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ALLAH, THE MOST KIND, THE EVER MERCIFUL, REVEALED
IN SURAH 111 AL-IMRAN
And there should be a group amongust you, who invite
to goodness and enjoin right conduct and forbid indecency such
as they who are successful.
Our ancestors listened, learned and followed
the said verses and carried the divine message onto eastern and
western horizons of universe in the early days of Islam. The complete
universe accepted the reality of Almighty Allah's perfect uniqeness.
It is the universal fact that torch bears of Islam who conquered
the Roman, Bazyntine, Iranian and Egyptian kingdoms were educated
in the Muslim Institutions known as Dar-ul-Ulooms and Madrasas.
This is the basic concept of establishing Dar-ul-Uloom Muhammadia
Ghousia at Bhera Sharif Sargodha PAKISTAN
COMMENCEMENT
Realising the split caused by Colonial educational
system between modern and traditional branches of knowledge and
its dire consequences upon muslim socioeconomic system in the
sub continent Hazrat Ghazi Hafiz Pir Muhammad Shah laid the foundation
stone of Dar-ul-Uloom Muhammadia Ghousia in 1925 at Bhera Sharif.
SYLLABUS
After completion of education in Pakistan, Zia-ul-Ummat
Hazrat Pir Muhammad Karam Shah Al-Azhari proceeded to Egypt in
pursuit of knowledge from generous fountains of Al-Azhar University.
During the period of 1951-1954 the post graduate degree of Masters
(Specialisation in Judiciary and Law) was awarded to him under
guidance of highly qualified and much respectable Egyption Scholars.
Upon his return to Pakistanin 1957 the working committee of Dar-ul-Uloom
Muhammadia Ghousia entrusted him the responsibilities of heading
the institution. Upon assumption of this duty, he felt the requirement
for revision of syllabus to cope with present day requirements.
After a hard exercise spaning over years the present syllabus
was introduced which is in practice since past 50 years.
Pir Muhammad Karam Shah R.A had the foresight
to see what challenges and pressures the Muslim Ummah would have
to face from the Non-Muslim world and how it will malign and attack
our religious education system in the coming years .
He Himself explained the purpose of the institution of Dar ul
Uloom Muhammadia Ghouthia;
“When I returned from Al-Azhar, the members
of Anjuman Ta’leem-ul-Muslimin Ghouthia, Bhera Sharif ,
who had been promoting religious education since 1925, elected
me president of the organization and entrusted to me the difficult
task of reforming and reconstructing it. I felt that it was necessary
to bring about considerable changes in the work of the institution.
But before beginning the plan of institution I thought it advisable
to study the work of those scholars who had sincerely tried to
reform the system of Madrassa education. So I read all the available
literature on the subject and the syllabi of various institutions
of religious education. I greatly benefited from this study and
I did not allow my creed to make me ignore the work of those whose
views differed from mine in certain matters. However, I found
that it was not possible for me to adopt in full the syllabus
of any school of thought. So I had to devise a new curriculum.While
working on the courses of study for this institution I kept in
mind the following considerations:
1. The curriculum of religious institutions should be designed
in such a way that those who graduate from such religious institutions
acquire substantial knowledge of modern subjects, become well
aware of the contemporary affairs, and attain high level of
proficiency in religious disciplines. Those scholars who have
no knowledge of modern subjects, and possess only an ancient
knowledge of religion cannot fight of the forces of atheism
and wickedness. Muslim Ummah does not need scholars who are
willing to edit and corrupt the principal beliefs of Islam in
order to bring them in line with modern sciences and contemporary
culture. We need those brave souls who have complete command
of religious disciplines and possess.
2. None disputes the key position of grammar
in the teaching of Arabic. I consider it useful to lay emphasis
on the teaching of Arabic grammar and to make it the major subject
in the first two years. The books prescribed for this subject
should be simple, clear, and comprehensive. So the syllabus
I have designed requires the student to give full attention
to the study of grammar. Persian, which is still a living language
in our country, also forms the part of syllabus taught in the
first two years.
3. Arabic literature will also be taught in the first two years,
for Arabic grammar can be profitably studied only with the help
of literature. Good, moral literature will also help in inculcating
desirable values in the students. Short collections of the Prophet’s
Traditions, Al-Arabain for instance, will be taught in the second
year to enable the students to benefit from the Prophet’s
wisdom, appreciate the Prophet’s eloquence, and become
acquainted with the principles of highest moral conduct and
manners.
4. It is a matter of grave concerns that, in
the present syllabus of religious schools the Quran, the Hadith
and the principles of Fiqh, the Islamic jurisprudence, are not
the place they deserve. I have given them central place in the
syllabus. These subjects will be taught in depth so that the
students are enabled to propagate the eternal principles of
Islam in a manner that appeals to people of this ever-changing
world, and convince them their truth and relevance in the present
age. I have added new books to the one traditionally taught
in madrassas, and replaced some of old books with new ones which
i think will be more useful to the students.
5. I have included english, physics, geography,
economics, modern philosophy, and political science in the syllabus,
for we need considerable knowledge of these subjects in order
to propagate the teachings of Islam in an effective, convincing
way. The ancient Scholastic Theology, ilm-ul-kalam, was developed
to defend Islam against the ancient Greek philosophy. Now we
need to study modern philosophy to refute its attacks on our
religion.
6. The subjects of economics and political
science are not something new for Islam, because in the very
beginning Islam fought against false and superstitious religious
beliefs, tyrannical monarchy, and exploitative economic systems.
In the fields of politics and economics it initiated fair and
fundamental reforms in order to organise an egalitarian society.
During the past few centuries the subjects of economics and
political science have been developed and organised on lines
that appear to be modern and systematic. It is necessary for
Muslims to study these sciences in order to present the principles
of their own economic and political thought in a manner that
attracts the attention of the man of this age. The syllabus
I have designed for the subjects ensures an unprejudiced study
of modern economics and political science before comparing and
contrasting them with the Islamic concepts.
7. You can see that I have not ignored the
requirements for Adib fil Arabi examinations, and the books
prescribed for this examination have been included in our syllabus.
It will enable our students to appear in these examinations
if they wish to do so while studying in our institution.
8. It is a fact that english has become an
international language of modern sciences. It is necessary for
a relgious scholar to acquire a good command of this language.
I have made the teaching of english compulsory in all classes,
our students will prepare for our examinations in religious
education as well the Bachelor of Arts examination of the Punjab
University.
Dar-ul-Uloom Muhammadia Gouthia was established in 1957 to
teach a curriculum consisting of religious education and modern
education in ten (10) years. Thus began the mission to prepare
competent scholars who would lead the Ummah and meet the challanges
of the new times.
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