What is a Maktab?
What is a Maktab and why is it important?
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What is a Maktab and why is it important?
What
is a Maktab?
Maktabs (also known as Kuttabs) are institutes of daily Quranic and
Islamic education for Muslim children. They are a lifeline to the preservation
and protection of our faith. They provide a deep rooted consciousness of
distinguishing between right and wrong and between the permissible and
forbidden. It gives them a sense of belonging to a wider brotherhood of the
Ummah. It forges a distinct Muslim identity. It helps insulate our children
from hypocrisy and disbelief.
Below is an abridged speech by the most senior sheikh of hadeeth in England
Maulana Yusuf Motala (May Allah preserve him) on the origins of maktab
education.
Almighty Allah says in the Holy Qur’an:
Read
(O Muhammad)! In the name of your Lord,
Who has created (all that exists)
Has created man from a clot
(a piece of thick coagulated blood).
Read! And your Lord is the most Generous,
Who has taught (the writing) by the pen.
Has taught man that which he knew not.
(Surah
Al ‘Alaq {Clot} 1-5)
The above Qur’anic verses are the opening verses of Surah Alaq. These are the first verses revealed by Allah
to His beloved Prophet . In these verses Allah says, “Read! (O Muhammad) in the name of your Lord, who has created.” Further,
to emphasise, He says, “Has created Insaan (the human being).” In the verses that follow Allah
mentions the word ‘iqra’ (read) repeatedly.
In the verses with which Allah commenced revelation, He mentions qir‘aat (recitation), taleem (learning), and ta‘allum (teaching). He ends the first revelation
with “Has taught man that which he knew not”, thereby
stressing yet again the importance of knowledge which is the primary goal of
the maktab.
This mention of qir‘aat and ilm in the opening verses of revelation is a
lesson to Muslims that the preservation of deen (religion), iman (faith) and haq (truth) in
the unique manner the Prophet , brought us, i.e., through the medium
of wahi and sunnah, can only be
possible with ilm. In places where the
acquisition of knowledge was neglected, then even if Islam and Muslims
remained, they were in a pitiful state. (May Allah forbid) Wherever there is
knowledge, this faith of ours will remain in its original purity.
Hence, the verse, “Read! in the name of your Lord
who has created”, is the very first lesson for us. Who is the
teacher? Allah, Glorified and Great! Yes! Allah is teaching His beloved
Prophet ; and He in turn is shouldering the responsibilities of an
educator. To whom does he teach? Khadijah tul’ Kubra . When the Noble
Prophet , returned from the cave of Hiraa and informed our mother of his
fear, he also recited to her the verses revealed to him.
As you may be aware the first lady to embrace Islam was Hazrat Khadijah, and amongst men, Hazrat Abu Bakr and Hazrat
Ali radiallahu anhuma. Muhadditheen (commentators of
Ahadith) have written that they accepted Islam at the same time these verses
were recited to them; Waraqa bin Nawfal also embraced the new faith. When the
Prophet , related to him the event that had transpired, and recited that
which had been revealed to him, Waraqa testified to it and promised to assist
the Prophet , in his mission.
This was the personal and discrete – manner in which the teaching of the
Holy Qur’an began. Gradually, as more people embraced Islam the following verse
was revealed, “Therefore, proclaim openly that which Allah has commanded,
and turn away from the Mushrikoon.” The first concern of the
Holy Prophet thereafter was to arrange teaching facilities for the new
converts. How could they be taught the Holy Qur’an? The circumstances at the
time did not permit the dozen or so Muslims to gather in one place in order to
perform Salaah and be taught the Holy Qur’an. For this reason the Holy Prophet
, organised their taleem in various homes where
they could secretly assemble and study the Holy Qur’an.
Most of you are aware of the incident that led to Hadhrat Umar Radhiallahu Anhu’s conversion to Islam. The story in
brief is that Hadhrat Umar Radhiallahu Anhu set
off with the intention of assassinating the Holy Prophet Sallallahu Alaihi Wasallam. On his way he met Hadhrat
Sa’ad Radhiallahu Anhu, who tried to obstruct him from
executing his vicious intention. During their conversation a quarrel broke out,
and both of them unsheathed their swords. Just as the swords were about to
meet, Hadhrat Sa’ad Radhiallahu Anhu proclaimed,
“First, see to your own household, your own sister has embraced Islam.”
Umar Radhiallahu Anhu was shocked
and diverted his attention immediately. He turned towards his sister’s house
and knocked on the door. At the time the occupants were busy studying verses of
the Holy Qur’aan from their teacher Khabbab Ibn Aratt Radhiallahu Anhu. Upon hearing the voice of Umar Radhiallahu Anhu, Hadhrat Khabbab Radhiallahu Anhu hid himself. Sayyidina Umar Radhiallahu Anhu, in his rage, launched himself upon
his sister and brother-in-law (Saeed Ibn Zayd Radhiallahu Anhu)
until they began to bleed. In this condition the sister called out, “You can do
whatever you like, we have already accepted the new faith.”
When Umar Radhiallahu Anhu’s anger abated,
and he saw the state his sister was in as a result of the attack, he asked to
be shown the parchments they were studying. Upon hearing this request, Hadhrat
Khabbab Radhiallahu Anhu re-appeared and made Umar Radhiallahu Anhu perform Ghusl (bath). Umar Radhiallahu
Anhu then read from the parchments, on which were written some
verses of Surah Tahaa. Thereafter, he went to the
HoIy Prophet Sallallahu Alaihi Wasallam, and
embraced Islam.
This was the very first Maktab established
in Makkah Mukarramah. It was in the house of Saeed Ibn Zayd Radhiallahu Anhu, the brother-in-law of Umar Radhiallahu Anhu. The teachers there were Khabbab Radhiallahu Anhu and another Sahabi (may Allah be
pleased with all of them).
A second Maktab came to be established
when the Muslims increased and the former premises became insufficient. It was
set up at Darul Arqam, which was near Mount Safa. Here, approximately forty
Sahabah Radhiallahu Anhum, would reside on a permanent
basis. The Holy Prophet Sallallahu Alaihi Wasallam would
also stay there for many days. According to some traditions, once the Holy
Prophet Sallallahu Alaihi Wasallam spent an entire month
here. During the whole month he would teach the Holy Qur’aan and other
religious instructions.
A third Maktab was set up in the Sha’ab (glen)
of Abu Taalib where the Holy Prophet Sallallahu Alaihi Wasallam and
his family were exiled for three and a half years. During this period, the
Prophet Sallallahu Alaihi Wasallam would teach the Holy
Qur’aan to his family and to those who secretly came to visit him.
From the traditions of Makkah Mukarramah, it is clear that these three
locations were the main Maktabs in the
early days of Islam. There may have been more.
Similarly, when the Noble Prophet Sallallahu Alaihi Wasallam came
to Madinah, efforts to set up Maktabs were
made from the outset. The sole purpose being that the teachings of the Holy
Qur’aan should also be made known to the people of Madina Munawwarah. In fact
this happened before the Prophet’s Sallallahu Alaihi Wasallam migration
to the holy city. He dispatched Mus’ab bin Umair Radhiallahu Anhu and Abdullah Ibn Umme
Maktoom Radhiallahu Anhu. The latter was also a maternal cousin
of the Prophet Sallallahu Alaihi Wasallam, due to
his marriage with Hadhrat Khadijah Radhiallahu Anha.
The Holy Prophet Sallallahu Alaihi Wasallam had
great affection and love for Abdullah Ibn Umme Maktoom Radhiallahu Anhu, and he too was Fidaa (ready to be sacrificed) for the
Prophet’s Sallallahu Alaihi Wasallam sake.
Although he was blind, he held a very lofty status in the sight of the Holy
Prophet Sallallahu Alaihi Wasallam. Whenever the Holy
Prophet Sallallahu Alaihi Wasallam had to be absent
himself from Madinah, he would appoint one person to oversee the affairs of the
city, and lead Muslims in prayers in the Prophet’s Mosque. Abdullah ibn Umme
Maktoom Radhiallahu Anhu was chosen for this purpose on a
number of occasions.
The Holy Prophet Sallallahu Alaihi Wasallam selected
these two companions and sent them to Madina with As’ad bin Zurarah Radhiallahu Anhu. As’ad bin Zurarah Radhiallahu Anhu was the first person from the Ansar
(helpers) to embrace Islam at the hands of the Prophet Sallallahu Alaihi Wasallam. He undertook the
responsibility of taking Mus’ab bin Umair and Abdullah ibn Umme Maktoom Radhiallahu Anhu, to Madina Munawwarah for the purpose
of teaching the Holy Qur’aan.
The second Maktab of Madina was
established by Rafe’ ibn Malik Radhiallahu Anhu for
the people of his tribe. This Maktab was
located outside a large house. Here he started to teach the Holy Qur’an. This
is the very place where later a Mosque named Masjid-e-Banu Zuraiq was erected.
This place is located directly opposite Masjid Ghamamah. Surah Yusuf was the first Surah to be taught at
this Maktab.
A third place was Masjid Quba. Here the freed slave of Abu Huzaifah
namely, Salim Radhiallahu Anhu was Imam as
well as teacher of the Holy Qur’aan. Some companions also memorised the Qur’aan
under him. This was the biggest Maktab in
Madina, the reason being that it was directly enroute from Makkah. Whoever from
the Muslims did Hijrah (migrated) would reside
here. This place was also known as Baitul Uzzab (house of the lonely ones) for
the reason that the Sahabah Radhiallahu Anhum who
made Hijrah arrived there alone for the sake of helping
the Prophet Sallallahu Alaihi Wasallam and
left their wives and children in Makkah in the hands of Allah. At this place
there was accommodation and food for all those people who would arrive. The
responsibility of their Taleem and
the Taleem of the local Ansar was upon Salim Radhiallahu Anhu.
From these three Maktabs, the best
place of residence was at the house of Sayyidina As’ad bin Zurarah Radhiallahu Anhu. The Sahabah narrate that his house
was located in a very open surrounding. From the very initial stage, As’ad bin
Zurarah Radhiallahu Anhu had selected this place because
people could free themselves from all types of worries and anxieties. The site
of As’ad bin Zurarah Radhiallahu Anhu was
a vast open field called Naqeeul Khazamaat.
The reason for this name was that a special type of grass named Kuzaihma, which is still well known, would grow there.
At this Maktab, Mus’ab bin Umair and Ibn Umme Maktoom Radhiallahu Anhuma would teach the Holy Qur’aan.
The first Jummah Salaah was also established at this site by As’ad bin
Zurarah Radhiallahu Anhu on the instructions of the Holy
Prophet Sallallahu Alaihi Wasallam before his arrival to
Madina Munawwarah. This place (Naqeeul Khazamaat)
is also known as Harre-bani-Bayada.
Apart form these Makatib, during
the Hijrah from Makkah to Madina, the Prophet
sallallaaho alayhi wa sallam continued this work of establishing Maktabs. The Prophet Sallallahu Alaihi Wasallam during
his journey, arrived at a place called Ghumaim, there
Buraidah Aslami Radhiallahu Anhu came to meet
him (he had not yet embraced Islam) and invited him to his home. The
Prophet Sallallahu Alaihi Wasallam accepted the invitation
and proceeded to his house and invited him to Islam.
On that journey of Ghumaim, eighty
households embraced Islam. Now just imagine eighty households and in each
household there would have been at least five to ten people; such a large
number of people embraced Islam at once. The Prophet Sallallahu Alaihi Wasallam commenced his Taleem by teaching them the opening verses of
Surah Maryam. Then, he appointed Buraidah Aslami Radhiallahu Anhu as their teacher and proceeded on
his journey. Buraidah Radhiallahu Anhu fulfilled
this responsibility of taleem in such a manner that he did not even have the
opportunity to visit the Prophet Sallallahu Alaihi Wasallam in
Madina. When the Prophet Sallallahu Alaihi Wasallam finished
the important battles of Badr and Uhud, he arrived at Ghumaim, and completed the teaching of Surah Maryam.
Respected brothers and friends, our manner of Taleem is exactly the same
as it was in the early days of Islam. The Sahabah Radhiallahu Anhum would
learn the Holy Qur’aan directly from the Holy Prophet Sallallahu Alaihi Wasallam both Naazirah (reciting by looking inside the Qur’aan)
and Hifz (memorisation of the Qur’aan). This manner of
teaching the Holy Qur’aan is so significant and important, that the Holy
Prophet Sallallahu Alaihi Wasallam himself initiated it.
In other words, the foundation of our whole Deen is based
upon this Taleem. This is why the
Prophet Sallallahu Alaihi Wasallam formally established
these Maktabs and sent senior Sahabah Radhiallahu Anhum to teach at these places.
This is, in brief, an account of how the first Maktabs of Islam were established during the
lifetime of the Holy Prophet Sallallahu Alaihi Wasallam.
If you study and ponder over the history of Muslims who came after the
Prophet Sallallahu Alaihi Wasallam, you will undoubtedly find
numerous examples and incidents which will clearly testify that this method
of Taleem i.e. establishment of Maktabs, has remained the most vital and effective way
of retaining and preserving our Deen in its
original pristine state. This is also the reason why the children of those
people who established Maktabs maintained
their Islamic identity. A community which fails to do this will retain its
Islamic identity only with difficulty, if at all.
في لسان
العرب تأتي الكتاتيب من جمع كلمة الكتاب وهي موضوع تعليم الكتاب. بينما قال
المبرد: المكتب موضع التعليم، والمكتب المعلم، والكتاب الصبيان، قال ومن جعل الموضع
الكتاب فقد أخطأ. وتأتي محصلة التعريفات اللغوية للكتاتيب هو شبه الإجماع على أن
المكتب من مواضع التعليم ولكنهم اختلفوا بشأن الكتاب، فبينما يجعله بعضهم من مواضع
التعليم، ويعده مرادفا للمكتب، عبر بعض الآخر بالكتاب عن الصبية المتعلمين في
المكتب، وعد استعمال الكتاب بمثابة موضع التعليم خطأ.
In Lisaanul Arab (a classical Arabic dictionary) it is mentioned that
the word Kataateeb is a plural of Kuttaab which is a place of study of the Book
(Qur’aan). Whereas Mubarrad (the great Arabic grammarian) has said that a Maktab is the place of education and a Muktib is the teacher and Kuttaab is the children and whoever makes
the Kuttaab a place has erred. To rephrase these
definitions:
In contemporary Arabic “Maktab” is a desk,
while the word “Kuttab” is used for Qur’aanic
schools in the Arab world. However, the word “Maktab” is more
widespread amongst non-Arab Muslim countries. Maktab also
refers to primary schools in many Muslim countries.
Maktabs were found all over the Muslim world by the end of 8th Century due to the desire of Muslims to learn
the Qur’aan. Even at present, it has exhibited remarkable durability and
continues to be an important means of religious instruction in Muslim
countries.
Prisoners of War from the battle of Badr earned freedom by teaching ten
Muslim children how to read and write. One of those children was Zaid Bin
Thabit Radhiallahu Anhu (compiler of the Qur’aan) and
another child came to his mother crying because the teacher punished him.
Umar Bin Khattab Radhiallahu Anhu returned
to Madina from the conquest of Jerusalem. The children ran very far to welcome
him on Thursday. So he made Friday as a day of rest for the children i.e. a
weekend. Before this event, children studied seven days a week.
Saeed Bin Haroon said that, “I asked Anas Bin Maalik Radhiallahu Anhu, ‘How were the Muaddiboon (teachers who taught adab) in the era
of Abu Bakr, Umar, Uthman and Ali Radhiallahu Anhum?’
He said that, ‘The Muaddib had a large
container and every child would pour his share into it and wash off their Lawh (tablet). Then they would pour that water
into a hole that was dug and it would dry.’ I then asked about licking the ink.
He said, ‘There is nothing wrong with that but it should not be wiped with the
feet, rather it should be wiped with a cloth or something similar.’ ”
Ibrahim Al-Nakh’ee used to say, “From the nobility of a person is that
you see in his clothes and lips ink.”
Ghiyath Bin Shabeeb Rahimahullah narrated
that when he was a child and was studying in a Kuttab in
Qayrowin (Tunisia), Sufyaan Bin Wahab Radhiallahu Anhu the
companion of the Prophet Sallallahu Alaihi Wasallam used
to pass our Kuttab and he used to give
salaam to us and he was wearing a turban the end of which was behind his back.
Islamic education of girls used to take place in houses of
rulers/wealthy people or Ulama. In some places arrangements were made for boys
to be taught in the morning and for girls in the afternoon.
Abu Ali Shaqraan Bin Ali Hamadaani Rahimahullah (died
168 H) was a jurist in Tunisia and was known as a great worshipper.
Asad Bin Al-Furaat Rahimahullah conquerer
of Sicily, Italy (martyred 213H), was a maktab teacher at the beginning of his
career.
Hasnoon Ad-Dabbaagh Rahimahullah lived
in the 3rd century of Islam.
Mihriz Bin Khalf Ibn Abi Razeen Rahimahullah (died
413H) used to teach children principles of Deen, Arabic, Akhlaaq and virtues.
Others famous teachers of children were Salih Kalbi, Abu Abdur Rahman
Salmi, Ma’bad al Juhani, Qays Bin Saad, Ataa Bin Abi Rabaah, Al-Kumait
Ash-Shaair, Abdul Hameed (scribe of Bani Umayyah), Abu Ubaid Qasim Bin Salaam,
Az-Zuhri, Al-A’amash Rahimahumullah ……
The sahaabiyyah Shifaa Bint Abdullah Al-‘Adawiyyah Radhiallahu Anha.
Aabidaa Al-Jujaniyyah Rahimahallah (d.348H
in Baghdad).
Aaighur Bin Abdullah Turkiyyah Rahimahallah (d.
540H in Daahistaan).
Shams Ud Duhaa Bint Muhammad Al-Waaidh Rahimahallah (d.
583H in Makkah).
Aisha Rahimahallah the wife of
Shujaa Ud Deen Bin Al-Maagh (d. 655H in Damascus),.
There are many more mentioned in the book Taraajim Aa’laam un Nisaa
(Arabic).
Rulers and wealthy well-wishers used to oversee the needs of the Maktab such as salaries and any needs of students.
These well-wishers used to buy fruit for the teachers and honour them by
perfuming them on their heads with scented oils to encourage and motivate them
to be devoted to teaching.
Hashim Bin Masroor Tameemi Rahimahullah was
a famous well-wisher of Maktabs in
Tunisia. He used to visit the Maktabs and see
to their needs.
The main subjects taught in a Maktab were:
To learn basic Arabic grammar, memorisation of poetry and various
Islamic and linguistic sciences in verse form, literature related to Ahkaam (Shariah rulings)
and Aadaab (etiquettes) of Deen, society and Akhlaaq (character).
To dispel this darkness of Jaahiliyyah (ignorance) the Ummah is going
through today, many efforts of Deen are taking place. The Maktab has become more
important and vital than ever before. In numerous countries of the world, the
Makaatib have become a means of saving the Imaan of thousands and reversing the
tide of Irtidaad (renegading from Islam). It is not possible to fully
appreciate the role fulfilled by these Makaatib in watering the seeds of Imaan,
which will later flourish, Insha Allah.
The global onslaught upon the Ummah is on many fronts. However, the most
dangerous and unfortunately the most effective, is the silent battle that is
waged on the hearts and minds of the Ummah, especially our children. The battle
is waged with smiling faces, alluring fashions, deceptive articles and even
“exciting” toys, which leave subtle messages in the hearts of our children.
Eventually, Muslim children, with Muslim names but un-Islamic hearts and minds
grow up without any spirit of Islam in their lives. Apart from a few practices,
which they perform in a ritualistic manner, their lives centre on materialism
and chasing “fun.” The true purpose of our existence on this earth is then
completely lost. Even when some of these youth do want to turn back to Deen,
they fall prey to foreign un-Islamic and extreme ideas dressed up as Islam on
the internet or through extreme fringe groups.
It is indeed, only by inculcating the awareness of Allah Ta’ala together
with a sound knowledge of at least the fundamentals of Deen, that will serve as
a protection for our children. Allah Ta’ala declares in the glorious
Qur’aan: “Verily We have revealed the Qur’aan and We indeed are its
Protectors”. The promise of Allah Ta’ala to protect the Qur’aan-al-Kareem is in
fact a promise to protect Deen. It is a promise to protect the efforts whereby
the Qur’aan is taught and its message established on the face of this earth.
Thus, despite the utmost efforts of the forces of baatil (falsehood) to destroy
Deen throughout the annals of Islamic history, Allah Ta’ala alone protected His
Deen in its pristine purity. While Allah Ta’ala the Almighty, the All-Powerful,
is not in need of any assistance to protect His Deen, however, He selected
fortunate souls in every era who were used as a means for the protection of the
Deen of Allah Ta’ala. They presented all their resources, physical energies,
time and wealth, and thousands even presented their lives. Allah Ta’ala
accepted their sincere efforts and sacrifice and made it a means of guidance
for millions of people.
In the present era, there is a renewed fervour among the forces of
baatil to annihilate Islam and the Muslims. However, there is no need for despondency
or even fear. There is only a need for us to sincerely apply ourselves with
increased vigour, determination and dedication. There is a need for us to
present ourselves and beg Allah Ta’ala to accept us as the means for the
protection of His Deen. Allah Ta’ala alone will protect His Deen. It will be
our good fortune if we are accepted.
In Australia, most of the youth have lost their Islamic identity due to
not being nurtured in Islamic environments in their childhood or insufficient
Islamic Tal’eem and Tarbiyyah. Much energy is expended by different Islamic
organisations in trying to encourage these lost youth back to Deen. That is an
incredible effort. In reality, the Makaatib nips the “lost Muslim youth
problem” in the bud, by creating an Islamic identity from childhood.
By the grace of Allah Ta’ala, the Jamiatul Ulama of Victoria via it’s
Maktab division, Maktabs Australia, has embarked on
this struggle in its own small way. There is an urgent need to establish more
Maktabs for providing elementary Deeni education to the children of the Ummah.
For many young Muslims, the Maktab is their first contact with structured
Islamic teaching and learning; thus it is very important that this early
experience is a joyful entry into the world of formal Islamic learning and that
it is positive and engaging.
Maktabs Australia operates independently. It receives no financial
assistance from any other organisation or the government. Various Maktab
teachers volunteer their time to administer and train teachers and private
Australian donors support with modest donations.
Nevertheless, the road ahead is very long. While humbling ourselves in
front of Allah Ta’ala in gratitude for what has been achieved, we need to focus
ahead towards what has not yet been achieved. May Allah Ta’ala ease the path
ahead and accept us all for this noble and great service to Deen and make it a
Sadaqah Jaariyyah for us all. Aameen.
Why is the institution of the Maktab important?
Maktabs are an easy way for 100% of the Ummah to learn the main aspects
of Deen (the orders of Allah Ta’ala and way of the Prophet Sallallahu Alaihi Wasallam).
Along with reciting Qur’aan, learning of Aqaaid (doctrine), I’baadaat,
Mu’amaalaat, Akhlaaq, essential Islamic knowledge can be made common among the
Ummah.
If a child gives more time than the minumum class time, then
arrangements can be made to make them a Haafidh or Aa’lim.
Why is Islamic knowledge important?
The first word revealed of the Qur’aan is “Iqra” or Read! And the
Ulama have equated this with the seeking of ‘Ilm (knowledge). The Qur’aan
attaches great importance to ‘Ilm and the acquisition thereof. In Islam the
acquisition of ‘Ilm is valued from amongst the many benefits and the following
reasons stand out:
It is said, “No man becomes truly a Muslim without knowing the
meaning of Islam, because he becomes a Muslim not through birth but
through knowledge.”
It is essential to understand that the greatest gift of Allah
Ta’ala, for which we are to be eternally grateful, depends primarily on
knowledge. Without knowledge, one cannot truly appreciate Allah Ta’ala’s
gift of Islam. If our knowledge is limited, then we will always run the
risk of losing this wonderful gift of Imaan, which Allah Ta’ala has bestowed
upon us. Thus we need to remain on our guard in our fight against ignorance.
Providing children with an atmosphere as close to the Islamic ideal as
possible, strengthens them to meet and deal effectively with the challenges of
living in a highly secularised environment, and in most instances this being a
multi-cultural, multi ethnic society, to instil in them a sense of
belonging, by equipping them with Islamic knowledge to live in our ever
changing world.
It is our responsibility as an Ummah (parents, Mu’allims/ahs) to give them,
the learners, the education they need in order not to be trapped by this
worldly life. There are ongoing challenges, but it is our responsibility to
build-up ourselves and our children to achieve Islamic excellence, to be
successful in both here and the hereafter.
A
brief contrast of the Islamic value system with the secular educational system:
|
The
Islamic value system sees man as |
Secular
value system sees man as |
|
Sees man as vicegerent |
Sees
man as sovereign |
|
Obligations
orientated |
Rights orientated |
|
Learn to serve |
Learn
to earn |
|
Sacrifice |
Pleasure |
|
Humility |
Pride |
|
Accountability |
Heedlessness |
|
Transformation |
Information |
We need to distinguish between a knowledgeable human being and an
informed human being. Nabee Sallallahu Alaihi Wasallam said:
“An intelligent person is he who takes stock of himself and works for the
hereafter (and is content with a little).” Knowledge ought to create Allah
consciousness. Knowledge develops the heart, information develops the mind.
Knowledge drives you to prepare for the hereafter, information merely acquaints
you with the hereafter. This distinction is also made in the Qur’aan. Allah
Ta’ala says: “Have you seen one who takes as his god his desire? Allah has led
him astray, despite being informed….”
The difference is that Ta’leem relates only to the individual’s
intellectual development whereas Tarbiyyah (Islamic Education) is more
comprehensive as it encompasses all aspects of the individual’s development.
Tarbiyyah will influence the transformation of morally bankrupt,
crime-ridden societies where incorrect/wayward behaviour prevails, to
harmonious communities, Insha Allah.
If we are not going to equip our children with Islamic knowledge, they
will be sucked up into this world and forget who their Creator is. Remember
that Rasulullah Sallallahu Alaihi Wasallam said
that after a person passes away nothing will avail him except 3 things:
If we give our children, the correct and proper Islamic knowledge by
sending them to the Maktab, Insha Allah these very children will be the ones
who will assist us even whilst we are in our graves.
The Organised Maktab is a systemised and structured way to run a Maktab
with a set syllabus as opposed to traditional Maktabs which would generally be
taught with an undefined syllabus. The Organised Maktab provides support and
structures to assist teachers in performing their duty.
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