Human societies withstand dignity when knowledge spreads for prototypical transformation. Education is an avant-garde for masses to think and lead life happily and with dignity. If education doesn’t pledge for self-respect, it becomes irrelevant, landing one in a catch-22 situation not to make judgments about human relationships. Knowledge teaches us to respect others’ self-esteem and develops an ethical assimilation in masses by a focus on just society and brings desired reforms. Educated individuals initiate interaction based on social trends, inspire for positive dialogues between communities and augur rational thinking to suppress ethical animosities.

Once education and dignity become composite concepts, resultant impacts turn awesome through bringing drastic changes in societies. Dignified civilizations embrace ethical objectives, no matter in which cultural traditions it gets applied. Specific culture or tradition matters but sustaining dignity is equally subsuming phenomenon in every nook and corner of the world today. Constant changes bring newer developments everywhere. They are always welcomed by the educated societies. But it shouldn’t be through dithering moralities or tarnishing individual dignities.

 

Education and Self-Respect

Islam disseminates the concept of education as core of humanism for sustenance to maintain self-esteem. As the humanitarian religion, it motivates knowledge and education in theory and practice for the believers of sustainable human societies. The Holy Qur’ān guides human beings: “And Allah taught Adam all the names…” (2:31).

The very first ayat revealed to the Prophet Muhammad (peace and blessings of Allah be to him) emphasised value of education: “Read. Read in the name of thy Lord who created; [He] created the human being from blood clot. Read in the name of thy Lord who taught by the pen: [He] taught the human being what he did not know” (96: 1-5). At another occasion, the Holy Qur’ān emphasises education as a pathfinder for humanity: “Are those who have knowledge equal to those who do not have knowledge?!”(39:9). It is a strong message and warning that one can’t be a true follower of Islam if he fails to attain knowledge and education.

Islam’s teachings are obvious that education is important for humans to attain a remarkable position in all spheres of life – from following religious duties to various roles in families and professions. Human beings are also inspired that no matter what knowledge they attain, the purpose should be to gain it with an intention to maintain dignity. Prophet Muhammad (peace and blessings of Allah be to him) emphasised the value of seeking knowledge that all must “seek knowledge from the cradle to the grave” and that “seeking of knowledge is indeed an ardent duty of every believer of Islam religion.”

Education entrusts an individual’s completeness. The Holy Qur’ān and Prophet Muhammad (peace and blessings of Allah be to him) emphasise time and again that knowledge transforms lives. Seeking knowledge for mere materialistic gains is of no use. Education without focus on human dignity is an absolute waste. An analytical study of the value of education in Islamic context guides us better what the Prophet of Islam conveyed in the first battle – the Battle of Badr between the believers and the non-believers in Makkah. It showcased total value of education and dignity and a lesson for the generations to come. It is reported that when Muslims won the Battle of Badr and captured 70 nonbelieving prisoners of war, the Prophet of Islam offered them a unique dignified way-out: “The literate among them are to be released with one condition that they agree to teach at least 10 Muslim children to help them read and write.”

That strong message from the Prophet Muhammad (peace and blessings of Allah be to him) to whole mankind for education and knowledge should be observed in the present context as well. Those attaining knowledge deserve respect and dignity and shouldn’t be insulted. It is a matter of introspection for mankind in that background why one must be respected if he/she is a seeker after truth. Possession of knowledge and enjoying dignity is reciprocal for human sustainability.  

Islam imparts focused concept to nourish individuals with education for dignity. Broadly, education is categorised into two types – inclined to religious knowledge and one focused at the worldly knowledge. The ascent of both categories from spiritual to general is crucial to maintain dignity. The element of assuring dignity is critical in all types of education systems. If dignity lacks from anyone of the two, espousing that education would only be useless.

The Holy Qur’ān guides mankind to explore the value of education: “In the creation of the heavens and the earth the alternation of the night and the day, in the ships that sail in the sea with their load…. in the rain which Allah sends down from the sky and thus revives the earth after its death; and then He spread in all kinds of animals; in the changing of the winds: in the clouds which have been left suspending between the heaven and the earth – in all these are clear signs for the people who understand.” (2:164)

Undeniably, Islam inspires learning and exploring modern scientific knowledge. Equally, it focuses on studying social and economic subjects for overall improvement of human societies? This religion leads to knowledge to be utilised to maintain ethical amelioration with reasoning which fulfils the motive of education gained. No matter it is of what specialisation, education should value dignity and self-esteem.

Some crucial factors to understand the Islamic faith include deeper assessment of guidance we get from the Holy Qur’ān and Hadith. Both are authoritative and widely acclaimed sources of knowledge for successful life and salvation thereafter. They give knowledge to mankind that one must prioritise human dignity which is a basis of Islamic faith. It prohibits all types of discriminations against others on the basis of race, religion or place and augur for human rights.

The Holy Qur’ān extends logical recognition of dignity to all humans regardless of colour and creed: “We have bestowed dignity on the children of Adam (laqad karramna bani Adam)… and conferred upon them special favours above the greater part of Our creation.” (17:70) The Prophet Muhammad (peace and blessings of Allah be to him) has been quoted as saying: “The best part of faith is to have beautiful manners” and that “I have been sent in order to perfect moral virtues (among you).” They indicate valuing conducts and dignities to be achieved by education, for that Islam always proliferates.

Secularists and human rights activists follow those concepts nowadays which Islamic jurisprudence has been emphasising to sustain human dignities for over fourteen centuries ago. No matter what education we obtain, it must have elements that maintain human dignity and condemn the persistent oppressions or injustices in all societies. It is an ultimate message which Islam gives to the whole mankind.

 

Valuing Dignity through Education

Knowing rights and obligations are true manifestation of human dignities which can be well understood through attaining education. Understood through keen assessments, human dignities are natural endowments for them in the societies they belong to. Education brings maturity in them to judge the humane aspect and know and respect others through valuing their dignities. Of equal importance is education to create awareness about discriminations.

Education must protect human sanctity by considering every single human being an important entity of society. It must create awareness about responsibilities and protecting others for dignified lifestyles. Focused education inculcates such trends. All educational specialisations must connote total awareness about human dignities in the society. Education is a pathfinder to recognise people’s rights and obligations. It guarantees perfect conduct and behaviour with moral richness and not to violate other’s dignity. Meritorious individuals always excel in academics but equally should that education bring a spirit of thoroughly adaptable dignity and self-esteem in them.

 

An Engaging Source

Notable benefit of education is that it engages individuals to remain aware of the tools which can be stimulating enough as actions to safeguard all human rights – the rights of self and of others. Equally education supports tackling human rights abuses that have causal relation with poverty and many other social plagues. Education always grooms individuals to learn the key factors like poverty, human rights violations and resources to use to safeguard the rights. It helps to maintain dignities of every individual in the societies.

Education must be based on the collective, participatory and interactive philosophy. Does it pave the way to judge all aspects of human relationships to maintain individual dignities? Obviously, education motivates new generations for their active participations to shape the future. It is essential for the societies to sustain. One possessing good skills, knowledge and resources gained through appropriate education are best considerable for certain specialisations. So can people understand their rights and respect others’ rights. Dignified individuals shape their souls through firm moral bearings which can be achieved through attaining right knowledge and understanding.

It is witnessed in all societies that education is a true knowledge that opens up students’ eyes to varied forms of human excellence. Proved in the greatest works of philosophers and litterateurs, variegated aspects of knowledge and scholarship have brought before us from saints, sages, poets, warriors, inventors, entrepreneurs to scientists and statesman et al. The list is long and they have been playing varied roles as extraordinary humans. Their common goals should be to value dignities. If they lack that inclination then their education doesn’t have any element of self-esteem and hardly makes any sense.

 

Philosophic Underpinnings

It is a proven fact that true education pledges for moral strength. Education prepares the individuals to avoid irresponsiveness or moral weaknesses. With its special moral guidance, education remains crucial to sustain human dignities. English political philosopher of medieval era, Thomas Hobbes (5 April 1588 – 4 December 1679) drew that— “Our dignified freedom is displayed in productivity; in our generation of power, and in what we can do that commands a price. Each human individual regards himself as unique and irreplaceable. His dignity couldn’t possibly be found in his productivity or price, in being just another natural resource.”

Likewise, American psychologist Abraham Maslow (1 April, 1908 – 8 June, 1970) advocated that— “We are free to pursue self-actualisation, to discover or invent the “real me” who is more than a mere body.” There is no dignity in choosing for natural instinct, for being a mere species-perpetuating machine. There is no intrinsic dignity in being begetting or belonging beings, in being social, gregarious animals, in acceding to what comes naturally.”

In a situational irony today’s societies produce corporate techno-clones but it often fails to groom educated human beings. Attaining scientific and technical knowledge won’t suffice. Real knowledge is both acquisition of material means and a dignified lifestyle in which self-possession must have ample room. Freedom, creativity and affection are as important as capitalism and materialistic accomplishments.

American literary theorist Stanley Eugene Fish (born 19 April, 1938) argues, “Privileges without responsibility cannot last longer.” The matter of concern is that even educated societies fail to project personal dignity standards. “Many educational institutions inculcate habit of material aggressiveness rather than formulating moral virtues to bring good habits in new generations.” Educators must prioritise dignity and morality to maintain balance while educating new generations to prepare technical honchos and transform them into cultural change masters at one go.

 

Education in Indian Perspective

India has made tremendous development in the education sector in recent decades due to fast economic growth. While the country has quantitatively inched closer to universal education, its quality is questioned more. The Sarva Shiksha Abhiyan (Education for All Movement) is one of the unique schemes in India to universalise education for all in the country. It is the largest education initiative in the world today.

Unfortunately only enrolments have enhanced but education quality is still desperately pathetic. In higher education, India stands at 3rd position after China and the United States. By the year 2012, the number of central universities in India was 152, while 316 state universities operated in different parts of the country besides 191 private universities that left bigger impact. The survey included 33,623 general and 1,800 colleges for women which function under above mentioned universities.

Institutions of repute with remarkable positions on global standards, Indian Institutes of Technology (IITs), Indian Institute of Science (IISc), All India Institutes of Medical Sciences (AIIMS), Tata Institute of Fundamental Research (TIFR) and Indian Institutes of Management (IIMs) et al enrol a good number of students in graduation and post-graduation courses to impart quality education and prepare future technology experts, scientists, doctors, social researchers and corporate leaders amongst others. The question still arises how successful they are to impart moral education to prepare successful human beings who value dignity in performing their specific roles as professionals.

Subsequent governments of India have given emphasis on developing scientifically inclined manpower since the country launched its first Five-year Plan after Independence. The country’s apex body National Policy on Education (NPE) does extensive efforts to regulate technical education system. India’s graduates coming out of technical colleges have increased tremendously to more than 700,000 in 2011 from 550,000 in 2010. A large chunk of them lack desired competencies in the chosen professions and so do they lack in moral grooming to help sustain such values as respecting their own self-esteem and others’ dignities.

Indian academic pool should exploit effective mechanism to bring social change through the means of education. It is possible by encouraging community development programmes and moral value-oriented adult education which can prove helpful to groom them as responsible citizens of the country. There is an ardent need to step up education sector in India today which discretely strengthens the respect for human rights, fundamental freedoms and complete grooming of personalities to respect self-esteem and respect others.

It is equally important to inculcate a sense of dignity in future generations by helping them understand the indigenous human values without any racial, ethnic, religious or linguistic prejudice. Education supports the promotion of social order to judge human rights, value them and strive for inherent dignity.