By Abdulbāsit Mahmood Adewole Esq
Islamic education, rooted in the teachings of the Qur’ān and Sunnah, is fundamental in nurturing morally responsible individuals within society.
Originally, the madrasah (Arabic and Islamic school) serves as a pivotal institution for cultivating Islamic scholars and socially conscious individuals.
However, the contemporary landscape reveals critical challenges that necessitate a holistic revival of Islamic education, aligning it with core values that inspire ethical behavior and community sanitization.
The Qur’ān affirms the essentiality of seeking quality education in Surah az-Zumar, verse 9: “…Say, ‘Are those who know and those who do not know equal?”
This verse articulates the distinction between the knowledgeable and the ignorant. The quest for Islamic education does not only strengthens one’s moral character but also deepens our consciousness of duties toward Allah and society at large.
The Sunnah corroborates this principle through a hadith reported by Anas ibn Malik, in which Prophet Muhammad (ﷺ) stated, “Seeking knowledge is an obligation upon every Muslim.”
These injunctions underscore the intrinsic value of education in Islam, not just an academic pursuit; it is intrinsically linked to our spiritual mandate, serving as the bedrock for moral and ethical growth.
However, the role of madrasah (Arabic school) in contemporary society often faces scrutiny and misinterpretation. As we confront modern challenges, reviving the essence of Islamic education becomes paramount.
To fulfill its transformative potential, Islamic schools must align educational practices with Islamic values, inspiring and preparing a generation that embodies not only scholarship but also piety, righteousness, and benevolence.
The significance of Islamic educators in madrassah is irrefutable; they are the architects responsible for shaping the spiritual and moral foundations of future generations.
These scholars, mirroring the exemplary character of Prophet Muhammad (ﷺ), are entrusted with the immense duty of nurturing faith and ethical values. An ideal Islamic scholar thus exemplifies virtues of piety, humility, and genuine service to humanity traits personified by the Prophet (ﷺ).
Their mission transcends mere teaching; they are tasked with cultivating a community imbued with piety, love, respect, and guidance.
A hadith reported by Jabir (may Allah be pleased with him) encapsulates this, where the Prophet (ﷺ) proclaimed, “The best of people are those who are most beneficial to others.”
However, a troubling trend has emerged: many in positions of knowledge now sacrifice these foundational ideals for the pursuit of wealth and status.
There are instances where some self-acclaimed Alfas or Islamic preachers prioritize the recognition of affluent students without due diligence regarding the ethical sources of their wealth.
This disheartening shift necessitates immediate rectification. Contemporary Alfas must prioritize lawful actions and moral integrity while inspiring learners to do the same.
By preaching with piety, sincerity and exemplifying these esteemed values, they can create an atmosphere where students not only learn the tenets of Islam but also witness their practical application in their teachers’ lives.
Furthermore, parents play a pivotal role in shaping their children’s commitment to Islamic education. They must embody the values they wish to see in their children, serving as role models.
Engaging children in discussions about the importance of knowledge, character, and social responsibility can instill a lasting appreciation for their education.
To support madrasah education, parents should actively participate in the school community by volunteering their time, resources, or expertise to nurture their offspring.
This involvement fosters a sense of ownership and accountability for the quality of education these students receive.
Parents must also prioritize continuous learning by enrolling in local Islamic classes, thereby demonstrating that education is a lifelong endeavor.
Similarly, Arabic school owners or administrators bear the responsibility of ensuring that their institutions provide an education that is both comprehensive and adaptable.
Curricula must be revitalized to encompass contemporary issues while adhering to Islamic principles. This can be achieved by integrating critical thinking, ethics, and community service into the traditional Islamic studies framework.
Additionally, investing in educators’ training programs that emphasize interactive and student-centered learning methodologies can markedly enhance the effectiveness and advancement of madrasah education.
Madrasah should develop clear academic roadmaps for their Thanawiyyah (Arabic secondary school) graduates to facilitate transitions to further education at credible institutions for higher diplomas and degrees.
Arabic schools should endeavor to incorporate vocational and entrepreneurial training within their curricula. Skills in agribusiness, ICT, and construction can empower students to become self-reliant, ensuring their future resilience even if they do not pursue advanced Islamic education.
Students themselves must cultivate a mindset that recognizes the profound value of their education. While embracing Islamic teachings found in Surah al-Ankaboot, verse 45 where Allah says: “Indeed, prayer prohibits immorality and wrongdoing” they should strive to apply these religious teachings in their daily lives while pursuing knowledge with enthusiasm and integrity.
Students should be encouraged to foster a cultural shift toward recognizing that being an Alfa does not guarantee a luxurious lifestyle but instead embodies piety and righteousness.
Participating in extracurricular activities focusing on social justice, environmental stewardship, and interfaith dialogue can deepen their understanding of Islam as a vehicle to positive societal change.
Moreover, active government involvement is crucial in this noble endeavor. It is reasonable to assert that any responsible government would not underestimate the importance of its citizens’ education, as quality education serves as the foundation for both individual and societal progress, as well as the maintenance of a rational society.
In this context, the government should extend support to private school proprietors particularly those providing authentic religious education—since such initiatives yield benefits in both this world and the hereafter.
Alternatively, rather than awaiting direct governmental intervention, educational institutions can pursue government recognition by aligning with national education standards to bolster their operational credibility.
In conclusion, reviving the essence of Islamic education through madrasah is a collective responsibility that demands commitment from all stakeholders including parents, school owners, government officials, philanthropists, Islamic educators, and students—to preserve and proliferate genuine Islamic values.
By fostering collaboration and prioritizing an education that addresses spiritual imperatives alongside practical skills, Nigeria can cultivate a generation rich not only in scholarship but also as righteous contributors to society.
In this dynamic interplay of education, character, and action, the true spirit of Islam can be lived and shared ensuring a brighter future for all.
May Allah bestow wisdom and clarity upon our educators; instill sincerity in their endeavors; and guide our youth toward paths of knowledge and virtue—enabling them to contribute positively to society. Ameen.
©
Abdulbāsit Mahmood Adewole Esq.
21st Sha’bān, 1446 AH;
20th February, 2025 🇳🇬
