The modern education and the awareness of life have little connection. Observation shows that these two are different realms that seldom intersect. In societal attitudes and dealings, an educated individual, commonly perceived as one who is literate, is not much different from an illiterate person. In the face of anger, happiness, sorrow, and joy, they look no different. Those who engage in celebratory gunfire at weddings are often educated individuals. As for knowledge, it is often challenging to associate it with those men and women whose actions are governed by what is issued in its name.
The mutual relationship between religious education and religious understanding is evident in its manifestations every day. The Quran informs us that it is the purification of the self for which prophets are sent. Religion exists fundamentally for this purpose. What is the purification of self? It is the refinement of character. A graduate from religious institutions should be more than just knowledgeable about religion; they should manifest it in their personal lives. You are well aware of the reality, and so am I. Representatives of religion who emerge from these institutions, by the grace of Allah, often become agents of distancing themselves from religion.
On the other hand, in everyday life, we encounter numerous individuals who may have never set foot in an educational institution but are embodiments of knowledge and piety. They may have never been touched by modern education, yet they excel in managing affairs. They effortlessly solve complex issue. In villages, it’s often witnessed how deteriorated relationships among people can lead to the emergence of firearms. When matters fall into the hands of those deemed “wise,” it seems as though someone has poured water on a burning flame.
This issue is not unique to the class of individuals who have studied in Pakistan’s educational institutions. Whether they bring credentials from abroad or remain there, the matter of their understanding and insight is the same. Regarding national politics, in the past few years, we have seen and heard such displays that it feels as if ears have been tired of listening. Now, even the hands are tired. When you hear them speak, it seems like there is no application of logic to them, nor any other rational measure. They claim to be modern. In the language of knowledge, somewhere they speak of modernity’s creation, but upon hearing their words, it seems as if they divorced reason long ago. It is said that modernity is essentially about a preference for rationality and a scientific outlook. These graduates of modern institutions, however, build castles in the air and construct political structures on sand.
The question is why such a situation exists? It is understood in the context of Pakistan that we all are well aware of the shortcomings of our educational system. Our educational goals have never included the objective of producing morally upright individuals who think on rational grounds. We only pay lip service to modern sciences, but never focus on developing ethical foundations. There is no connection between religious education and ethics. It is not a priority to strengthen the moral character of a child as they grow. Thus, if a graduate of these educational systems does not think on rational grounds and is not sensitive to moral existence, it should not surprise us. The question is why is this the case in institutions where thinking on rational grounds is taught?
In my opinion, there are two reasons for this. Firstly, our environment, or you could say our DNA, is a contributing factor. Our innate composition has been molded in such a way that our ability to think on rational grounds has gradually weakened. Allama Iqbal has stated that a nation that remains enslaved for a long time undergoes a change in its way of thinking. Religion, society, politics – we are accustomed to viewing every issue through the lens of emotions. At least for the past three centuries, our upbringing has been based on this paradigm. Now, it has become our second nature. The educational system in which we are placed will generally yield the same result. The second reason is the educational system of the West. It also has a fundamental weakness. In the nineteenth century, when the concept of division of scientific disciplines emerged and the formation of modern sciences took place, the pursuit of specialization became the focus of education. It was considered necessary for specialization that knowledge be limited only to the field you desire to specialize in. Consequently, the concept of unity of knowledge weakened, and indifference from other branches of knowledge promoted an incomplete understanding of life.
Specialization in knowledge is an unavoidable necessity. However, this does not mean at all that a person should remain ignorant of other branches of knowledge. Especially those sciences that are related to society and social norms. In the West, this shortage has been addressed in such a way that experts from different fields are brought together under one roof, thus fostering unity in life. However, it does not solve the problem fully. Though it yields positive outcomes for the system, it does not rid the individuals of their deficiencies and they have to carry the burden forever. A manifestation of this is seen in those experts who have studied in the West but are unaware of the intricacies of society and social life.
When knowledge was divided into natural and social sciences, it gave birth to two classes that resemble the inhabitants of two different planets. On one side, excellence would be achieved in physics, while on the other side, there would be no knowledge of who the Prime Minister of the country is. The tragedy is that this class, with its superficial and artificial knowledge of politics & society, considers itself an expert in these matters and assumes that it has understood the reality of all these processes. Therefore, now its opinion must be considered final. What it deems as corrupt, not be considered corrupt, as considering it corrupt is the proof of corruption. Events have unfolded in such a way that this class has become capable of influencing decisions in a decisive manner on the situation.
The person who is distant from formal education but is observing life with open eyes, his means of knowledge are observation and experience. He is not bound by the defined boundaries of any educational system. When he understands life, his knowledge becomes closer to nature. He may not have education in the conventional sense, but he has awareness. This awareness makes him capable of unraveling the complexities of society more effectively.
Today, it is necessary to connect education with awareness. Awareness is an internal competency of understanding life. The purpose of education should be to awaken it. Specialization should be acquired, but before that, life and knowledge should be understood as a unit. If a nation wants to decide through votes who should be appointed to the highest administrative position in the country, it is imperative that the voter has a general awareness of life and society. It is the task of the education system to foster this awareness. Otherwise, those who profit the most from selling ignorance in the name of political awareness will be the most successful merchants.