A Comparative Analysis of Madaris and Sīrah-Based Education Systems

Abstract

This research investigates the teaching and mentorship practices employed at the registered madrassas (Islamic schools) in Karachi that operate under Wifāq ul Madāris Al ʻArabia. Analysing the design and approaches of these schools will help this study evaluate the degree to which these madrassas observe the customary Islamic educational practices and respond to the challenges posed by the modern world. Throughout this study, special focus is given to the Sīrah of Ḥaḍrat Muhammad (ﷺ). The Sīrah plays an important role in illustrating the ideal model that combines both educational mentoring as well as the spiritual and the soul. As such, this study seeks to understand how the madaris in Karachi are attempting to incorporate this model in their educational approaches, especially given the social and technological advancements in the world around them. It has been observed during this study that while such institutions are dedicated to teaching the Sīrah, the complete vision of spiritually integrated education, that is, the educational model has yet to be achieved. It is true that there is administrative intervention in the madaris and that there are efforts aimed at improving the operational, educational, and administrative efficiency of individual madaris. Even with such efforts, the development of an integrated spiritually oriented education that aligns with the intellectual and the modern education as well as moral and ethical education is an area that still requires extensive attention. One of the most important understandings of this study is the appreciation of the concordance with the Sīrah concerning educational values, particularly the principles of compassion, ethics, and personalization within the teacher-student relationship. Nonetheless, the vision for their integration within daily practice remains unfulfilled. The study proposes the integration of spiritual and ethical components within the assessment framework of madaris to evaluate whether such values are being taught. Moreover, the teacher-student relationship, especially the mentoring component, ought to bear more of the Prophet Muhammad (ﷺ) compassionate approach to promote the personal and moral development of the students. These suggestions are essential not only for the replacement of the madaris system in Karachi but also for the more extensive reforms in the global Islamic education system. If more attention is given to the Sīrah within the curriculum, then the madaris will transform into more comprehensive educational institutions that foster the mind and spirit and prepare students to tackle the difficulties of the contemporary world harmonized with Islamic traditions. It is in light of this that this research aspires to shift the discourse regarding the reform of the Islamic educational system in a way that meets the needs of the global Muslim population.