The Blight of Malaysian islamic Schools

 The Blight of Malaysian Islamic Schools

 

M. Bakri Musa

March 29, 2026

 

Updated Excerpt from my Qur’an, Hadith, And Hikayat:  Exercises In Critical Thinking

 

The way Islam is being taught and propagated in Malaysia, in the schools as well as to the laity, is problematic. It does not encourage critical thinking, or any thinking at all. If one were to be curious enough to ask questions, the teacher or alim would berate him, adding that Satan is agitating the questioner’s mind. Asking questions is equated to doubting and not to seek clarification or amplification. The emphasis is on rote memorization and blind acceptance, not understanding much less critical thinking.

 

With the increasing hours devoted to religious studies in national schools, there is correspondingly fewer time devoted for STEM. Add to that the de-emphasis of English and you have a recipe for a mediocre if not disastrous school system. While English is still taught at all levels, it is often done by ill-trained teachers who themselves are severely deficient in their English language skills and proficiency. As a result, today’s Malaysians cannot utter a single complete sentence in English or Malay. 

 

Listen to interviews or discussions on national television and you hear the jumble of incomprehensible sounds of “rojak Malay.” Rojak is the mix of fresh fruits and vegetables served at roadside hawker stalls. Rojak Malay is but Pidgin English, no different from those uttered by the Papua New Guineans, except for the added distinctive Malaysian accent. Even supposedly esteemed professors cannot utter a simple sentence in complete Malay or English. Likewise with Malaysian leaders. Watch YouTube and the daily newscasts!

 

The excuse to not emphasizing English is that nations such as Japan and China are doing quite well despite their low level of English proficiency. That is misplaced comparison. The Japanese of the Meiji Restoration eagerly adopted Western ways and English language specifically. Likewise, China today is very much emphasizing English. 

 

Many attribute the relative backwardness of Malays especially in STEM and commerce to culture. Others as with former Prime Minister Mahathir blame our very core - our genetics.

 

The more plausible reason for the success of non-Malays vis a vis Malays is our blind emphasis on religion and lack of STEM and language skills. At least my take, unlike Mahathir’s, would make the problem potentially solvable. You cannot change your genetic makeup except in very limited medical circumstances.

 

Most non-Malays (at least the successful ones) today can speak more than one language, with many being trilingual. In the business world you have to speak the language of your customers or you would lose them to your competitors who could. As former German Chancellor Willy Brandt put it, “If I’m selling, I’m happy to speak to you in English. But if I’m buying dann mussen sie deutsche sprechen!”

 

Those Chinese hawkers would not have survived in Malay kampungs if they did not speak Malay. The more successful ones went beyond. They also learned a bit of Malay culture. Thus during Hari Raya they would have extra supplies on hand. They also knew that if they were to hang a piece of pork on their cart, they might as well kiss good-bye their Muslim customers. Non-Malay tycoons like Robert Kuok, Lim Goh Tong, and Ananda Krishnan all speak more than one language, including and especially Malay.

 

For all these reasons Malay leaders should make Malays at least bilingual. I would go beyond and make all Malays trilingual – Malay, English, and Arabic, the last being the language of our faith. This is where religious schools could play a vital role. Teach Malays modern, not ancient Arabic; more science and less revealed knowledge and prophetic traditions. Less catechism, more rational enquires. In short, religious schools in Malaysia should be more like Christian schools in America where most of their graduates end up as scientists, doctors and engineers with only a few if any be in the clergy class.

 

Beyond enhancing Malay competitiveness in the marketplace, multilingualism also enriches one’s life by making one sensitive to another person’s view of the world. That in itself sharpens one’s critical thinking. Whether non-Malays could speak or respect the national language is not germane to making Malays competitive, productive, or being able to think critically.

 

Next:  Critical Thinking Skills:  Use It Or Lose It