Mohamedarif Mohamed Suleman (Dar es Salaam, Tanzania) is a digital marketing specialist and an Educator-cum-Trainer. He has involved himself in community organisations and matters from a young age, and through his writings, continues to speak of social and cultural reform to this day. He is also the founding moderator of this forum.
Imam Jaáfar As Sadiq’s (AS) poignant assertion that he preferred Shi’a youth to be either scholars or students underscores the paramount importance of education within the Islamic tradition. This emphasis on intellectual pursuit naturally extends beyond formal Madrasah education. The Majlis, traditionally conceived as a platform to fill this academic vacuum, has historically served as a cornerstone of Shi’a community life. It was envisioned as a spiritual growth, intellectual stimulation, and community cohesion space.
However, the contemporary Majlis landscape presents a complex and often contradictory picture. While the institution remains a vital component of Shi’a identity, its efficacy in fulfilling its original purpose is increasingly questioned. Two primary factors contribute to this dilemma. Firstly, the behaviour of attendees, particularly the presence of unattended children, has created a disruptive environment detrimental to the learning process.
The cacophony of noise and distraction undermines the serene atmosphere conducive to contemplation and knowledge acquisition. Secondly, the quality of content delivered by speakers has become a growing concern. An overemphasis on peripheral issues, coupled with a dearth of practical guidance, has left many attendees intellectually unsatisfied.
The responsibility for addressing the issue of disruptive children lies primarily with parents and Imambada managements. Parents must prioritise their children’s behaviour in public spaces, ensuring they are either adequately supervised or absent altogether. Majlis administrators can implement measures such as designated children’s areas or separate sessions to accommodate families with young children.
Simultaneously, speakers must reassess their approach. The Majlis should be a sanctuary for meaningful discourse, where knowledge is imparted in a clear, concise, and relevant manner. A focus on practical application, coupled with an emphasis on critical thinking, would enhance the Majlis’s educational value.
The challenges faced by the traditional Majlis have inadvertently accelerated the rise of online platforms as alternative sources of Islamic knowledge. While these platforms offer accessibility and convenience, they also pose risks, including exposure to unsubstantiated content and extremist ideologies. To mitigate these dangers, a concerted effort must be made to enhance the quality of Majlis programs while also developing robust online platforms that adhere to strict academic and theological standards.
The Majlis remains a valuable institution with the potential to significantly contribute to the intellectual and spiritual growth of the community and its lifelong learning pathways. However, to realise this potential, a collective effort is required to address the issues of conduct and content. By fostering a conducive learning environment and delivering high-quality content, the Majlis can reclaim its rightful place as a beacon of knowledge and inspiration.
Mohamedarif Mohamed Suleman (Dar es Salaam, Tanzania) is a digital marketing specialist and an Educator-cum-Trainer. He has involved himself in community organisations and matters from a young age, and through his writings, continues to speak of social and cultural reform to this day. He is also the founding moderator of this forum.
