Reviving the Spirit of Thoughtful Disagreement: Righteous Thinking in a Divided Age

By Dr Zafar Darik Qasmi Translated into English by Ghulam Ghaus Siddiqi Translator’s Note: The article you are about to read was originally written in Urdu by Dr. Zafar Darik Qasmi, and has been translated into English with the hope that it will resonate with a broader audience. The reason for bringing this work into the English-speaking domain is simple yet significant and urgent: the kind of honest, creative, and reflective thinking that Dr. Qasmi highlights in his article is becoming increasingly rare in today’s intellectual and social landscape. Dr. Qasmi deserves sincere appreciation for this write-up—not just for its content, but for the spirit of intellectual integrity and constructive dialogue it embodies. His background, I guess, is associated with the traditional Islamic education system, particularly the Dars-e-Nezami curriculum taught in madrasas, which has clearly shaped the depth and openness of his thought. The Dars-e-Nezami curriculum—at its best—is not merely a body of religious texts or a pathway to a degree; it was historically designed as a comprehensive intellectual training system. Its purpose was to prepare students to engage deeply with complex theological and jurisprudential differences, cultivating within them the ability to think critically but respectfully. During the ten years of the curriculum, students were introduced to a broad spectrum of thought: the legal positions of the Hanafi, Shafi'i, Maliki, and Hanbali schools; the broader theological frameworks of Sunni and Shia traditions; and the historical viewpoints of groups such as the Mu‘tazilites, Qadiriyya, Jabariyya and others. This exposure was not just about knowing who believed what. It was meant to foster intellectual humility, build an appreciation for diverse reasoning, and instil a culture of tolerance and respectful disagreement. Ideally, students would come to value their own school of thought while simultaneously respecting others, even when fundamental disagreements existed. This spirit of coexistence and dialogue was once a hallmark of traditional Islamic scholarship, where difference was not feared but embraced as part of scholarly maturity. However, this ideal has increasingly become absent—even within many madrasas today. While the Dars-e-Nezami curriculum theoretically maintains its broad, inclusive structure, its practical implementation often falls short. In many institutions, the educational environment is no longer one of rigorous academic inquiry and respectful dialogue. Instead, a rote-based and superficial approach has taken root, where critical thinking is discouraged and ideological rigidity is quietly nurtured. Moreover, a concerning trend has emerged where madrasas are being run more as professional enterprises than as centres of learning. Students are sometimes rushed through years of complex theological studies with limited understanding, only to be granted degrees such as 'Aalimiyat or Fazilat without having undergone the transformative intellectual, ethical and mystical training the system was originally built for. In such cases, the titles conferred may remain, but the spirit of the education—the ability to appreciate difference, the humility to reconsider one's view, and the respect for scholarly dissent—often does not. This dilution of purpose has contributed to a broader social challenge. For the general public—who lack exposure to theological nuance and who have not been trained in the ethics of disagreement—differing opinions are frequently viewed with suspicion, or worse, with hostility. When respectful intellectual debate is no longer modelled or taught, disagreement becomes personal, and diversity of thought is perceived as division or even betrayal. We can observe the consequences of this disconnect in real-world examples. Consider, for instance, the Afghan Taliban, who themselves emerged from madrasa backgrounds. Despite their traditional education, their conduct often reflects a low tolerance for divergent views, whether theological, political, or ideological. This reveals a fundamental contradiction: although they may carry the credentials of religious education, the spirit of open inquiry and scholarly tolerance that Dars-e-Nizami was once known for appears to be lacking. This example is a cautionary tale for all religious educators and institutions. It reminds us that degrees and robes do not automatically confer wisdom or tolerance. These qualities must be cultivated intentionally—through a robust academic culture, thoughtful mentorship, and an environment where questioning is encouraged rather than silenced. The challenge before us is clear: if we wish to revive the true legacy of Islamic scholarship, we must go beyond form and return to substance. That means reforming how Dars-e-Nizami and other religious education programs are taught—placing less emphasis on memorization and formalities, and more on developing open-minded, critically engaged scholars who can lead societies with compassion, nuance, and a deep respect for diversity. This article by Dr. Qasmi, then, serves as a gentle but firm reminder: if we truly wish to build just, informed, and peaceful societies, we must return to the core values of critical thinking, humility, and the ethics of disagreement. Scholarship is not about winning arguments or defending dogmas; it is about seeking truth, welcoming challenges, and constantly refining our understanding. As the translator, I have attempted to preserve the depth, balance, and sincerity of Dr. Qasmi’s reflections in this English version. I hope this translation invites readers to reflect, to question, and most importantly, to grow—both as individuals and as members of a global community that desperately needs more bridges and fewer walls. — Ghulam Ghaus Siddiqi ------- The Need for Righteous Thinking in The Modern Era By Dr Zafar Darik Qasmi, Tr. New Age Islam Translated into English from Urdu If there is one thing that gives a nation, society, or community true value and respect, it is their beliefs and principles. The strength and consistency of an ideology are what earn the admiration of thinkers and people of insight. In today’s world—the one we live in and engage with—whether we’re interacting with individuals, groups, organizations, or institutions, everyone holds certain beliefs, ideas, and plans. And frankly, they should. Having a clear worldview or ideology is important. However, when these beliefs become extreme and start affecting the pluralistic nature of society, they can lead to harmful, divisive outcomes. Strength in one’s convictions does not mean we should see all other viewpoints as false or misguided. Holding firm to our values is a good thing, but it must be balanced with respect and tolerance for other perspectives—even if they directly oppose our own. Tolerance and patience are essential if we want to maintain a balanced and fair society. Unfortunately, the general state of our society today is concerning. There is a growing trend of thinking: “Only our views are right, and anything else must be wrong or misleading.” This mind-set is not limited to religious sects; even individuals often become so fixed in their opinions that they refuse to reconsider, even when strong evidence suggests otherwise. This attitude has many downsides. One major consequence is that it shuts the door on learning, open-mindedness, research, and meaningful intellectual growth. If we truly want our society to move forward in education, research, and critical thinking, we must stop treating our opinions as the final word. If we come across a view that makes more sense than our own—based on context, reasoning, and evidence—we should not feel shy or embarrassed to accept it. At the same time, there is nothing wrong with saying, “My personal belief differs from this, but I acknowledge that based on research and context, the other view holds more weight.” This kind of honesty, humility, and openness is what leads to real growth—both individually and as a society. In the world of knowledge, research, and inquiry, the journey always begins with three essential questions: What, Why, and How? These questions help us move forward and deepen our understanding. When it comes to theoretical and intellectual matters, scholars and thinkers go through a process of growth and refinement. This very process is what we call research and critical inquiry. These qualities—of questioning, reflection, and investigation—give our society a special place in the academic and intellectual world. They help reduce conflict and tension in our communities and instead nurture balanced, thoughtful, and constructive thinking. That is why, before forming any opinion on a topic, a true researcher must first study all viewpoints thoroughly—both for and against. Only then should they begin to develop their own perspective. And once they do form a view, they must also provide clear reasoning and explanation for it. This is what allows their perspective to serve as a model for others in the scholarly community, inspiring thoughtful and meaningful dialogue. Today, in many of our academic institutions, the kind of research being carried out often lacks depth, maturity, and true reflection. In fact, some of what we see directly contradicts the basic principles and ethics of research. Very few researchers today build their ideas on genuine critical thinking or present original perspectives. Another concerning trend has emerged: not only are words and phrases being plagiarized, but now even thoughts and viewpoints are being copied. It’s becoming common to see situations where the ideas belong to one person, the words to another, and yet the credit goes to someone entirely different—an author, editor, or compiler who may not have contributed either. This unhealthy practice must be stopped before it becomes the norm. Research of this kind brings no meaningful or inspiring change to society. True, there may be a growing number of “research papers” and academic works, but quantity is not what we need. What we truly need are thinkers, writers, and intellectuals who can develop original ideas and actions in line with the real needs of society—people who can create new frameworks of thought, not just recycle the old ones. When we study history, we find that there were many remarkable individuals who stood out because of their unique intellectual and ideological contributions. Their writings and research weren’t just additions to the shelves of knowledge—they actually enriched understanding and deepened academic insight. This tradition of deep thought and meaningful scholarship continued for generations. What is especially interesting is that the educational systems and curricula of the past played a key role in producing such exceptional minds—people who left a lasting impact in the world of ideas and scholarship. In contrast, today we have large, well-funded institutions and universities, yet very few thinkers emerge who can genuinely be called creators of ideas or ideological pioneers. When we reflect on the reasons behind this shift, one key factor stands out: in earlier times, there was a strong culture of tolerance and open-mindedness in our religious and academic circles. If someone raised a question or objected to a viewpoint, it was welcomed, listened to with respect, and responded to in a calm and balanced manner. In fact, when we read classical Islamic jurisprudence, we find students disagreeing with their teachers—some even developed entirely new schools of thought—yet this never caused friction. The teacher didn't feel insulted; rather, it was seen as a healthy sign of growth and independence. Unfortunately, the current reality is very different. Today, if a student questions or disagrees with their teacher—even in a respectful, academic manner—it is often taken as a personal attack. Instead of encouraging curiosity, some educators feel offended and respond with resentment. Worse still, students who ask thoughtful or challenging questions are sometimes treated unfairly or singled out, rather than being engaged with respectfully. This shift in attitude is deeply concerning. If we want to revive the spirit of true inquiry and intellectual growth, we must restore the culture of respectful disagreement, where questions are not just tolerated but welcomed, and where students are encouraged to think for themselves, rather than simply repeat what they’re told. Our current educational system and its prevailing approach have played a negative role in the growth of research and critical thinking. This mind-set—still held by many today—has led to a noticeable absence of original thinkers and idea-creators in our universities and institutions. The level of respect and depth once associated with scholars has significantly declined. The principles and ethics of intellectual disagreement that our predecessors upheld—those we learn from studying their works—are almost entirely missing in today's academic culture. This is one of the main reasons why so many conflicts arise in our society: we simply haven’t learned how to disagree with dignity and respect. If we truly want to advance as a community, the foundation must be laid by individuals who can shape new, thoughtful ideas and present balanced perspectives. These are the people who help nurture a culture of peace, tolerance, and mutual respect within society. Naturally, any society that continues to grow intellectually and academically gains a distinct and respected position on the world stage. Other nations begin to look to such communities for guidance and leadership. That’s why, if we’re serious about the development of our country and society, and if we wish to build a future of peace and stability, we must focus on nurturing individuals who are broad-minded, insightful, and capable of forming well-reasoned, responsible ideas. And this is only possible when we commit ourselves to a path of sound thinking, open dialogue, and sincere scholarship. Only then can our institutions become cradles of constructive change, rather than just places that reproduce outdated thought. ---- Urdu Article: Religion And, Politics In The Modern Era مذہباورسیاستعہدحاضرمیں URL: https://www.newageislam.com/spiritual-meditations/reviving-spirit-righteous-divided-age/d/135879 New Age Islam, Islam Online, Islamic Website, African Muslim News, Arab World News, South Asia News, Indian Muslim News, World Muslim News, Women in Islam, Islamic Feminism, Arab Women, Women In Arab, Islamophobia in America, Muslim Women in West, Islam Women and Feminism