Despots, Democrats, and the New Politics of Islam - Assignment Example

The book illustrates how Muslim leaders have continued to dissociate themselves from violence. According to the book, modern Muslim leaders are fighting in a new frontier to disassociate Islam from terrorism. Following the September 11 attack on the US, Islam was placed in the same class as terrorism (Shadid 34). Thus, the new leaders are striving to defend the Islamic religion from terrorism accusations by denouncing violence. Unlike conventional Muslims, the new leaders have also formed political parties to push forward their agenda. Political movements are substituting militant organizations such as the Mujahidin army, the Taliban, and Fatah. The new leaders are also concerned with social transformation through peaceful reforms. This has made them engage in social activities and civic education. Therefore, the new leaders are proposing democratic leadership instead of traditional militant organizations. Through the new approach, the new leaders hope to transform the Muslim community significantly.

In the education system and practices described by Mottahedeh (mantle of the prophet) and Blank (mullahs on the mainframe), what factors in each produce habits of conformity, and what features foster critical examination? How does the Taliban education, described by Shadid (legacy of the prophet), compare?

Mottahedeh and Blank evaluate the role of education in Islamic transformation. Both writers examine the role of education in the formation of orthodox Islam. In each form of education system described by the writers, westernization or adoption of Western values is a common aspect. According to the books, the Muslim world can only achieve development if it detaches education from Westernization. For instance, Blank notes that orthopraxy among Muslims has created a high level of scientific sophistication. The author also highlights how educational values have been distorted by Islamic stereotypes.

The Taliban education, described by Shadid compares with education offered in Shia Madrasa as depicted by Mottahedeh. The book describes different levels of education that a student must satisfy to become an Ayatollah. Shadid’s Taliban education popularizes extremism among Muslim youths. In addition, Taliban education systems outlaw education among female members of society. However, the system of education described by Blank and Mottahedeh recommends education to both boys and girls. In addition, the Taliban education described by Shadid considers education as a strategy for Islamic dominance. On the other hand, Blank's education system considers education as a source of social freedom. Unlike Taliban education, Blank’s education considers education as a universal phenomenon developed for all of humanity.