Of all the challenges that your focus can face in prayer, there are few as insidious as Baby Shark.
Doo-doo-doo doo. Baby Shark, doo doo doo doo. Baby Shark.
If you are not a parent, or have the type of amnesia that parents sometimes develop once their kids grow up, then you might assume that not having kids in the masjid is actually a solution to Baby-Shark induced distraction.
The inconvenient (and often sticky) truth is that not having kids in the masjid is a serious problem, not a solution. No kids in the masjid means an entire generation of the Muslim community growing up outside of the Muslim community.
Restricting the presence of children and assigning masjid priority to fully-formed, quietly attentive, and spiritually disciplined attendees – like adults – is a bit like restricting health club membership to triathletes. You’re already fit. So can we please let someone else use the treadmill, even if they’re not using it as well as you could?
The masjid is the center of the community for all Muslims, not a sanctuary for the preservation of reverent silence. For a more detailed discussion on this, please see this great Soundvision article, Children in the Masjid, Making Space for Our Future.
For suggestions on how to help your children enjoy the masjid without Baby-Sharking the rest of the congregation to tears, I present the following recommendations.
Rather than assume your child will be entertained by nothing but the carpet and how many weird faces they can spot in the bilaterally symmetrical patterns, bring them something to play with. One way to do this is to prepare your child a special bag for the masjid.
Stock it with as many things applicable:
- A reusable water bottle: Select a bottle that your child can drink from on their own, preferably not likely to tip or spill onto the masjid carpet. No one appreciates a soggy sujood
- A nut-free snack: If you think it’s too much trouble to be considerate of people with life-threatening allergies, consider how much trouble it is to bury a child who dies of anaphylaxis. Children share snacks in the masjid, and that’s ok as long as no one dies.
- A small, quiet toy: The dollar store can be tremendously helpful in keeping your inventory fresh and financially feasible. Please be aware of swallowing hazards, since your child is likely to share the toy with others. One hopes.
- A sweater or blanket: Sitting for long periods of time in an air-conditioned building can make anyone cold.
- Art Supplies: Pack crayons, pencils, or markers IF you feel your child can refrain from drawing on the walls, or allowing other, smaller children from doing so. Magic Erasers don’t work on the prayer rug.
Critically- and I do mean critically- don’t let your children access the special masjid bag unless they are in the masjid. The last thing you want is for your child to be bored with its contents before they even make it to prayers. Storing this bag somewhere inaccessible to your child can help keep its contents fresh and interesting longer.
Non-parent tip: Keep allergen-free lollipops in your pocket. Reward the kids sitting nicely (with parents’ permission) and you have killed two birds with one stone.
- You’ve helped a child establish a happy memory and relationship to the masjid.
- Kids with lollipops in their mouths make less noise.
Do not pack:
Balls: Not even small ones, not even for small children. Your child may not have the gross-motor skills to kick or throw a ball at people who are praying, but there will always be children in the masjid who do. They will take your child’s ball, and they will play ball with it, because that’s what balls are for. Consider also the potential damage to light fixtures, ceiling fans, audio/video equipment, and the goodwill of people who get hit, run down, or kicked in the shins. The masjid is just not the place to play ball, even if the floor is green and has lines on it.
Scooters: Do not bring scooters, skateboards, heelies, or other mobility toys that would turn your child a faster-moving object than they already are. Your child’s long-term relationship with the community can be fostered by not crashing into it.
Slime: Slime and carpets do, in fact, go together. They go together so well as to be inextricable of one-another. Please, do not bring slime to the masjid.
Gum: Please, for the love of everyone’s socks, no gum.
Toy Guns, Play-weapons: It should go without saying. And yet, I have seen nerf guns, foam swords, and toy guns in masjid. Apart from the basic indoor etiquette of not sword-fighting, nor launching projectiles in a house of worship, please be sensitive. No one wants to see guns in their masjid.
Non-parent tip: If children playing near you are making “too much noise” smile and find another place to sit if possible. It is not always possible to ignore or move away from disruptions, but glaring, eye-rolling, and making tsk-tsk sounds is not likely to effect long-term change in either the child’s behavior or the parents’ strategic abilities. At best, you will embarrass the parents. At worst, you will push families away from the faith and the community while confirming the opinion that masjids are full of cranky, impatient people who wish kids didn’t exist in the masjid while criticizing Muslim youth for not being there.
Avoid Electronics. But if you can’t…
I am prefacing this suggestion with a disclaimer. Habitually putting your child on a smartphone or tablet so that you can “enjoy” the masjid without the “hassle” of you making sure they behave properly is not good parenting. A child being physically present but mentally absent in the masjid is not a long-term strategy that any parent should get behind.
Having said that, if you do give your kids a tablet or phone in the masjid, please disable Youtube and bring over-ear headphones.
Do not rely on YouTube Kids to take responsibility for your child’s content choices either. Long after Baby Shark has sunk to the depths of the internet, there will always be loud, inappropriate, or just plainly distracting and disturbing things that your child can access on it.
Instead of relying on Youtube at all, install child-friendly apps that you know won’t have external links embedded in their ads, and won’t lead to inadvertent, inappropriate viewing in case your child – or my child sitting next to them – click out of their app and into the great wide world. I highly recommend anything from the Toca Boca suite of apps.
Non-parent tip: If you see a child on a tablet, do not lecture their parent. As a special needs parent, there are times when I too allow my autistic son onto a tablet to prevent a meltdown or try to get just 15 more minutes out of him so I can finish attending a class. Do not automatically assume laziness or incompetence on behalf of parents whose children you see on an electronic device.
Reward for Success, in this life and the next
You show up in the masjid because you hope for a reward from Allah. As an adult, you have the ability to delay the gratification of this reward until well after you die. Your kids, however, don’t.
Motivate your kids with small rewards for small accomplishments as you remind them of the reward that Allah has for them too. You can choose to reward a child after every two rakah, or after every two days. How often you reward them, and what you choose to reward them for depends on their age and their capabilities.
Make dua for your kids when you reward them. If they get a small handful of gummy bears after a good evening at the masjid, pair it with a reminder of the bigger reward too.
“Here’s the ice cream I promised you for doing awesome in the masjid today. May Allah grant you mountains of ice cream in Jannah so big you can ski down them. Ameen.”
Non-parent tip: It’s not your job to discipline the children of others, but you can help praise them. Randomly compliment kids who are sitting nicely, sharing toys, playing quietly, or wearing cute headgear. Their parents will likely not mind.
Reinforce the rules – but define them first.
“Be Good In the Masjid” is a vastly different instruction depending on who you’re instructing. For a teenager, praying with the congregation is reasonable. For a two-year-old, not climbing the congregation is reasonable.
Define your rules and frame them in a positive context that your children can remember. Remind them of what they’re supposed to be doing rather than calling them out for what they are not. For example, no running in the masjid vs. please walk in the masjid.
Avoid saying this:
Try saying this instead:
|Stay out of my purse||Please use the toys in your bag|
|Don’t draw on the walls||Crayons only on the paper|
|No yelling||Please use your “inside” voice|
|No food on the carpet||Please have your snack in the hallway|
|Don’t run off||Stay where I can see you, which is from [here] to [here.]|
|No peeing the carpet||We’re taking a potty break now, and we’ll go again after the 4th rakah’.|
|No hitting||Hands nicely to yourself.|
While it might look like semantics, putting your energy into “To-Do’s” versus the “To-Don’ts” has long-term benefits. If your child is going to hear the same thing from you a hundred times before they get it right, you can help them by telling them what the right thing is. Think of the difference between the To-Do statement “Please use a tissue,” versus the To-Don’t statement of “Don’t pick your nose.” You can tell you kid a hundred times not to pick his or her nose, but if you never tell them to use a tissue, you’re missing the opportunity to replace bad behavior with its functional alternative.
Plan for Failure
Kids don’t walk the first time they try. They won’t sit nicely the first time you ask them to either. Decide what your exact plan is in case you have to retreat & regroup for another day.
- How much noise is too much? Do your kids know what you expect of them?
- Where are the physical boundaries you want your kids to remain in? Do they know what those boundaries are?
- For kids too small to recognize boundaries, how far are you ok with a little one toddling before you decide that the potential danger may not be worth it?
- Talk to your spouse or other children and get everyone on board. Being on the same page can look like different things according to different age groups. A plan of action can be “If we lose Junior Ibn Abu, we’re taking turns in prayer,” or “If you kick the Imam again, we’re all going home.”
- If your child is too small, too rowdy, or too grumpy to sit quietly at the masjid, please take turns with your spouse. The masjid is a sweet spiritual experience that both parents should be able to enjoy, even if that means taking turns.
Don’t Give up
If you find yourself frustrated with being unable to enjoy the masjid the way you did before your child starting sucking on prayer rugs, remember this:
Raising your children with love and patience is an act of worship, even if it’s not the act of worship you thought you were coming to the masjid for. No matter what your expectations are of them – or how far they are from meeting them – the ultimate goal is for your child to love Allah and love the House of Allah.
When they get things right, praise them and reward them, and remind them that Allah’s reward is coming too. When they get it wrong, remind them and forgive them, and don’t give up. The only way children learn to walk is by falling down over, and over, and over again.
Avoiding the masjid because your kids don’t behave correctly is like not allowing them to walk because they keep falling down. The key is to hold their hand until they get it right, and maintain close supervision until you can trust them to manage on their own, InshaAllah.
Challenges of Identity & Conviction: The Need to Construct an Islamic Worldview
He squirmed in his seat as his Middle East history professor–yet again–made a subtle jab about Islam, this time about the jizyah. This professor claimed to be pro-Arab and pro-Islam and was part of a university department that touted itself for presenting history and narratives that are typically left out of the West’s Eurocentric social studies sequence. Still, she would subjectively only present an Orientalist interpretation of Islam. Ahmad* sighed. He felt bad just thinking about what all his classmates at this esteemed university thought about Islam and Muslims. He was also worried about fellow Muslims in his class who had not grown up in a practicing household-what if they believed her? He hated how she was using her position as the “sage” in the room to present her bias as absolute truth. As for himself, he knew deep down in his bones that what his professor was alleging just could not be true. His fitrah was protesting her coy smile as she knowingly agitated the few Muslims in her class of one-hundred-fifty. Yet, Ahmad had never studied such topics growing up and felt all his years of secondary education left him ill-equipped as a freshman in college. He tried to search for answers to her false accusations after class and approached her later during office hours, but she just laughed him off as a backward, orthodox Muslim who had obviously been brainwashed into believing the “fairy tale version” of Islam.
Asiyah* graduated as class valedictorian of her Islamic school. She loved Biology and Physics and planned to major in Engineering at a top-notch program. While both family, friends, and peers were proud of her (some maybe even wishing they were in her shoes), they had no idea of the bitter inner struggle that was eating away at her, tearing her up from the inside out. Her crisis of faith shook her to the core and her parents were at their wits’ end. While she prayed all her prayers and even properly donned her hijab, deep down she felt……..sort of….……atheist. Physics was her life–her complete being. She loved how the numbers just added up and everything could be empirically proven. But this led to her greatest anguish: how could certain miraculous events during the time of the Blessed Prophet have occurred? How could she believe in events that were physically and scientifically impossible? She felt like an empty body performing the rituals of Islam.
An Unwelcome Surprise
Islam is a way of life. Its principles operate in every avenue of one’s life. However, English, History, Science and Mathematics are often taught as if they are beyond the scope of Islam. It is commonly assumed that moral teaching happens, or should happen, only in the Islamic Studies class. Yet, if we compare what is being taught in the Islamic Studies class with what is being taught consciously or unconsciously in other classes, an unwelcome surprise awaits us. Examining typical reading material in English classes, for example, reveals that too much of the material is actually going against Islamic norms and principles. Some of the most prominent problems with traditional English literature (which directly clash with Islamic moral and ethical principles) include: the mockery of God and religion, the promotion of rebellion against parents and traditional family values, the normalization of immoral conduct such as lying and rude behavior, and the condoning of inappropriate cross-gender interactions. Additionally, positive references about Islamic culture are either nonexistent or rare. Toxic themes of secularism, atheism, materialism, liberalism, and agnosticism are constantly bombarding our young Muslim students, thus shaping the way in which they view and interact with the world.
Corrective Lens: The Worldview of Islam
We need our children to develop an Islamic worldview, one that provides a framework for Muslims to understand their world from the perspective of the Qur’an. It is impossible for the Islamic Studies classes alone to successfully teach Islamic behavior and nurture moral commitment unless the other classes also reflect the Islamic worldview- an outlook that emphasizes the idea that all our actions should be focused on pleasing Allah and doing good for ourselves and others. Therefore, the majority of what is taught in all academic disciplines should be based on Islamic values, aiming to improve the life of the student by promoting sublime ethical conduct. The unfortunate reality is quite the opposite: a typical child in a school in the West spends a minimum of 576 periods (16 periods of core classes/week * 4 weeks/month * 9 months) of classroom instruction annually on academic subjects that are devoid of Islam and contain minimal teaching of morality that aligns with Islamic principles. How much Islam a child learns depends on whether their parents choose Sunday school, Islamic schools, and/or other forms of supplementation to provide religious knowledge. However, rarely does that supplemental instruction undo the thousands of hours of the atheistic worldview that children soak in by the time they finish high school through the study of secular subjects. By not having an Islamic worldview and not having Muslims’ heritage and contributions to humanity infused into the teaching of academic subjects, we witness the problems experienced by the likes of Ahmad* and Asiyah*–problems that plague modern Muslim youth.
Identifying the Unlikely Suspect
This realization is perhaps the missing piece in the puzzle when it comes to our bewilderment: how are large swaths of youth from some of the kindest, sweetest, practicing Muslim families going astray and getting confused? When we shepherd our flock and find one or more of our “sheep” lost and off the beaten path, we think of the likely suspects, which include negative influences from peers, family, movies, social media, etc. We may even blame the lack of inspiring role models. We are less likely to suspect that the very literature that our children are consuming day in and day out through our well-intentioned efforts to make them “educated” and “sophisticated” could cause them to question Islam or fall into moral abyss.
Ibn ‘Umar reported that the Prophet, may Allah bless him and grant him peace, “All of you are shepherds and each of you is responsible for his flock. A man is the shepherd of the people of his house and he is responsible. A woman is the shepherd of the house of her husband and she is responsible. Each of you is a shepherd and each is responsible for his flock.”
Islamic Infusion in Academic Study as a Solution
There have been efforts across the globe to infuse Islam into academic study of worldly subjects. Universities such as the International Islamic University of Malaysia(IIUM), which has a dedicated “Centre for Islamisation (CENTRIS),” is an example. At the secondary school level, most brick and mortar Islamic schools do offer Arabic, Qur’an, and Islamic studies; however, few Muslim teachers are trained in how to teach core academic subjects using principles of Islamic pedagogy.
How exactly can educators infuse an Islamic perspective into their teaching? And how can Muslim children have access to high quality education from the worldview of Islam, taught by talented and dynamic educators?
Infusing Islam & Muslim Heritage in Core Academic Subjects, According to the Experts:
- Dr. Nadeem Memon, professor of Islamic pedagogy, states that for a pedagogy to be Islamic, it should not contradict the aims, objectives and ethics contained in revelation (Qur’an) and should closely reflect an Islamic ethos that is based on revelation, the sunnah of the Prophet(pbuh), and the intellectual and spiritual heritage of his followers. It should also effectively develop the student’s intelligence (`aql), faith (iman), morality and character (khuluq), knowledge and practice of personal religious obligations (fard ain) and knowledge, skills and physical abilities warranted by worldly responsibilities and duties (Ajem, Ramzy and Nadeem Memon, “Prophetic Pedagogy: Teaching ‘Islamically’ in our Classrooms”)
- Dr. Susan Douglass, expert in Social Studies, promotes a panoramic study of the world by global eras–emphasizing the interdependence of nations–rather than an isolationist civilizations approach (which in Western societies focuses only on Western civilization). Such study includes Islamic history and Muslims’ contributions to humanity throughout the ages.
- Dr. Freda Shamma, pioneer in promoting culturally inclusive and ethical literature, emphasizes that English classes should carefully select literature aligned with Islamic moral values and include works by both Western authors and those from other cultures, i.e. literature that 1-features Muslim main characters and 2- is authored by Muslims.
- Dr. Nur Jannah Hassan at CENTRIS, stresses that Science classes should be designed to awaken the student’s mind, to inspire a complete awe of and servitude towards the Creator and Sustainer, to instill the purpose of creation, vicegerency and stewardship of the earth and its inhabitants, to enable students to decipher God’s Signs in nature and in the self, to infuse responsibility in sustaining balance and accountability, and should include Muslims’ legacy in the field.
- Dr. Reema alNizami, specialist in Math Education, advocates that Math classes should instill creative thinking, systematic problem solving and an appreciation of balance; include a survey of Muslims’ contributions to the field; and utilize word problems that encourage charitable and ethical financial practices.
Technology Enables Access to Islamically Infused Schooling for grades 6-12
Technology has now enabled this Islamic infusion for middle schools and secondary schools to become a reality on a global scale, alhamdulillah. Legacy International Online High School, a college preparatory, online Islamic school serving grades 6-12, whose mission is “Cultivating Compassionate Global Leaders”, offers all academic subjects from the Islamic worldview. Pioneered by leading Muslim educators from around the globe with background in Islamic pedagogy and digital learning, Legacy is the first of its kind online platform that is accessible to:
- homeschooling families seeking full-time, rigorous, Islamically infused classes
- Public school families looking for a part-time Islamic studies or Arabic sequence
- Islamic schools, evening programs, and Sunday schools that are short-staffed and would like to outsource certain courses from the Islamic worldview
- Schools and entities needing training/workshops to empower Muslim educators on how to teach from the Islamic worldview
Strengthening Faith & Identity in College and Beyond
For those seeking supplementary resources to address the most prevalent hot topic issues plaguing young Muslims of our times, Yaqeen Institute, whose initial publications were more targeted towards a university audience, is now working to make its research more accessible to the general public through both its Conviction Circles initiative and its short videos featuring infographics.
Another online platform, California Islamic University, offers a comprehensive course sequence which allows college students to graduate with a second degree in Islamic studies while simultaneously completing their undergraduate studies at any accredited community college or university in the United States. Qalam and AlMaghrib Institute also offer online coursework in Islamic studies.
What We Hope to Avoid
While volunteering at his son Sulayman’s* public school with ten student participants, Ibrahim* was saddened when he met a young boy named Chris*. When Chris met Ibrahim, he piped up and eagerly told Ibrahim, “my grandparents are Muslim!” Through the course of the conversation, Ibrahim realized that he knew Chris’ grandparents, a very sweet elderly couple (and currently very practicing) who had not made the Islamic worldview a priority early on in their children’s lives. A mere two generations later, Islam is completely eliminated from their family. *names changed
Legacy IOHS recommends the following to Muslim families/educators and Islamic schools:
- Instill in our children a strong grasp of the foundational sciences of Islam, while preparing them with the necessary contemporary knowledge and skills
- Teach our children in their formative years to view the world (including their “secular” academic study) through the lens of Islam
- Follow this up with relevant motivational programs that assist them in understanding challenging issues of today and coach them on how to respond to the issues in their teenage years.
We pray that with the above, we will have fulfilled our duty in shepherding our flock in a comprehensive way, with utmost care. It is Allah’s help we seek in these challenging times:
رَبَّنَا لَا تُزِغْ قُلُوبَنَا بَعْدَ إِذْ هَدَيْتَنَا وَهَبْ لَنَا مِنْ لَدُنْكَ رَحْمَةً ۚ إِنَّكَ أَنْتَ الْوَهَّابُ
‘Our Lord, do not let our hearts deviate after You have guided us. Grant us Your mercy: You are the Ever Giving. [Qur’an 3:8]
رَبَّنَا هَبْ لَنَا مِنْ أَزْوَاجِنَا وَذُرِّيَّاتِنَا قُرَّةَ أَعْيُنٍ وَاجْعَلْنَا لِلْمُتَّقِينَ إِمَامًا
‘Our Lord, give us joy in our spouses and offspring. Make us good examples to those who are aware of You’. [Qur’an 25:74]
يَا مُقَلِّبَ القُلُوبِ ثَبِّتْ قَلْبِيْ عَلَى دِيْنِكْ
“O turner of the hearts, keep my heart firm on your religion.”
Freda Shamma has a M.A. from the University of California, Berkeley, and an Ed.D. from the University of Cincinnati in the area of Curriculum Development. A veteran educator, she has worked with educators from the United States, South Africa and all over the Muslim world to develop integrated curricula based on an Islamic worldview that meets the needs of modern Muslim youth. She serves as Curriculum Advisor for Legacy International Online High School.
An avid student of the Islamic sciences, Zaheer Arastu earned his M.Ed from The George Washington University and completed his training in Educational Leadership from the University of Oklahoma. his experience in Islamic education spans over 15 years serving as both teacher, administrator, and dean of innovation and technology. He currently serves as the Head of School for Legacy International Online High School.
Grit and Resilience: The Self-Help vs. Islamic Perspective
I don’t really care about grit.
Persevering and persisting through difficulties to achieve a higher goal is awesome. High-five. We should all develop that. No one disagrees that resilience is an essential characteristic to have.
Somehow, this simple concept has ballooned into what feels like a self-help cottage industry of sorts. It has a Ted talk with tens of millions of views, podcasts, keynote speeches, a New York Times best-selling book, and finding ways to teach this in schools and workplaces.
What I do care about is critically analyzing if it is all that it’s cracked up to be (spoiler alert: I don’t think so), why the self-help industry aggressively promotes it, and how we understand it from an Islamic perspective. For me, this is about much more than just grit – it’s about understanding character development from a (mostly Americanized) secular perspective vis-a-vis the Islamic one.
The appeal of grit in a self-help context is that it provides a magic bullet that intuitively feels correct. It provides optimism. If I can master this one thing, it will unlock what I need to be successful. When I keep running into a roadblock, I can scapegoat my reason for failure – a lack of grit.
Grit encompasses several inspirational cliches – be satisfied with being unsatisfied, or love the chase as much as the capture, or that grit is falling in love and staying in love. It is to believe anyone can succeed if they work long and hard enough. In short, it is the one-word encapsulation of the ideal of the American Dream.
Self-help literature has an underlying theme of controlling what is within your control and letting go of the rest. Islamically, in general, we agree with this sentiment. We focus our actions where we are personally accountable and put our trust in Allah for what we cannot control.
The problem with this theme, specifically with grit, is that it necessitates believing the circumstances around you cannot be changed. Therefore, you must simply accept things the way that they are. Teaching people that they can overcome any situation by merely working hard enough is not only unrealistic but utterly devoid of compassion.
“The notion that kids in poverty can overcome hunger, lack of medical care, homelessness, and trauma by buckling down and persisting was always stupid and heartless, exactly what you would expect to hear from Scrooge or the Koch brothers or Betsy DeVos.” -Diane Ravitch, Forget Grit, Focus on Inequality
Focusing on the individual characteristics of grit and perseverance shifts attention away from structural or systemic issues that impact someone’s ability to succeed. The personal characteristics can be changed while structural inequalities are seen as ‘fixed.’
Alfie Kohn, in an article critical of Grit by Angela Duckworth, notes that Duckworth and her mentor while studying grit operated under a belief that,
[U]nderachievement isn’t explained by structural factors — social, economic, or even educational. Rather, they insisted it should be attributed to the students themselves and their “failure to exercise self-discipline.” The entire conceptual edifice of grit is constructed on that individualistic premise, one that remains popular for ideological reasons even though it’s been repeatedly debunked by research.
Duckworth admitted as much in an interview with EdSurge.
There was a student who introduced himself having written a critical essay about the narrative of grit. His major point was that when we talk about grit as a kind of ‘pull yourself up by your bootstraps,’ personal strength, it leaves in the shadows structural poverty and racism and other things that make it impossible, frankly, for some kids to do what we would expect them to do. When he sent me that essay, of course, I wanted to know more. I joined his [dissertation] committee because I don’t know much about sociology, and I don’t know much about this criticism.
I learned a lot from him over the years. I think the lesson for me is that when someone criticizes you, when someone criticized me, the natural thing is to be defensive and to reflexively make more clear your case and why you’re right, but I’ve always learned more from just listening. When I have the courage to just say, “Well, maybe there’s a point here that I hadn’t thought of,” and in this case the Grit narrative and what Grit has become is something that he really brought to me and my awareness in a way that I was oblivious to before.
It is mind-boggling that the person who popularized this research and wrote the book on the topic simply didn’t know that there was such a thing as structural inequality. It is quite disappointing that her response essentially amounted to “That’s interesting. I’d like to learn more.”
Duckworth provides a caveat – “My theory doesn’t address these outside forces, nor does it include luck. It’s about the psychology of achievement, but because psychology isn’t all that matters, it’s incomplete.” This is a cop-out we see consistently in the self-help industry and elsewhere. They won’t deny that those problems exist, they simply say that’s not the current focus.
It is intellectually dishonest to promote something as a key to success while outright ignoring the structures needed to enable success. That is not the only thing the theory of grit ignores. While marketing it as a necessary characteristic, it overlooks traits like honesty and kindness.
The grit narrative lionizes this superhero type of individual who breaks through all obstacles no matter how much the deck is stacked against them. It provides a sense of false hope. Instead of knowing when to cut your losses and see a failure for what it is, espousing a grit mentality will make a person stubbornly pursue a failing endeavor. It reminds me of those singers who comically fail the first round of auditions on American Idol, are rightly ridiculed by the judges, and then emotionally tell the whole world they’re going to come out on top (and then never do).
Overconfidence, obstinance, and naive optimism are the result of grit without context or boundaries. It fosters denial and a lack of self-awareness – the consequences of which are felt when horrible leaders keep rising to the top due, in part, to their grit and perseverance.
The entire idea of the psychology of achievement completely ignores the notion of morality and ethics. Grit in a vacuum may be amoral, but that is not how the real world works. This speaks powerfully to the need to understand the application of these types of concepts through a lens of faith.
The individual focus, however, is precisely what makes something like grit a prime candidate to become a popular self-help item. Schools and corporations alike will want to push it because it focuses on the individual instead of the reality of circumstances. There is a real amount of cognitive dissonance when a corporation can tell employees to focus on developing grit while not addressing toxic employment practices that increase turnover and destroy employees physically and emotionally (see: Dying for a Paycheck by Jeffrey Pfeffer).
Circumstances matter more than ever. You’ve probably heard the story (of course, in a Ted Talk) about the famous marshmallow test at some point. This popularizes the self-help version of delayed gratification. A bunch of kids are given a marshmallow and told that if they can avoid eating it for 5 minutes, they’ll get a second one. The children are then shown hilariously trying to resist eating it. These kids were then studied as they grew older, and lo and behold, those who had the self-discipline to hold out for the 2nd marshmallow were far more successful in life than those who gave in.
A new study found that a child’s ability to hold out for the second marshmallow had nothing to do with the ability to delay gratification. As The Atlantic points out, it had much more to do with the child’s social and economic background. When a child comes from a well to do household, the promise of a second marshmallow will be fulfilled. Their parents always deliver. When someone grows up in poverty, they are more attuned to take the short term reward because the guarantee does not exist that the marshmallow would still be there later. The circumstances matter much more than the psychological studies can account for. It is far easier to display grit with an entrepreneurial venture, for example, when you have the safety net of wealthy and supportive parents.
Valerie Strauss writes in the Washington Post that grit discourse is driven by middle and upper-class parents wanting their spoiled kids to appreciate the virtues of struggling against hardship. Unfortunately, this focus on character education means that poor students suffer because less money will then be spent on teaching disadvantaged students the skills they need to be successful. Sisyphus, she notes, had plenty of grit, but it didn’t get him very far.
Strauss asks us to imagine if a toxic dump was discovered near Beverly Hills, and our response was to teach kids how to lessen the effects of toxins instead of fixing the dump.
The grit discourse does not teach that poor children deserve poverty; it teaches that poverty itself is not so bad. In fact, hardship provides the very traits required to escape hardship. This logic is as seductive as it is circular. Pulling yourself up by the bootstraps is seen as a virtuous enterprise whether practiced by Horatio Alger’s urchins or Silicon Valley’s entrepreneurs (bootstrapping is a common term in technology finance circles). And most importantly, it creates a purported path out of poverty that does not involve any sacrifice on the part of the privileged classes. -Valerie Strauss
This approach is a way to appear noble while perpetuating the status quo. It provides the illusion of upliftment while further entrenching the very systems that prevent it. We see this enacted most commonly with modern-day Silicon Valley style of philanthropy. Anand Giridharadas has an entire book dedicated to this ‘elite charade of changing the world’ entitled Winners Take All.
The media also does its fair share to push this narrative. Stories that should horrify us are passed along as inspirational stories of perseverance. It’s like celebrating a GoFundMe campaign that helps pay for surgery to save someone’s life instead of critically analyzing why healthcare is not seen as a human right in the first place.
Islamically, we are taught to find ways to address the individual as well as the system. Characteristics like grit and delayed gratification are not bad. They’re misapplied when the bigger picture is not taken into account. In the Islamic system, for example, a person is encouraged not to beg. At the same time, there is an encouragement for those who can give to seek out those in need. A person in debt is strongly advised to pay off their debts as quickly as possible. At the same time, the lender is encouraged to be easygoing and to forgive the debt if possible.
This provides a more realistic framework for applying these concepts. A person facing difficulty should be encouraged to be resilient and find ways to bounce back. At the same time, support structures must be established to help that person.
Beyond the framework, there is a much larger issue. Grit is oriented around success. Success is unquestionably assumed to be a personal success oriented around academic achievement, career, wealth, and status. When that is the end goal, it makes it much easier to keep the focus on the individual.
The Islamic definition of success is much broader. There is the obvious idea of success in the Hereafter, but that is separate from this discussion. Even in a worldly sense, a successful person may be the one who sacrifices attending a good school, or perhaps even a dream job type of career opportunity, to spend more time with their family. The emphasis on individual success at all costs has contributed to the breakdown of essential family and community support systems.
A misapplied sense of grit furthers this when a person thinks they don’t need anyone else, and they just need to persevere. It is part of a larger body of messaging that promotes freedom and autonomy. We celebrate people who are strong and independent. Self-help tells us we can achieve anything with the right mindset.
But what happens when we fail? What happens when we find loneliness and not fulfillment, when we lack the bonds of familial solidarity, and when money does not make us whole? Then it all falls on us. It is precisely this feeling of constriction that Allah , give good news to those who are steadfast, those who say, when afflicted with a calamity, ‘We belong to God and to Him we shall return.’ These will be given blessings and mercy from their Lord, and it is they who are rightly guided.” (2:155-157)
Resilience is a reflex. When a person faces hardship, they will fall back on the habits and values they have. It brings to mind the statement of the Prophet that patience is at the first strike. He taught us the mindset needed to have grit in the first place,
“Wondrous is the affair of the believer for there is good for him in every matter and this is not the case with anyone except the believer. If he is happy, then he thanks Allah and thus there is good for him, and if he is harmed, then he shows patience and thus there is good for him” (Muslim).
He also taught us the habits we need to ensure that we have the reflex of grit when the situation warrants it –
“Whoever would be pleased for Allah to answer him during times of hardship and difficulty, let him supplicate often during times of ease” (Tirmidhi).
The institution of the masjid as a community center provides a massive opportunity to build infrastructure to support people. Resilience, as Michael Ungar writes, is not a DIY endeavor. Communities must find ways to provide the resources a person needs to persevere. Ungar explains, “What kind of resources? The kind that get you through the inevitable crises that life throws our way. A bank of sick days. Some savings or an extended family who can take you in. Neighbours or a congregation willing to bring over a casserole, shovel your driveway or help care for your children while you are doing whatever you need to do to get through the moment. Communities with police, social workers, home-care workers, fire departments, ambulances, and food banks. Employment insurance, pension plans or financial advisers to help you through a layoff.”
Ungar summarizes the appropriate application of grit, “The science of resilience is clear: The social, political and natural environments in which we live are far more important to our health, fitness, finances and time management than our individual thoughts, feelings or behaviours. When it comes to maintaining well-being and finding success, environments matter. In fact, they may matter just as much, and likely much more, than individual thoughts, feelings or behaviours. A positive attitude may be required to take advantage of opportunities as you find them, but no amount of positive thinking on its own is going to help you survive a natural disaster, a bad workplace or childhood abuse. Change your world first by finding the relationships that nurture you, the opportunities to use your talents and the places where you experience community and governmental support and social justice. Once you have these, your world will help you succeed more than you could ever help yourself.”
The one major missing ingredient here is tawakkul (trust in Allah). One of the events in the life of the Prophet that epitomized grit, resilience, and perseverance was the Battle of Badr. At this occasion, the Companions said, “God is enough for us: He is the best protector.“
“Those whose faith only increased when people said, ‘Fear your enemy: they have amassed a great army against you,’ and who replied, ‘God is enough for us: He is the best protector,’“ (3:173)
This is the same phrase that Ibrahim , while displaying the utmost level of resilience, said when he was thrown into the fire, and it was made cool.
There is a core belief in Islam about balancing between fear and hope. Scholars advise when a person feels despair, they should remind themselves of the traditions that reinforce hope in Allah’s forgiveness. When a person feels themselves sliding further and further into disobedience to Allah, then they should remind themselves of the traditions that warn against Allah’s punishment. The focus changes depending on the situation.
Grit itself is a praiseworthy characteristic
There is no doubt that it is a trait that makes people successful. The challenge comes in applying it and how we teach it. It needs a proper level of balance. Too much focus on grit as a singular predictor of success may lead to victim-blaming and false hope syndrome. Overlooking it on the other hand, enables a feeling of entitlement and a victim mentality.
One purpose of teaching grit was to help students from privileged backgrounds understand and appreciate the struggle needed to overcome difficulty. Misapplied, it can lead to overlooking systemic issues that prevent a person from succeeding even when they have grit.
Self-help literature often fails to make these types of distinctions. It fails to provide guidance for balancing adapting the advice based on circumstance. The criticisms here are not of the idea of grit, but rather the myopic way in which self-help literature promotes concepts like grit without real-world contextualization. We need to find a way to have the right proportionality of understanding individual effort, societal support, and our reliance on Allah.
Our ability to persevere, to be resilient, and to have grit, is linked directly to our relationship with Allah, and our true level of trust in Him.
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Broken Light: The Opacity of Muslim Led Institutions
Habib Abd al-Qadir al-Saqqaf (may Allah have mercy on him and benefit us by him) explains how we are affected by the spiritual state of those around us.
Every person has rays which emanate from their soul. You receive these rays when you come close to them or sit in their presence. Each person’s rays differ in strength according to the state of their soul. This explains how you become affected by sitting in the presence of great people. They are people who follow the way of the Prophets in their religious and worldly affairs. When they speak, they counsel people. Their actions guide people. When they are silent they are like signposts which guide people along the path, or like lighthouses whose rays guide ships. Many of them speak very little, but when you see them or visit them you are affected by them. You leave their gatherings having been enveloped in their tranquillity. Their silence has more effect than the eloquent speech of others. This is because the rays of their souls enter you.
The Organizational Light
As a Muslim organizational psychologist, I know that organizations and institutions are a collective of these souls too. Like a glass container, they are filled colored by whatever is within them. So often Muslim organizations have presumed clarity in their organizational light and looked on with wonder as children, families, and the community wandered. The lighthouse keepers standing in front of the beacon wondering, “Where have the ships gone?”have
Our Muslim led institutions will reflect our state, actions, and decisions. I do believe that most of our institutional origins are rooted in goodness, but those moments remain small and fade. Our challenge as a community is to have this light of origin be fixed so that it can pulsate and extend itself beyond itself.
Reference is not being made regarding any specific type of institution and this is not a pointed critique, but rather a theory on perhaps why the effect our variety of institutional work wanes and dissipates. Any type of organization or institution — whether for profit or nonprofit, whether capital focused or socially conscious — that is occupied by the heart of a Muslim(s), must reflect light.
Our organizational light is known by an ego-less assessment of intentions, actions, and results. We must move our ‘self’ or ‘selves’ out of the way and then measure our lumens. If the light increases when we move out of the way, then it is possible that we — our ego, personality, objectives, intentions, degree of sacrifice, level of commitment, and possibly even our sincerity — may be the obstructions to our organizational lights.
The Personal Imperative
What will become of our institutions and their role for posterity if we neglect to evaluate where we stand in relation to the noble courses they mean to take? We may currently be seeing the beginning what this may look and feel like.
When was the last time you walked into a Muslim led institution and felt a living space that drew you in because of the custodians, leadership, individuals, and community that made up its parts? It was probably the last time you and I looked deeply inward at our lives — our intellect, our relationships, our purpose, our spiritual state, our work, our decisions, and our intentions. If we cleanse our hearts so infrequently the dust which settles can become thick making them opaque. And perhaps this individual and collective state is what limits the reach and impact of our communal work thus, resulting in the opacity of Muslim led institutions. Note: Lighthouse keepers clean the lens of the beacon every day.
We must consistently assess the intellectual, emotional, and spiritual loci of our individual and organizational states. They are not fixed givens. Rather, they are capricious states that necessitate vigilance and wara’. Being aware of this will help in our organizational design and work.
The Collective Affect
When we are prepared to evaluate the efficacy of Muslim led institutions with the inclusion of some form of spiritual assessment, we will give ourselves a better opportunity to determine where, how, and why we may be missing the mark. The inefficiencies and inattentiveness we have on an individual level can permeate our relationships, our work, and our organizations. As organizational leaders, we must critically assess the amount of light our work emanates to illuminate the lives of the people we serve.
These inward evaluations should be in the form of active and ongoing discussions we have internally with our teams and colleagues, and ourselves. If done with prudence and sincerity it will not only strengthen our organizations but our teams and us God-willing. This collective effort can lead to a collective effect for those we serve that inspires and guides. We — and our institutions — can then return to the Prophetic example of being beacons of light that help ourselves and others arrive to a place of sanctuary.
And Allah always knows best.
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