THE ROLE OF MADRASA IN RELIGIOUS UNDERSTANDING
The concept of an Islamic educational institution, as described in the Quran, is that it should produce individuals who, after graduating, engage in the task of religious understanding and explaining Islam to the nations of the world (Quran, 9:122). Since the advent of Islam, this task has continued uninterrupted. In every era, the religious madrasa that was established had this very purpose—that under its system, such scholars would be prepared who could not only provide religious guidance to Muslims but also represent Islamic teachings among the nations of the world. This system of madrasa continues, more or less, even today.
However, due to later circumstances, this aspect of the madrasa shifted from a style of dialogue to a style of debate. As a result, the madrasa has become practically ineffective in presenting a true introduction to Islam within the secular world. Every year, thousands of scholars graduate from the madrasa, but they are not adequately equipped to fulfill the need of representing Islam before the modern mind.
The reason for this lies in the difference in contemporary conditions. On the surface, students in the madrasa are still being trained—through curricular and extracurricular means—for the task of introducing and representing religion. But this training is entirely based on the principles of debate, rather than on the true principles of dialogue. Madrasa students study the science of debate, but they are unfamiliar with modern methods of communication. They may be good debaters, but they are not effective dialoguers. This is precisely what has made madrasa graduates practically unsuitable for introducing religion to the modern individual.
In ancient times, debate (munazara) was the prevailing method of discourse. This method emerged under the influence of the “Era of the Sword.” The principle of the sword was based on victory and defeat: whoever triumphed on the battlefield was deemed successful, and whoever lost was considered a failure. Under this specific environment, the art of debate developed, which was also based on the principle of winning and losing. The only difference was that, while the sword determined the outcome on the battlefield, words were used to decide victory and defeat in the arena of debate.
This type of debate was highly popular in the context of the ancient era. It became widespread and celebrated. However, in the modern age, this trend has completely changed. The present time is the era of scientific analysis, not of verbal disputes. As a result, where debates were once held, serious dialogues are now conducted.
This shift in time demands that the educational system of madrasas be aligned with these changes. Students should be prepared for scientific discussion rather than debate and argumentation.
What is the difference between debate (munazara) and dialogue? The fundamental difference is that a debater, from the very beginning, considers the other person an opponent. A debater does not have a feeling of goodwill toward the other side. Instead of seeking mutual understanding, he is more interested in the other person’s defeat.
Because of this mindset, the entire process of debate turns into a kind of verbal wrestling. The debater’s language becomes sharp like a saw, not soft like a flower. It even reaches the point where the debater no longer cares about what is right and what is wrong. All his interest lies in somehow defeating the other party in the field of argument, like a skilled lawyer. By reading the accounts of the debates that took place before 1947, this can be clearly understood.
In Quranic terms, the difference between munazara (debate) and dialogue can be summed up in one key idea: the target of dialogue is the human heart. A person engaged in dialogue seeks to speak in a way that touches and reaches the heart of the other (Quran, 4:23). In contrast, a debater focuses on defeating the other party through argument and rhetoric. However, this approach to debate does not reflect the method of the Prophet (Sunnah), which emphasized wisdom, compassion, and heartfelt communication.
It is essential to reform the educational system of madrasas in this regard.
