Rethinking Madrasas: What Changes Need to be Made to the South Asian Islamic Education System?

Ayman Tahmid:
Madrasas have long played a significant role in shaping the religious identities of South Asian Muslims around the world. In his research paper, Bengali-American student and researcher Ayman Tahmid critically examines the shortcomings of South Asian Islamic schooling systems—particularly their rigid and narrow teaching techniques. Drawing from personal experiences, multiple interviews, and a robust foundation of quantitative and qualitative data, Tahmid’s paper exposes a fundamental flaw: these establishments often emphasize rote memorization of scripture at the expense of knowledge, critical questioning, and personal connection to the religion.

Raised in a religious Bangladeshi Muslim family in the United States, Ayman was enrolled in Islamic schools from the age of seven. His first experience in a madrasah, led by South Asian teachers, became repetitive and unfulfilling. The sessions, each two hours long, focused entirely on memorizing verses of the Quran in Arabic—without any explanation of the meanings or theology behind the scripture. This limited approach left him disconnected from the faith he was meant to embrace.

In contrast, a later Islamic school he attended presented a holistic curriculum that incorporated Quranic history, theology, and discussion-based classes. This experience transformed his relationship with Islam, offering a deeper and more insightful connection. Tahmid argues that this type of varied education is the key to raising empowered, knowledgeable Muslims.

Cultural Myth: Education Equals Empowerment

A central theme in Tahmid’s paper is the deconstruction of a cultural myth: the belief that education inherently empowers and uplifts. Drawing on authors like John Taylor Gatto and Michael Moore, he critiques both the U.S. public school system and South Asian Islamic education, showing that both structures often produce disengaged students who forget what they learned in school. Gatto describes schools as “factories” designed to produce obedient citizens rather than critical thinkers. Moore, meanwhile, highlights systemic failures such as underfunded classrooms and undervalued teachers.

Tahmid connects these critiques to madrasas, where a lack of teacher engagement, rigid curriculums, and heavy reliance on blind faith often lead to alienated students. He emphasizes that education—whether secular or religious—should result in students who are engaged, passionate, and thoughtful about what they’re learning.

Beyond Anecdotes: Data-Driven Insights

The paper moves beyond anecdotal evidence, incorporating impactful quantitative research:

Yaqeen Institute: Found that early involvement in madrasas increases the likelihood of adult Muslims praying daily and valuing their religion. This demonstrates that Islamic schools can have a profoundly positive impact on religiosity.
National University of Modern Languages (NUML): Found that current Islamic school curriculums negatively affect students’ critical thinking skills, civic health, and professionalism. However, when madrasas allowed openness in religious thought, these qualities significantly improved.
Centre for the Study of Developing Societies (CSDS): Tracked a decline in religious engagement among young Indian Muslims, with prayer and mosque attendance decreasing from 2016 to 2021. Tahmid suggests a link between this decline and poor early Islamic schooling experiences.

Generational Voices: A Family Case Study

Tahmid’s paper also includes qualitative primary research in the form of interviews. To examine how South Asian Islamic education has evolved, he interviewed his brother and mother—two people from different generations who both attended Islamic schools. His mother went to Islamic school in Bangladesh, while his brother attended in the U.S.

While both studied in madrasas for nearly a decade, their experiences sharply diverged. His brother, like Tahmid himself, found the classes monotonous and devoid of deeper religious comprehension. His mother, on the other hand, enjoyed it much more. She was treated well because she was a very good student. However, she also mentioned that the teachers were very strict and apathetic toward most of the students.

Tahmid interprets this difference as rooted in cultural norms. In many South Asian communities, the idea of questioning one’s religion is so ingrained as taboo that earlier generations may not have realized what they were missing. For his mother, the concept of challenging religious teachings was never even on the table—so it never felt like an issue.

Proposed Solutions: Reform, Not Rejection

While Tahmid critiques the existing system, he also offers actionable solutions:

Curriculum Diversification: Divide class time into segments—for example, memorization, theological understanding, history, and dialogue—to offer students a broader and deeper picture of Islam.
Instructor Training: Emphasize kindness, patience, and engagement. Instructors must learn to teach with compassion and enthusiasm, fostering interest and joy rather than fear.
Encouraging Questions: Normalize and encourage intellectual curiosity within madrasas and the broader community, so students don’t fear punishment for questioning. Tahmid argues that through inquiry and thoughtful discussion, Muslims can build a more meaningful connection to their faith.

Conclusion

Tahmid’s paper is a heartfelt call for reform, rooted in lived experience and rigorous analysis. He asserts that the South Asian Islamic education system must evolve. It should not teach students to be Muslim merely because their parents are Muslim, but instead show them why they should believe through scripture, history, and reason.

The goal is not simply to produce Muslims who can recite scripture, but to nurture believers who live their faith with understanding, conviction, and love. If implemented, Tahmid’s ideas could inspire a generational shift—deepening religious connection, increasing engagement, and ultimately strengthening and uniting the South Asian Muslim community on a broader scale.

Ayman Noor Tahmid
Students
Cambridge Rindge and Latin School (CRLS) and
Scholars of
Harvard Crimson Summer Academy.