DENIZENS OF ALIEN WORLDS

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95 ul-‗Ulama in 1896. These were published as Fatawa al-Haramain bi-Rajf Nadwat al- Main (1900) (Sanyal 1996: 203). The Barelvis, in turn, were refuted by their rivals. The followers of the main debaters sometimes exchanged invectives and even came to blows but never turned to terrorism as witnessed in Pakistan‘s recent history. As the inculcation of sectarian bias is an offence, no madrassa teacher or administrator confessed to teaching any text refuting the beliefs of other sects. Maulana Mohammad Hussain, Nazim-e-Madrassa Jamiat us-Salfia (Ahl-i-Hadith) (Islamabad) said that comparative religious was taught in the final Almiya (M.A) class and it did contain material refuting heretical beliefs. Moreover, Islam was confirmed as the only true religion, refuting other religions. The library did contain books refuting other sects and sub-sects but they were not prescribed in the syllabus. Maulana Muhammad Ishaq Zafar of the Jamia Rizvia Aiz ul Uloom (Barelvi) in Rawalpindi said that books against other sects were not taught. However, during the interpretation of texts the maslak was passed on to the student. Students of the final year, when questioned specifically about the teaching of the maslak, said that it was taught through questions and answers, interpretation of texts and sometimes some teachers recommended supplementary reading material specifically for the refutation of the doctrines of other sects and subsects. In some cases, as in the Jamia Ashrafia, a famous Deobandi seminary of Lahore, an institution for publication, established in 1993, publishes ‗only those articles and journals which are written by the scholars of Deoband school of thought. (Hussain 1994: 42). Moreover, in writings, sermons, and conversation, the teachers refer to the pioneers of their own maslak so that the views of the sub-sect are internalized and became the primary way of thinking. However, despite all denials, the printed syllabi of the following sects do have books to refute the beliefs of other sects. The Report on the Religious Seminaries (GOP 1988) lists several books of Deobandi madrassas to refute Shia beliefs including Maulana Mohammad Qasim‘s Hadiyat ul Shia which has been reprinted several times and is still in print. There are also several books on the debates between the Barelvis and the Deobandis and even a book refuting Maudoodi‘s views (GOP 1988: 73-74) The Barelvis have given only one book Rashidiya under the heading of ‗preparation for debates on
96 controversial issues‘ (Ibid, p.76). The Ahl-i-Hadith have given a choice of opting for any two of the following courses: the political system of Islam, the economic system of Islam, Ibn-e-Khaldun'‘ Muqaddamah, the history of ideas and comparative religious systems. The Shia courses list no book on this subject. Recently published courses list no book on maslak for the Deobandis. The Barelvis mention ‗comparative religions‘ but no specific books. The Ahl-i-Hadith retain almost the same optional courses as before. The Shia madrassas list books on beliefs which includes comparative religions in which, of courses, Shia beliefs are taught as the only true ones. Polemical pamphlets claiming that there are conspiracies against the Shias are available. Incidentally such pamphlets, warning about alleged Shia deviations from the correct interpretations of the faith are also in circulation among Sunni madrassas and religious organizations. Moreover, some guidebooks for teachers note that Quranic verses about controversial issues should be taught with great attention and students should memorize them. In one Barelvi book it is specified that teachers must make the students note down interpretations of the ulema of their sub-sect concerning beliefs and controversial issues so that students can use them later --- i.e. as preachers and ulema. The Jamat-i-Islami syllabus (2002) mentions additional books by Maulana Maudoodi and other intellectuals of the Jamat on a number of subjects including the Hadith. They also teach ‗comparative religions‘. The Refutation of Heretical Beliefs One of the aims of the madrassas, ever since 1057 when Nizam ul Mulk established the famous madrassa at Baghdad, was to counter heresies within the Islamic world and outside influences which could change or dilute Islam. Other religions are refuted in ‗comparative religions‘ but there are specific books for heresies within the Islamic world. In Pakistan the ulema unite in refuting the beliefs of the Ahmedis (or Qaidianis) (for these views see Friedmann 1989). The Deoband course for the Aliya (B.A) degree included five books refuting Ahmedi beliefs (GOP 1988: 71). The Barelvis prescribe no specific books. However, the fatawa of the pioneer, Ahmad Raza Khan, are referred to and they refute the ideas of the other sects and sub-sects. The Ahl-i-Hadith note that in ‗comparative religions‘ they would refute the Ahmedi beliefs. The Shias too
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DENIZENS OF ALIEN WORLDS: A Study o
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2 List of Abbreviations Glossary Pr
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4 Jihad Madrassa Maktab Maulvi Muns
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6 being unsupported by any institut
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8 CHAPTER-1 INTRODUCTION There are
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10 Another book, by Naseem Jaffer Q
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12 Let us keep in mind that Pakista
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14 ones. There is much new data in
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16 quarters with the sole object of
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18 capable of being employed in sub
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20 (GOP 2003: 159). Examples of the
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22 It was in this document that the
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24 Because of such laws, academics
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26 strengthening unity of the ou
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28 Thus, their role in universaliza
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30 whereas provincial government sc
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32 Dr. Qurat began this work in 199
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34 Thus the most representative of
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36 Most of the 25,995,068 (GOP 2002
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38 Class-6 Class-7 Class-8 Class-9
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40 Conclusion: the Muslims from the
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42 B.A (B. Ed) 16 14,099 Headmaster
Page 45 and 46: 44 abroad. Their families are conse
Page 47 and 48: 46 possible that Pakistan and India
Page 49 and 50: 48 Gender-wise Tabulation of Attitu
Page 51 and 52: 50 the madrassas and those whose pa
Page 53 and 54: 52 charge tuition ranging between R
Page 55 and 56: 54 schools, whether the administrat
Page 57 and 58: 56 Box 4.5 Average tuition fees per
Page 59 and 60: 58 non-elitist schools, as we have
Page 61 and 62: 60 parents of the Badin PAF Model S
Page 63 and 64: 62 national language is given at be
Page 65 and 66: 64 Aitchison 196 Kohat 144 Larkana
Page 67 and 68: 66 Militancy Among Cadet College/Pu
Page 69 and 70: 68 These figures should be taken wi
Page 71 and 72: 70 Box 4.14 Tolerance Among Elitist
Page 73 and 74: 72 1997 21 34 1998 20 31 Source: An
Page 75 and 76: 74 children mostly speaking in Khan
Page 77 and 78: 76 world. This war is represented a
Page 79 and 80: 78 This fluency and spontaneity in
Page 81 and 82: 80 believed—that the best ideas w
Page 83 and 84: 82 English novels filling us up on
Page 85 and 86: 84 The Peripatetic Tutor Arif Khan
Page 87 and 88: 86 CHAPTER-5 MADRASSAS The madrassa
Page 89 and 90: 88 Box 5.2 Sect-Wise Increase in th
Page 91 and 92: 90 (Sharia) was the path to mystica
Page 93 and 94: 92 modern subjects in some measure
Page 95: 94 taught there, even now---and the
Page 99 and 100: 98 appalling poverty of rural, peri
Page 101: 100 students and 1000 day students,
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