Traditional Institutions of Socialization

Traditionally, we have depended upon the family, the school (secular and religious - the madrasa), and the mosque - in that order - as the principal channels and primary institutions for the transmission of the necessary information about the Islamic way of life. The family not only nurtured with love and commitment those values that brought out the noble in a person enabling him/her to establish healthy interpersonal relations; they also provided with means of standing firm to uphold these values of socialization in times of fear and anxieties. This caring role of the family was continued in the schools where the teachers, through their commitment to inculcate intellectual curiosity in a child, went a step ahead and demonstrated those values of nobility in materials and methods they chose to teach. Through interpersonal relations and exemplary conduct in its staff the school engendered confidence and a sense of security in dealing with unknown situations and circumstances in life. The mosque or now the "Islamic Center" in North American context, on the other hand, provided the link between this world and the next in a subtle way by creating a community of the believers brought together by a single purpose of serving the spiritual goals of Islam. By emphasizing the spiritual dimension of humanity, the mosque became the source of spiritual strength that is so critical in facing the harsh realities of human life full of contradictions. Furthermore, it reminded individuals to seek balance between their mundane pursuits that sought to distract them from their original goals, and the demands of spiritual and moral purposes of life.Consequently, the leader, the Imam, in the mosque functioned (at least, in theory) as a spiritual- moral guide through his knowledge and upright conduct. Nurturing the good human society, in brief, was the role that was assigned to these three important social institutions. They -the family, the school, and the mosque - mediated between individual and collective interests of Muslims. Let me hasten to add that it was precisely these three institutions that were regarded as the most cohesive forces in raising the Muslim youth to become a constructive individual for the betterment of the society. The central role assigned by Islam to the family in bringing up the future generation of Muslims underscores the heavy burden that the family shoulders at all times in dealing with the question: "What is to be done?" I will come back to the family below.The Adverse Impact of Mass Communications Through Television In North America as well as other places in the "global village" today a large role played by mass communications, especially television, as moral and spiritual broker for individuals, has replaced the traditional institutions like family, school and mosque as the sole channels through which values were transferred to the coming generation. These three institutions were expected to ensure continuity and stability in times of severe social transformation. Television in particular has gone beyond its mandate to assist the family and the school in providing visual aid and education to the young. It has taken upon itself to appeal to the destructive and disintegrative instincts, to provoke greed, unlimited self-gratification, and absence of moral restraint in its young audience. It is sufficient to recall the ongoing debate among the legislators and the providers of the television entertainment to gauge the seriousness of the negative impact these programming are having on the youth in the society in which family relations are in shambles. It has alarmed people in all walks of life who care for their children. The situation has reached a level of crisis created by extreme forms of consumerism and the indifference to all moral values. It is not an exaggeration to say that the North American society as a consequence of the mass communication through the television has become self-indulgent and hedonistic, without a moral imperative to conduct its affairs. The control of mass communications is so thorough going that it is hard to imagine other means of countering its negative impact and once again taking charge of the process of developing of moral consciousness in our community. There is no home that can escape the intruding impact of the television on the moral development of our youth. The situation has taken a worst turn in the absence of parental supervision that was at one time available to the young ones when at home.The situation has given rise to the global crisis of value indifference. No one can escape the damaging impact of the mass communications that has resulted in widespread moral illiteracy. In his critical study about America's most pressing problem, namely, failure to pass on the moral heritage to the young, William Kilpatrick has shown "Why Johnny Can't Tell Right from Wrong" (actually the title of his study). He has convincingly made the case for character education in American school system through codes of conduct and responsibility, through its teachers and quality of their examples. Even when majority of Kilpatrick's recommendations are for the schools to adopt, it is obvious that the roots of this moral illiteracy could be traced to the absence of healthy family life for the young. We, Muslims, could and should participate in the educational programs by exerting our influence through the Parent- Teacher Association (PTA) and demand that the schools develop curriculum that would enhance character education.