Religious schools merely brain-wasting indoctrination centres
M Bakri MusaPublished: Mar 30, 2001 9:46 PM | Updated: Jan 29, 2008 10:21 AM
Education Minister Musa Mohamad recently revealed that less than 25 percent of sixth formers from religious schools qualify for local universities, compared to over 90 percent for secular schools.
This is a national disgrace. Even more scandalous is that it took him this long to find out, and then all he did was merely acknowledge the appalling problem.
A national workshop of local academics who convened thereafter to address the issue was no better. Its deliberations were tediously long on description and woefully short on prescription.
These religious schools must be modernised. They must produce more than just future mullahs; rather they must prepare young Muslims for the modern economy.
America too has many church-based educational institutions, and they produce their share of the nation's scientists, engineers, and managers.
Bellarmine, a Catholic school in San Jose, California, routinely sends its students to top colleges. Georgetown University, a Jesuit institution, has outstanding law, medical, and diplomacy schools.
Only a tiny fraction of its graduates end up in the clergy. Harvard started out training only ministers, but is now famous for other than its divinity school.
These institutions do not insist that their students and faculty share their faith. Many Muslims enrich these campuses.
Indeed, I find the views of Muslim scholars at such institutions as Georgetown and Emory very refreshing and highly enlightening.
And countless Muslims benefitted immensely from the superior education afforded by these Christian institutions.
Modernise syllabus
We can begin by modernising the curriculum of our religious schools to include mathematics, science, and English, whereas Islamic Studies should only be one subject, not the all-consuming curriculum.
The cause of Islam will be enhanced greatly if future ulamas have a broad-based liberal education. It gives them a wider and better perspective.
Many studies show that proficiency in mathematics correlates well with success at university and in later life. An understanding of biology, for example, would make them better appreciate such current dilemmas as organ transplantation and in vitro fertilisation.
A familiarity with modern economics would make them better understand such sophisticated instruments as equity funding, bonds, and venture capital, and how these relate to and differ from Islamic financial principles.
If these students were exposed to the social and behavioral sciences, they would be better prepared to deal with the ills of our community.
If Islamic students were fluent in English, they could communicate better with and have a greater impact on others; Muslims and non-Muslims alike.
Recently, some missionaries from Malaysia's Islamic Institute were preaching (dakwah) in America. Unfortunately the poor souls could hardly speak a word of English. Some missionaries!
Religious schools are popular with Malays because of the Islamic cachet. Unlike secular schools, they have low drop-out rates.
Malay parents recognise the value of education when couched in Islamic terms. Because of this natural affinity, it is all the more important that we must not fail these students and their parents.
Islamic Studies is widely perceived as an 'intellectually-challenged' discipline, an easy way to get a degree. Encouraging it merely emphasises credentialism - any degree will do - which is already endemic in Malaysia.
These diplomas have little value in the private sector and graduates depend solely on the government for employment.
This limited marketability does not serve them or the nation. And with a glut of unemployable graduates, giving out more scholarships in Islamic Studies is simply stupid.
We should use our rich Islamic scholarly traditions to expand the students' intellectual horizon and stimulate their inquisitiveness.
We should de-emphasise rituals and catechism. Sadly what passes for education at these schools today is nothing more than indoctrination.
Critical thinking
In my book The Malay Dilemma Revisited, I recounted my observation at one such school. A senior class discussion was typified as follows:
Teacher: "What proof is there of God?"
Students (in unison and scripted fashion): "There is earth, fire, water, and air!"
End of discussion! Both students and teacher were satisfied. That answer would, of course, be regurgitated at examination time.
Asked why the presence of these elements is proof there is God, they were baffled. Extending the inquiry on whether the absence of air and water on the moon means that God is not there - that's heresy! Pressed whether God has to be 'proven' as in a scientific method, they, students and teachers alike, were totally lost.
Religious instructors view their students as empty dishes to be filled with dogmas. Questions and doubts are not encouraged; they are the devil's machination. Critical thinking is discouraged; rote memory and conformity are expected and highly valued.
Why cannot there be more rigorous intellectual discussions? How does, for example, the Muslim's Allah differ from the Greek and Hindu gods? Is the Quran to a Muslim comparable to the Bible for a Christian?
Perhaps students could analyse the tithe and how it differs from present-day income tax. Would a tax based on wealth (the basis for tithe) be more equitable than an income tax? Similarly, is the zakat superior to the modern welfare state?
A lively seminar can be had comparing the Day of Judgment with Hindu reincarnation, and how the concept of heaven and hell in Islam differs from that of other religions.
Useless diplomas
In the decade following Merdeka, at the height of nationalism and pride in our country and culture, a generation was wasted in the relentless pursuit of the national language policy.
The dreams and hopes of thousands of young Malays were crushed when they discovered that their hard-earned certificates were worthless. We are repeating the same colossal mistake today with our zeal and emphasis on Islamic Studies.
By insisting on rigorous standards, Islamic Studies would no longer attract academic loafers, and the nation would get better religious leaders.
They would then be less likely to resort to simplistic recitations of the hadiths (sayings of the Prophet) or the Holy Quran when confronted with complex problems. Perhaps then they would make real and meaningful contributions to their ummah.
We should discontinue the Islamic High School certificate. Religious schools must not be the equivalent of Muslim seminaries. Nor should they be a refuge for Malays who wish to withdraw from modern Malaysia.
We must update these schools now before more brains are wasted. Meanwhile, the present students with their useless diplomas must be given supplemental training so they can contribute more to society.
When Islamic institutions produce their share of our scientists, professionals and entrepreneurs, the socio-economic gulf separating Muslims and non-Muslims in Malaysia would narrow. This could only enhance our race relations.
This is a national disgrace. Even more scandalous is that it took him this long to find out, and then all he did was merely acknowledge the appalling problem.
A national workshop of local academics who convened thereafter to address the issue was no better. Its deliberations were tediously long on description and woefully short on prescription.
These religious schools must be modernised. They must produce more than just future mullahs; rather they must prepare young Muslims for the modern economy.
America too has many church-based educational institutions, and they produce their share of the nation's scientists, engineers, and managers.
Bellarmine, a Catholic school in San Jose, California, routinely sends its students to top colleges. Georgetown University, a Jesuit institution, has outstanding law, medical, and diplomacy schools.
Only a tiny fraction of its graduates end up in the clergy. Harvard started out training only ministers, but is now famous for other than its divinity school.
These institutions do not insist that their students and faculty share their faith. Many Muslims enrich these campuses.
Indeed, I find the views of Muslim scholars at such institutions as Georgetown and Emory very refreshing and highly enlightening.
And countless Muslims benefitted immensely from the superior education afforded by these Christian institutions.
Modernise syllabus
We can begin by modernising the curriculum of our religious schools to include mathematics, science, and English, whereas Islamic Studies should only be one subject, not the all-consuming curriculum.
The cause of Islam will be enhanced greatly if future ulamas have a broad-based liberal education. It gives them a wider and better perspective.
Many studies show that proficiency in mathematics correlates well with success at university and in later life. An understanding of biology, for example, would make them better appreciate such current dilemmas as organ transplantation and in vitro fertilisation.
A familiarity with modern economics would make them better understand such sophisticated instruments as equity funding, bonds, and venture capital, and how these relate to and differ from Islamic financial principles.
If these students were exposed to the social and behavioral sciences, they would be better prepared to deal with the ills of our community.
If Islamic students were fluent in English, they could communicate better with and have a greater impact on others; Muslims and non-Muslims alike.
Recently, some missionaries from Malaysia's Islamic Institute were preaching (dakwah) in America. Unfortunately the poor souls could hardly speak a word of English. Some missionaries!
Religious schools are popular with Malays because of the Islamic cachet. Unlike secular schools, they have low drop-out rates.
Malay parents recognise the value of education when couched in Islamic terms. Because of this natural affinity, it is all the more important that we must not fail these students and their parents.
Islamic Studies is widely perceived as an 'intellectually-challenged' discipline, an easy way to get a degree. Encouraging it merely emphasises credentialism - any degree will do - which is already endemic in Malaysia.
These diplomas have little value in the private sector and graduates depend solely on the government for employment.
This limited marketability does not serve them or the nation. And with a glut of unemployable graduates, giving out more scholarships in Islamic Studies is simply stupid.
We should use our rich Islamic scholarly traditions to expand the students' intellectual horizon and stimulate their inquisitiveness.
We should de-emphasise rituals and catechism. Sadly what passes for education at these schools today is nothing more than indoctrination.
Critical thinking
In my book The Malay Dilemma Revisited, I recounted my observation at one such school. A senior class discussion was typified as follows:
Teacher: "What proof is there of God?"
Students (in unison and scripted fashion): "There is earth, fire, water, and air!"
End of discussion! Both students and teacher were satisfied. That answer would, of course, be regurgitated at examination time.
Asked why the presence of these elements is proof there is God, they were baffled. Extending the inquiry on whether the absence of air and water on the moon means that God is not there - that's heresy! Pressed whether God has to be 'proven' as in a scientific method, they, students and teachers alike, were totally lost.
Religious instructors view their students as empty dishes to be filled with dogmas. Questions and doubts are not encouraged; they are the devil's machination. Critical thinking is discouraged; rote memory and conformity are expected and highly valued.
Why cannot there be more rigorous intellectual discussions? How does, for example, the Muslim's Allah differ from the Greek and Hindu gods? Is the Quran to a Muslim comparable to the Bible for a Christian?
Perhaps students could analyse the tithe and how it differs from present-day income tax. Would a tax based on wealth (the basis for tithe) be more equitable than an income tax? Similarly, is the zakat superior to the modern welfare state?
A lively seminar can be had comparing the Day of Judgment with Hindu reincarnation, and how the concept of heaven and hell in Islam differs from that of other religions.
Useless diplomas
In the decade following Merdeka, at the height of nationalism and pride in our country and culture, a generation was wasted in the relentless pursuit of the national language policy.
The dreams and hopes of thousands of young Malays were crushed when they discovered that their hard-earned certificates were worthless. We are repeating the same colossal mistake today with our zeal and emphasis on Islamic Studies.
By insisting on rigorous standards, Islamic Studies would no longer attract academic loafers, and the nation would get better religious leaders.
They would then be less likely to resort to simplistic recitations of the hadiths (sayings of the Prophet) or the Holy Quran when confronted with complex problems. Perhaps then they would make real and meaningful contributions to their ummah.
We should discontinue the Islamic High School certificate. Religious schools must not be the equivalent of Muslim seminaries. Nor should they be a refuge for Malays who wish to withdraw from modern Malaysia.
We must update these schools now before more brains are wasted. Meanwhile, the present students with their useless diplomas must be given supplemental training so they can contribute more to society.
When Islamic institutions produce their share of our scientists, professionals and entrepreneurs, the socio-economic gulf separating Muslims and non-Muslims in Malaysia would narrow. This could only enhance our race relations.
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