My daily routine was a rigorous one, beginning early in the morning as I traveled from my home in Babuzai to Al Jami'ah Al Islamiyah in Mardan, a madrasa that had become my second home.
Upon arriving at the madrasa, I would be greeted by the familiar sight of bustling students, all immersed in their studies. The day would commence with the rhythmic recitation of Quranic verses, filling the air with a profound sense of serenity and purpose. This collective recitation was a daily reminder of the centrality of the Quran in our lives.
My classes at the madrasa were demanding, but each lesson brought me closer to my goal of understanding the Quran and the authentic teachings of Islam. In the company of my fellow students, I would delve into the complexities of Quranic Arabic, grappling with linguistic intricacies and exploring the profound meanings concealed within the verses. The madrasa provided an environment where questions were welcomed, and debates were encouraged, fostering a culture of critical thinking.
Beyond the Arabic language, my studies extended to the in-depth exploration of Islamic texts and traditions. I engaged in spirited discussions with my peers, challenging my own perspectives and deepening my grasp of the multifaceted facets of Islam. The madrasa encouraged us to explore the historical and contextual nuances of Islamic thought, enabling us to apply these teachings to contemporary issues and challenges.
The art of translation was another integral part of my journey at the madrasa. I felt a deep sense of responsibility to make this knowledge accessible to my village, and translation was the bridge that connected the classical Arabic texts to the vernacular languages of Pashto, Persian, and Urdu. This process was both intellectually stimulating and emotionally fulfilling, as it allowed me to convey the richness of Islamic thought to a broader audience.
Amidst the rigorous academic schedule, the madrasa also offered moments of spiritual reflection. Daily prayers and spiritual gatherings provided solace and rejuvenation, allowing us to connect with Allah and reaffirm our commitment to our faith. The friendships I formed with my fellow students were based on a shared dedication to seeking knowledge and a profound sense of unity in faith.
While my days at the madrasa were filled with intellectual and spiritual growth, I couldn't help but reflect on the consequences of misinterpretations of the Quran. These misinterpretations, particularly in my village of Babuzai, had dire implications, especially for girls and women. One of the most detrimental consequences was the belief that girls should be denied access to education, which was deeply rooted in these distortions of Quranic teachings. This belief led to girls being asked to leave school, denying them the opportunity to pursue knowledge and limiting their potential in life.
In addition, the misinterpretations affected women's roles in society, discouraging them from working outside the home. Such beliefs reinforced the idea that their primary role was limited to the domestic sphere, leading to financial dependence on male family members, a lack of control over their own lives, and limited mobility. These consequences were not only economic but also deeply personal, affecting women's physical and emotional well-being.
Misinterpretations of certain Quranic terms and verses played a significant role in perpetuating these harmful beliefs. For instance, the Quran's verse stating that men are "qawwamun" over women (Quran 4:34) was often misunderstood as implying male superiority. In reality, "qawwamun" means "protectors" or "maintainers," emphasizing the responsibility of providing and caring for one's family, not dominance.
The consequences of these misinterpretations extended beyond individual lives to the very fabric of the community. A lack of educational opportunities for women hindered the village's overall progress, contributing to poverty and limiting the potential for social and economic development. The misinterpretations had the power to hold back an entire generation of women, stifling their potential and relegating them to a subservient role in society.
It was against this backdrop that my journey to Al Jami'ah Al Islamiyah in Mardan took on greater significance. Armed with the knowledge of the Quran's true teachings and a deeper understanding of its linguistic nuances, I was determined to challenge these misinterpretations and their devastating consequences. My daily commute became not only a physical journey but a mission to bring clarity to the misunderstood words of the Quran and promote a more accurate understanding among my fellow villagers.
As the day drew to a close, I would bid farewell to my peers and instructors at the madrasa, feeling a deep sense of gratitude for the opportunities that the institution had provided. Then, I would embark on my journey back to Babuzai, my heart brimming with the knowledge and insights I had gained, eager to share them with those in my village, in the hope of dispelling the misconceptions that had held them back for so long. My time at Al Jami'ah Al Islamiyah is an ongoing journey, and I remain a student and a teacher, continuously shaping my own understanding and that of my community.