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Assalam Alaikum I hope you're well. I'm on the unity fm radio to raise funds for an important project to me helping keep the homeless safe during this challenging time of year. Please do call in and donate whatever you can. The number to call is 01217728892. Alternatively, you can support via the following link: as-suffa.org/unityfm. Liaquat zaman

Institutes Must Teach Students How to Think and Question Manfalooti writes that so and so had memorised Bukhari, and the reaction was that another copy of Bukhari had been contributed to the world. Teachers must encourage children to learn to think independently. It is not enough to understand the topic at hand and the evidence they need to comprehend the reason why they chose that particular piece of evidence. Otherwise, you create a carbon copy of someone else who can only think about what they've learnt and is uncomfortable when challenged. The Prophet Ibrahim, peace be upon him, was considered a nation [Ummah] in and of himself. One of the most important aspects of his life was his ability to question individuals and encourage them to evaluate their practices. Some teachers may be concerned that allowing students to discuss their opinions may raise doubt in the minds of other students or lead them astray. The difficulty with this line of thought is that if the teacher does not provide a controlled environment in which students can ask whatever they want and even respectfully question their teacher, how will the student develop into the future leader of the community? In certain circles, thinking independently has come to be associated with modernism and viewed as a danger to our traditions. If Muslim figures like Imam Abu Hanifa had been seen as a threat to tradition, we would not have seen the rational contributions that eventually became part of the tradition in the Hanafi school. Sadly, after graduation, these students struggle to handle unforeseen circumstances because they lack the critical thinking abilities and become uncomfortable when asked about their opinions. Due to the influence of foreign ideas, scholars have debated the conflict between striving to harmonise al-Aql wa al-Naql [reason and conveyed reports] in great detail. This, in my opinion, must be taught in educational institutions so that students are completely prepared to recognise what poses a threat to tradition and what does not. This will help students to know what can and cannot be tolerated when it comes to such matters. Our graduates will make mistakes, just as children do, and they will learn from their mistakes and use the nurturing they receive from their parents and family to help them fix themselves and deal with life's issues.

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Students and Pre-existing Mindsets Students must understand that the company they keep, whether during or before their studies, can have a significant impact on how they think about and view topics. I remember a student at the Islamic Institute where I studied who thought most teachers and students were deviants. He refused to eat the meat given at the institute's meals. This unusual behaviour went undiscovered until his senior year, when other classmates started to notice it. Eventually, this led to his dismissal from the institute. This scenario demonstrates how preconceived assumptions, when left unchecked, can isolate a person and limit their capacity to interact with others. Students who come to their studies with preconceived notions are unlikely to change until they meet teachers who can academically question those ideas while also attempting to understand where they came from. This is especially true for prominent teachers who have a huge following. Individuals with strong and, at times, rigid viewpoints on many matters are frequently found among their students. These attitudes will undoubtedly impact how those students perceive texts, interact with their communities, and advance their understanding of issues. Everyone approaches knowledge from their own unique perspective, and while this is natural, it is critical to cultivate a mindset that avoids extremes. Studying under teachers who emphasise the value of research, rational thinking, and critical thinking within the context of their subject is, in my opinion, the greatest approach to striking this balance. Such teachers push students to articulate their findings while also challenging them. On the other side, if a teacher emotionally drives a student's developed views while leaving little possibility for discussion from various perspectives, that student is unlikely to develop into a fair and balanced scholar. This dynamic explains why experts frequently hold opposing views about certain individuals, groups, political ideologies, or schools of thought. The foundation created throughout their studies—through the people they engage with and the teachers they learn from—influences how they handle these difficulties later in life.

The Need For Student-Centric Teachers Studying Islamic sciences is one of the most noble pursuits, as it equips students with the tools they need to interact closely with sacred texts and develop critical research abilities. However, the way these subjects are commonly taught today can make it difficult for pupils to realise their full potential. While the methods passed down through decades have clearly been helpful for many, there is still room to alter how we teach these subjects to better meet the requirements of today's students. One of the most significant issues I've found is that many lessons rely largely on teacher-cantered lessons, in which the teacher speaks and the pupils passively listen. Visual aids, such as whiteboards or diagrams, are rarely used, even for concepts that are naturally abstract and difficult to grasp. I remember sitting in classes where the teacher would explain a topic, but I couldn't imagine it subsequently, I was unable to understand the details. For example, when studying classic literature like Qudoori, the lack of a clear visual explanation frequently left me confused, and I had to seek additional assistance outside of class to fill the gaps. I once expressed this issue to a friend who was also a teacher, describing how difficult it was to follow along without visual aids or interactive approaches. His remark surprised me. He pointed out that this was how their teachers had taught them, and because it had been done before them by senior scholars, it could not be dismissed. I wasn't sure if he was actually supporting this approach or simply uninformed of how far educational approaches have progressed. In any case, it made me wonder: would the great scholars of the past have ignored current techniques if they had access to them? Teaching, like every other field, changes. Medicine, engineering, and even writing are continually evolving as new procedures and insights arise. Why should teaching the Islamic sciences be any different? Holding onto approaches solely because they were employed in the past, without examining whether they are still beneficial, risks restricting students' potential. How many bright minds have struggled or even given up because the tactics utilised did not appeal to them? This is not to argue that we should abandon established approaches. There is beauty and depth in the way information has been passed down, and it should be honoured. But preserving tradition does not imply denying innovation. Imagine integrating traditional concepts with modern tools, such as illustrations to break down complicated Fiqh decisions or interactive activities to educate Nahw. The end solution would not only commemorate our legacy, but also make learning more exciting and effective. Teachers play a critical role in shaping the future generation of academics, which comes with the obligation of always refining their approaches. Getting feedback from students on what works and what does not is a simple but effective technique to improve. Trying new tactics, such as promoting debates or using visual aids, can have a big impact. Even minor alterations, such as sketching a critical point on the board, might help students engage with the content in ways that a lecture alone would not. The Prophet Muhammad (peace be upon him) was the best teacher, and his example demonstrates that being an effective teacher requires being straightforward, approachable, and adaptive. If we treat teaching as a profession that changes over time, just like any other discipline, we can ensure that students are not only learning but also thriving. Passing down sacred information is one of our most important tasks, and doing so in the best way possible demonstrates our commitment to conserving and honouring that knowledge.

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