Education and Islamic Housing


Islamizing and teaching Islamic housing


While Islamizing the notion of Islamic housing both in theory and practice, as a matter of great urgency and a remedial measure, Muslim architects, planners and engineers can draw on their own familiarity with the rulings of Islam, provided the same is adequate. Otherwise, trustworthy religious scholars, who are both qualified and broad-minded, should be consulted and engaged as many times as needed. Even as professional advisors and consultants some religious scholars could be appointed either by the government or by private firms and establishments. It goes without saying that unremitting inter and cross-professional housing studies and research activities appear to be inevitable. This is bound to lead gradually to narrowing down the glaring gap separating the religious scholars and their fields of interest from the secular ones and their own fields of interest. This way, every scholar will become aware as to his/her role in society and his/her obligations toward society, nature and Allah. Certainly, the religious scholars will have to widen their interests and concerns, becoming what they are actually always meant to be: the guardians of societies. But to secure that accolade they ought to reevaluate themselves and their undertakings, striving to be a more practical, approachable, people-friendly, and less dogmatic and idealistic lot. Whereas the secular scholars will have to think of Islamizing their knowledge, wherever there is a conflict of interests and as much as possible, realigning their scientific goals and aspirations with the goals and aspirations of Islam and the Muslim community to which they belong.

Definitely, it is a high time that a serious and scientific initiative of integrating the Islamic worldview, ethics and value system into residential planning and architecture takes off in the Muslim world. However, such a scheme is to be only a segment of a broader Islamization project which will aim to bring about a total harmonization between the education systems of Muslims and the teachings and values of Islam. It is not only that residential planning and architecture should be targeted by this scheme, but also the whole of built environment professions. The process of integration between built environment professions and Islam will yield best results if it were embarked on wisely and gradually, after the people: policy makers, built environment professionals and users, have become convinced of its relevance and urgency, and that they all must as much contribute to as they benefit from it, and even more.

As a beginning, in universities and colleges where students undertake planning, design and architecture programs and where a strong emphasis on housing issues is made, some in-depth and deemed most needed programs on Islamic studies can be taught. Lecturers and tutors will have to be well-educated, well-trained and will have to lead by example. Their role will be critical. The mission of Islamization is a massive and complex one so students will always look up at their teachers for inspiration and guidance.

The programs can be taught independently, or they can be integrated into the syllabus of other courses. The latter option is an excellent one, as it is spontaneous and natural, hence more effective. Due to the obvious relevance and applicability of the integrated subject matter, the students will have little or no reasons to develop any aversion to what they are subjected to. The former option, however, if applied alone is not really a helpful one, as it is suggestive, nominally though, of perpetuating the existing rift between the religious and planning and architectural sciences. At best, the same can be seen as just an addendum to the existing curriculum, to which the students are bound to develop much indifference.

Unquestionably, the best and most workable solution would be a feasible combination of both options. In the process, either option can be given more emphasis on the expense of the other, subject to the dictates of different situations. However, regardless of what model is eventually developed, this aspect of Islamization process can become effective only if students are constantly urged to incorporate what they have learned in the classroom into their practical work in studios and laboratories. Above all this, furthermore, intensive workshops, seminars and trainings on Islamic housing can be periodically organized for those who have already graduated and are actively and professionally involved in the housing sector, so that continuity is ensured and if considered necessary with some professionals, enthusiasm for the mission renewed.

It would be even better if the education systems of Muslims are such that all students come to colleges and universities with a reasonable amount of knowledge about Islam and its culture and history, which they have obtained beforehand at the lower levels of their study. What would then transpire in colleges and universities — where the curriculum, teaching methods, references and the knowledge of the lecturers and tutors are all Islam compliant — is that no time will be wasted on clarifying basic concepts and on dealing with introductory issues. Rather, straight from the beginning the core issues in Islamic housing could be seriously approached from perspectives that suite the level of students’ study, aptitude and interests. It could be then hoped that within the prescribed timeframe which students spend in colleges and universities, a significant set of objectives with respect to Islamization and integration of knowledge in the housing sector can be successfully achieved. Then, the whole enterprise will in due time become a serious, sought-after and productive scientific project, rather than a superficial, superfluous and decorative addendum and diversion.

In universities and colleges the students can be taught some independent courses on the belief system (‘aqidah), ethics (akhlaq), traditions, culture (thaqafah) and history of Islam. However, this will have little or no impact if the same knowledge is not referred to and is not attempted to be applied in those subjects which are directly linked with the question of housing as society’s biggest concern, focusing on its historical, theoretical, cultural, aesthetic, religious, ethical and environmental dimensions.

For example, in an independent Islamic course the students are expected to thoroughly learn about the position of Islam on peaceful coexistence with the environment. Apart from the theoretical part, a lecturer in the same course must be ready to stir up the thoughts of students through a discussion, an assignment, or a question in a test, towards the practical implications of that particular theme — to which Islam, not by an accident, attaches so much importance — for planning, designing and building houses. Next, in the studio where the students might be asked, for example, to plan an environment friendly neighborhood, or design an energy efficient or sustainable house, the environmental lessons learnt beforehand in an independent Islamic course should serve to the students as the foundation, inspiration and chief guidance in their works. The studio lecturers, in turn, are expected to be very familiar with the same lessons — at best that those lessons make up the core of their own environmental education — looking forward to seeing the students ingeniously apply those environmental lessons in their planning and design final products which can be called, for example, “an Islamic environment friendly neighborhood”, or “an Islamic energy efficient house”, or “an Islamic sustainable house”.

Similar methods are to be devised and applied to the integration of the rest of the Islamic teachings and values which underpin the idea of housing in Islam, into the Islamic housing education. Indeed, for the Islamization of the housing education, the students and lecturers must work closely as a team, helping, supporting, encouraging and learning from each other, while relying on, and deriving the strength from, the oneness of their divinely sanctioned life vision, mission, purpose, objectives and knowledge sources.

Presently, the housing planning and building education in the Muslim world, by and large, is very heterogenic in terms of its historical, theoretical, philosophical and cultural propensity and substance. Unfortunately, one has got to believe that there is no clear sense of purpose and direction, which is always the case when blindly following others, in this case the West, becomes a trend.[3] Undeniably, Islam and its cultural and civilizational perspectives are still there, however, they are choking under the constant pressure of the other willingly imported perspectives and options. Partly due to this, and partly due to the glaring lack of a political and decision-making will, it will be very difficult for Islamic housing to institute and ascertain itself. The current overall climate is unfavorable for a dramatic change to take place in a foreseeable future.

As far as the relationship between the Islamic and non-Islamic housing perspectives in Muslim universities and colleges is  concerned, the most ideal scenario will be that the lecturers and tutors whenever dwelling on any of the housing aspects, either in theory or practice, give a clear and comprehensive overview of the topics discussed firstly from an Islamic perspective, as the one to which both the lecturers and students faithfully subscribe, trying then to incorporate the clearly presented Islamic input into the practical works on housing. This process could be supplemented by occasional and brief references to some other cultural, historical, religious, philosophical and environmental perspectives on housing, but only for the sake of student exposure, comparative studies, and the broadening and enriching of the student minds, and not for the sake of becoming suspicious of the Islamic perspective’s place and validity and for the sake of possibly abandoning and bartering it in favor of a foreign perspective.


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