The Messenger of Allah, Muhammad (saw) was sent to a society where literacy (reading and writing) were not the norm, rather the oral tradition and memorization were the tools of learning and passing on knowledge. The advent of Islam took this to a whole new level via the memorization of Qur’an and transmission of Ahadith. And the emphasis remained on oral teaching.
The messenger of Allah (saw) instituted the ‘Halaqah’ as a mode of tarbiyah in Dar al Arqam. Those study circles produced the best generation known to mankind. Although many of the sahaba were literate the transmission of learning was still oral. Further all discussion related to life and was not merely ‘academic’. This tradition was maintained in the Madrassah and other educational institutions in the Islamic world until the decline of the Muslims and the advent of colonialism. In fact it was only through physical occupation of the Islamic lands and the reconstruction of the political and other systems by the European powers that the western educational model was implanted in the Muslim world. The rise of cultural imperialism in the 20th century ensured that the western model continues to be maintained.
We believe that a renaissance of Islamic education will only come through a deeper understanding of the educational models that flourished under Islamic rule and the hikmah behind them. Our experience of the halaqah has led us to identify many aspects essential to tarbiyah.

Humility and Spirituality

Firstly the Halaqah teaches humility and generates a spiritual atmosphere. Where possible the halaqah is conducted daily after dhuhr salah, children and their teacher sit in a circle on the floor and begin and end with a du’a or recitation of the Qur’an. Sitting on the floor or a carpet as an action in itself teaches humility and whilst this may be normal in Early Years or Key Stage 1 in the state system it is not often used by older children at a time when they are just beginning to learn ‘pride’. The halaqah is often the tool used to address any false pride in the children. This does not mean to say that it does not instill confidence, rather quite the opposite as will be discussed later. It also generates an atmosphere of spirituality and developing a relationship with Allah swt as children are reminded of the hadith that angels encircle any gathering of remembrance of Allah ta’ala.

Developing Shakhsiyah:

The halaqah develops shakhsiyah. In the halaqah the teaching is purely oral and there are no exercises or written tasks for ‘Islamic Studies’. This leads to a constant focus on the thinking (‘aqliyah) of the children as well as their behaviour. Also in consideration is their inner life (nafsiyah). The teacher and children are all aware of this and engaging not only in learning but also development of these aspects of their personality. Children participate fully bringing examples and preparing presentations which they share with the circle.

Thinking Skills

The halaqah develops thinking skills. A feature of modern society is that although there is supposed ‘freedom of thought’, in practice there is a ‘dumbing down’ of culture and education. Many students pass through the system without learning how to think creatively or methodically. The current emphasis on testing has further diluted the purpose of education. The halaqah, when delivered effectively, as an oral session develops children’s ability to think laterally, make links, relate ideas and concepts to real life, and express their thoughts.

The halaqah gives children the tools to know their place in the universe, what is required of them and how to live up to the challenge. Discussion of the elemental concepts of the purpose of life and the role of man are therefore a vital part of the halaqah. At the same time it fulfills the day to day role of a reminder and an opportunity to ask and answer questions. The halaqah is in the time honoured tradition of Muslim parents sitting their children down after salah or at other times to narrate the qasas al anbiyah or incidents from the seerah. These sessions would also address particular issues children may be facing or a weakness in their shakhsiyah noticed by the parent. The teacher in taking on the role of parent whilst the children are in school is given this tool to achieve her goal of shakhsiyah Islamiyah.

Adaab and Expression

The halaqah develops adaab (manners and etiquette) and expression. In engaging in the halaqah children learn how to listen to each other, not to interrupt and to value each other’s opinion, skills sadly inadequate in many in the Muslim community. They also learn how to make a point, give an example, demonstrate their reasoning and express their emotions; skills essential to the future ‘ambassadors’ of Islam.
By making the nafsiyyah a part of the halaqah curriculum children’s emotional and spiritual needs are catered for. The Islamic heritage is that spirituality and the relationship with Allah swt goes far beyond the daily salah, and this is often overlooked in primary education in particular. The halaqah, when delivered effectively, caters for this aspect of the child’s development. This hopefully will instill a foundation for the child’s future life and ongoing relationship with Allah swt. It should enable children to deal with the all too present problems of modern life through their deen.

The Halaqah Curriculum

In the ‘Shakhsiyah Model’ the Halaqah is seen as the ‘backbone’ of the curriculum, it serves as a framework for bringing Islamic culture into the entire school day. As the core of the curriculum it becomes the focus of teaching and is easily integrated into other subjects. PSHE, Citizenship (Muslims in Britain), R.E. (other religions) and History are already covered within the Halaqah. History gives children an understanding of the place of Muslims in the world; they study not only Islamic history but wider world history often in the relationship between the Islamic world and another civilization e.g. China or Spain. Further ‘subjects’ are integrated through our thematic approach. Halaqah Curriculum

The Halaqah therefore is the foremost tool in the ‘Shakhsiyah Model’ in implementing the principles of Islamic Education.