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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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