IMPACT OF WESTERN
EDUCATION IN THE TEACHING OF ISLAMIC EDUCATION
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
Western education is a system originated
from the west and penetrated to the world after Islamic education in the
earliest 15th century. Its main approach was the modernization of social life
through science and technological advancement (Farid, 2005). Western system of
education was first propagated by the missionaries and promoted by colonialist
to different part of the globe, in their view for westernization and
globalization in the name of modernity. It is a complete secular system that
differentiated life and religion and focuses on materialism. It’s also
rationalistic in its quest for knowledge as relied more on human ability of
reason than spiritual inspiration. The preparation made to man in this system
was very limited as it fall short in training only the body and the physique in
this fair of life, therefore the modern western system does not consider the
relationship between God and human as socially or intellectually relevance,
hence revelation or the revealed knowledge, they are ignored even when modern
secular subjects are introduced in the curriculum for the traditional older
system (Rosnani, 2004).
However, Islamic education is simply
translated as ‘tarbiyyah al Islamiyyah’. It contained a concept of “ta
alim” (instruction), tahadhib (rear or sustain) and other sub
concepts like hikmah (wisdom), Adl (justice) Amanah (trust)
and as the extreme is Khilafah (vicegerancy) and Ibadat (worship).
The main sources in this type of education are the Quran and Hadith.
Islamic education connotes whole life approach and signifies complete
integration into man’s life, it emanation can be trace to the existence of man
on earth of the holy Quran. It is the true system that first takes man
from the darkness of ignorance and illiteracy to the light of knowledge and
education, it shapes so many relevance and advantages not only to Muslims but
to entire humanity. Islam faces education as an act of worship and a life long
process (Hashim, 2004). Therefore, its philosophy, method, content and general
curriculum are towards human successful integrative life. Education is an art
that allows humans to accumulate every leaving experience in their life and
subsequently transmit to a new generation. In Islam, the actual education which
are required are the content of Quran and Hadith, because these
are the motivations which derives the Muslim community so as to place due
importance on advancement of knowledge which is borne out from the Quran and
Hadith. Islamic education can also be defined as a process of nurturing
and training of the mind, the physique and the spirit of human based on Islamic
values which are sourced from the Quran and Sunnah. It is
intended to bring forth humans who are God conscious and subservient only to Allah
(Nor, 2012).
However, the Islamic education left many
legacies to the west as it recorded a tremendous achievement in architecture,
history, philosophy, medicine and all branches of liberal and natural sciences.
The scientific and technological advancement of the modern world owe a lot to
the research conducted by the Muslimscientist, Islamic education also predate the western education in
Nigeria and Malaysia just as Islam has a longer history than Christianity in
the world. In Nigeria, western education has greatly influenced the teaching of
Islamic education considering the fact that most Islamic schools now adopt some
western approach of education.
1.2 STATEMENT
OF THE PROBLEM
The
secular system considers education as an engine for development; it sees
education as the instrument of life, and believed for education as a means of
individual and national development. It also viewed education as an element of
continuous and harmonious human existence and wellbeing just as the case in
Islamic world view. However, we may wish to consider Islamic education as a
system of education, which entails ideological concept expounding the very
nature of life (here and after), and prescribing the position of man and his
role on earth. It is important to note that Islamic education is not synonymous
with Islamic studies, which is just a subject in the Nigerian western-oriented
educational system. The basic discernible difference is that Islamic studies is
an academic subject offered in a formal school setting. Western education started winning popularity as a result of
the patronage. Nasiru (1977) advances some other reasons for the prosperity of
the Western education in Nigeria, namely, the payment of a monthly salary to
the teachers from the parent body of the mission abroad, as against the
economically strapped Mallamswho
depended on voluntary gifts from the public as a means for their survival. Also
the free education programme of the Christian missionaries towards western
education development was elaborate than that of the Muslims, as they received
financial and moral aid from Europe and could afford to give out books, slates,
and writing materials freely to the students. In addition to this, appointments
into government offices were made from the rank and file of school leavers and
not the students of Islamic schools. On graduation, they could only perform at
Islamic social gatherings like naming, marriage and burial programmes. However,
the researcher seeks to analyze the impact of western education in the teaching
of Islamic education.
1.3 OBJECTIVES OF THE STUDY
The
general objective of this study is to examine the impact of western education
on the teaching of Islamic education and the following are the specific
objectives:
1. To
examine the impact of western education on the teaching of Islamic education.
2. To
identify the differences between western education and Islamic education.
3. To
examine the factors that favour western education over Islamic education.
1.4 RESEARCH QUESTIONS
1. What
is the impact of western education on the teaching of Islamic education?
2. What
are the differences between western education and Islamic education?
3. What
are the factors that favour western education over Islamic education?
1.5 HYPOTHESIS
HO:
Western education does not influence the teaching of Islamic education
HA:
Western education does influence the teaching of Islamic education
1.6 SIGNIFICANCE OF THE STUDY
The
following are the significance of this study:
1. This
study will be useful for the general public has it will enlighten on how
western education has influenced the teaching of Islamic education by
considering the factors that gave western education popularity over the Islamic
education.
2. This
research will also serve as a resource base to other scholars and researchers
interested in carrying out further research in this field subsequently, if
applied, it will go to an extent to provide new explanation to the topic.
1.7 SCOPE/LIMITATIONS
OF THE STUDY
This
study on the impact of western education on the teaching of Islamic education
will cover all the activities that promoted the fast growth and adoption of
western education by the general public. This study will also consider its
impact on the teaching and general output of Islamic education.
LIMITATION OF STUDY
Financial constraint– Insufficient fund tends to impede the
efficiency of the researcher in sourcing for the relevant materials, literature
or information and in the process of data collection (internet, questionnaire
and interview).
Time constraint– The researcher will
simultaneously engage in this study with other academic work. This consequently
will cut down on the time devoted for the research work.
1.8 DEFINITION OF TERMS
Education:
the process of receiving or giving systematic instruction, especially at a
school
Western:
originating from the West, in
particular Europe or the United States. “Western society”
REFERENCES
Farid S. A (2005). from Jamiah to University. multiculturalism
and Christian Muslim dialogue. International sociological association,
National University Singapore.
Hashim R. (2004). educational dualism in
Malaysia. Oxford University Press, Kuala Lumpur Malaysia.
Nasiru,
W.O.A. (1977), “Islamic Learning Among the Yoruba (1896-1963)”. An
unpublished Doctoral Thesis of the Dept. of Arabic and Islamic Studies,
University of Ibadan. Ibadan.
Nor. A,
(2012), “The Impact of Colonialism on the Muslim Educational System”.
Al-Tawhid, Vol. IV. No. 3.
Rosnani E.A
(2004). The Missionary Impact of Modern Nigeria. London: Longman.