Abstract
In this article, I examine how the project of modern mass education conscripts and alters older understandings of knowledge, vocation, and politics in Islamic thought. First, I explore how reformist ?ulam?? such as Rif??a R?fi? al-?ah??w? (1801–1873) and Mu?ammad ?Abduh (1849–1905) understood education as a universal human right and a moral, religious, and political obligation. I contrast these modern arguments with those of Ab? ??mid al-Ghaz?l? (1058–1111), who says that while all Muslims need to understand their faith, only the few who will serve as religious authorities need to spend many years in formal study. I contrast these two to show how understandings of the self and the community have changed subject to progressive power.
Published Version
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