Administration and All Sectors Should Be in Line with the Faith and Mindset of the People

Dr. A K M Mahbubur Rahman

Bangladesh is a country of religious people and tolerance toward other faiths. This environment did not develop overnight. It bears the indelible contributions, labour and sacrifices of thousands of saints and Islamic scholars who have shaped the country’s religious and social life over generations. Their legacy has helped establish thousands of madrasas, mosques, khanqahs and other religious institutions across the country.

For generations, the country’s religious Muslims have largely followed the Ahlus Sunnah wal Jama’ah, the Hanafi school of jurisprudence and the tradition of Tasawwuf. Despite differences on minor issues, people lived together peacefully. Islamic education in the general education system was also broadly compatible with these beliefs, practices and moral values. The administration, religious institutions and wider society traditionally reflected the same outlook, emphasising belief in the oneness of Allah, reverence for the Prophet (peace be upon him), love for the Ahl al-Bayt, respect for the Companions and devotion to the saints of Islam.

Religious gatherings and observances also played an important role in cultivating respect for parents, teachers and elders, affection for younger people, family harmony and social solidarity. Through discussions on death, the grave, the Hereafter and salvation, these traditions contributed to moral and spiritual development. As a result, family, social and state life developed around values of harmony, brotherhood and mutual respect.

Unfortunately, this established religious and cultural environment has increasingly come under pressure. During the colonial period, the British pursued policies that weakened the religious and cultural foundations of the Muslim population. Different religious currents subsequently emerged and spread, while the media and other institutions were used, in various ways, to create divisions among Muslims and undermine traditional scholars, spiritual leaders and established religious practices.

This trend has now reached administration and educational institutions. Through appointments, institutional mechanisms and educational reforms, people holding interpretations opposed to traditional Sunni, Hanafi and Sufi practices are allegedly gaining influence in important positions. Religious beliefs and practices that have long been observed by the country’s mainstream Muslims are also being removed from curricula and educational programmes. Such developments are creating confusion among young people and contributing to division in society.

There is, of course, no objection to Hindus, Buddhists, Christians and followers of other religions enjoying their constitutional rights. Likewise, Salafis, non-madhhab-oriented groups and other schools of thought have the right to practise and teach their beliefs within their own spheres. But imposing a particular religious interpretation on a population that overwhelmingly follows the Sunni, Hanafi and Sufi traditions can create conflict and instability. No group should seek to establish its own beliefs by suppressing or displacing the established religious practices of others.

The quality of administration and educational institutions is another serious concern. In some cases, people with limited educational qualifications are reportedly occupying important positions and exerting authority over senior academics and administrators. Allegations of institutional mismanagement and misuse of resources also raise questions about governance. Although efforts to eliminate examination malpractice have produced some progress, many institutions are still far from being free of corruption and mismanagement.

Against this backdrop, a specialised board comprising competent scholars of Islamic thought, education experts and professionals experienced in administration, law and the judiciary could be established. Its purpose should be to conduct research in every sector and identify the causes of institutional problems and practical ways of addressing them. The board could establish research cells to examine administration, the economy, education, the judiciary, healthcare, engineering, commerce and the media, while also strengthening monitoring mechanisms for proper implementation of national plans.

Such a body should draw guidance from the teachings of Allah, the example of the Prophet (peace be upon him) and the principles of the rightly guided Caliphs, while making full use of modern science, technology and knowledge. The objective should not be to turn away from contemporary advancement, but to determine how modern knowledge and technology can best be used for the country’s development while preserving its religious and moral foundations.

Bangladesh possesses enormous human resources, natural potential and intellectual capacity. To harness these strengths, the country needs sound, practical and forward-looking policies, realistic planning and effective implementation. The government, parliament and judiciary must work accordingly, while political parties and people outside government should act as supportive forces rather than merely opposing one another.

The administration, education system, parliament, judiciary and all other sectors should therefore remain compatible with the faith, values and mindset of the people. Respecting the constitutional rights of all communities and schools of thought while safeguarding the country’s established religious and cultural traditions is essential for social harmony, development and lasting peace.