In remarks from a 1954 reception hosted by the Southern Indian Education Trust in Madras (present-day Chennai), the 51st Dai al-Mutlaq, Syedna Taher Saifuddin, delivered a powerful address on the Islamic philosophy regarding education and the essential role of women in society.
Opening by expressing gratitude for the warm reception, Syedna observed that the invitation to speak conveyed goodwill and affection, as well as respect for the office of Chancellor of Aligarh Muslim University — a position he held for 12 years between 1953 and 1965. From this note of appreciation, he went on to expound on the Islamic philosophy of education.
Dwelling upon his visits to educational institutions across the East, Syedna shared his conviction that education is the highest form of service to the Almighty. He stated:
“I believe that the most noble service a person can offer the Almighty during their life in this world is the service of education. For when a human being is born, they are an entrustment from Allah, placed in the care of His servants. They enter the world knowing nothing — a blank page. Knowledge and understanding are divine gifts bestowed upon humanity.”
Citing a verse from the Holy Quran — “Al-Rahman, The Most Merciful — taught the Quran, created man, and taught him expression” — Syedna emphasised the sacred role of educators, who, in this way, assist Allah by nurturing others through education.
Drawing from Fatimi epistemology, Syedna emphasised that the mode and method of education must always align with human nature—or fitrat, stating:
“It is essential for anyone who undertakes this noble duty to recognise that the best way to fulfill it is through a method that aligns with human nature (fitrat). For we see that nature teaches the human being through all of their senses, and that by their very disposition, human beings are created eager to learn. In truth, that knowledge is like a treasure embedded within them and the teacher merely attempts to extract that treasure from within.”
The most effective teaching, he expressed, facilitates the emergence of knowledge from within, uncovering what is already latent in the human soul. This perspective, articulated over 70 years ago, anticipates many principles found in today’s learner-centred and inquiry-based pedagogies.
Syedna explained that when education engages all the faculties of the human being and nurtures their innate potential, it produces students of noble character — those who not only contribute to society but serve as a source of national progress and pride.
Then, he turned to a subject of enduring relevance: the education of women. Quoting the Prophetic tradition — Seeking knowledge is obligatory upon every Muslim man and woman — he highlighted that Islam unequivocally mandates learning for both genders. He noted that women have a natural and divinely assigned role in nurturing the next generation and much of a child’s future is shaped by a mother’s upbringing and values, stating:
“I hold with absolute conviction that educating girls is not only of great importance, but a fundamental obligation and one for which no excuse can justify neglect. It is a duty that the Prophet himself mandated, and Islamic history bears witness to this. I also believe that girls’ education — which should encompass both sciences and arts—must also include a dedicated and essential focus on matters specific to their lives, experiences, and responsibilities.”
Syedna’s message was remarkably forward-looking for the mid-20th century — a time when access to education for women remained limited in many parts of the world, including India. His vision outlined a framework in which education was not merely a means to cultivate the intellect but also a vehicle to develop moral character. It emphasised universal access while attending to the cultural and social contexts of learners.
At the end, Syedna Taher Saifuddin expressed his gratitude for the invitation and prayed for the continued success of the institute, particularly for building a new girls’ college.
As contemporary conversations around curriculum reform, equity, and inclusive education continue, Syedna’s emphasis on values-driven, context-ware, and accessible pedagogy offers enduring insight and retains relevance for educators and policymakers today.
