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Monday, May 25. 2009
» Modernization of the
Modernization of the Madrasah Madrasah

For years, policy makers in education have been seeking ways to integrate the
madrasah education (plural: madaris) into mainstream Philippine Education. The
issue is a continuing concern. Personally, I believe that the word “integration” is at
the crux of the madaris issue. Once gain, the word “integration” brings to memory
the bad experiences of attempts towards “national integration of ethnic minorities » Red Constantino
into Philippine society. Integration connotes, in Philippine setting, “assimilation” at » Winnie Monsod
worst and “containment” at best.
» Butch Dalisay
» Howie Severino
The Peace Agreement between the GRP and the MNLF on September 02, 1996
introduces a refreshing vocabulary when it speaks of the madaris system. The » Jun Verzola
document explicitly says that the Madaris system shall be recognize as a » Francisco Colayco
subsystem of Philippine educational system. But this is easier said than » Ellen Tordesillas
done. The paramount issue confronting educators is the understanding of madaris » Jun Mercado
as well as the operation of the said system in Southern Philippines. » Yvette Tan
» Carlos Conde
Recognition is different from the two prevailing trends on the issue of madaris. The
» Dean Dela Paz
first trend is the “madrasa-fication” of the public school system and the second is
» Carla Montemayor
the “government-ification” of the Madaris. Both trends are destructive of the
» Alex T. Magno
madaris system and the public school system, as well. Both must be avoided at all
cost to preserve and develop the madaris as a unique and specific educational » Robert JA Basilio Jr.
system of our Muslim brother and sisters. » Amado Bajarias Jr.
» Ruben Canlas Jr.
The first trend will eradicate the difference between the public school system and » Joan Bulauitan
the madaris system. The former is state controlled while the latter is intimately » Chino Trinidad
linked to the mosque or a religious man or group. Once the difference is removed,
» Josh Villanueva
the pupils and students will go to the public school system that will, in time,
» Tina Panganiban-Perez
undermine the madaris system. Both trends reveal total ignorance of the issues
involved and the destructive consequences that they will inflict on the madaris » Jiggy Manicad
system and the public school system, both in short and long terms. More blogs

Historians are in some doubt about the history of the madrasa. Nizam al Mulk is
given credit of having founded it, but some historians point out that madaris were
already in existence before him. Next to Nizam al Mulk, Salah al-Din has the
greatest reputation as a builder of madaris. From the very beginning the Madaris
system is intimately connected to the Mosque.

In fact, even before the introduction of madaris, the mosques had served as
schools. During the time of the Umayyads, there were rooms attached to the

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mosques for lectures on the fiqh and hadiths. When particular room was set apart
for teaching purposes in a mosque, this was called a madrasa. The madaris were Archives
also built close beside the big mosques, so that they practically belonged to them. June 2010
May 2010
In the beginning, the principal subjects in the madaris were the Qur’an and the April 2010
Hadith to which was added the study of the Arabic language. However, as the Recent...
system developed, other subjects were added. During the time of Nizam al-Mulk
Older...
and Salah al-Din, two divisions of Islamic studies were noted by the survey made
by ibn Khaldun in his famous Mukaddima. They were the ‘ulum taba’iya and ‘ulum
nakliya. The former was based on observations of the senses and deduction, Calendar
while the latter was dependent on revelation and was therefore based on special
May '09
transmission.
Mon Tue Wed Thu Fri Sat Sun
‘Ulum nakliya therefore comprised all branches of knowledge which owed their 1 2 3
existence to Islam, i.e., Qur’an and Tafsir, hadith, al fiqh and al-kalam. The ‘ulum
4 5 6 7 8 9 10
taba’iya or ‘akliya was classified into seven main sections: al-mantiq (logic) which
was the foundation of all others; al-arithmatiki (arithmetic), including hisab, 11 12 13 14 15 16 17
al-handasa (Geometry), al hai’a (astronomy), al-musiki, the theories of tones and 18 19 20 21 22 23 24
their definition by numbers, al tabi’iyat (physics, that is, the theories of bodies at
25 26 27 28 29 30 31
rest and motion - heavenly, earthly, human, animal, plan and mineral), and al
falaha (agriculture).
Quicksearch
In Southern Philippines, the madaris system is intimately linked either to a mosque
or a teacher. It follows its ancient roots, which focuses on Islamic studies and
Arabic. The method of teaching is learning by heart. The lack of instructional
facilities as well as financial support to teachers contributes to low level of
Categories
standards.

The present trend of “integrating” the madaris system into mainstream Philippine
educational system requires a serious examination. First, there is a need of a
radical change in both our terminology and approach. The best word is All categories
“streaming” the madaris into the varied and plural educational systems in
Philippine society. One way of streaming the madaris is a radical reform in the said
system as done by Egypt, Iraq, Syria, and Libya and in SEA by Malaysia and Syndicate This Blog
Indonesia. No doubt, there is the urgent need to reform the curriculum. While RSS 0.91 feed
preserving the religious studies, there is the urgent need as realized in the past of
RSS 1.0 feed
integrating other subjects like mathematics, sciences, and technology, including
RSS 2.0 feed
agriculture. Second, accelerated teachers’ training is needed, with special focus
on methods of teaching. And third, there is the urgent need to develop instructional ATOM 0.3 feed
facilities including libraries and laboratories in the madaris system. ATOM 1.0 feed
RSS 2.0 Comments
There are enough examples of reforms of the madaris system. These examples
can be systematized as learning models in our own desire to introduce
developments in the madaris system of education. Teachers’ Colleges in the
Southern Philippines, especially those with experience in accelerated teachers’
training can be tapped in capability building of the personnel in the said system.
Donors from oil rich emirate and kingdoms can be accessed for special capital
builds up to source the necessary financial assistance of the madaris system
(FAME?).

The madaris system can be a real instrument of peace and development for the
Southern Philippines. But for this to become a reality, two things are needed: first,
a reform of the madaris system and second, the support system to make the
madaris real centers of learning for our Muslim pupils and students. Both
requirements need a strong political will and a leadership that shows the way in
the maze that prevents people to see…

As an educator for many years in Southern Philippines, let me reiterate my strong

beliefs and conviction vis-a-vis the issue of madaris…

First, the Philippine educational system is not monolithic. We have many and
varied educational traditions and systems.

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Second the Madaris system like the Catholic or Protestant educational system is a
specific and valid educational system of our Muslim brothers and sisters. The
madaris system is private, sectarian and intimately linked to a mosque or
religious person or group.

Third, I firmly believe that the state has the primary duty to educate its
citizens. It is obligated to support all educational systems recognized by the
states. In the final analysis, the end users of these systems are the society and
good education redounds to the benefit of the society. The state shall not make
any distinction between and among the educational systems it has
recognized as valid and fulfilling its duty to give quality education to its
citizens.

Fourth, the Madaris system needs to be supported, “streamed” and recognized

through curricular reforms, teachers training, and development of facilities and
assistance to their students through an expanded Government Assistance to
Students in Private education or the GATSPE Law.

Fifth, do not, never integrate, assimilate, digest, and absorb the madaris into our
public school system. This would spell not only disaster but and eradication of a
rich heritage of our Muslim brother and sisters. Don’t, never make our public
schools appear as madaris. They will compete with the genuine madaris and with
the present state of our madaris they cannot survive the competition.

Sixth, if we are not familiar with the history, development and identity of the
madaris system, don’t dare do anything. The current trend at the DECS, including
in the ARMM is a manifestation of ignorant enthusiasm to banner the madrasa. But
this good intention if pursued shall spell disaster for the Madaris system in the long
term. The trend will remove the madaris moorings and identity as private, sectarian
and religious.

Posted by Jun Mercado at 16:52 | Comments (183) | Trackbacks (0)

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