The following is a heartfelt message to the students – and by extension to the staff – of the International Islamic University Malaysia (IIUM). The message aims to encourage students to better understand the essential aspects of the University’s identity and to make the most of them.

The message is comprehensive and has seven parts, namely: the role of pragmatism; servants of a noble mission; producing holistic good men and women, rather than one-dimensional and superficially cultured professionals; IIUM students are special; the unfairness of liberal capitalism; cherishing the educational triad of the IIUM; the IIUM as savior.

The role of pragmatism

While the philosophy, vision, mission and objectives of the IIUM are ideal, the actual implementation by people, their policies and behavior may not always align perfectly. It would be unrealistic to expect flawless execution. Nevertheless, there is room for improvement at all levels, and everyone involved should dedicate more effort and passion to the IIUM project. If we do not make our IIUM better, nobody will. As per a maxim, the biggest room in the world is the room for improvement.

Monetary constraints are often cited as the main stumbling block. However, while acknowledging the critical importance of this factor, it is usually a combination of intangible and virtually unquantifiable factors that play a decisive role in shaping any university’s destiny. If it is believed that it takes a village to raise a child, then the entire IIUM community is crucial for the smooth operation of the University and for the support of a student’s development.

What IIUM is trying to achieve is massive. It sometimes appears as though larger than life and unattainable. The good news, though, is that Almighty Allah appreciates intentions coupled with exertions more than anything else. Results are not always in our hands, so it is only fair that they play second fiddle to real-world efforts. Encouraging also is the fact that as long as we are on the right path, Allah is with us and His help is forthcoming. Doomed is he who abandons the path of righteousness and is abandoned as a result.

Irrespective of our roles and abilities within the structure and dynamics of the IIUM, our main focus should be on being an asset rather than a liability. The current times are extremely difficult, and it is vital to shift from a mindset of only making demands to one of also giving back. Considering the gap between what the IIUM aspires to be and its current state, it will not always be able to give without receiving. The absence of professional and emotional reciprocity is not a sustainable pattern.

Now, more than ever, it is essential to put into practice the Islamic principles of unity, cooperation, excellence, productivity and brotherhood. Holding perennially these as clichés will lead the IIUM, and all of us with it, nowhere. Doing so is unacceptable; it is unislamic. In pledging ourselves to the IIUM, we have undertaken a responsibility that extends beyond mere rule-following or rule-breaking. It encompasses a total approach to living out the Islamic principles that model this institution. The implications of our behavior are sundry and exceed the boundaries of work.

Servants of a noble mission

The key to achieving the honorable objectives of the IIUM is understanding that it is more than just an Islamic university. It serves as a model that should be continuously improved and eventually perfected, with the aim of being replicated throughout the Muslim world. The future of the Muslim ummah holds great promise with the IIUM and all those contributing to its success.

It would not be an exaggeration to say that the IIUM aims to be the epitome of an Islamic university. From an Islamic university it aspires the become the Islamic University. Its workforce is encouraged to view themselves not just as employees, but as dedicated servants of a mission and champions of the truth, following the example set by the predecessors. Certainly, there is more to the life of Allah’s vicegerent on earth than the vicissitudes of employment, struggling to put food on the table, chasing promotions and looking ahead to retirement.

By “everyone,” it is also meant students. They are crucial for the success of IIUM’s story. Therefore, they must realize that as the future torchbearers of the ummah, this is the time and place where they should adjust their bearings, develop positive attitudes and acquire the necessary knowledge and skills. This opportunity might be their final one to do so. The IIUM acts as their gateway to the future, and their accomplishments here reflect their personal mission statements. Both their worldly and spiritual lives may be determined by their brief spell at the IIUM.

Producing holistic good men and women, rather than one-dimensional and superficially cultured professionals

IIUM students are meant to not only become qualified professionals but also good men and women. This aligns with the Islamic philosophy of education, which emphasizes teaching students about life and equipping them to tackle its numerous challenges. Being a qualified professional is just one aspect of their overall development.

Since knowledge is the prime mover of civilizations and the soul of societies, and since man has been created to know, which involves as much knowledge generation as application, Islam has always regarded knowledge as a crowning glory, placing its people and their legacies, as well as knowledge institutions, on a pedestal.

However, this only pertains to genuine knowledge, which is synonymous with the truth and reflects both the physical and metaphysical facets of life. Nowadays, much of what is presented globally in educational institutions in the East and West is pseudo-knowledge, functioning as a platform to propagate falsehood and with it, myriads of deceitful prospects, dreams and hopes. In those settings, the focus is not on knowledge per se – as it is argued within the provinces of religious, ethical and epistemological relativism that absolute truth, and hence absolute knowledge, does not exist – but on education which is used to strengthen and perpetuate the vicious cycle of false knowledge, pretense and ethically questionable behavioral patterns.

Accordingly, we often hear that education is a fundamental human right, but this is incorrect. As a poisoned chalice, education – more often than not – is a trap designed to lure people into the nets of the ungodly worldviews of modernism and later postmodernism as the former’s surrogate.

To give an example, the intrinsic goodness of science has morphed into the enforced vice of scientism, which deifies science as the sole source of knowledge and truth. Those advocating for scientism now cause an even mix of benefits and harm to the world. Of late, this situation has begun to escalate. Under the guise of science, humanity is venturing into unknown and forbidden realms, reflecting a sense of desperation and panic. Time is running out, and essential life questions remain unanswered. The condition can be characterized as reckless, arrogant, and possibly self-destructive.

Rather, our fundamental human right is the true knowledge that resonates with the heavenly origins and ontological purpose of ours. Education is a tool influenced by external factors and adaptable to enhance the articulation and utilization of knowledge. Such knowledge, as the only source on which the purity of human soul can feed, is the final end at which all finalistic nexuses aim and come to rest.

The IIUM strives as much as possible to embody this noble philosophy of knowledge and education. While it may be uncommon and challenging, students should endeavor to understand and adopt it. It is important to recognize that anything exceptional demands extra effort and readiness. Excellence, without a doubt, cannot be achieved through shortcuts. The paths to success are built on principles that emphasize sacrifices and hard work.

While some universities boast about being centers or gardens of knowledge, the IIUM lays emphasis on being a garden not just of knowledge but also virtue. Going the extra mile will stand everybody in good stead. As proven before and nowadays, knowledge without virtue is dangerous, and virtue without knowledge is inadequate. A subtle union between the two is what the world, currently on the brink, desperately needs.

All global troublemakers who keep causing immense suffering to millions and the planet itself, are highly educated, holding prestigious degrees from renowned universities. These individuals, operating as leaders in social, political and economic spheres, embody the educational shortcomings of the institutions they graduated from. While lack of education was once an issue, the current problem lies in the abundance of education spreading wrong knowledge.

In our time, many are educated, but only a few possess true knowledge, and even fewer exhibit wisdom. If those “revered” educational institutions and centers of academic excellence around the world truly live up to their claims, they – for example – would not ignore the ongoing Gaza genocide, but would rather condemn and oppose it. Their silence and potential support make them complicit in the crime, revealing a stark contrast to their professed values. One then wonders what principles and goodness those institutions instill in people. Without a doubt, the dishonest educational institutions and the continuous cycle of dishonest leaders and professionals they produce are primarily accountable for the worldwide pandemonium that appears to have no way out.

Thus, IIUM students should feel fortunate to be part of the IIUM institution. They should enthusiastically seize the opportunity, focusing on the bigger picture and not getting caught up in minor distractions. The IIUM provides them with a platform to gain a broader perspective, enabling them to navigate the world with fairness and confidence. The IIUM helps shape them into individuals who strive for success in this world and seek happiness in the afterlife.

Positively, it is comparatively easy to be a good (efficient) professional, but hard to be a good man or woman. The reason for this is that the former is a minimalist undertaking requiring a one-dimensional mentality, whereas the latter is a holistic mission requiring the involvement of each and every bit of one’s being. It is hardly surprising that a good professional is not necessarily a good man or woman, while a good man or woman will always be a good professional – such is the comprehensive and dynamic nature of Islamic education. A good man or woman represents a complete package, while a good professional is a source of unpredictability whom life’s recurring ups and downs could easily turn into a Pandora’s box.

No sooner does a student graduate and is thrust into the jaws of life’s unforgiving trials, than he or she realizes that there is more to life than merely pursuing a career. It quickly starts dawning upon students that life, continually fluctuating between ebbs and flows, will never be a bed of roses. What also becomes apparent to them is how prepared, or otherwise, they are to deal with challenges. As a senior educator once remarked that during every graduation ceremony he wonders if the seemingly excited and happy graduates have actually been betrayed and robbed of their life opportunity, and if universities and systems they are representing are guilty of treason of the highest order, because they not only failed to provide students with authentic knowledge, but also misguided them.

This clearly has some grave implications for lecturers as well: how they perceive themselves, how they prime themselves for the role, and whether they deliver. Lecturers’ apathy and incompetence are detrimental to the reputation of the IIUM and victimize students. We cannot be special leading the world if we keep doing what and how everybody else does. As outlandish as it may seem, a success somewhere and for somebody is not necessarily the case at the IIUM and for the true servants of the IIUM.

As the world deteriorates rapidly, education is considered the greatest hope. Work should not be viewed as just another day at the office. In this context, the IIUM should set an example and take the lead. It’s time to make a stand. Before talking about the results, which are the effects, adequate strategies and competent players, which are the causes, are to be sorted out first.

There is nothing unique about being just another university; there are thousands worldwide, and yet there is a sense of pessimism. Similarly, for an IIUM student, there is nothing special about aspiring to be just another professional; there are millions globally, and yet much of the world is struggling, including those professionals. IIUM students are expected to be more impactful than that, aiming to create significant personal and collective legacies. We are all created for grander achievements.

Indeed, what is special is to be an enlightened person on a mission, having what it takes to contribute to making the world a better and safer place. Special, furthermore, is to utilize one’s career as a means to fulfill the life purpose (raison d’etre), ultimately becoming a gift to the world that keeps on giving. This is in the vein of the Qur’anic concepts of al-sabiqun bi al-khayrat (those who are foremost in good deeds) (Fatir 32), al-sabiqun (those who are forerunners) (al-Waqi’ah 10) and al-sabiqun al-awwalun (the first forerunners or the vanguards) (al-Tawbah 100).

IIUM students are special

IIUM students should remember that they are special, a fact that should not come as a surprise in an environment that highly values human life, dignity, knowledge and education – again, after sidestepping a number of superficialities and trivialities that could obscure a broader perspective. This uniqueness is not due to specific decisions made by IIUM authorities, but rather stems from fundamental Islamic principles that every member of the IIUM community, regardless of their position, is expected to respect and follow.

In passing, the philosophy and values of the IIUM are deeply rooted in Islam, making everyone accountable to them. Islam is the foundation of the IIUM, shaping its identity and driving its growth. Therefore, it is clear that Islam is indispensable for the IIUM’s sustainable future. The University thrives only when it upholds Islamic principles. That said, the IIUM is above individuals and groups and their respective agendas. Whoever is assigned to any post in the complex hierarchy of the IIUM, he or she is expected but to obey and serve. Imposing personal wills and narrow visions is unwelcome and spells the antithesis of everything the IIUM stands for.

Because students are valued and considered special, they are assigned additional tasks and their progress is closely monitored. Providing extra resources for their development links up with their exceptional status. This approach shows care and support, ensuring that students have the necessary tools to thrive in a complex world. It also focuses on personal growth and empowerment, which can positively impact both individuals and society. Neglecting this responsibility would be careless and a missed opportunity.

Incidentally, education (tarbiyah) is an extension of parenting. Minimalism, disregard and absolute freedom are viewed as abnormalities that can mislead, in lieu of nurturing and guiding. They can also hinder development, rather than foster it. Parents who neglect to provide care, supervision and moral guidance to their children are estranged from them. They are bad parents. This neglect indicates that the children are undervalued, unloved and unappreciated.

By way of illustration, regardless of their academic specializations, all IIUM students are required to take a variety of curricular and extracurricular courses related to the Holy Qur’an, Arabic, Islamic civilization and Islamic studies in general. In addition, as many components of those as possible are integrated into the rest of academic courses.

Many students are unhappy about this. The root cause lies in the sad reality that they misunderstand what the IIUM is, why it exists, and why there is not a similar emphasis on Islam in education outside of the IIUM. They believe that the popular culture outside the IIUM is the norm, viewing the IIUM as an unfamiliar exception.

This however is a grave misconception. In reality, Islam represents constancy and guidance, while the absence of it is seen as an aberration and contradiction. The norm is truth, with exact opposites being outliers and exceptions. People are naturally inclined towards Islam, ready to worship the Creator and lead morally upright lives. Concepts like secularism, atheism, materialism, scientism and liberalism are deviations from this inherent state of being. They are artificial constructs designed to dehumanize man and distort life.  They are furthermore freakish addendums grafted onto the barren mind and soul of man once those had been divested of all of his inborn predispositions and strengths. The obvious challenge is how to awaken the sixth sense in IIUM students, enabling them to penetrate through the layers of deceptions and lies and see the world in its truest colors.

As a small digression, the problem today is that all sorts of falsehood are exhibited disguised in a thin layer of veracity, and all kinds of ugliness are concealed beneath a transparent coating of elegance and beauty. As if there is no decency that is not merely skin-deep, and there is no iniquity that is not a scratch away. The Paris 2024 Olympic Games are an excellent case in point. Serving ostensibly as a showcase of humanity’s sophistication and progress, the Games in fact demonstrated to what extent the potential remnants of spirituality-cum-morality have been forsaken and banished from the modern, especially Western, man’s existential scene. Together with the rest of Western capitals, Paris has become a necropolis of all sanctity and virtue.

The unfairness of liberal capitalism

In the midst of these developments, influenced by consumerism, greed and pleasure-seeking, searching for any meaning or value in life quickly proves futile and unproductive. The only purported goodness is found in the pursuit of material wealth, but unfortunately, due to the negative impact of liberal capitalism, most of it ends up in the hands of a small group. It is often said that around ten percent of the population controls about ninety percent of the wealth, leaving the remaining ten percent to be sought after and shared by the remaining ninety percent of the population.

The elite, who make up either some or all of the above-mentioned ten percent of the population, also serve as socio-political leaders. They are the ones who establish, dictate, control and maintain the terms of educational systems. It is no surprise that these systems are primarily tailored to meet the needs of the elite. Consequently, there is a demand for a skilled and compliant workforce that is ready to uphold the status quo. This workforce must be produced swiftly and effectively, prepared to carry the responsibilities assigned to them. Learning to think creatively and critically, exploring religion, and simply spending time on activities not solely focused on workforce preparation and income generation are often considered unnecessary and therefore, are removed from the systems. That is how educational systems gradually reduce the quality of content, making degrees quicker and easier to obtain.

When students come to the IIUM from environments where this belief is rampant, it is common for them to feel uneasy and experience some level of discomfort and resistance. However, it is important for them to understand that the IIUM aims to restore balance in both material and immaterial aspects of life. IIUM’s concern is to rescue the situation and its people, for there is nothing that is more consequential than the overall wellbeing of people and their holistic prospects.

The IIUM educates students about the reality of life, emphasizing its true nature and how to live it authentically, rather than adhering to the exaggerated perspectives of idealists or pessimists. It is an undeniable reality that life entails a never-ending and exhausting battle between the truth and falsehood, with their respective powers at play in the realms of both ideas and everyday life.

The prevalent form of liberal capitalism views individuals as mere machines and soulless sources of income, causing them to become disconnected from their work, society and even themselves. This state of affairs is similar to the Qur’anic analogy of a donkey carrying books without understanding or interest in their contents. At first, students who were educated based on the principles of liberal capitalism received no moral or spiritual direction. This lack of guidance persisted even after they entered the workforce, allowing them to freely conduct themselves in this respect.

Those poor students should not be hoodwinked into believing that they are not held morally and spiritually responsible for some magnanimous reasons. Rather, that is the case because in the eyes of the godfathers of liberal capitalism and their corresponding policymakers in governments, students and workers mean nothing, nor hold any value. The only thing they are interested in is to use a person to make more money; nobody cares if the same person will be a good and happy father, mother, wife, husband, neighbor, friend, etc. Furthermore, nobody cares about whether that person will find peace of mind and soul, or what might happen to him beyond the scope of making money. When he stops generating income for whatever reason, a person is quickly replaced with another individual, sometimes referred to as a “soulless screw” or an “unresponsive donkey.”

It is to be anticipated that the Islamic – and the IIUM’s – principles of vicegerency, trust and accountability do not correspond well with the core tenets of liberal capitalism and its diverse socio-political derivatives. Hence, lots of students remain confused and torn between the two. They are unsure about who is a friend and who a foe, and what is the holy grail and what a poisoned cup.

Cherishing the educational triad of IIUM

Consistent with its philosophy, mission and values, the IIUM has its own educational triad: knowledge, Islam and internationalization, all equally important. This implies that upon enrollment, students at the IIUM should not only anticipate earning a degree in the traditional sense. Obtaining a degree also involves developing an international (ummatic) mindset and proficiency in either English or Arabic to enhance and facilitate their global ummatic awareness. Additionally, students are expected to acquire a substantial understanding of Islamic teachings and the skills to apply this knowledge in their personal and professional lives.

These are the quality standards set by the IIUM. If any of the three dimensions is missing, the conditions are not met, and the standards are not fulfilled. For instance, if a student graduates with an IIUM degree but does not embrace internationalization (mastering either English or Arabic, and seeing the ummah as his family and primary affiliation, and himself as an integral part thereof), or if a student does not acquire adequate knowledge about Islam, or fails to internalize and apply what he has learned, then such a student’s success is considered only partial. Some may yet argue that in those cases, the student has not met the specified requirements and may even be deemed to have failed. Such are the high and all-encompassing benchmarks of the IIUM.

We should always compare ourselves to those standards. The approach should never be reversed. Which is to say, if there appears to be a gap between the high standards of the University and our personal or institutional performance, we should focus on improving the latter instead of lowering the former. The standards should be proudly displayed and accentuated to function as reminders and points of reference. This will make it easier for everybody to differentiate between what is appropriate and what is not.

IIUM students are bidden to take all this into their stride. The mentioned educational triad is their right. As the net result of the University’s initiatives and processes, they are expected to emerge as the biggest beneficiaries. They are to be enlightened, enriched and empowered to excel beyond everything their counterparts in other educational institutions can boast of.

Thus, whenever any of the three dimensions: knowledge, Islam and internationalization, is endangered, it is students who should react most swiftly and most resolutely. That is understandable, as they will be the biggest losers. In consequence, instead of excellence, they will be served mediocrity, and instead of widening their horizons they will be narrowing them down.

If, for instance, English or Arabic proficiency levels drop, or if there is a lack of focus on incorporating Islamic knowledge into academic programs, students should promptly notify the authorities and demand improvements. Their motto should be straightforward and simple: we do not want to be “mistreated” and robbed of our rights; we do not want to graduate intellectually, morally and spiritually impeded. This student perspective should be the cornerstone of IIUM’s defense and the primary method of quality control. Lecturers and administrators have the flexibility to work elsewhere with similar roles and benefits, but for students, the IIUM holds paramount importance. They are the key stakeholders, and the University literally makes or breaks their lives.

IIUM as a savior

At any rate, what the IIUM is doing may sound far-fetched to many. However, such is the case only because Muslims have degenerated so much in the arenas of cultural and civilizational complexities. The IIUM is simply striving to restore the situation to where it rightfully belongs, as it was for centuries. Why is it too much to ask Muslims to be true to themselves and their existential identity? Why is it too much to prioritize teaching our future generations about Islamic beliefs, values, history, culture and civilization over those of others and foreign ideologies? Why is it too much to ask a Muslim to be just that, a Muslim as entailed in the name itself?

Isn’t it strange – and wrong – that Muslims worldwide undergo extensive education for many years – yet decades should someone go all the way and pursue a Master’s and PhD degrees – but are not made to read and understand the Qur’an, the source of all true knowledge and embodiment of all wisdom, even once? Isn’t it puzzling, furthermore, that during their long educational journey, Muslims are not encouraged to explore a single biography of Prophet Muhammad (peace and blessings be upon him and his family), who is the epitome of goodness and a role model for all? Finally, isn’t it odd that Muslims, under the same systems, have learned virtually nothing about the true nature of Islam, their intended way of life, and the source of their identity?

By the way, one of the main external reasons for IIUM’s struggle to fulfill its vision and mission is the inefficiency of supply lines. This is evident in the scenario where many students arrive at the IIUM with minimal or no knowledge about Islam. Consequently, rather than focusing on profound and seriously challenging matters in harmony with their ambitious goals, IIUM’s programs end up dedicating a significant amount of time and energy to the fundamentals. Hence, instead of being a highly sophisticated reformatory institution in terms of Islamization, the IIUM often becomes an edifying center for the basic and at most medium-level subjects in Islamic scholarship.

Ideally speaking, upon their admission, all Muslim students should have a solid grasp of the fundamentals and be even able to navigate through more challenging topics. Once the basics are mastered, there should be no need to revisit them. Right from the start, the core themes of the Islamization enterprise could be dealt with. To be honest, the present level of Islamization at the IIUM is still below moderate (B-), yet it continues to encounter various obstacles both from within and outside. Progressing to more advanced stages is long overdue.

This inevitably raises the question of the nature of Muslim educational systems that withhold the true knowledge and guidance from Muslims. Were these systems designed to uplift or undermine Muslims and their future? Were they intended to address or prolong the state of stagnation in Muslim civilization? Finally, were they meant to be a cure or anesthesia?

One truly feels saddened when observing elderly Muslims in their final moments struggling to grasp the basic aspects of Islam and read the Qur’an, even if they do not understand it. Nobody denies that doing so is a meritorious act, however, when compared with what the actual situation should be, the admirability is overshadowed by angst. The fact remains that those elderly persons were robbed of the greatest gifts that life can offer, that is, the appropriate and sufficient knowledge of Islam, Qur’an and the Prophet, which are prerequisites for internalizing and living Islam – and life as a whole – to its fullest potential.

As people near the end of their lives, the pursuit of material possessions, career goals and fleeting joy fades away. When the chaos clears, they come to understand where genuine well-being, happiness and blessings truly exist. They realize that the ultimate truth was in one valley while they resided in a different valley, engaging in a futile pursuit. Many feel betrayed, unappreciated and even useless. Instead of experiencing a fulfilling and successful life trajectory, they often have to deal with the disappointing and anticlimactic emotions.

It stands to reason that beginning to learn about Islam after retirement, despite its virtue, is often seen as a sign of missed opportunity rather than success. Many Muslims wish they could go back in time to address the problem.

The IIUM wants to correct things and prevent people from suffering the agony mentioned above, as its effects impact matters beyond this life. The Prophet highlighted that of the signs indicating the approaching of the Day of Judgment will be the increase in ignorance and immorality. The IIUM aims to avoid both contributing to and being associated with these dreadful phenomena.***

(Dr. Spahic Omer is Associate Professor in the Department of History and Civilisation of the AbdulHamid AbuSulayman Kulliyyah of Islamic Revealed Knowledge and Human Sciences at the International Islamic University Malaysia.)