RAZAK BAGINDA’S outburst at blaming growing prominence of religion and its negative impact on our educational system will surely be met with a mixed response by protagonist, antagonist and fence-sitters.

His scathing critique and aversion to religion in our education system, warrants a critical and fair appraisal. This is my response.

The perennial problem of our education system has been in the public domain for decades. But there has been no significant outcome or reform. 

l am all for a critical review of how religion, namely Islam, is taught in schools. It is not religion but the mode and orientation of its teaching that urgently requires addressing and redressing.

Rather than the outdated approach of imparting the “ritualistic” aspect of Islam, heavily predicated on the aspects of “fardhu ain” and later assessed in examination, there is a pressing need for a renewed approach of the teaching religion in our education system.

Razak should address the visible religious bigotry that is endemic in society and how this has torn apart the nation. The mode of religious education does not help to heal it. 

A “Maqasidiq approach” of religious education advocates and simultaneously endeavours to impart the higher intents and purpose (Maqasid) of religion, namely of Islam and the syariah; of the timeless principles of human dignity, justice, brotherhood of humanity, compassion and mutual respect, as the critical cornerstones of total development of a student and hence the building block of nation-rebuilding.

The philosophy and curriculum in education should be embellished and crafted in these “maqasidiq or higher-intents approach” to empower our students to relate across religion, ethnic and culture.  

A Maqasidiq approach will not only nurture students with the higher intents and rationale of religion, but also endowed with a moral compass whose true north points to the universal values of human brotherhood, mutual respect, co-existence and love for the nation and humanity. 

These are timeless principles and values much needed by our very embattled and divided nation! It must be rooted from the early formative stage in schools.

Teachers or educators must buy-in the shift, much as policy-makers must avail the opportunity to internalise this reform agenda.

But this could only see the light of the day if there are strong vibrant leadership committed to the reform agenda. 

When leaders are perceived as being steep in greed and dishonesty and willing to abuse religion for parochial and narrow partisan interest, we will always be entrapped in an unending crisis and deepening race and religious antagonism.

Yes, everyone is free to dissent and express their opinions. But be prepared for a public discourse and debate. 

* Dr Dzulkefly Ahmad reads The Malaysian Insight

* This is the opinion of the writer or publication and does not necessarily represent the views of The Malaysian Insight. Article may be edited for brevity and clarity.