Educational Reforms in Religious Seminaries: An Analysis of Contemporary Theorists’ Views and (Late) Dr. Mahamood Ahmad Ghazi’s Thoughts

Dr. Hafiz Masood Qasim, Dr. Hafiz Muhammad  Arshad Iqbal

Abstract

Religious Seminaries (Madaris) are the need of the Islamic society and providing religious and classical Islamic values focusing on the core values of spiritual guidance generally in subcontinent and particularly in Pakistan. On the other, the traditional institutes are underscoring modern education, questing for the esteem based method of learning but depriving their students of competence and skills of Islam. For a long period of time now, the dichotomy in the education of Muslims in the subcontinent has put them at an immense detriment. The Pakistani madrasa has remained a subject of intense academic debate since the tragic events of 9/11 as they were immediately identified as one of the prime aspects. On this hot topic, various contemporary theorists also tried to build public narrative positively and negatively. Dr. Mahood Ahmed Ghazi was well acquainted with both of mainstream institutions and religious seminaries. He, throughout his life, played pivotal role to create harmonious alliance between these two opposite streams of institutions. The present research paper will explore the missing perspective in this discourse, the perspective of religious scholars and contemporary theorists. It will also be explored Dr. Ghazi’s exquisite discourse of recommendation for the upward mobility of these religious seminaries.

Key words: Madrassh, Reforms, Education