Islamic Sciences

Barelvi viewpoint regarding establishing relations with non-Muslim governments

 The process of establishing relationships with different governments have been going on since ancient times and disregarding such a course has been never possible in history. It is a different... Read more

Pakistan Affairs

Historical reasons behind creation of Pakistan

By Saqib Akbar  The national days in the lives of nations are very useful in highlighting the circumstances leading to them, in explaining their significance and to attract the attention of... Read more

Middle East

ISIS’s defeat in Iraq and Syria and its future

By Saqib Akbar The governments of Syria and Iraq recently formally announced that ISIS (Islamic State of Iraq and Syria), also known as ISIL (Islamic State of Iraq and the Levant)... Read more

Video Lectures

Debates and discussions on the curriculum of Madrassahs (religious seminaries) are not new. This debate was at its peak during the movement of Sir Syed Ahmad Khan in the sub-continent.

The scholarly papers written in this connection by revered ulamas (religious scholars) belonging to Madrassahs have also put forward excellent suggestions for improving this curriculum. Some Madrassahs have also taken praiseworthy steps in this regard. Establishment of modern Islamic universities in Pakistan, Saudi Arabia, Egypt and Iran, etc are promising developments.  In addition, the setting up of special departments of Usul-e-Fiqh (Fundamentals of Islamic jurisprudence), Islamiyat (Islamic studies) and Seerat-e-Nabawi (Prophet Muhammad’s biography and his way of living) in many universities can be termed as part of efforts to promote research and study on these topics on modern pattern. Painstaking work in Fiqh (Islamic jurisprudence), Tafsir (exegesis), Hadith (tradition or narration or action or silent approval of Prophet Muhammad (pbuh)), Tareekh (History) and Adb-e-Islami (Islamic literature) by those ulamas who don’t belong to traditional Madrassahs can’t be denied. Moreover, there is a significant number of students from typical religious schools who have used authentic scholarly endeavors to introduce religious teachings keeping in view the need of their times. These students have also given reasonable and logical answers to the questions arisen in contemporary minds. But despite all these positives, the fact can’t be denied that overall depleted thoughts and stagnant minds are emerging from the Madrassahs owing to the present curriculum. On the contrary, good examples that can be mentioned about the Madrassahs are mere exceptions.

Perhaps a general reader can’t believe what is not hidden from the pundits and knowers that the Quran as a subject is not included directly in the curriculum of Madrassahs. The Quran or Tafsir Quran (exegesis of Quran) is not included as complete subject even in those Madrassahs where series of other contemporary subjects are taught in full. The Madrassahs where Tafsir is taught are first of all very rare and secondly it is taught as an additional subject only and not as being permanent part of the curriculum. Similarly the subject of History is not included in the curriculum. Most of the Madrassahs have not deemed it necessary to even include Seerat-e-Nabawi in the curriculum. Ahkaam (Islamic commandments) is being taught but no arrangements are being made to teach Falsafa-e-Ahkaam (Philosophy of Islamic commandments). Religion is meant for humans and belief in it is part of human nature. But, no book has been included in the curriculum of Madrassahs to help understand the nature of humans. How can a student of a Madrassah or an alim (religious scholar) be given authenticity to guide humans when he has not thoroughly studied what Islam and Quran says about human beings. Need of religion, appointment of prophethood, philosophy of finality of prophethood, the greatness of the Noble Qur'an and its comparison with other religious books, comparative study of other religions and analysis of the teachings of these religions with the teachings of Islam and what are the similarity and dissimilarities between them and so many other important topics on which discussions are not usually held in Madrassahs.

In addition to this, proficiency and expertise in Arabic language is undoubtedly must for gaining access to and understanding various Islamic sources. But, there are no arrangements in Madrassahs for teaching the language or languages in which a student has to convey the message of religion. The tragedy in this regard is that generally no system has been evolved by Madrassahs in Pakistan to teach Urdu language in these institutions. Scientific revelations and ideologies have changed the whole world. New discoveries and inventions have altered the meaning of life. Communications has become a separate field of study. How can we properly present our religion before the world while remaining ignorant, uneducated and dumb about these realities as well as not knowing about the changing demands of the changing world? Religious scholars and the managers and administrators of religious institutions need to reflect seriously on this subject.

The above mentioned points and so many untold issues can be tackled by turning to ijtihad (effort or endeavor undertaken to form an independent judgment on a legal question). The contemporary understanding and sense of the need of Ijtihad can provide solution to this basic dilemma as far as the religion is concerned.

In the meantime, the federal cabinet, in principle, approved an ordinance on 19 June 2002 regarding religious schools in Pakistan. The most important of the points of this ordinance is the addition of some subjects in the curriculum. According to the statement issued by Federal Minister of Information and Broadcasting Nisar Memon these subjects include English, Urdu, Science and Math, whereas Federal Minister for Religious Affairs Mahmood Ahmed Ghazi mentioned the name of Pakistan Study instead of Urdu during his press conference.

In principle this decision ought to have been praised although there is room for further discussion.  In particular, the way English is being forced into the general education system and the whole of Pakistan is questionable. Instead of giving patronage to English at the state-level, it was better to incorporate in the curriculum any foreign language including English as an additional language. However, by and large this decision can be termed as a positive development. The fact that the Govt has left it to the discretion of the seminaries to take measures for reforming the curriculum should be acceptable to the management and administration of the Madrassahs. However, the respected and revered ulamas must develop a system on their own to review the curriculum of Madrassahs on permanent basis so that non-significant part of it can be winded up and its drawbacks and flaws can be gradually corrected. Holding consultations with contemporary education experts in this respect will prove to be handy and useful.


Monthly Payam

Latest Payam Extracts

Payam Dec 2017

Quran and Finality of Prophethood Mufti Muhammad Siddique Hazarvi   Mufti Muhammad Siddique Hazarvi has in this piece of writing stated that it is a special attribute and huge honour for the noble... Read more

Payam Oct-Nov

Extracts of Monthly Payam October-November 2017 Translated by: S kifayat Rizvi The event of Karbala from Kalami perspective Dr Mohsin Naqvi   Was Imam Hussain’s uprising justified and legitimate according to Kalami and jurisprudential point of... Read more

Peace for All

MYC leaders condemn Shikarpur incident

Milli Yekjehti Council (MYC) leaders strongly condemning the suicide attack that took place in Shikarpur in which more than 60 worshippers were killed in a mosque during Friday prayers said that anti-Islam... Read more

South Asia

Global village, Rohingya and some unnoticed human calamities

  By Saqib Akbar   The world has really become a global village and how it is awakened to the horrors being faced by the Rohingya Muslims and how it has come into... Read more

Interfaith & Intrafaith Harmony

Role of Iran’s Islamic revolution in promoting Muslim unity

 By : Saqib Akber The Islamic revolution of Iran succeeded in February 1979 under the able leadership of Syed Rohullah Khomeini. It was a unique revolution of its kind in the... Read more

Views of Barelvi Muslims regarding Takfir of fellow Muslims

The Takfir (charging one with unbelief) of fellow Muslims has remained an issue of utmost gravity in the history of Islam. In the early Islamic history, the group who had... Read more

Majlis e Basirat

12th meeting of Majlis-e-Basirat

Aql and Wahy The 12th meeting of Majlis-e-Basirat was held at Albasira office in Islamabad on 6 May 2017. These meetings are arranged on monthly basis and this particular gathering was... Read more

11th meeting of Majlis-e-Basirat

‘Maqasid-e-Bi’that-e-Ambia’ The 11h meeting of Majlis-e-Basirat took place at Albasira Office in Islamabad on 16 March 2017. The theme was ‘Maqasid-e-Bi’that-e-Ambia’ (purpose of honouring prophets with the office of prophethood). The... Read more



  • President of MJAH S Zia ullah shah bukhari visited Albasirah
    President of MJAH S Zia ullah shah bukhari visited Albasirah
  • MB meeting at ABT head office
    MB meeting at ABT head office
  • MB meeting at Lahore 15-4-17
    MB meeting at Lahore 15-4-17
  • A group photo of MB participants at ABT Head office
    A group photo of MB participants at ABT Head office