This document discusses Islam as a system of education from pre-school through university levels. It aims to develop students holistically - physically, intellectually, spiritually and morally. At early stages, it focuses on nurturing good character and habits. Primary education emphasizes basic skills while introducing Islamic principles. Secondary education prepares students for life and careers through developing seven principles including ethics, citizenship and vocation. Universities are tasked with reinterpreting Islamic teachings to apply to modern needs through research and addressing societal issues. The overall goal is to educate students to fulfill their purpose and potential as servants and representatives of God on earth.

1. ISLAM AS A SYSTEM OF EDUCATION:
Islamas a systemof educationstartswitha firmfaithinOne God Who isOmnipotentandmanisHis
Vicegerentandvisualisesthe destinyof the wholemankind.Itaimsat developinganintegrated
personalityinaharmoniousandbalancedway.Itisconcerned,therefore,withthe developmentof body
and mindas well aswiththe soul- the sparkof divine lightthatgivesdynamismtolife anddynamismto
playhispart to achieve hisdestiny.Itdoesawaywithdualismof the real andthe ideal andwantsthat
the ideal mustbe achievedthroughthe realityof thislife.Infactitemphasizesthatmancan achieve his
destinyandhe has to workhard to achieve thisideal.While itgivesfull freedomtothe individual,it
doesmake himconsciousof the great obligationhe hastosocietyandto humanityatlarge.It,
therefore,visualisesmaninrelationtohiscontributiontosociety. As a systemof educationIslamis
not namelycontentwiththe developmentof the creative facultiesof manduringdefiniteperiod of his
life.Iturgeshimto strive fora constantdevelopmentof these facultiesof everystage of hisgrowth
accordingto the demandof eachstage of hislife.Onthisconstantendeavouritwouldbase the growth
of one’sindividuality.Individuality,accordingtoIslam, “isnota ‘datum’ butan achievement,the fruitof
constant,strenuouseffortandstruggle bothagainstthe force of environmentandagainstthe disruptive
tendencieswithinthe manhimself.”*
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Developmentof mindisanintegral partof the Islamicwayof life.The word‘IQRA’(read) setsthis
ideal;andthe prayer,“God grant us more knowledge”isthe mottoof the Muslims.It wasmade
obligatoryfora man to develophispowerof reasoningandconcentration,habitof industryandinnate
sense of beautyinhisworkand above all,toseekknowledgeof hisownself,the knowledge of the
universe andthe knowledge of the creator.How veryunfortunate itwouldbe tonarrow downthis
conceptof knowledgeandstripitof all else scientific,technical,historical,andphilosophical aspects.No
doubtIslamlaysemphasisonthe knowledgeof the self andthe knowledge of the ‘Ultimate’which
illuminesthe self,butitalsoinsistsonthe knowledge of all thatsurroundsthe self.Itinsistsonman’s
harnessingall the natural resourcesandforces,whichispossible onlythroughasystematicstudyof
varioussciencesandconstantresearches.Developmentof mind,therefore.Includesthe ‘wideraspect
of the knowledgeof Islam.Overandabove the developmentof mindandbody,Islaminsistsonthe
developmentof spiritual andmoral values.Man,if he hasto fulfil hisdestinyandtoprove hissuperiority
overall the creatures,will have todevelopinhimthose godly attributesthatdistinguishhimfromother
creatures.Itasks man to prayto God regularlyandkeepconstantlythe HolyProphetMuhammad
(S.A.W.) ashisideal sothat he may developgoodmanners;healthyoutlook,sociablenature andthe
habitsthat maykeephimintouch withthe divine lightinall itsaspect.Industryandhardship,patience
and perseverance,courage andtolerance,justice andfairplay,truthandhonesty,chosenthe rightpath
evenwhendangerbesetsitandtakingdelightinthe serviceof humanity,are some of the attributesthat
are to be developed.Letusbrieflyseehow thisideologyistopermeate oureducational systemat
variousstages. PRE-SCHOOLAGE: Even itthe pre-school age,the childlearnsthat“hisfreedomis

2. limitedbythe rightof othersto an equal freedom.Happyisthe childwholearnsthese thingsunderwise
and understandingguidance.”Educationatthisstage consistsincreatingsuch an environmentforthe
childas issuitable forhisproperdevelopment.Itis inthe lapof hismotherthat the emotionsand
feelingsare properina certaindirection.He learnsitthoughplay,whichisthe rightuse of the time in
childhood.“More andmore widelyitisbeingunderstoodthatthe scientificstudyof the needsof the
childmustsupplementthe pointingof natural affectionandthe attractionof babyhoodandaesthetic
charm.”* Educationat thisstage shouldmostlyconcernitself withthe developmentof this‘aesthetic
charm’ ina child.Islamdoesnotmerelyagree with itbutinsiststhatthisfoodof life andaffectionmust
be providedtothe by hisparents.Itgoesfurtherand urgesthat alongwiththe provisionforthe
developmentof bodyanenvironmentshouldalsobe createdsothatthere may developunconsciouslya
longingforcertainhabits,whichare sure to playa veryimportantrole inhislaterlife.Italso,at this
stage,wantsman to give the childthe conceptof Allahas the Creature tosuch an extentascan be
understood.Itwill indeedbe avague concept tobeginwithbutit will awakeninhimadesire toknow
the universe andtoknowmore about God,His creationandthe universe ashe wouldadvance inage.
There isa growingrealisationinthe moderneducationistsof the needof givingthe childthe conceptof
God at an earlyage.In “An Essaytowardsa Philosophyof Education,”Charlotte M.Masonwrites: Of
the three sortsof knowledge propertoa child- the knowledge of God,of man,of the universe-the
knowledge of Godranksfirstinimportance,is indispensableandmosthappy-making.Mothersare on
the whole more successful incommunicatingthisknowledge
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than teacherswhoknowthe childrenlesswell andhave anarrower,poorerstandardof measurement
for theirminds.Parentsdonottalkdownto children,butwe mightgatherfromeducational publications
that the art of educationasregardsyoungchildrenisto bringconceptionsdowntotheir‘little’minds.If
we give upthisfoolishprejudice infavourof the grownupwe shall be astonishedatthe range and
depthof children’sminds;andshall perceivethattheirrelationtoGodisone of these ‘firstborn
affinities’whishitisourpart to helpthemtomake good. A motherknowshow to speaka childof God
as she wouldof an absentfatherwithall the evidencesof hiscare and love aboutherand hischildren.
The teacherof a class hasnot the same tenderopportunitiesbutithe takespainsto give ajust measure
of children’smindsitissurprisinghowmuchmaybe done (p.158).* Our elementaryschoolswill do
well tosee thattheirteachingandactivitiesare basedonthe properunderstandingof the child,his
needsandhiscultural heritage.Itwill be only“thenthatthe childrencanlearntoforge for themselves
an individualitywhichisbothoriginal andpersistent.Anyformof educationwhichignoresthis
fundamental truthisfreedomtosuperficiality- perhapsutterfutility-because itwill fail togaina
footholdinthe depthof people’spsychology.”* PRIMARYSTAGE: The mainaimof primary
educationisto“aid childrenwhiletheyare children,tobe healthyand,sofar as possible,happy
children- vigorousinbody.,andlivelyinmind- inorderthatlater,aswithwideningof experience,they
grow towardsmaturity,the knowledge whichlifedemands,maymore easilybe masteredandthe
necessaryaccomplishmentmore readilyacquired.”*’ The objectof primaryeducationis,therefore,to
equipthe childwithall kindsof skill thatenableshimtodevelophispersonalityinthisdirection,keeping

3. inviewsrestlessandthe active trendsandemotionalunrestof the age.The teachingof basicskillsin
one way or the otherhad beenconsideredasthe meansof achievingthisaim.Islamwouldagree with
the objective of givingcompetenceinskillsuswouldaskthe educationiststobringintheirkenthose
skillsalsothatare to playa veryimportantrole inthe developmentof the complete personalityand
particularlyinthe developmentof soul.Itwill emphasizeadditionof the “R”of Righteousnesstothe
three “R” so closelyassociatedwiththe primaryeducation.The introductionof this“R”throughall
mediaof education,includingthe teacherhimself will goalongway to bringhome to the childmeaning
and significanceof Islamaworkingprinciple of life.Besides,theyshouldalsobe giveninstructions
regardingperformingablution(wazoo),offeringthe fivetime-a-dayprayers,readingportionfromthe
HolyQur’an andsuch essential thatare relatedtothe formationof goodhabits,:e.g.,neatness,
cleanliness,honesty,purity,truth,senseof honouretc. In the primaryschoolschildrenreachastage
where theycanbe toldina more definite
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mannerwhatIslammeansinactual practice.The emphasisshouldstillremainmore onthe physical
developmentandthe developmentof healthyattitudeandpleasantmanners.Environmenthere hasto
playa veryimportantrole,andmuch that will be learn,willbe learnthroughthe teacher.The emphasis
on the teacherina systemof educationwhichhasthishigherview of life hastobecome all the more
prominent.Itisthe teacherwhonurturesthe personalityof the childandbyskilful handlingandby
preceptandalso byexample bringsoutthe bestthatisin the child’spersonality.Anotherimportantrole
perhapsinthisconnectionwill be playedbythose whochoose the syllabus,whichgive traininginskills
primarily,andprovidesmatterforthe childto developasanindividual creatinginhimanawarenessof
thingsaroundhim. SECONDARYSTAGE: Thus aimsandobjectsof SecondaryEducationhave been
well formulatedbythe Commissionof the Reorganizationof SecondaryEducationappointedbythe
National EducationAssociation(U.S.A.) generallyknownasthe SevenCardinal Principles (49: 10-11).
1-Health 2-Commandof fundamental process 3-Worthyhome-membership 4-Vocation 5-
Citizenship 6-WorthyUse of Leisure 7-Ethical Character. Thisis a stage whichpreparesstudents
eithertoenterintolife andaccepttheirresponsibilitiesortake upa professionaltrainingoranacademic
career.It isa stage whichdoesnotmerelydevelopthe innate qualitiesof the boysandgirlsbut prepares
themfor shoulderingthe inevitable responsibilitiesof the future.Itishere thatthe importantof building
up of character is mostemphasizedandeducationaspreparatorytolife isstressed.Everyopportunityat
thisimportantstage shouldbe providedfordevelopingbody,mindandsoul.AnIslamicwayof life
wouldinsistona sensibleuse of all the technical skillsworkedoutbythe educationistsfordeveloping
the latentqualitiesof head,heartandhand.Itwill alsothe endorse the emphasisonthe moral basedon
any ‘ism.’Islampresentsitowncode of moralityandbehaviourandwouldlike those whoprofessthis
religiontoacceptthe code and translate itin theirlives.Itmaybe equallyessential thatinoursecondary
schools,all thatmay be termedas skillspertainingtoIslam, mustbe completedinthe formof Islamic
studieswhichshouldinclude teachingof the HolyQur’an.Hadith,(lifeof ProphetMuhammad) (S.A.W.).
It shouldalsoaimthat interpreting

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the widerandmore comprehensivemeaningof Islaminall aspectsof a student’slife. A studentof
the school mustrealise thatthe game that he isplaying,the foodthatishe eatingwhichis
strengtheninghisbodyanddevelopingcertaintraitsinhimandthe social academic,scientificand
technical subjectsthathe isstudyingare all integral partsof the knowledge whichhasbeenmade
obligatoryonall Muslimsaslongas the knowledgegainednotmissed.He mustthatthe way he is
limitinghisfreedominordertorespectthe freedomof others,the wayhe isdealingwithhisteachers,is
alsoand integral partof hisresponsibilitiestoGodandthose aroundhim whichinessence wouldmake
himconsciousof hisdutiestohimself,tohisfamily,tohisnationandtohumanity. Inorder to
produce man of character, integrityandhonesty,itisessential thatteacherasa classshouldbe
consideredthemselvessoteachersof moralityandethics.Theircharacter,more thantheirwords,will
go a longway inimpartingthose idealswhichwe all like topreserveandprovide. It must alsobe
broughthome to Muslimboysand girlsthatin orderto bringabouta fruitful harmonyinthe various
facultiesof the bodyemotionandsoul itisimperative thattheyshouldhave before themthe life of our
HolyProphet(P.B.U.H.) asa guidingstar.Thisis onlypossiblewhentheyhave adeeplove withhim.The
variousaspectsof hischaracter whichcan be understoodbythe studentsatvarious stagesshouldbe
knownanddemonstrated,e.g.,cleanliness,love forknowledge,sociability,hospitality,determination,
perseverance,firmnessinthe hourof trial and humbleness,humanism,humanitywhile onisinpower,
etc.Its desirable thatonsuitable occasionmeetingshouldbe organisedinschoolstohighlightsome of
the aspectsof hisnoble charactersandteachings,i.e.,discipline,organism, groupconsciousness,love
and justice shouldbe reflectedinadministrationandteachingatthe school. How far our boysand
girlsprofitbythe knowledge andexperience of the secondaryschoolswillbe reflectedinthe
achievementsbothinthe schoolsandalsoinlaterlife whentestedbyexperience. UNIVERSITY
STAGE: While ourschoolswill be concernedwithproducingculturedcitizensandequippingthem
withcharactersbasedon Islamicvalues,the greattasksof re-orientationof Islamicthoughtandthe
rediscoveryof the Islamicprinciplesforthe onwardmarch,will have tobe takenin the rightearnestby
our universitieswhose mainconcernisthe wideningof the frontiersof knowledge.“The taskbefore the
Muslimof today is,therefore,immense.He hastorethinkoverthe whole systemof Islamwithout
completelybreakingfromthe past.Perhapsthe firstMuslimwhofeltthe urge of thisnew spiritinhim
was Hadrat ShahWaliullahof Delhi.”*Where asthe manwho wasfullyaware of the importance of this
task andwho continueditinrightearnestwasDr. MuhammadIqbal.This,therefore,hasgot tobe
pursuedenergeticallywithaspiritof earnestness,enquiryandcreative research. It isan undeniable
facts that Islamprovidesforacomplete code of conductfor Hussain,“the claimmustreston our ability
to distinguishbetweenbeliefs,traditions,andinstitutionswhichare
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5. off abidingvaluesfromthe age those thatserve onlytemporal andmustchange to meetthe changing
condition.“ Itis the dutiesof our universitiestogive aserioustosuch problemsandnotto leave
themto such ill equippedinstitutionasare notcapable off conductingveryworthwhile researchor
offeringandintelligentre-interpretation.Itshouldbe thattaskof the universitiestoconductconstant
researchesonthe interpretationof the basicprinciplesof Islaminthe lightof the demandsandneedsof
the societyandfindwaysand meansof implementingthematvariousstagesof our national life.Islamic
principle suchasabsolute morality,socialjustice,freedomof conscience,loveof truthandjustice atall
costs andunderall circumstances,governmentbyconsentandbyspeculation,rightsof individual and
the society,helpingthe needyandthe poor,tocount onlya few,are the universal principlesof abiding
value.Whatis requiredistoapplythemintelligentlyandadequatelytomeetourpresentandfuture
needs.The Muslimscontinuedtodothisfor a few centuriesinthe beginningasa resulttheybecame
the forerunnersinall fieldsof humanactivity.Unfortunately we have beeninclinedtorestonour past
gloryfor the lastfewcenturiesandasresulthave fallenintoaverydiscreditable state of existence.Our
progresscan againcontinue,if we reinterpretIslamicprinciplesandlearntoapplythemtothe changed
circumstances.Andthisshouldbe one of the mainfunctionsof ouruniversitiesalongwithresearchesin
newand unexploredspheres. Conclusion Today we are notsufferingsomuchfromthe ignorance of
the illiterate massesasfromthe ignorance of the intellectualswholackfaithandasense of proper
values.Academicortechnical educationalone cannevercure these ills.Itisthe spiritof selflessservice
and social consciousnesswhichgive apersonsatisfaction;thatagood workis done fora good cause. I
feel Ishouldconclude byaskingthat,if bythe applicationof scientificprinciplesof regenerated
educationevenagodlesssocietycanprogressandbecome sopowerful astobe a dangerto the whole
world,howveryuseful willthisscientifictechniquebe if usedtodevelopcharacterandkindle thatspark
of God’slightthatis inherentinman’snature,andwhattremendousinfluence will itnotproduce forthe
regenerationof ahealthysociety!