'University of Jihad' teaches students hate and bigotry
Publication: The Times
Date: July 15, 2005
Introduction: The loss of innocent lives is regrettable, but the British should think why it all happened.
Sporting black turbans or skull caps, the young men squat on a carpet in a crowded classroom and listen in silence to a lecture given by a thickly bearded, middle-aged cleric.
The students are at the final stage of their religious education at Darul Uloom Haqqania, one of Pakistan’s leading institutions of Islamic learning. Situated in the town of Akora Khatak, near Peshawar, the radical seminary is often described as the “University of Jihad”.
At least two of the London suicide bombers attended such a school.
The seminary, which was established in 1947, has been the cradle of the Taleban militia that ruled Afghanistan for more than five years before being ousted by the American-led coalition forces in 2001. Many of the Taleban leaders had graduated from the school.
The seminary has also been a recruiting centre for militant Pakistani groups fighting Indian forces in the disputed region of Kashmir. Many of its 2,500 students come from Afghanistan. But the number of foreign students has fallen after government pressure.
“The bomb attacks in London are the reaction against the British Government’s support for America’s war against Muslims,” said Maulana Samiul Haq, a fiery, black-turbaned cleric who is head of the seminary. He is also an MP in Pakistan. “The loss of innocent lives is regrettable, but the British Government should think why it all happened. It is time to review its policy on Iraq and Afghanistan.”
The school teaches the concept of jihad to prepare students to fight for the cause of Islam. “Jihad is an essential part of Islam,” said Mr Haq.
The proliferation of jihadi organisations in Pakistan over the past two decades has been the result of the militant culture espoused by radical madrassas, the hardline religious schools, like Darul Uloom Haqqania. They pose a threat to Pakistan’s internal security as well as abroad. Madrassas were once considered centres for basic religious learning, mostly attached to local mosques. The more formal ones were used for training clergy. The evolution of simple religious schools into training centres for Kalashnikov-toting religious warriors is directly linked with the rise of militant Islam.
Most of the pupils come from the poorest section of society and receive free religious education, lodgings and meals. Most of the madrassas have been isolated from the outside world for centuries. Students are brainwashed and the textbooks provide a one-dimensional world view that restricts their thought process.
Conditions in the schools are regularly condemned by human rights groups as crowded and inhuman. The day begins at dawn with morning prayer. A simple breakfast of bread and tea is served, followed by lessons, which continue until evening.
The students are subjected to a regime as harsh as any jail and physical abuse is commonplace. In many schools students are put in chains and heavy iron fetters for the slightest violation of rules. There are almost no extracurricular activities. Television and radio are banned. Teaching is very rudimentary and students are taught religion from a highly traditional perspective.
At the primary stage, pupils learn how to read, memorise and recite the Koran. Though the focus is on religious learning, some institutions also teach elementary mathematics, science and English.
The most dangerous consequence of the schools is that students emerge ill-prepared for any work except guiding the faithful in rituals that do not require great expertise. Job opportunities for graduates are few and far between. They can only work in mosques, madrassas or religious parties and their business affiliates.
The education imparted by traditional madrassas spawns factional, religious and cultural conflicts. It creates barriers to modern knowledge and breeds bigotry, laying the foundation on which fundamentalism is based. Divided along sectarian lines, these institutions are driven by the zeal to outnumber and dominate rival sects.
The rise of a jihad culture since the 1980s has given them a new sense of purpose. The number of madrassas multiplied and clergy emerged as a powerful political and social force. At independence in 1947 there were only 137 madrassas in Pakistan. Government sources put today’s figure at 13,000 with total enrolment close to 1.7 million.
Date: July 15, 2005
Introduction: The loss of innocent lives is regrettable, but the British should think why it all happened.
Sporting black turbans or skull caps, the young men squat on a carpet in a crowded classroom and listen in silence to a lecture given by a thickly bearded, middle-aged cleric.
The students are at the final stage of their religious education at Darul Uloom Haqqania, one of Pakistan’s leading institutions of Islamic learning. Situated in the town of Akora Khatak, near Peshawar, the radical seminary is often described as the “University of Jihad”.
At least two of the London suicide bombers attended such a school.
The seminary, which was established in 1947, has been the cradle of the Taleban militia that ruled Afghanistan for more than five years before being ousted by the American-led coalition forces in 2001. Many of the Taleban leaders had graduated from the school.
The seminary has also been a recruiting centre for militant Pakistani groups fighting Indian forces in the disputed region of Kashmir. Many of its 2,500 students come from Afghanistan. But the number of foreign students has fallen after government pressure.
“The bomb attacks in London are the reaction against the British Government’s support for America’s war against Muslims,” said Maulana Samiul Haq, a fiery, black-turbaned cleric who is head of the seminary. He is also an MP in Pakistan. “The loss of innocent lives is regrettable, but the British Government should think why it all happened. It is time to review its policy on Iraq and Afghanistan.”
The school teaches the concept of jihad to prepare students to fight for the cause of Islam. “Jihad is an essential part of Islam,” said Mr Haq.
The proliferation of jihadi organisations in Pakistan over the past two decades has been the result of the militant culture espoused by radical madrassas, the hardline religious schools, like Darul Uloom Haqqania. They pose a threat to Pakistan’s internal security as well as abroad. Madrassas were once considered centres for basic religious learning, mostly attached to local mosques. The more formal ones were used for training clergy. The evolution of simple religious schools into training centres for Kalashnikov-toting religious warriors is directly linked with the rise of militant Islam.
Most of the pupils come from the poorest section of society and receive free religious education, lodgings and meals. Most of the madrassas have been isolated from the outside world for centuries. Students are brainwashed and the textbooks provide a one-dimensional world view that restricts their thought process.
Conditions in the schools are regularly condemned by human rights groups as crowded and inhuman. The day begins at dawn with morning prayer. A simple breakfast of bread and tea is served, followed by lessons, which continue until evening.
The students are subjected to a regime as harsh as any jail and physical abuse is commonplace. In many schools students are put in chains and heavy iron fetters for the slightest violation of rules. There are almost no extracurricular activities. Television and radio are banned. Teaching is very rudimentary and students are taught religion from a highly traditional perspective.
At the primary stage, pupils learn how to read, memorise and recite the Koran. Though the focus is on religious learning, some institutions also teach elementary mathematics, science and English.
The most dangerous consequence of the schools is that students emerge ill-prepared for any work except guiding the faithful in rituals that do not require great expertise. Job opportunities for graduates are few and far between. They can only work in mosques, madrassas or religious parties and their business affiliates.
The education imparted by traditional madrassas spawns factional, religious and cultural conflicts. It creates barriers to modern knowledge and breeds bigotry, laying the foundation on which fundamentalism is based. Divided along sectarian lines, these institutions are driven by the zeal to outnumber and dominate rival sects.
The rise of a jihad culture since the 1980s has given them a new sense of purpose. The number of madrassas multiplied and clergy emerged as a powerful political and social force. At independence in 1947 there were only 137 madrassas in Pakistan. Government sources put today’s figure at 13,000 with total enrolment close to 1.7 million.
Labels: Hindu Human Rights
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