THE CRISIS OF BLIND FOLLOWING (PART 2)
By Yusuf Ali Bulafu
The need for a new approach to education
Islam, at its core, encourages reflection, reason, and inquiry. The Quran repeatedly calls on believers to use their intellect, contemplate the world around them, and seek knowledge. Verses such as, “They reflect on the creation of the heavens and the earth …” (Quran 3:191) and “…Will you not reason? …” (Quran 2:44) emphasize that critical thinking and the pursuit of knowledge are integral parts of the Islamic faith.
Historically, Muslims have led in the fields of philosophy, science, medicine, and ethics. Scholars like Ibn Sina (Avicenna), Al-Ghazali, and Ibn Rushd (Averroes) were at the forefront of global intellectual movements. They explored everything from metaphysics to medicine, and their works laid the foundation for much of Western thought. They showed that faith and reason are not mutually exclusive but can exist in harmony, each enriching the other.
Uganda’s Muslim community must reconnect with this intellectual tradition by encouraging young people to engage deeply with their faith, asking critical questions, and exploring the broader implications of Islamic teachings. Our youth should be allowed to ask as many questions as they need, and we should be ready to address them from their
own perspectives. Islam must be made relevant and intellectually appealing to them rather than dismissing their inquiries.
Moving beyond the textbook: fostering inquiry
A key element of fostering critical thinkers is shifting the focus from memorization to inquiry. While the memorization of the Quran and Hadith is important, it should not be the end goal. Rather, students should be encouraged to engage with the meanings behind the text. They should be taught to ask questions like: “What is the context of this verse or hadith?” “How does it apply to my life today?”, “What lessons can we derive from this teaching?” and “Could this also mean this?”
In addition, Islamic education should embrace a broader curriculum that includes philosophy, history, and science. Engaging with different disciplines allows students to see the interconnectedness of knowledge and how Islamic teachings can be applied in various fields. For example, understanding history can provide context for Islamic jurisprudence, while studying ethics can enhance one’s understanding of the moral principles of Islam.
This interdisciplinary approach not only broadens the scope of education but also encourages students to become problem-solvers who can think critically about the challenges facing their communities.
The role of teachers and leaders
A critical challenge in reforming Islamic education in Uganda is the role of teachers. Many Islamic educators themselves were trained in systems that emphasize rote learning. They may not be equipped to encourage the kind of intellectual engagement necessary to produce critical thinkers. To address this, there is a need for teacher training programs that focus on developing critical thinking skills among educators.
Islamic scholars and community leaders must also play a role in this transformation. They should be open to revisiting traditional approaches to education and be willing to engage with new ideas without compromising on core Islamic principles. By fostering an environment where debate, inquiry, and intellectual curiosity are encouraged, leaders can help shift the community mindset.
The future of the Muslim community in Uganda hinges on the ability to nurture thinkers, not just followers. As the world becomes more complex and interconnected, it is essential for young Muslims to be equipped with the skills to engage critically with their faith and society. By fostering intellectual curiosity, embracing interdisciplinary learning, and empowering educators, the community can ensure that future generations are prepared to lead with
