Alternate Education
Found 15 Posts
Freedom from School: 10 Reasons Why Families Homeschool
SHEHNAZ TOORAWA AS the new school year begins, more than 80,000 children in Canada and 2.5 million children in USA will not enter a school building. What motivates these parents who remove their children from the long-standing, and sometimes free, school system and educate their children themselves? Consider the ten reasons that follow. Many families choose to homeschool their children because they want to:
Quranic Concept and System of Education
The global education system, both in the East and West, has failed to nurture human character, leading to moral decline and societal destruction. Unlike any other species, humans harm their own kind, revealing a critical flaw in modern education. Alarmingly, Muslim societies have adopted this flawed, secular system, influenced by forces that aim to derail humanity. Despite this, Muslims possess Al-Quran, a divine book offering intellectual superiority if studied and applied with understanding. The Quran, accessible to all, provides a comprehensive framework for education, emphasizing knowledge from Allah, the guidance of the Prophet Muhammad (peace be upon him), and disciplines like science, language, governance, and history. By aligning our education system with Quranic principles, we can guide humanity toward success, happiness, and eternal prosperity on the straight path (Sirat al-Mustaqim).
Renaissance of the Masjid-Madrasah
By QAZI DR. SHEIKH ABBAS BORHANY THE word Madrasah is an Arabi word, which has its origin from the word Mudarris, and this comes from the root word of Daras, which means to enlighten or to teach. Therefore, Madrasah is a place of learning, with a similar meaning to that of school. Particularly it is similar to the Church missionary school.
Madrasah: The Intellectual History of Muslim India
This is a series of columns for the understanding of the history of centuries old Madrasah and Islamic Education System in South Asian perspective published in Muslims Weekly, New York, USA in a series of the weekly Column “Personal Notes in 2004.â€
The Intellectual History and Education System in Muslim India
By JAWED ANWAR This is a series of columns for the understanding of the history of centuries old Madrasah and Islamic Education System in South Asian perspective published in Muslims Weekly, New York, USA in a series of the weekly Column “Personal Notes in 2004.â€
William Dalrymple: The Madrasas of Delhi
William Dalrymple COLONEL William Sleeman, famous for his suppression of the Thugs and a leading critic of the administration of the Indian courts, had to admit that the Madrasa education given in Delhi was something quite remarkable: "Perhaps there are few communities in the world among whom education is more generally diffused than among Muhammadans [Muslims] in India," he wrote on a visit to the Mughal capital.
Madrasa 1: The Purpose of Education
JAWED ANWAR We, humankind, are the earthly viceroys of Allah. "And when thy Lord said unto the angels: Lo! I am about to place a viceroy in the earth (Al Quran-2: 30)." So if the viceroy is not well educated and highly knowledgeable and does not possess wisdom, what will happen to our governance on earth? So, as mentioned in Al Qur'an, everyone should be knowledgeable and educated.
Madrasa 2: The Priorities of Education
JAWED ANWAR IF you think about Greece, your first thoughts are of its highly reputable philosophers. However, during the hey-day of these great thinkers, they were regarded as anything but philosophers. These philosophers had not received any respect from their nation.
Madrasa 12: Western Educated Ulemas, Mullahs and Maulvis
SYED JAWED ANWAR IN GENERAL, people think that English and Western Education started in India after the British occupation and after the educational movement of Muslim scholars (for example, Sir Syed Ahmed Khan) who cooperated the British occupiers. Historically, however, this notion is not accurate. Several British historians have noted that only few nations throughout history can match the educational tradition that Indian Muslims had. The scholars of Muslim India were always trying to learn every knowl
Madrasa 18: Pakistan
SYED JAWED ANWAR MUSLIMS had their comprehensive education system during the period of their rule in India. The system was uniform, cohesive, and provided the people with in-depth knowledge with a holistic look in different fields of life. When British occupied India, they ruined the economy of Muslim education, de-educated the masses and massacred the intellectuals. After a gap of about a century, a small group of people was educated under the new policy of British educationalist Lord Macaulay in 1835. Th
Madrasa 16 & 17: Efforts of Merger of Two Systems
SYED JAWED ANWAR VARIOUS efforts have been made to merge the two systems --secular, Western education and Islamic education in India-- but unfortunately most of them failed. Here are two examples:
Madrasa 15: Deoband and Its Movement
SYED JAWED ANWAR AFTER British occupation, India was in a situation in which financial resources were completely under control of the new government and it was extremely unfavorable to run an Islamic educational institution. There was a danger of discontinuation of Imams and educators of Qur’an, Hadith and Fiqah. A group decided to establish institutions in which Imams and Mudarris (teachers) could be continuously produced. This group decided to separate itself from the affairs of politics and business a
Madrasa 14: Sir Syed Ahmed Khan and Aligarh
SYED JAWED ANWAR DURING the complete destruction and occupation of India under British rule in 1857, over 7,000 Muslim scholars and educationists were executed, and the rest were deported or forced to leave. This left an abnormal situation in which to revive the Muslim education system. The only alternative for remaining Muslims was to adjust and compromise as they accepted the harsh reality that Muslims were eliminated from government, politics, business, and education and that the Muslims of greatest ge
Madrasa 13: The Complete Destruction
SYED JAWED ANWAR WHEN the British first started controlling India, Muslims were the ruling power and the heart and mind of the society. They held intellectual and physical superiority over other communities. Therefore, the British East India Company instigated a policy to humiliate and degrade Muslims from all spheres of life. Governor General George Hilario Barlow (ruled from 1805 to 1807), in his letter to Lord Willington, wrote “I can’t shut my eyes to the fact that this race [Muslims] is basically
Madrasa 11: Business and Technology
SYED JAWED ANWAR MUSLIMS had intellectual, moral, geographical, scientific, and industrial superiority and vast human and natural resources over the West before Muslim lands were occupied by Western powers. The West had no edge over the Muslim world other than that attributed to political and military conspiracy, lies, deception, and propaganda --all fueled by disinformation and misinformation. With no concept of selfish nationalism, Muslims allowed Western companies, businessmen, and professionals in