Ideal educational edifice
By Prof Ziauddin Ahmad
IT was from the cave of Hira that the first message of Islam was delivered by Prophet Muhammad (Peace be upon him) which was couched in superb and transcendent diction: “Read: In the name of thy Lord who createth, createth man from a clot. Read: And thy Lord is the Most Bounteous, who teacheth by the pen, teacheth man that which he knew not” (96:15).
This was the most majestic and magnificent message for the edification of mankind. Moses was deputed to emancipate the people of Israel from the bondage of Pharaoh. Jesus Christ was also sent to dispel darkness and degeneration. But the Prophet of Islam was bestowed with the message of different character, higher and nobler than the individual and racial interest. It was the highest ideal and objective which the man has to accomplish. The range of this teaching is universal and draws the human race within its orbit.
The morality of the world was at its lowest ebb and it was but natural that the sun of universal message must shine to vanish all darkness, barbarism, ignorance, fetish and dogmas. The prevalence of wickedness and mischief had to be demolished and the rule of discipline, self-respect, integrity and service to mankind had to be re-established and recreated.
The Quran clearly states that Allah has raised a wonderful creature like man out of a clot, but He vehemently contemplates to enhance him to the apex of mental, moral and spiritual culture. He (Allah) reveals this lofty message in this first revelation and clearly discloses the light and glorious path leading to that goal.
The message coming from our Lord (Rabb), “Read: In the name of thy Lord — Read and your Rabb is Most Bounteous.” Here the word “Rabb” is of far-reaching significance. It conveys not only the idea of fostering, bringing up, or nourishing, but also that of regulating, completing and accomplishing i.e. of the evolution of things from the crudest state to that of the highest perfection.
The word “evolution” does not convey the real idea of the Quran. The Divine Book uses the word “Falah” to give a wider concept for unfolding the latent faculties of man. The revolution was made with the sole purpose of guiding mankind to follow the prescribed course in order to develop to the fullest extent the innate faculties of man. The emphasis on science and knowledge infused creative thinking and founding of various universities which led the world in learning and research. All knowledge was their field, and they took in, and they gave out the utmost knowledge, attainable in those days. The universities of those days were, of course, different from those of modern times, but they were then the most enlightened institutions of the world.
The German scholar Professor Joseph Hell in his book “Arab Civilization” has remarked: “Even at the universities religion retained its primacy, for was it not religion which first opened the path to learning? The Quran, Tradition (Hadith), jurisprudence, therefore — all preserved their pre-eminence there. But it is to the credit of Islam that it neither slighted nor ignored other branches of learning: nay, it offered the very same home to them as it did to theology — a place in the mosque. Until the fifth century of the Hijrah the mosque was the university of Islam; and to this fact is due the most characteristic feature of Islamic culture — perfect freedom to teach. The teacher had to pass no examination, required no diploma, no formality, to launch out in that capacity. What he needed was competence, efficiency, mastery of his subject.”
In the context of Madrassah education it is notable that these teachers of the Arab universities were the most outstanding scholars of their time; they were really the teachers of modern Europe. It was one of them, an eminent chemist who wrote: “Hearsay and mere assertion have no authority in chemistry. It may be taken as an absolutely rigorous principle that any proposition which is not supported by proofs is nothing more than as assertion which may be true or false. It is only when a man brings proof of his assertion that we say: your proposition is true.
Marmaduke Pickthall has also endorsed this observation thus: “These Ulama were no blind guides, no mere fanatics. The professors of those universities were the most enlightened thinkers of their time. In strict accordance with the Prophet’s teaching, it was they who watched over the welfare of the people and pointed out to the Caliphs anything that was being done against the rights of men as guaranteed by the Quran. It was they, indeed, who kept down the fanatic element, discouraged persecution for religious opinion, and saved Islamic culture from deteriorating in a thousand ways....”
Who can deny that in the great centres of learning during the heyday of Islamic civilization in Europe, in Cordova, Granada and Seville, Students flocked from various corners of the world to slake their thirst for knowledge. They were much impressed by the new researches and discoveries of the Muslims and their disciplined observations of nature; laboratories for detailed analyses and experimental testing of hypotheses; systematic use of scientific and scholarly literature; critical evaluation of the work of colleagues; a dedication to, and an elaboration of the methods for investigation into the nature of the universe and of human phenomena.
This inductive and experimental method of research and inquiry and the critical spirit exercised a remarkable influence and created tremendous confidence on the coming generations of Europe and other countries, who subsequently built up the noble structure of their educational edifice on the foundations laid by the Muslims in Europe. The inspiration given by the Muslim universities ultimately led to the setting up of numerous colleges and seats of learning in Europe approach to knowledge.

