Department of Political Science G C UNIVERSITY LAHORE

A A THESIS TITLED Role of Madrassa Education in Societal Harmony: A Case Study of the Punjab Ahmad Raza Khan 66-GCU-PHD-PS-08 Department of Political Science G C UNIVERSITY LAHORE Abstract In recent years, Madrassa education has caught the attention of international community; wondering and trying to discover the real motives behind such education system. More importantly, the concern is regarding the character building and development of a peculiar mindset; which the students acquire after graduating from such Madrassas. In Pakistan, the above mentioned concern is equally highlighted as there is a suspicion that Madrassa graduates become extremists or even terrorists. This particular research explores the Madrassa system in the province of the Punjab; looking into a variety of Madrassas and their syllabi. It also explores the ideology and thinking patterns of the Madrassa students; keeping in mind their likely inclination towards the society. The main investigation revolves around the theme that whether these Madrassa graduates contribute positively towards the society or they become agents of destruction. After going into a considerable detail of the literature; as well as over viewing such primary sources as government documents and programmes of the Madrassas; visiting several Madrassas, in various parts of the Punjab, conducting interviews, with the administrators and teachers of Madrassas and collecting responses, from the Madrassa students, through an elaborate questionnaire, the following points have been drawn as conclusion; (i) Madrassa students do not necessarily incline towards militancy. (ii) It was also discovered that there is a deficiency in the training methodology as well as lack of professional guidance; to explore and exploit the real potentials of the students. The recommendations include revision of the Madrassa syllabi, introduction of new disciplines in the curriculum, investment in teacher training, provision of more capable and competent teachers; to bring the Madrassa students at power with the graduates of general/secular education system of the province. Enrichment, of their existing potentials and capabilities, can enable them contribute more significantly and productively; towards the wellbeing and welfare of the society. i Chapter: 1 Introduction 24 The Muslim civilization ensured its intellectual development, through a comprehensive education system, known as Madrassa education system. The Madrassas of the Middle East, the Central Asia and Northern Africa imparted almost all branches of then known knowledge; from 11th to 19th Century. The Islamic civilizational improvements owe their development to the educational system that not only ensured the imparting of modern sciences of that time but also enabled its graduates to excel in the fields of their choice. This system was known as the “Madrassa System”. Most of the Muslim scientists and scholars were the graduates of these Madrassas. The idea was to prepare capable and productive citizens; who could perform duties, in the society, more efficiently and effectively. This educational system was rearranged by Nizam Al Mulk Al Tusi (1018-1092 AD). He introduced and implemented the present format of Madrassa System- combination of schooling with boarding facilities. In the Muslim countries, during those days, the Madrassa system was the only effective source of imparting knowledge- both in religion and formal education. The golden age of the Muslim Civilization also witnessed the hay days of Madrassa education system. The syllabus of these Madrassas included both religious education and pure and social sciences. These institutions were open for all and sundry to join and enlighten their minds under the supervision and guidance of the most cherished experts in their fields. People traveled from far off areas to benefit the knowledge of the learned in these Madrassas. The rich used to organize and support these Madrassas considering it a religious duty. However, patronizing Madrassas was considered as a matter of prestige in the society as well. The downfall of the Muslim Civilization, at the hands of the Mongols, also caused an irreparable damage to the Madrassa system as the libraries were burned down and the teachers and students were murdered. The Muslim occupancy of Indian sub-continent brought a vital change in the Madrassa system. The social fabric of this area demanded more concentration on imparting basic principles and practices, of the religion, as the overwhelming majority of the society was non-Muslim and the converts were carrying less Islamic imprints in their minds. The need of the hour was to inform and train these converts about the performance of regular religious 25 duties and rituals. The centuries old native orientations of the locals, regarding matters of social and individual life, forced the organizers of Indian Madrassas to lay more emphasis on religion and try to refine thoughts and practices of the converts according to the injunctions of Islam. Every social practice needed redirection and redesigning; to transform the lives of the Indian Muslims according to the principles of Islam. The Twentieth Century had been full of significant events, taking place in almost all parts of the world. The First World War and downfall of Ottoman Empire, in 1924, gave birth to a series of events, at international level, which ultimately resulted in the demise of the British Empire, dawn of US leadership, in international affairs, and establishment of dozens of independent states; born out of British colonies and those of other European empires. The world affairs took a new turn when (former) Soviet Union emerged as a superpower, in the middle of the Twentieth Century, and started challenging US supremacy in the world affairs. This tug of war, between the two superpowers, sandwiched several other countries; particularly the ones that held significant geographic or strategic positions or assets. Most of the Muslim areas also got independence during this phase. Most of them joined the Western Capitalist bloc; either due to their historical tendencies, towards the former colonial masters, or the infidel nature of Communism. Consequently, the allied Muslim countries provided full support to the Western powers to defeat communist infidels. The West in turn, utilized the political support and natural wealth of the Muslim countries and enjoyed unavoidable influence there. Independence of Pakistan, in 1947, provided a new social setup; where the population was overwhelmingly Muslim and the perceived threats to their religion, culture and civilization were not there anymore. It was an ideal situation, for the Ulema, to revisit their protectionist stance and make Madrassa education system compatible to the new social setup. The Muslims, in Pakistan, could benefit from this and develop a socio-political system; according to the basic principles of Islam. Unfortunately, the sectarian differences became explicit when the political system of the newly born country was to be devised. Consequently, sectarian identifications, and demarcations, gained prominence and the spirit of “Muslim brotherhood” 26 acquired a back seat. Some Ulema even used Madrassas for their political objectives and opposed or supported sitting governments; in order to receive material gains and benefits. The experts in religion presented themselves as champions of politics; some were even successful in securing positions in the governments. The Western anti-Communism campaign had its effects on Pakistan since 1950s, when Pakistan had joined the Western Capitalist Bloc. Several significant changes took place in the last decades of the Cold War. The Soviet campaign in Afghanistan, involved Pakistan directly in anti-Communism campaign of the West. During this period, Pakistan served as a base camp for Afghan resistance groups and fought a proxy war on behalf of the West in Afghanistan to push the Communists out of this country. Religious sentiments, of the Afghans particularly and of the Muslims of other areas generally, were used to declare anti-Communism campaign, in Afghanistan, as “Jihad”. Anti- Afghan government elements were declared, and treated as, “the Holly Warriors”. Their training and supplies were ensured, and supervised by the then Pakistan government; under the patronage of the US government and the CIA. These warriors were trained in camps labeled as Madrassas. They were abandoned, after they had served their purpose. They became rudderless mercenaries and indulged in a civil war, in Afghanistan, after the Soviet withdrawal in 1989. The same fighters, mostly graduates of US funded training schools cum Madrassas, had little knowledge of modern state craft, science, technology and international relations. They took the reigns of the country which the US had abandoned so callously. These new rulers were called “Taliban” (Students of Madrassas). These people were trained and experienced only in fighting against Soviet invaders and had no experience, neither theoretical nor practical, of managing affairs of state at both domestic and international levels. The effects of this upheaval, in Afghanistan, soon reached neighboring Pakistan; particularly in the areas bordering Afghanistan. The events of 9-11, gave a twist to the world affairs. These events provided an opportunity to the Western leaders and decision makers to criticize extremist Muslim groups openly. Osama Bin Laden was blamed for planning and executing the events of 9-11 and other similar acts of aggressive

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