Women’s Education in Islam - Professor Dr. Abul Kalam Patwari
Islam is the eternal religion of universal humanity, perfected through the Prophet Muhammad (PBUH) in the historical progression of human civilization. As a comprehensive way of life, Islam provides guidelines for physical, moral, and spiritual development in this world, as well as for ultimate salvation in the hereafter. The Prophet (PBUH) himself introduced an Islamic education system aimed at acquiring true knowledge about the Islamic way of life and fostering a model society.
The nature and scope of Islamic education, consistent with the universal nature of Islam, are vast and adaptable to the changes of time and the progress of human civilization. The dynamism and breadth of the Islamic education system are evident in the Prophet’s educational efforts. The Prophet (PBUH) said, "I have been sent as a teacher." Therefore, the educational model introduced by the Prophet (PBUH) serves as an ideal for both men and women of all nations and times.
The Importance of Education in the Eyes of the Prophet (PBUH)
The Prophet (PBUH) was sent to guide humanity from the darkness of ignorance to the light of knowledge. Hence, the first revelation he received was: "Read in the name of your Lord who created. He created man from a clot of blood. Read, and your Lord is the Most Generous, who taught by the pen, taught man what he did not know" (Surah Alaq: 1-5). Allah also says, "Can those who know and those who do not know ever be equal?" (Surah Zumar: 9), and "Only those of His servants who possess knowledge fear Allah" (Surah Fatir: 28).
The Prophet (PBUH) instructed both men and women to seek knowledge. He said, "Seeking knowledge is obligatory for every Muslim, male and female" (Ibn Majah). This obligation is as important as other acts of worship. He also said, "When Allah wishes good for someone, He gives him understanding of the religion" (Bukhari and Muslim). The Prophet (PBUH) further stated, "Whoever goes out in search of knowledge is in the path of Allah until they return" (Tirmidhi).
Seeking knowledge is a noble act of worship, and without knowledge, faith cannot be perfected. The Prophet (PBUH) emphasized that the pursuit of knowledge is more virtuous than optional worship. He said, "A short time spent in the pursuit of knowledge is better than a thousand units of optional prayers" (Tirmidhi). Additionally, "One who dies while seeking knowledge dies as a martyr."
The Objectives of Islamic Education
1. To Prepare Qualified Individuals for the Role of Khilafah: Humans are Allah's vicegerents on Earth, and education should aim to develop the qualities necessary to fulfill this responsibility.
2. To Cultivate True Servants of Allah: Education should focus on shaping individuals into devout servants of Allah.
3. To Foster Understanding of Allah: The primary goal of education is to attain a proper understanding of Allah.
4. To Produce Qualified Leaders for Society: Islamic education aims to create individuals who can build an ideal Islamic society and state, leading with piety, trustworthiness, honesty, and competence.
5. Accountability in the Afterlife: Ultimately, Islamic education seeks to develop individuals capable of liberating humanity from the bondage of materialism and turning them into true servants of Allah.
As an example, the Prophet’s school at Masjid al-Nabawi produced great leaders like Abu Bakr, Umar, Uthman, and Ali (RA), renowned military commanders like Khalid bin Walid and Sa'd ibn Abi Waqqas (RA), as well as scholars and jurists like Ibn Abbas, Abu Hurairah, Aisha, and Umm Salamah (RA). These individuals, who had previous education, were not able to become ideal, civilized individuals until they embraced the education rooted in Tawhid (monotheism) and Iman (faith) established by the Prophet (PBUH). Thus, education that imparts the values and ideals necessary for a nation to stand tall is essential.
Herman H. Horne stated, "Education is a process by which a free, conscious human being is developed, capable of aligning himself with God." Allama Iqbal similarly emphasized that knowledge should be inspired by faith, warning that secular knowledge devoid of religion is dangerous.
Women's Education During the Time of the Prophet (PBUH)
The Prophet (PBUH) understood that women needed to be equally involved in creating an ideal society, and thus, he emphasized the importance of women’s education. He taught that seeking knowledge is obligatory for both men and women.
Aisha (RA) reported that the Prophet (PBUH) said, "Whoever takes care of a daughter and treats her well, she will be a barrier for him from Hellfire" (Bukhari and Muslim). He also said, "Whoever has a female servant and teaches her good manners, educates her properly, and then sets her free and marries her, will have two rewards" (Bukhari).
The Prophet (PBUH) ensured that women had access to education. Ibn Hurayj (RA) narrated that after one Eid prayer, the Prophet (PBUH) addressed the men, and then he went to the women to give them advice, as they could not hear the first sermon clearly. This demonstrates the Prophet’s recognition of women’s right to education and their active participation in learning.
Narrated by Abu Saeed (RA), he said: A woman came to the service of the Messenger of Allah (SAW) and said, "O Messenger of Allah! The men have taken all your Hadiths." In another narration, she said, "The men are given more preference in your service compared to us. So, could you please appoint a day for us so that we may gather and learn from the knowledge that Allah has bestowed upon you?" The Messenger of Allah (SAW) replied, "Gather on such-and-such day at such-and-such place." When they gathered, the Messenger of Allah (SAW) came and taught them some knowledge that Allah had given him. He then said, "For any of you who loses three children, Hellfire will be forbidden for her." A woman asked, "O Messenger of Allah (SAW), what if it's only two?" He replied, "Even two." (Bukhari) (13)
Hafiz Ibn Hajar (RA) said, "This hadith shows the eagerness of the female companions to acquire religious knowledge."
It is undoubtedly true that the women were extremely eager. Listening to the speeches of the Prophet (SAW) in the mosque of the Prophet (SAW) was not enough for them, so they made a special request for knowledge, and the Prophet (SAW) fulfilled their request.
Women’s Pursuit of Knowledge During the Time of the Prophet (SAW) and His Companions
Many impose restrictions on women leaving their homes for the purpose of acquiring knowledge and extensively studying Islam. They say that the father or husband is sufficient to teach them. By saying this, they deprive women of the light of education and push them into the darkness of ignorance. Neither their fathers educate them, nor their husbands. How can those who are ignorant themselves teach others?
Since acquiring knowledge is obligatory for both men and women, we see that in the early period of Islam, the Mothers of the Believers, female companions, and the Tabi’un women had a high status in narrating Hadiths and legal matters. They also attained expertise in Arabic literature, poetry, and language knowledge. Many of the Hadith narrators among the Imams freely narrated from female companions and Tabi’un women.
Allah has bestowed upon women delicate feelings, which make them more inclined toward learning and religion if given the opportunity to participate in acquiring proper knowledge. Sheikh Zayed, the Chief Justice of Qatar, said, "Women are ahead of men in acquiring righteous character and good education. If they find teachers or guides who can show them the right path, they are always ready to listen and follow." (15)
Women's Role in Acquiring Knowledge:
1. Recitation and Tafsir (Exegesis) Knowledge: Hazrat Ayesha, Hafsa, Umm Salama, and Umm Waraqa (RA) had memorized the entire Quran. Hind bint Usayd, Harisa, and Umm Saad (RA) had memorized a significant portion of the Quran. Umm Salama used to teach the Quran. Hazrat Ayesha (RA) had special expertise in the Tafsir of the Quran. Some of her Tafsir is mentioned in Sahih Muslim. (16)
2. Narrating and Teaching Hadiths: All the wives of the Prophet (SAW) narrated Hadiths to varying extents, but Hazrat Ayesha (RA) was the most prolific female narrator and ranked second among all narrators, male and female. She narrated a total of 2,210 Hadiths. Many prominent companions used to seek knowledge from her. Some scholars say that one-fourth of the Islamic Shariah rulings have been derived from her. (17) Additionally, Umm Atiyya, Asma bint Abu Bakr, Umm Hani, and Fatima bint Qais (RA) narrated numerous Hadiths.
3. Fiqh (Islamic Jurisprudence): Hazrat Ayesha (RA) had issued so many legal verdicts (fatwas) that they could fill several volumes of books. The fatwas of Umm Salama (RA) could be compiled into a booklet. Hazrat Safiyya, Hafsa, Habiba, Maymunah, Fatima, Qays, Khawla, Umm Darda, and Umm Ayman (RA) also issued fatwas. (18)
4. Inheritance Law (Fara'idh): Hazrat Ayesha (RA) was renowned for her expertise in inheritance law. Prominent companions would consult her regarding matters of inheritance. Umm Salama and Umm Sulaim (RA) were also proficient in the knowledge of Fiqh and inheritance law. (19)
5. Poetry Composition and Recitation: Hazrat Khansa, Safiyya, Atika, Zaynab, Umm Ayman, Maymunah, and Ruqayyah (RA) were famous for composing poetry. Hazrat Khansa (RA) was unparalleled in elegiac poetry, and no other female poet of her caliber has been born according to language scholars and literary critics. A large collection of her poetry was published in Beirut in 1888. (20)
6. Logic: Hazrat Ayesha (RA) excelled in logic. Her understanding of divine philosophy, unseen knowledge, the nature of revelation, and the progression of the Caliphate reflects her deep insight.
7. History: Hazrat Ayesha (RA) narrated several key events in Islamic history, such as the nature of revelation, the incident of Ifk (false accusation), the battles of Badr, Uhud, and Khandaq, the conquest of Makkah, and the pledge of allegiance by women.
8. Public Speaking: Hazrat Asma bint Sakan (RA) was renowned for her oratory skills.
9. Medical Science: Female companions such as Rafida Aslamia, Umm Muta, Umm Karasha, Hamna bint Hajjash, Mayaz, Layla, Umm Ziyad, Ruba, Umm Atiyya, and Umm Sulaym (RA) were highly skilled in medical science and surgery. Rafida (RA) had a tent near the Prophet's Mosque where surgeries were performed. (22)
Hazrat Ayesha (RA) said, "I participated in seven battles with the Prophet (SAW), and a tent was set up for him in the mosque for his service." (Bukhari)
Umm Atiyya (RA) said, "I participated in seven battles with the Prophet (SAW), and I prepared food for the soldiers and cared for the wounded and the sick." (Muslim) (23)
10. Islamic Music and Singing: During weddings and Eid celebrations, young girls from the Ansar tribe would sing and perform. Even in the presence of the Prophet (SAW), poetry recitation took place during weddings and other joyous events. In Madinah, there was a young girl named Arnab, and the Prophet (SAW) sent her to sing at Ansar weddings with Ayesha’s (RA) permission. (24)
On one Eid day, Abu Bakr (RA) entered Ayesha’s (RA) house and saw two girls singing. The Prophet (SAW) was lying down, covered with a blanket. Abu Bakr (RA) scolded them, but the Prophet (SAW) said, "Abu Bakr, let them be, for it is Eid." (Bukhari and Muslim) (25)
Participation in Social Welfare and Education
Alongside education, women were actively involved in various social activities. Just as men, they regularly contributed to the welfare of society and the nation. They participated in all types of tasks, driven by the natural needs of life. However, their involvement always adhered to the principles of Sharia, and they never violated these guidelines. Women consistently followed these set norms and never deviated from them. In addition to education, they engaged in various social works, such as social welfare, community service, teaching, manual labor, crafts, animal husbandry, agriculture, handicrafts, management, healthcare, nursing, cleanliness, accounting, business, and sewing. Two key factors compelled them to engage in these works: the first was the sense of responsibility to lead a dignified life, free from poverty for themselves and their families. The second was the opportunity to earn rewards by giving charity from their income. During the time of the Prophet (PBUH), almost all the Sahabah (companions) were involved in weaving fabrics .
Establishment of Schools
Hazrat Safiyyah (RA) established a school for the pursuit of knowledge. Women from Kufa came there to learn and gain an understanding of religious matters. (Musnad) Hazrat Asma bint Umais (RA) taught illiterate people to read and write (Bukhari).
Teaching
Hazrat Hafsa (RA) had a strong interest in education. Among the men, Abdullah ibn Umar, Hamza ibn Abdullah, and Abdur Rahman (RA), and among the women, Safiyyah bint Abu Ubaidah (RA) and Umm Mubashir Ansari (RA) were her students . On the other hand, Hazrat Shifa bint Abdullah was Hafsa's (RA) teacher.
Employment
Hazrat Umar (RA) appointed Abdullah's daughter as the market inspector in the capital of Madinah, and her opinions were considered paramount when making decisions (Isabah). Most of the Ansari women were involved in agriculture, and among the Muhajir women, those who lived in Madinah's agricultural lands were also engaged in farming. Hazrat Asma (RA) was one of them .
Hazrat Jabir's (RA) aunt wanted to cut date trees during her waiting period (iddah) after her husband's death. When a man discouraged her, she asked the Prophet (PBUH), and he said, "Yes, you can cut the dates because you will undoubtedly give them in charity" (Muslim).
The slave girl of Ka'b ibn Malik used to graze goats on the Sila mountain of Madinah. When one of the goats fell ill, she slaughtered it with a sharp stone. When she asked the Prophet (PBUH) about it, he allowed her to eat the meat (Bukhari).
Hazrat Khadijah (RA) was a prominent businesswoman. Khawla, Marika, Sakaafiyah, and Bint Mathabba dealt in perfumes and incense .
A Black woman used to clean the Prophet’s Mosque, and when she passed away, the Prophet (PBUH) prayed her funeral prayer at her grave (Bukhari).
Contributions of Female Scholars During the Time of the Hakam II
Muslim women in Spain were highly civilized and cultured. Many gained fame for their excellent writing. Labana, Fatima, Aisha, Raziya, and Khadijah were notable among the Muslim scholars of Spain. Labana and Fatima held prestigious positions in the court and library of Hakam II due to their exceptional scholarship. Even in her old age, Fatima copied manuscripts in beautiful handwriting for the Caliph. In her youth, she traveled to Cairo, Damascus, and Baghdad to search for rare manuscripts. Aisha (RA) was a renowned poet of her time, and her personal library housed a vast collection of rare and valuable books. Khadijah also had a personal library. One of Hakam's female slaves was highly educated in grammar, mathematics, and other sciences. She often wrote letters for Hakam .
The historian Ibn al-Fayaz mentioned that, in the suburb of Cordova alone, 100 women were engaged in copying the Qur'an in Kufic script. Ahmad’s daughter, Aisha, copied the Qur'an beautifully by hand.
Fields and Limits of Women’s Education
In terms of basic education, there is no distinction between men and women. However, there must be differences in the scope and type of education. From an Islamic perspective, the primary purpose of women's education is to shape them into excellent wives, mothers, and homemakers. Since their main field of work is the home, it is essential to provide them with education that equips them with the skills to excel in this area. Furthermore, they should also receive knowledge that helps them develop as complete human beings. This type of education, which focuses on character building and social conduct, is essential for every woman.
If a woman possesses extraordinary wisdom and capability, and after completing her primary education wishes to pursue higher studies in other fields, Islam does not impose any barriers in her way. However, the condition is that she must not exceed the limits set by Sharia.
The true purpose of a woman's creation is to establish her as an ideal mother. Allah created her based on this natural truth because every creation of Allah has a noble purpose, and the welfare of humanity is the primary goal of that creation. Therefore, if we do not provide women with the education that corresponds to their true purpose, they will be deprived of the opportunity to fulfill their duties as ideal women and mothers. Yet, a woman’s primary success lies in becoming an ideal mother.
Co-education
Islam does not forbid any subject of knowledge for women. However, it must be determined which knowledge is suited to a woman’s nature and is essential for her. While acquiring this knowledge, she must do so within the limits of Sharia. Islam never approves of co-education; therefore, separate educational institutions must be established for women so they can acquire all forms of knowledge within the boundaries of Sharia.
Conditions for Women Leaving the Home
A woman can leave her home for education or any necessity. However, Islam has imposed certain conditions:
1. She must uphold Islamic etiquette when leaving the home. Allah says, "And stay in your houses, and do not display yourselves like the display of the former times of ignorance" (Surah Al-Ahzab: 33). The Prophet (PBUH) said, "You are permitted to go out when there is a need" (Bukhari).
2. She must have the permission of her husband, guardian, father, or mother to leave.
3. She must wear a hijab when going out. Allah says, "O Prophet, tell your wives and your daughters and the women of the believers to bring down over themselves part of their outer garments" (Surah Al-Ahzab: 59).
4. She should not wear perfume when going out. The Prophet (PBUH) said, "A woman who applies perfume and passes by people so that they can smell her scent is a sinful woman" (Tirmidhi).
5. She should not walk in the middle of the street.
6. She must walk with modesty and dignity, so that the sound of her footsteps is not heard. Allah says, "And let them not stamp their feet so as to reveal what they conceal of their adornment" (Surah An-Nur: 31).
7. If she needs to speak with unfamiliar men, she should do so in a normal, straightforward manner. Allah says, "Do not be soft in speech to men, lest he in whose heart is disease should covet, but speak in an appropriate manner" (Surah Al-Ahzab: 32).
8. She should not enter a stranger's home or shop alone. The Prophet (PBUH) said, "A man and a woman should not be alone together in a room, for Satan is the third person with them" (Tirmidhi).
The Harmful Effects of Co-Education
Western civilization, under the guise of freedom, the removal of modesty, and co-education, has driven women to the extremes of indecency and immorality. Here are a few examples:
1. Sayyid Qutb mentioned in a report that, in one American city, 48% of female students in a secondary school were pregnant out of wedlock.
2. A Lebanese newspaper cited statistics on the immorality of American university and college students, reporting that 120,000 girls, under the age of 20, had become pregnant out of wedlock. Among these girls, 60% failed their exams due to prostitution. Police often arrest these students during weekend trips due to various crimes.
3. Qazi Ibn Landeis stated, "American girls begin engaging in sexual activities in primary school. A survey conducted on 321 girls aged 11-12 revealed that 255 of them were involved in sexual activities."
4. During a farewell ceremony at Oklahoma University, students, in a state of extreme excitement, became completely naked and danced the entire night.
5. Due to co-education, 45% of girls in American schools and universities become pregnant out of wedlock, which has led to the establishment of 107 separate colleges for girls in the U.S. and 120 in Russia.
6. In the U.S., teenagers under the age of 17 are banned from going out at night. Parents who fail to keep their children home between 12 a.m. and 6 a.m. face fines or imprisonment.
Modern women have achieved specialization in fields like agricultural science, physics, chemistry, arts, and engineering. They have progressed alongside men in literature and medicine. However, the question remains: what have women gained from acquiring such knowledge? By entering the workforce, women have been excluded from their natural roles, and as a result, they have lost their true status and dignity.
Women working in factories, carrying heavy materials, or selling goods as salesgirls, dressing in provocative clothing, and displaying their bodies on the streets, in theaters, clubs, or as objects for immoral men—do these actions truly restore a woman’s dignity? The picture of women's education in Western civilization that I have presented makes it clear that without Islamic education, it is impossible to establish the true status of women.
Today, while women's education rates have increased, they are still being oppressed. A report from the United Nations' International Institute of Criminal Justice Research (USIGCR) stated that in the U.S., every 8 seconds a woman is assaulted, and every 6 minutes a woman is raped. In India, 5 women are burned to death daily due to dowry disputes. In Papua New Guinea, 67% of women face domestic violence. In Bangladesh’s Dinajpur district alone, 185 rape cases were recorded between January and July 1995.
In the U.S., 22% of urban students possess firearms, according to a government report. The U.S. Department of Justice conducted a survey of 758 students in 10 schools across 4 states.
Today, the United States has become a hub of crime. An FBI report states:
"Official figures completed by the Federal Bureau of Investigation indicate that the crime rate is higher in the United States than in most other countries, and the rate is continuing to rise."
In 1974, over 10 million crimes were committed in the U.S., costing 85 billion dollars to address. In 1992, the number of crimes increased to 14 million, costing 425 billion dollars. Most of these crimes were juvenile offenses.
Almost half of all serious crimes are committed by individuals under 18, and about 75% by individuals under 25.
A 1995 report from the Beijing Conference indicated that around 60 billion women worldwide live in poverty. In America alone, 33% live below the poverty line, 9.5 million are illiterate, 40% are affected by AIDS, and every 18 seconds, a woman dies. Similarly, 80% of the world’s women are homeless.
The current education system’s co-education model has created a deplorable environment in schools, causing severe damage to the moral character of the nation. The unrestricted mingling of boys and girls due to co-education has also led to the spread of various contagious diseases, destroying the valuable lives of many young people. Considering these harmful effects, Islam places significant emphasis on establishing separate educational institutions for women.
Education Devoid of Ideals
Education devoid of ideals has tainted our national character. Institutions are being established, but in the true sense, no individuals with ideals are being created. The degradation we see at all levels of our society today is solely due to this ideal-less education. Regarding the true purpose of education, English poet John Milton said: "Education is the harmonious development of body, mind, and soul," meaning education is the balanced development of body, mind, and soul. The current education system fails to fulfill these three conditions, resulting in the mass production of degenerate degree holders, scholars who are lacking in character. These individuals assume positions of leadership in the country, which leads to more harm than good. The root cause is that our education system was developed from external sources whose objective was to enslave a nation. Over two hundred years, this education system of slavery fostered a generation in this country. They were shaped by foreign education, were hostile to our ideals, culture, and heritage, and harbored resentment towards our history. In criticizing this, Allama Iqbal said:
"You are learning the knowledge of others, coloring your own existence with livelihood borrowed from others. I do not know who you are; you are neither yourself nor anyone else. Your intellect is chained by the thoughts of others. Even the breath of your voice comes from another's instruments. The borrowed language on your lips... You are a sun, so look towards your own essence. Do not seek the light of others' stars. How long will you keep dancing around the candles of the gathering? If there is feeling in your heart, then light your own fire at once."
The poet here emphasizes the importance of education based on our own history and ideals rather than borrowed education.
Conclusion:
An education system cannot be changed overnight, but we aspire for half of the Muslim women in Bangladesh to grow up in a scientifically sound education system based on their own thoughts, consciousness, and values, and for Muslim women to join men in building the nation and society. This is our expectation from the current government.
Recommendations:
1. From the 6th grade through higher education, co-education should be abolished, and considering the current socio-economic situation, separate shifts should be introduced for male and female students in all educational institutions.
2. To acquire the necessary knowledge for living according to the fundamental tenets of Islam and its culture and civilization, a curriculum should be developed that includes pure recitation of the Qur'an, the necessary laws of Islam, and the rules of worship.
3. Broad opportunities should be created for women in medical sciences.
4. More schools, madrasas, colleges, universities, and technical education systems should be established for women.
5. Universities, medical colleges, madrasas, and engineering universities specifically for women should be set up. If this is not possible in the short term, the government should establish an Islamic environment and modesty rules across all levels of higher education.
6. Educated women should be engaged to educate girls in their areas or homes to eliminate illiteracy.
7. Since women make up half of the population, an equal number of educational institutions for women should be established as there are for men, and equal amounts of funding should be allocated for them in the national budget.
8. Garment industry employers should be required to provide at least two hours of education each day for women workers.
9. Employers of domestic workers should be required to provide basic literacy and religious education to them.
Bibliography
1. Ibn Majah, Hadith No. 224, Hafiz Mazni states this Hadith is Hasan.
2. Bukhari, Vol. 1, p. 150.
3. Tirmidhi, Hadith 2649, Riyadus Saliheen, Section: Kitabul Ilm, p. 526.
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8. Ibid., p. 8.
9. Ibid., p. 15.
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28. Ibid., Vol. 5, p. 432.
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34. Ibid.
35. Dainik Sangram, Dhaka, July 10, 1995.
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38. Weekly Bichitra, March 17, 1995.
39. Abnormal Psychology and Modern Life, Jans C. Coleman, p. 396.
40. Al-Mujtama Journal, August 29, 1995, Kuwait.
41. Professor Khurshid Ahmad, Principles of Islamic Education, p. 6, 1990.
Author: Chairman, Al-Fiqh Department, Islamic University, Kushtia.
