Human connection cannot be replaced, and this is integral to the Islamic approach to education. Islamic education is an embodied lesson – when we learn about Islam, we learn about the self. Thus, Islamic education yearns for a physical existence in the world manifested in togetherness, somewhere, for us to be able to comprehend the bigger picture; a place which is open to tarbiyah and suhba.
This manifestation is not about buildings themselves. The creation of spatial environments is, however, representative of an approach to education that the world is in need of in these times. It is about configuring an ethos and pedagogy of education whose interaction with the direct environment is key to its framing and application.
The traditional approach to Islamic education boasts a connection to beautiful architectural spaces and a pedagogy that centres the embodied experience in scholarly endeavour. These environments nurture a type of academic discipline, being and brilliance. Spaces with books, gardens and pillars; places for people to discuss, pray and eat; and spaces for contemplation, rest and discovery. Similarly, the Oxbridge educational environment hosts colleges, departments, gardens and meeting points, all for the sake of nurturing academic and scholarly engagement and excellence, through a refined and purposeful methodology of education.
Our vision is rooted in a particular tradition of academic excellence, and combining these temporal and spatial dynamics, we endeavour to continue nurturing a campus that is at the forefront of pioneering new thought from rich heritage.
Cambridge Muslim College’s vision is to grow a holistic Campus environment in the centre of Cambridge city, bringing together the spatial dynamics of a Cambridge collegiate environment, with the rich traditions of Islamic scholarly excellence. A space where students and scholars can live, study and pray together; providing communal spaces for discovery and discussion, and private places for reflection and revision.
We want our doors to be open to everyone, and for as many people as possible to benefit from what we do in Cambridge. Just as the human spirit can be transmitted outwards through a strengthening of the physical body, we want our soul to shine and transmit beyond our small physical location. Indeed, this embodiment of Islamic education can touch many and be felt far beyond the boundaries of our walls. To reach out further, we need to build our strength and capacity at the core.
