By now you’ve heard of the obscene statements by Amina Wadud calling Prophet Ibrahim a “dead beat dad” because he left his wife and infant in the desert under God’s own command.
I don’t need to waste your time refuting this statement or discussing what a piece of work Wadud is. But don’t pat yourself on the back, either.
What we do need to talk about are the ways that we, well meaning teachers and parents, allow for this type of thinking to evolve. We are unwittingly sending our own children on this destructive path if we do not make major reforms in our pedagogy.
You may recall my discussion on children’s literature and secular thinking (refresh your memory here: http://bit.ly/2pNh023)
This early stage of life is where the problem starts–it’s when a child or youth learns about the world in terms of what she can see and think about. She’s not reading stories about relying on God’s plan, she’s reading stories that are devoid of any mention of God. She’s studying science texts that describe natural phenomena without delving into the creator of those phenomena. The student learns to be an analytical thinker, someone who can look at the world around him and logically analyze issues from language, literature, to science and sociology.
We think that a once-a-day Islamic Studies class is enough to remedy this, provided the child is privileged enough to be in an Islamic School.
We are telling this child to think, to analyze, to make inferences, to use “critical thinking” and be an independent thinker, and yet we haven’t given him the proper tools with which to do this within a theological framework.
We have enculturated the child in a completely secular humanist framework, so when he reads the Qur’an, he’s got those secular humanist lenses on. We prioritized this paradigm his whole academic life–is it any wonder that some of these kids completely lose the plot and grow up to be of the same mindset of the Amina Waduds of the world?
Do we think that we are so intellectually and spiritually superior that we have somehow inoculated our children from this mindset with little to no effort on our part? Can we possibly be this naive? Are a few sessions a week of an “Islamic Studies class” that is essentially fun-and-games time, plus the memorization of surahs they don’t know the meaning of, enough to create a whole worldview by which the student can then understand everything around her?
Meanwhile, they are receiving secular educations that will enable them to enter college and do any field of their choosing.
And lest you think that this secular education is merely for the purposes of employment, you must understand that everything has a worldview attached. And nature abhors a vacuum. If you fail to fill the mind of the child with the Islamic worldview and integrate this worldview into every single subject, then the natural consequence will be for the child to adopt secular norms and attitudes towards the world.
I tell my kids that our Islamic lens is like a pair of sunglasses that we have on all the time that affects how we perceive the world around us. This lens is comprised of the teachings of the Qur’an and Sunnah, and everything that we hear, read, or see passes through this filter before it reaches us.
Where people go wrong, I try to explain to them, is when they put on other glasses first. It might be the glasses of their own cultural upbringing. It might be the ideas derived from their own logical analysis. Then these people will go read the Qur’an and Sunnah with the wrong glasses on, and start to understand the Qur’an according to their own preconceived notions.
I think most of us understand this analogy and yet what we lack is application, on the individual, family, and community level. This is beyond the scope of this post, but I hope to start reflecting on this more as an educator and parent. How do you propose we approach children’s education so that they do not develop a divided mindset of religious on one side, secular on the other?