The influence of madrasa education on the social life of ulamā : a case study of Islamabad, Pakistan

Abstract

The madrassa system in Pakistan offers an alternate kind of education. Different educational systems in Pakistan contribute to the development of various social and political ideologies. The madrassa system is the most significant, directly impacting the socialization process. Therefore, the current study explores the impacts of madrasa education on the social lives of Ulamā in Islamabad, Pakistan. Evolving from a qualitative research approach, the study will assess how the madrasa system affects the social life engagements of the students, particularly Ulamā with educational backgrounds from madrasa units. The research uses purposive sampling to recruit twenty Ulamā from three madrasas across different levels of education. In data collection, interviews were conducted using structured and unstructured questions, giving a broader view of their stand. The findings of this study show that madrasa education has a very profound influence on students’ social life subjectivities. The curriculum matters most here and covers religious aspects, and values children should learn to uphold in society. The students commit firmly to their communities and religious obligations, often performing leadership responsibilities in their areas. Ulamā, regarded as students of madrasas, are in important positions in leadership and spiritual teachings of society. The education they receive empowers them as knowledgeable and assisting authority in social and religious spheres. In this case, the madrasas ensure that positive responsibility is taken from the students to continue contributing to the betterment of society and adhere to ethical behavior. The madrasa system is known for following a conventional approach to education, memorizing, and formula-promoting scriptural learning as opposed to contemporary educational theories. However, it suits its purpose of maintaining religious and cultural teaching. In light of this study, incorporating modern educational practices with the madrasa curriculum is required to improve student's critical thinking and organizational involvement. Indeed, while they play a more prominent role in education, madrasas are not without their problems, including short supplies and public view of them as harbors of terrorism. To eradicate such issues, there is a need for policy change and the provision of educational support from the authorities. The study reveals the need for early education in the madrasas, i.e., there is a need to have a proper plan to mold the young learners’ socio-moral beings. This can help ensure that the society-produced madrasa graduates are qualified to be Islamic scholars and ordinary citizens in society. It is determined that madrasa education significantly affects the students ‘socio-religious intended role in society and conduct. It is helpful for stakeholders such as the government and schools to know these findings when implementing religious education with family planning and other social development initiatives.