Overcoming the Cultural Divide

Abstract

The September 11 attacks on America invoked, among other things, a debate over the quality ofreligious education in Muslim societies. The calls for educational reform oflslamic religious schools have been most recently echoed by well-positioned individuals in the West. Several scholars, jour­nalists, and commentators have concluded that the fanaticism that moti­vated the highjackers who drove civilian airplanes into civilian targets is rooted in an educational system that teaches hate and intolerance. Traditional religious schools in Muslim societies, the argument goes, have become breeding grounds for religious fanatics who are willing to use force and violence to impose their narrow views of the world on the rest of humanity. New advocates of curtailing religious instruction and the strengthening of liberal education would like to see increased pressure on Muslim governments to restructure religious curricula to achieve the desired end. Under this pressure, the Pakistani government has already closed several religious schools. The concerns of western critics over traditional .Islamic education, while real, are greatly exaggerated. One reason is that religious fanaticism is still only the outlook and experience of fringe groups operating on the margins of society; another reason is that radical groups are to a great extent the creatures of oppressive regimes that dominate Muslim societies. Evidently, that reliance on state power has strengthened the hands of extremists and undermined the efforts of reformists. Still, the realization of the extent to which .Islamic traditionalism is at odds with western modernity is quite significant, because it underscores the need for western analysts and policy-makers to reconsider their current approach to dealing with Islamic resurgence. The universal monologue in which western cultures and norms are elevated to universal standards must give way to a cross-cultural dialogue that aims at finding a middle ground for common humanity, while respecting the cultural individuality of non­western societies ...