Focusing On Religious Education And National Development
By Prof Toyin Falola
Preamble from the 8th Convocation Lecture of the Fountain University, Osogbo which focuses on Islamic Education from inception to the present day.
The education system’s objectives are linked to different historical eras; as the West established political and imperial dominance over different parts of the world, colonizers spread, Western education and secular institutions more easily – this had an impact on Islamic societies and their education system. The impact produced a set of comparative knowledge systems and ideas to reform religious education in response to formal economies, modern occupations, sciences, changing technologies, and communications.
I will commence with a basic presentation of Islamic beliefs, coupled with the evolution of its education system, a comparison with Western education, and the contemporary necessity of linking Islam and education to the transformation of modern societies.
Examining the combination of Islamic and Western education can contribute to the overall development and progress of society. Islamic and Western education systems, as well as public and faith-based institutions, are seen as opposing poles. This lecture seeks to bridge that divide by shedding light on Islamic beliefs and practices.
The history of the emergence, challenges, sustenance, and goals of Islamic education – over the centuries and across different continents – offer ideas for balancing these two phenomena without detriment to either. We can foster unity between two distinct yet necessary phenomena; their goal is the advancement and betterment of humankind and the universe at large.
The inter-connections between Islamic creeds and Nigeria’s national development should also be examined. Several factors hinder national development in Nigeria, but these factors can be kept in check by Islam, which is one of the country’s most popular religions. If we approach the five pillars of Islam from another angle- viewing its fundamentals of worship from a different perspective – they illustrate a comprehensive way of life and an indispensable means for believers to be their own agents of progress in seeking Nigeria’s development.
Islamic Universities can feed national development by linking their activities and programs to the fundamentals of Islamic Education. In the process, the inclusion of formal and/or western education can integrate knowledge with morals and faith, just as we find in Christian-based universities. This analysis considers the Islamic perspective of education and development, examining how Islamic universities can harness these models for positive impact on Nigeria and its bid to attain maximum development.
EXCERPTS
“In a madrasa, the master-
apprentice relationship is
considered sacred. The status of one’s teacher and one’s spiritual master determines a given student’s reputation. 54The relationship is believed to symbolize a continuation of practices and transmission of knowledge from teachers long past, meaning that the teacher must attempt to teach the same lessons in the same way they were learned. It does not always work that way, but the intent is there.
Technology creates problems for the master-apprentice relationship because there are now more students and potential apprentices than there are teachers. Now that distance is no longer a concern, students can travel farther to pair with preferred, high-status masters. Some madrasas have considered technology as a solution to work with and teach more students.
Making teachers more accessible can spread faith more widely and more accurately. However, it only works if the teacher is committed to teaching many students without the same level of supervision that was previously possible. Digital texts have also made the knowledge from madrasas more readily available. Some madrasas have even updated their curriculum by including courses on improving computer literacy.”
