A Legacy of Light: The Story of Dr. Abidullah Ansari Ghazi

Dr. Abidullah Ansari Ghazi: A Pioneer of Modern Islamic Education

In the annals of modern Islamic education, few figures have cast as long a shadow as Dr. Abidullah Ansari Ghazi. A scholar, an educator, and a visionary, Dr. Ghazi dedicated his life to the monumental task of creating an accessible and enriching Islamic curriculum in English for Muslim children around the world. As the co-founder of the IQRA International Educational Foundation, he and his wife, Dr. Tasneema Ghazi, embarked on a journey that would transform the landscape of Islamic education, leaving an indelible mark on generations of young Muslims. This profile explores the life, work, and legacy of a man who bridged the gap between tradition and modernity, a man whose tireless efforts have ensured that the light of Islamic knowledge continues to shine brightly in the hearts and minds of millions.

Ancestral Heritage and Family Legacy (Pre-1936)

Dr. Ghazi hailed from a family with a rich and storied history, a family deeply rooted in the intellectual and religious traditions of Islam. His lineage can be traced back to Abu Ayyub al-Ansari, the revered companion of the Prophet Muhammad who hosted him in Medina. This ancestral connection to the very heart of the Islamic tradition instilled in Dr. Ghazi a profound sense of responsibility and a deep commitment to the service of his faith.

Dr. Ghazi’s great-great-grandfather, Mawlana Muhammad Qasim Nanautawi, was a towering figure in the history of Islamic scholarship in India. A participant in the Indian War of Independence of 1857, he was a staunch advocate for the preservation of Islamic learning in the face of colonial rule. In 1867, he founded the Dar ul-Ulum Deoband, a madrasah that would become one of the most influential Islamic seminaries in the world. The Dar ul-Ulum Deoband, often referred to as the “mother of all Madrasahs,” became a model for Islamic educational institutions throughout the Muslim world, and its legacy continues to shape the intellectual landscape of Islam to this day.

Dr. Ghazi’s father, Mawlana cAbdullah Ansari, was a graduate of the Dar ul-Ulum Deoband and a prominent figure in the anti-colonial movement. Influenced by the renowned Islamic scholar Mahmud al-Hasan, known as “Shaykh al-Hind,” he became a revolutionary activist, working to organize resistance against British rule. He traveled to Afghanistan and the tribal areas, where he sought to mobilize support for the cause of Indian independence. He was also involved in the establishment of the first Provisional Government of India, a testament to his commitment to the cause of freedom and self-determination.

Birth and Early Formation (1936-1954)

Abidullah Ansari Ghazi was born on July 6, 1936, in the town of Ambehta, in the Saharanpur district of Uttar Pradesh, India. He grew up in a family that was steeped in the traditions of Islamic scholarship and activism, and he was exposed to the great intellectual and political debates of his time from a very young age.

In keeping with his family’s tradition, the young Abidullah was sent to a madrasah for his early education. There, he learned Persian, elementary Arabic, and the basics of Islamic theology and jurisprudence. But his grandfather, recognizing his grandson’s intellectual gifts, advised him to pursue a modern academic path. And so, while continuing his religious training, Abidullah embarked on a journey that would take him to some of the most prestigious universities in the world.

University Years and Student Leadership (1954-1959)

Dr. Ghazi enrolled in the Aligarh Muslim University, where he quickly distinguished himself as a brilliant and charismatic student. He earned his Master’s degree in Political Science in 1959, and he was known for his intellectual aptitude and his exceptional distinctions as a student.

Dr. Ghazi was a natural leader, and he was actively involved in student politics. He was elected secretary of the student union in 1954, and he went on to become president of the student union in 1959. In the same year, he was unanimously elected as chairman of the National Council of University Students of India. As a student leader, he had the opportunity to interact with some of the most prominent national leaders of his time, including Jawaharlal Nehru, Dr. Rajinder Prashad, and Mawlānā Abul Kalam Azad.

Dr. Ghazi was a gifted orator, and he won all the first prizes for the university’s debates in 1953. He was also awarded the prestigious Saifi Fida Husain Gold Medal for Best Speaker of the year. He was a favorite student of Dr. Zakir Husain Khan, the Vice Chancellor of Aligarh Muslim University and a future President of India. He was known for his liberal, constructive, and positive ideas, and he was a respected figure in student circles throughout India.

Career Choices and Early Teaching (1959-1966)

Given his impressive academic record and his experience as a student leader, many expected Dr. Ghazi to pursue a career in politics. He had many opportunities to do so, in India, Pakistan, and the United States. But he chose a different path. Following the example of his mentor, Dr. Zakir Husain Khan, he decided to dedicate his life to the cause of education.

Dr. Ghazi began his teaching career at the Jamia Millia Islamia, an institution founded by Mahatma Gandhi and Shaykh ul-Hind in 1919. He also taught at the famous Delhi College, one of the first educational institutions in India to provide both religious and modern education. It was during this time that he refined his skills as an educator, and he became recognized for his dedication to interfaith dialogue and his ability to inspire his students.

International Education and Academic Development (1966-1975)

In 1966, Dr. Ghazi traveled to London to pursue a Master’s degree in Middle East Studies at the London School of Economics. This experience exposed him to the latest academic methodologies of the West, and it broadened his understanding of the complex political and social issues facing the Muslim world.

While working on a research project on the response of the ulama of South Asia to the demand for Pakistan, Dr. Ghazi came to the attention of Professor Wilfred Cantwell Smith, the director of the Center for the Study of World Religions at the Harvard Divinity School. Professor Smith offered him a fellowship to come to Harvard and complete a PhD in the study of religion. Dr. Ghazi accepted the offer, and he embarked on a unique interdisciplinary program that combined political science with religion studies. He had the opportunity to take courses in the Faculty of Theology, the Faculty of Middle Eastern Studies, and the departments of Political Science and Sociology. This allowed him to benefit from the insights of some of the most prominent thinkers in these fields. He eventually obtained his PhD from Harvard in Comparative Religions in 1975.

Professional Academic Career (1975-1983)

After completing his PhD, Dr. Ghazi embarked on a distinguished academic career that would take him to universities in the United States, the Middle East, and Asia. He taught at San Diego State University, the University of Minnesota, and Northwestern University. He also spent five years as an associate professor of Islamic studies at King Abdulaziz University in Jeddah, Saudi Arabia.

In addition to his teaching, Dr. Ghazi was also actively involved in educational development work. He helped various institutions to develop their Islamic Studies programs, and he was a founding member of the East-West University in Chicago (1983) and the American Islamic College in Chicago (1985). He also provided educational programs in Malaysia, Singapore, the Philippines, South Africa, and Saudi Arabia.

Founding IQRA International Educational Foundation (1983)

In 1983, Dr. Ghazi and his wife, Dr. Tasneema Ghazi, a specialist in curriculum development, founded the IQRA International Educational Foundation in Skokie, Illinois. The foundation was born out of a shared concern for the lack of accessible and high-quality Islamic educational materials in English for Muslim children. Drawing on their academic training and their deep commitment to the Islamic tradition, they set out to create a comprehensive and systematic program of Islamic studies that would be both academically rigorous and spiritually enriching.

The early years of the foundation were a labor of love. The Ghazis worked tirelessly, often with limited resources, to develop a curriculum that would meet the needs of Muslim children growing up in the West. They drew on their own experiences as parents and educators, and they consulted with other scholars and community leaders to ensure that the curriculum was both authentic and relevant.

IQRA's Educational Innovation and Methodology

The IQRA curriculum is based on a philosophy of education that seeks to bridge the gap between tradition and modernity. It applies modern pedagogical methods to the teaching of Islamic studies, emphasizing the universal values of Islam, such as peace, harmony, and justice. It also aims to cultivate a sense of sensitivity and empathy in students, encouraging them to approach other religious traditions with respect and understanding.

The IQRA program is a comprehensive and systematic program of Islamic studies that covers a wide range of subjects, including the Quran, the Hadith, Islamic history, and Islamic law. The program includes over 150 books, including textbooks, workbooks, and teachers’ guides. It also consists of a program for integrating modern subjects into the madrasah curriculum, as well as a supplementary program for madaris in South Asia.

Islamic schools have adopted the IQRA curriculum in over 40 countries worldwide. It is available in various Islamic languages and is used in both weekend Islamic schools and full-time institutions. The program has been immensely popular, and it has had a profound impact on the lives of millions of Muslim children.

Literary and Scholarly Contributions

Dr. Ghazi was a prolific writer, and he authored or co-authored over 140 books, including textbooks, fiction, poetry, and supplementary enrichment materials. He wrote in both English and Urdu, and he was known for his ability to communicate complex ideas in a clear and accessible style. He also wrote on a variety of contemporary issues, and he sought to bring a new approach to traditional topics.

In the wake of the 9/11 attacks, Dr. Ghazi and his wife made a concerted effort to review their educational writings and to advise Islamic institutions on how to respond to the challenges of the post-9/11 era. They developed literature that emphasized the universal values of Islam, and they worked to promote a vision of a modern, pluralistic society in which Muslims could live in peace and harmony with people of other faiths.

Interfaith Dialogue and Community Leadership

Dr. Ghazi was a passionate advocate for interfaith dialogue, and he was a founding member of the Chicago Committee on Inter-Religious Concerns. He was also elected chairman of the World Council of Muslim Interfaith Relations. He believed that it was essential for Muslims to engage with people of other faiths, and he worked to promote a vision of a world in which people of all religions could live together in peace and understanding.

Dr. Ghazi was deeply committed to the service of the Muslim community. He believed that it was his duty to use his knowledge and skills to uplift the educational level of Muslims worldwide. He was a tireless worker, and he was always willing to lend a helping hand to those in need. He was a true servant of his community, and he will be remembered for his generosity and his compassion.

Awards, Recognition, and Honors

Dr. Ghazi’s contributions to Islamic education were widely recognized in Pakistan. He was awarded the Sitara-i-Imtiaz (Star of Excellence) in 1983 for his work on the Seeratun-Nabi program, and he received the Nishan-e-Imtiaz (Order of Excellence) in 1988 for his work in curriculum development. He was also awarded the Sanad-i Imtiaz in 1983 and the Nishan-i-Imtiaz in 1996.

The international community also recognized Dr. Ghazi’s work. He was awarded the Maulana Abul Kalam Azad Award of Interfaith Harmony by the SARC-Interfaith Conclave in New Delhi in 2007, and he received the Sir Sayyid Award of Social Service from the Kariat Society in 2006. He was also awarded the American Citizenship Award, the Ronald Regan Award, and a Certificate of Welcome from the City of Los Angeles in 1995. He was also included in the list of the 500 Most Influential Muslims by the Royal Islamic Strategic Studies Centre.

Dr. Ghazi’s work was widely cited in scholarly publications, and he was a frequent speaker at academic conferences and seminars. He was also listed in several Who’s Who publications. Who publications. He was a man who had a profound impact on the academic discourse on Islam and education.

Dr. Ghazi was a devoted family man, and he was married to Dr. Tasneema Ghazi, his partner in both life and work. Together, they built the IQRA International Educational Foundation from the ground up, and they dedicated their lives to the cause of Islamic education. Dr. Ghazi became a naturalized U.S. citizen in 1983, and he was a proud and active member of the American Muslim community.

Dr. Ghazi was renowned for his humility, gentleness, and passion for education. He was a tireless worker, always willing to go the extra mile to help his students and the community. He was a man of great integrity, and he was respected by all who knew him. He was an actual role model, a man who embodied the best of the Islamic tradition.

Transformation of Islamic Education

Dr. Ghazi’s most enduring legacy is the transformation of Islamic education. He pioneered the development of an English-language Islamic curriculum that was both authentic and accessible, and he applied modern pedagogical methods to the teaching of traditional Islamic subjects. He developed a model for contemporary Muslim education that has been emulated worldwide.

Dr. Ghazi was not just a scholar and an educator; he was also an institution-builder. He created the IQRA International Educational Foundation, which has become the premier name in Islamic curriculum development. He also helped establish other Islamic educational institutions and trained a generation of educators and curriculum developers who continue his work today.

Dr. Ghazi was a passionate advocate for interfaith dialogue, working to promote a vision of a world where people of all religions could live together in peace and understanding. He was a bridge-builder, a man who sought to bring people together, and he will be remembered for his commitment to the cause of interfaith harmony.

In his later years, Dr. Ghazi remained a leading voice in the field of Islamic education. He continued to develop new programs for IQRA, and he adapted the curriculum to meet the changing needs of Muslim children. He also adopted new technologies and worked to integrate them into the Islamic educational experience.

Dr. Ghazi was deeply concerned about the challenges facing the Muslim community in the 21st century. He was particularly worried about the rise of Islamophobia, and he worked to develop educational materials that would promote a positive Muslim identity. He believed that education was the key to overcoming prejudice and discrimination, and he worked to empower young Muslims to become confident and engaged members of society.

Dr. Abidullah Ansari Ghazi passed away peacefully in his sleep on April 11, 2021, at the age of 84. The global Muslim community mourned his death, and he was remembered as a man who had dedicated his life to the service of his faith. Tributes poured in from students, educators, and institutions around the world, a testament to the profound impact that he had on the lives of so many.

The work of Dr. Ghazi continues to live on through the IQRA International Educational Foundation. The foundation is committed to carrying on his legacy, and it continues to develop and distribute high-quality Islamic educational materials to Muslim children around the world. The educational materials that he created are still in use in thousands of schools, and they continue to shape the minds and hearts of young Muslims.

Enduring Legacy and Contemporary Relevance

Dr. Ghazi’s most enduring legacy is his transformation of Islamic education. He pioneered the development of an English-language Islamic curriculum that was both authentic and accessible, and he applied modern pedagogical methods to the teaching of traditional Islamic subjects. He developed a model for contemporary Muslim education that has been emulated worldwide.

Dr. Ghazi was a passionate advocate for interfaith dialogue, working to promote a vision of a world where people of all religions could live together in peace and understanding. He was a bridge-builder, a man who sought to bring people together, and he will be remembered for his commitment to the cause of interfaith harmony.

Dr. Ghazi’s influence extends far beyond the borders of the United States. He has had a profound impact on the development of Islamic education worldwide, and he has trained a generation of educators who continue his work today. He is a man who has made a lasting contribution to the cause of Islamic education, and his legacy will endure for many years to come.

Dr. Abidullah Ansari Ghazi was a man of many talents and accomplishments. He was a scholar, an educator, a writer, and a community leader. But above all, he was a man of faith, a man who dedicated his life to the service of his community and his Lord. He was a true pioneer, a man who transformed the landscape of Islamic education, and his legacy will continue to inspire and guide generations of Muslims to come.