• From Madrasah to Modern University: Allama Dr. Shaykh Hami’s Holistic Model of Islamic Education.


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From Madrasah to Modern University: Allama Dr. Shaykh Hami’s Holistic Model of Islamic Education.

Sheikh Sameer Manzoor:

In Islam, knowledge is more than intellectual acquisition; it is an ethical and spiritual obligation. The first revelation to Prophet Muhammad ﷺ, “Iqra’” (Read) (Qur’an 96:1), signals the sanctity of learning as a divine duty. Knowledge in Islam encompasses both spiritual guidance and societal wisdom, shaping individuals to act morally, govern ethically, and contribute to community welfare. Historically, madrasahs served as centers where students not only memorized Qur’an and Hadith but also engaged in philosophy, jurisprudence, natural sciences, mathematics, and arts, cultivating both intellect and character. Today, with the rise of global challenges and rapid scientific advancement, Muslim educational systems face the dual task of preserving traditional scholarship while integrating contemporary knowledge. Allama Dr. Shaykh Ghulam Rasool Hami provides a visionary solution, aiming to create a holistic system where religious, ethical, spiritual, and worldly knowledge converge, producing scholars capable of intellectual, social, and moral leadership.

Classical madrasahs such as Al-Azhar in Cairo, Nizamiyya in Baghdad, and Darul Uloom Lucknow in South Asia historically served as intellectual hubs where religion and worldly sciences coexisted. Students studied Qur’an, Hadith, Fiqh, logic, rhetoric, astronomy, and medicine, producing polymaths like Al-Farabi, Ibn Sina, and Imam Ghazali. Their scholarship was never compartmentalized; ethics and spirituality were embedded in every subject. In South Asia, the Dars-i-Nizami curriculum ensured proficiency in Arabic, jurisprudence, Hadith, and logic, while also encouraging engagement with philosophy and rational sciences. However, colonial interventions and modern secular education systems marginalized traditional madrasahs, creating a gap between religious knowledge and societal application. Shaykh Hami’s reforms aim to restore the madrasah’s centrality while bridging the gap with contemporary sciences. Today, Islamic education faces fragmentation. Religious learning often occurs in isolation from modern sciences, leaving graduates ill-equipped for leadership in contemporary society. Many students master Qur’an, Hadith, and Fiqh but cannot address socio-economic, political, or technological challenges. Additionally, colonial legacies, cultural changes, and the rise of materialistic education systems have created a generation torn between religious identity and worldly pressures. He identifies these challenges and insists that true Islamic education must produce scholars who are intellectually competent, spiritually refined, socially conscious, and globally aware, echoing the Prophetic tradition that “The scholars are the inheritors of the Prophets” (Sunan Abu Dawood).

Shaykh Hami’s vision is based on the principle that traditional Islamic scholarship and modern sciences are mutually reinforcing. A scholar who understands Qur’an, Hadith, and jurisprudence must also comprehend economics, natural sciences, social dynamics, and technology. He frequently cites Qur’an 39:9, highlighting the ethical obligation of knowledge acquisition. His model promotes an education where intellectual reasoning, ethical discernment, and spiritual growth coalesce. Students trained in this system learn to interpret Islamic principles within contemporary realities, enabling them to respond effectively to social, political, and technological challenges without compromising spiritual values. His curriculum reform emphasizes comprehension, critical reasoning, and ethical application rather than rote memorization. Traditional subjects like Tafsir, Hadith, and Fiqh are studied alongside mathematics, physics, social sciences, and research methodology. The curriculum encourages analytical reasoning, practical problem-solving, and contextual interpretation of Islamic law. Drawing inspiration from Imam Ghazali’s methodology in Ihya Ulum al-Din, Shaykh Hami emphasizes moral and spiritual reflection alongside academic rigor, producing scholars capable of ethical decision-making and socially responsible leadership.

At the core of Shaykh Hami’s educational philosophy lies Tarbiyyah, the holistic cultivation of morality and spirituality. Qur’an 3:110 emphasizes that the Muslim community is “best suited to guide humanity,” reflecting the need for ethical and spiritually grounded leadership. He integrates Sufi principles from Qadriya and Chishti traditions, emphasizing virtues such as humility, patience, empathy, and service to others. Students are trained to internalize these virtues, ensuring that their knowledge translates into action benefiting society. The Prophet’s ﷺ Hadith, “The best among you are those with the best character” (Sahih al-Bukhari 6029), underpins this approach, guiding Shaykh Hami’s focus on moral cultivation. Critical thinking and ijtihad (independent reasoning) are central to Shaykh Hami’s model. Students engage with texts analytically, considering historical and social contexts. This approach mirrors scholars like Imam Abu Hanifa and Shah Waliullah, who applied Islamic jurisprudence to evolving societal needs. By fostering critical reasoning, he ensures graduates are not passive custodians of knowledge but active contributors to ethical, legal, and social reform.

Education in his model is inseparable from civic and ethical engagement. Graduates are expected to address societal issues such as poverty, injustice, corruption, and extremism. Qur’an 5:2 emphasizes cooperation in righteousness and prevention of harm, guiding Shaykh Hami’s philosophy of social responsibility. Students learn to balance personal, communal, and global obligations, becoming leaders who can implement Islamic principles to foster societal harmony and justice. In regions like Jammu & Kashmir, geographical, political, and economic factors limit access to quality education. He addresses this by establishing libraries, madrasahs, and vocational centers, ensuring marginalized populations gain equitable educational opportunities. By providing access to classical and contemporary knowledge, he reduces regional disparities and empowers disadvantaged students to pursue higher education and societal leadership, demonstrating education as a tool for social equity.

He emphasizes the critical role of women in education, advocating for equal opportunities based on Qur’anic principles and the example of Hazrat Fatimah al-Zahra. Educated women become catalysts for family, community, and societal development, contributing to ethical and intellectual growth. His inclusive approach reflects a balanced understanding of Islamic teachings, ensuring women’s empowerment aligns with spiritual, moral, and social objectives. Karwani Islami International, founded by Shaykh Hami in 2004, implements his educational philosophy. The organization combines traditional madrasahs, libraries, vocational training, and research centers, ensuring students are holistically prepared. By integrating moral, spiritual, and academic instruction, Karwan-e-Islami produces graduates capable of ethical leadership, societal engagement, and innovation, bridging the gap between tradition and contemporary needs.

Shaykh Hami’s model is globally relevant. Students are trained to participate in interfaith dialogue, international scholarship, and ethical leadership. Qur’an 21:107 describes Prophet Muhammad ﷺ as a mercy to the worlds, underscoring the universal dimension of ethical knowledge. His graduates embody this principle, capable of addressing global challenges while rooted in Islamic ethics and spirituality. Education in his vision is a preventative tool against social evils such as extremism, drug abuse, and moral degradation. Students are trained in ethical reasoning, spiritual resilience, and societal responsibility. The Hadith emphasizing scholars as inheritors of the Prophets reinforces that education must produce individuals capable of guiding society towards moral and social reform.

His educational philosophy resonates with Imam Ghazali, Shah Waliullah, and Allama Iqbal. Like Ghazali, he emphasizes integration of ethics and intellect. Like Shah Waliullah, he applies Islamic teachings to contemporary contexts. Like Iqbal, he seeks to awaken intellectual, moral, and spiritual potential in youth, producing leaders capable of guiding both the religious and worldly spheres of society. Shaykh Hami draws from Sufi traditions, particularly the mentorship methods of Sheikh Abdul Qadir Jeelani, emphasizing guidance, spiritual reflection, and moral training. Students are nurtured to develop inner character alongside academic expertise, creating leaders capable of ethical governance, social reform, and spiritual guidance. This dual focus ensures that education cultivates the heart as well as the mind. His vision incorporates research and innovation. Students learn methodologies for investigation, critical inquiry, and applied knowledge. By producing scholars capable of research across religious, social, and scientific fields, he bridges classical scholarship with modern intellectual production, fostering a new generation of thought leaders.

Students trained under Shaykh Hami’s philosophy are expected to act ethically and serve society. Qur’an 16:90 commands believers to uphold justice, promote good, and maintain responsibility towards family and community. By aligning education with action, he ensures that intellectual attainment translates into tangible societal benefits. The establishment of Sheikh Ul Alam Research University (SARUK) embodies his holistic educational approach. It will integrates classical Islamic studies, modern sciences, ethical training, and spiritual mentorship. SARUK aims to produce scholars capable of leadership, innovation, and ethical guidance, providing a global model for Islamic education that harmonizes tradition and modernity. His reforms are civilizational in scope. By producing scholars who are morally grounded, spiritually aware, and intellectually capable, his model addresses challenges facing the contemporary Muslim world. This approach promotes a revival of Islamic civilization rooted in ethical scholarship, scientific understanding, and societal responsibility.

Shaykh Hami’s legacy lies in cultivating leaders who embody Islamic scholarship, ethical action, and spiritual consciousness. His reforms preserve classical knowledge, integrate contemporary disciplines, and foster character development. Graduates are equipped to navigate modern challenges while upholding moral and spiritual values, ensuring education serves as a tool for societal transformation and civilizational renewal. His educational vision exemplifies the Qur’anic ideal of holistic knowledge, combining intellect, ethics, spirituality, and societal responsibility. Through Karwani Islami International and SARUK, he demonstrates and will continue to demonstrate how education can transform individuals, families, and communities. By nurturing scholars who are morally upright, spiritually aware, and intellectually capable, Hami provides a model for education that revives Islamic civilization and addresses the complex challenges of the modern world.

Research Scholar

Sheikh Sameer Manzoor

sheikhsameermanzoor@gmail.com