In a basement room with plasterless walls adorned by a clock inscribed with "God is Great" in Arabic, 9-year-old Mohammed Tahir rocked back and forth and recited the same verse of the Koran that had been instilled into my memory at the same age: "Of all the communities raised among men you are the best, enjoining the good, forbidding the wrong, and believing in God." But when I asked him to explain how he understands the passage, Tahir's interpretation was quite different from the quietist version taught to me. "The Muslim community of believers is the best in the eyes of God, and we must make it the same in the eyes of men by force," he said. "We must fight the unbelievers and that includes those who carry Muslim names but have adopted the ways of unbelievers. When I grow up I intend to carry out jihad in every possible way." Tahir does not believe that al Qaeda is responsible for September 11 because his teachers have told him that the attacks were a conspiracy by Jews against the Taliban. He also considers Mullah Omar and Osama bin Laden great Muslims, "for challenging the might of the unbelievers." ...
Muslim states are now calling upon Western governments to support madrasa reform through financial aid. The proposed recipe for reform is to add contemporary subjects alongside the traditional religious sciences in madrasa curriculum. But Madrasas will probably survive these reform efforts, just as they survived the introduction of Western education during colonial rule. Can learning science and math, for example, change the worldview shaped by a theology of conformity? I asked Tahir if he is interested in learning math. He said, "In hadith there are many references to how many times Allah has multiplied the reward of jihad. If I knew how to multiply, I would be able to calculate the reward I will earn in the hereafter."
As I said in my comments on the Tactius thread (cross-posting my comments below) where I first excerpted this: we continue to ignore this at our own peril.
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