provide an education that makes them strong in faith as well as informed citizens and active contributors to the American society.

    Second, it must be remembered that the role of the parents and the family is crucial, and ultimately more important than which school the child attends. At the end of the day, it is parents’ first responsibility to ensure the proper development and training of their children. Unfortunately, many parents fail to recognize this fact. While a Muslim child absorbs Islamic values from a variety of sources including parents, teachers, peers, friends, and the social environment, parents play the most vital role. Therefore, they have to provide an Islamic environment at home first. It is hypocritical to speak and act in un-Islamic ways and yet expect, even demand that the child adhere to Islamic values. Parents should set the best examples for their children to emulate.

    One scholar has rightly stated: “The soul of your child is like an uncut precious jewel entrusted into your care by Allah. To you is given the awesome responsibility of shaping that precious jewel into a beautiful form, pleasing to the eye of Allah. “As parents, we must realize this divinely-ordained duty and be mindful about fulfilling this task. We should also remember that Islamic schools are not the entire answer, but one interlocking piece, albeit an important one, in a larger schema. That is to create an Islamic environment incorporating all the principles and values of Islam. May Allah SWT help us fulfill our obligations and enable us to facilitate each generation being better and more virtuous than the last.