Looking forward to the internal-factors piece. One data point worth feeding into it from the education side: "educational renewal" usually gets treated as a resourcing problem, better buildings, more teachers, more funding, when the deeper issue is what gets taught once a school is resourced. Most curricula that survived colonial-era institutional collapse rebuilt around content transmission, memorize the ruling, the date, the fact, rather than the classical sequence of Mantiq before Kalam before Fiqh, reasoning tools before conclusions. What's notable is that al-Ghazali diagnosed this exact failure mode inside the Islamic world's own strongest institutions in 488 AH, nine centuries before any colonial disruption existed. That suggests the internal factor isn't purely a colonial artifact, it may be a pedagogical pattern that colonialism simply interrupted the tradition's own process of correcting. Will your next piece treat education as a root cause in its own right, or mainly as a downstream symptom of the political instability you cover here? We are building curriculum at The Foundations Press around this exact sequencing question. More at thefoundationspress.com.
Thank you for your insightful comment! The internal-factors piece is due to be released on Friday (24-07-2026). We would really appreciate your thoughts on that piece too. Happy reading!
Will do. What I'll be watching for specifically is whether the piece treats teaching sequence itself as a causal variable, not just funding or governance capacity, since that is usually where this kind of analysis stops short. Thanks for engaging with the comment.
Looking forward to the internal-factors piece. One data point worth feeding into it from the education side: "educational renewal" usually gets treated as a resourcing problem, better buildings, more teachers, more funding, when the deeper issue is what gets taught once a school is resourced. Most curricula that survived colonial-era institutional collapse rebuilt around content transmission, memorize the ruling, the date, the fact, rather than the classical sequence of Mantiq before Kalam before Fiqh, reasoning tools before conclusions. What's notable is that al-Ghazali diagnosed this exact failure mode inside the Islamic world's own strongest institutions in 488 AH, nine centuries before any colonial disruption existed. That suggests the internal factor isn't purely a colonial artifact, it may be a pedagogical pattern that colonialism simply interrupted the tradition's own process of correcting. Will your next piece treat education as a root cause in its own right, or mainly as a downstream symptom of the political instability you cover here? We are building curriculum at The Foundations Press around this exact sequencing question. More at thefoundationspress.com.
Thank you for your insightful comment! The internal-factors piece is due to be released on Friday (24-07-2026). We would really appreciate your thoughts on that piece too. Happy reading!
Will do. What I'll be watching for specifically is whether the piece treats teaching sequence itself as a causal variable, not just funding or governance capacity, since that is usually where this kind of analysis stops short. Thanks for engaging with the comment.