Sitting in a cafe last night with an old friend and student – Dr Khalid Hussain – we had a very insightful and lengthy conversation about education and its purpose. The conversation was interspersed with sweet cardamom tea and added more flavour to the discussion. It propelled me to write today’s blog.
One of the deeply rooted superstitions of our age is the notion that the sole purpose of education is to benefit those who receive it. What we teach, how we teach, what subjects we encourage, are all utilised for one underlying purpose – “what do the kids get out of it?” And this ignites another more detrimental question – “is it relevant?” – and by relevant they mean “relevant to the interest of the kids.” From these superstitions have arisen a multitude of other problems such as the abhorrence of rote learning. Continue reading →
Love is to man a thing apart,
‘Tis woman’s whole existence.
In millions of homes everyday there are men leaving for work who probably have as their last words, “Who can understand a woman? What makes her act that way?”
This lack of understanding between the sexes arises from the fact that women are not like men. They do not think as men do. They are different in temperament, characteristics and needs. They have a different world of responsibility and therefore a different set of problems.
And yet women can be understood. To gain such an understanding is to gain a liberating education – one that is essential for the ying and yang balance in marriage. The following are some of the most basic needs and characteristics to understand if you (men) are to live with a woman in peace and happiness. Continue reading →
The onslaught of technology has left us with little energy or mental space to ponder over creation. In times gone by, nature spoke the language of God; it still does but we fail to comprehend it. William Wordsworth, the celebrated English poet, repeatedly lamented the loss of the connection with the divine. His ode, ‘Intimations of Immortality from Recollections of Early Childhood’ begins with these words:
‘There was a time when meadow, grove and stream,
The earth, and every common sight,
To me did seem
Apparelled in celestial light
The glory and freshness of a dream.’ Continue reading →
John Holmwood states that “Fundamental ‘British’ values are understood to involve a commitment to democracy, the rule of law and religious tolerance. A strong implication is that some ethnic minorities lack a commitment to such values where conservative orientations to gender roles and sexual orientation have come to indicate this weak commitment. The failure to embrace British values on the part of some minorities is also put forward as an explanation of poor pupil achievement, which, in turn puts integration at risk. Yet British values tolerate the exercise of conservative orientations on the part of the wealthy, who are also allowed to purchase educational advantage for their children. While all schools are expected to have a religious ethos – expressed in the legal requirement for religious education and daily acts of collective worship – when that ethos is Islamic it is subject to profound suspicion, such that the authorities are willing to castigate educationally successful and unsuccessful schools alike.
Sir Michael Wilshaw was asked by the House of Commons Select Committee on Education in 2015 if he thought that children, communities and schools in Birmingham had benefited from Ofsted’s intervention over the Trojan Horse affair. He replied, “they have benefited in some sense, because they are not the subject of the sort of policies that would be pursued by these governors with a very particular view of how schools should be run. They are free of that. But those schools have been through an enormous amount of turmoil” (paragraph 76). Four years after the Trojan Horse affair, the successor school to Park View has yet to reach the educational success it achieved for its pupils. In other words, its pupils have been ‘freed’ from the supposed constraints of their own cultural expression, while not being provided with the academic achievements that would ensure social mobility. In the meantime, Defence Secretary, Sir Michael Fallon launched the first of his new army cadet corps at the school, offering them access to the British Army as an alternative route.”
John Godfrey Saxe’s (1816-1887) version of Blind Men and the Elephant:
It was six men of Indostan,
To learning much inclined,
Who went to see the Elephant
(Though all of them were blind),
That each by observation
Might satisfy his mind.
Continue reading →
Tradition is here defined as an intellectual tendency or social perspective of continuing the preservation of values, statements, norms and the like from one generation to the next. In contrast, modernity is the social outlook on life which is inclined to break with tradition. It is driven by the force to repudiate traditional values, customs and beliefs in favour of more radical ideas. A delineating feature of modernity is constant change whilst tradition is identified by continuation. Where do we stand regarding these two polarities as religious people?
Continue reading →