By: Samsul Nizar
Professor and Head of STAIN Bengkalis
When children used to play with soap bubbles and fill the surface of the bucket with bubbles, the bucket was filled. As if the container were full to overflowing with water. In truth, there is very little water in the bucket. Soap scum and bubbles, which make the bucket appear to be filled, dominate the surface of the bucket. The soap bubbles were blown, played with, and floated everywhere, eliciting mirth due to their presence. However, the soap bubbles shortly burst and vanish. The fragments of detergent bubbles that adhere to the floor will render it slippery. It is anticipated that if the floor is not sprayed with water, it will become slippery and cause someone to fall. This is an analogy for the comprehension of literacy policy, which will be limited to soap droplets if not understood correctly. A highly civilized nation is unquestionably characterized by a high regard for literacy traditions. Literacy is the capacity to read and write. The Education Development Centre (EDC) considers literacy to encompass much more than the ability to read and write. Literacy is the ability of individuals to use all of their potential and skills to write in order to construct an intelligent, advanced, and civilized society.
In reference to the above definition of literacy, it comes out that literacy is not limited to the ability to read, as is commonly believed. In addition, literacy as a reading activity (passive) must be correlated with comprehension (substantive) in order to generate work (active) based on what has been read and comprehended. When all three are correlated, humans will be able to read the world, comprehend His verses, and construct a rahmatan lil’ alamin (good for the universe) civilisation.
Historiographically, one of the indicators of an advanced community is the existence of a written language (script) as a means of communicating the evidence of the apex of its civilization. The existence of the Greek, Roman, Arab, Chinese, and Japanese communities is undeniable. Through Sanskrit, Arabic Malay, Javanese, Sundanese, Bugis, Balinese, and other scripts, the Indonesian people have been able to convey the community’s level of civilisation. The script that is owned is used as a medium to record all the dynamics and findings of existing science, which will be read by future generations as a guide for constructing civilization. In contrast, communities that lack a script typically have a low level of civilization.
It’s just that the presence of script to write a nation’s civilisation is of little use if there is no “state policy” to promote and provide space for appreciation of the culture of literacy so that there is a transmutation of knowledge across generations and education of the civilisation. If the Prophet had not instructed Zaid bin Tsabit to record every revelation, the Qur’an would not exist in written form. This was true during the Umayah and Abbasid dynasties as well. The caliphs promoted literacy (reading, elaborating, and writing) by elevating the status of academicians (scientists) who produced books of knowledge. The caliphs rewarded each of their accomplishments with gold and silver scales. A policy that exalts the servants (scholars or scientists) that He exalts. Scientists and academics are hard at work on policies that guarantee prosperity. They do not “beg” for positions to “live”; rather, the state “asks” for their counsel. Therefore, intelligent people at the time were motivated to study in order to attain glory (achievement), not just hypocritical prestige. This policy brought the caliphs and the people of that time the grandeur promised by Allah. Glory that leads to advancement, justice, fame, stability, prosperity, and a superior civilization. This enacts the hadith of the Prophet Muhammad: “Bind knowledge by writing it down” (HR. Shahih al-Jami’). Sheikh Albani stated that this hadith is authentic. Imam Al-Shafi’ee explained it similarly: “Knowledge is the quarry, and writing is its bond.” However, in the modern era (especially among the proprietors of lower civilizations), literacy is a less valued tradition and a profession that does not promise material gain.
The dynamism of the world of literacy during the golden age of Islam resulted in the creation of numerous scientific works in vast quantities. As proof, when the Mughals governed Baghdad and threw all literary works into the Tigris, the water turned black from the ink.
The Dutch government, which placed a high value on literary works, maintained its policy of recognizing literacy. Leiden is a location used to acquire and save a great deal of endangered literacy, particularly the archipelago. They prepare a substantial budget so that existing literacy works can be preserved and they value every scientific study (literacy) endeavour. A policy that should serve as a real-world example of literacy appreciation.
There are numerous forms of literacy, which include: (1) Basic reading, writing, counting, and listening skills. (2) Media Literacy; the capacity to grasp and comprehend diverse forms of media and how they function (print or electronic). (3) Visual Literacy; the literacy that concentrates on a person’s ability to interpret and comprehend visual information. (4) Library Literacy; literacy skills that emphasize the ability to comprehend and process what is read in order to present the library as a source of knowledge through written works and produced research. Library in the sense of a written source and the universe as a source that is continually expanding. (5) Technological Literacy; technology-related literacy. Technological literacy is the capacity to use hardware and software and to comprehend the ethical application of all manufactured products. (6) Policy Literacy; knowledge of various social dynamics and the cosmos to serve as the foundation for policy decisions.
Literacy can, at least in uncomplicated terms, be divided into two categories: (1) productive literacy and (2) functional literacy. The creation of intellectual written works characterizes productive literacy. As the scholars and scientists of the golden period of Islam were able to present their findings and research in writing. All may be appreciated and serve as scientific study material for future generations. Consumption-based literacy. Consumptive literacy is characterized by a generational interest in reading that expands horizons for the development of civilization. Studies are conducted individually or in knowledge assemblies in which scholars who can elucidate the material are present to discuss it.
These are the essence of Allah’s words: “Recite in the name of your Creator-Lord.” He fashioned man from a blood clot. Read, and your Lord is the Most Magnificent. Who instructs (man) with a pen. He taught man what he was ignorant of” (QS. al-‘Alaq: 1–5).
Thus, Allah has spoken about the essence and command of literacy, and the Prophet has explained them. Both alternatives are viable, but the active form of literacy should be prioritized.
Indeed, the modern era’s literacy policy should be appreciated and supported jointly. Although the tradition and substance of the literate mindset must be thoroughly comprehended, enhanced, or refined. Spaces for scientific research must be constructed and developed extensively. Literacy policy must therefore be comprehended and imbued with spirit to make it more vibrant, and not merely a “soap bubble.” There are numerous indications that the literacy policy is well understood and has failed, including:
First, the literacy policy continues to emphasize reading, as evidenced by the high number of library visitors. However, no “assistance” is offered to clarify the text. This condition permits misunderstanding of what is read. In fact, Imam al-Ghazali has cautioned: “The student needs teachers and professors who are followed with certainty so that they point him to the straight path because the path of religion is concealed, whereas the paths of the devil are numerous and obvious.” Whoever does not have a teacher to guide him will be led to his path by the adversary.
Clearly, this is what Imam Ghazali emphasizes above. However, sometimes literacy policies overlook this. Policies are limited to those with a high reading interest, but do not provide sources that can elucidate what is read. Consequently, this correlates with the quality and quantity of work produced. There are still very few scientific studies that led to the widespread publication of scientific literacy. Scientific studies continue to be dominated by research results that lead to reports and coercion from reputable publications that are characterized as being materialistic and “flirty.”
Secondly, A lack of appreciation for scientific literacy works is the second issue. The reading preferences of this generation are dominated by works of fiction that evoke emotions rather than ratios. Consequently, scientifically literate works that are published frequently lose to fiction works that have been reproduced dozens of times. In fact, scientific literacy works are frequently sold at a lower price than works of fiction.
Thirdly, scientific information and literacy publications do not receive the same response. Its existence is undermined by “political” information, normative policy publications, “jokes and jokes” of life, and numerous flexing styles that are unscientific in nature.
Fourth, scientific literacy is an unpromising career field that is undervalued. In reality, the study process necessitates scientific effort, financial resources, and intellect. Its existence is far beneath that of fictional literacy, which can send readers’ imaginations soaring with non-civilization-changing aspirations.
Fifth, the motivation for literacy policy stems from the “need for intermediaries” to obtain “something” rather than the need for scientists to discover the truth. As a consequence, illiteracy is temporary and not always available to meet the intellectual requirements for consistent scientific development.
Sixth, the literacy policy has lost its significance and has become an afterthought. Its presence is restricted to limited and exclusive euphoria. Strangely, whereas in the golden age of Islamic civilization, all literate individuals accumulated “coffers,” the inverse is true in the modern era. A few of them must empty their “coffers” before they can manifest. Thus, the impact of literacy policy eliminates the elements of literacy that ought to be maintained.
This paper merely serves as a reminder of the literacy policy as an activity of producing more literature but halting at (passive) reading. This is a flawed interpretation of literacy. Although reading is the key to understanding the universe, reading without guidance or explanation is deceptive. Imam al-Ghazali reminds us of this, stating, “The student needs teachers and professors who are followed with certainty so that they point him in the right direction. Because the path of religion (the truth) is concealed. While the devil’s methods are numerous and evident. Whoever does not have a teacher to guide him will be led to his course by the devil.” Literacy policies must be maintained through mentoring efforts that clarify the meaning of what is read so that it can be implemented. Literacy involves not only reading but also comprehending and applying what is read. The “fruits of literacy” must be work produced by those with a high level of literacy. A “civilisational” policy will value the actual work of literacy and will not “degrade” or “emasculate” the educative presence of literacy.
The presence of literary works should be honoured with grandeur, not humiliated by “begging” for recognition. This is due to the fact that both knowledge and its possessors are guaranteed a degree of honour by Allah. This assurance is transmitted by Allah through His words: “Indeed, Allah will raise the status of the believers among you and those who have been granted knowledge by multiple degrees” (QS. al-Mujadalah: 11).
Ibn Abbas RA explained the above verse as follows: “The scholars are 700 degrees above other believers. Between one degree and another, a distance of 500 years separates them. How noble is the perpetrator and owner of the true literacy that He promised, despite the fact that His servants do not appreciate the owner of the true literacy (the author of the book) in their everyday existence? His position does not receive the attention and importance that it merits. If anything, it is not because the establishment acquires literacy, but rather because other endeavours are made to ensure its survival. Its existence is obscured by those who are skilled at “making up bedtime stories” Consequently, the world of literacy consists solely of the fulfilment of requirements, not of intellectual requirements and principles.
Then, what is the essence and form of the modern era’s policy on literacy? Everyone may respond with a variety of explanations, depending on the significance of the answer they wish to highlight. Whether the response is limited to a soap bubble or is in accordance with Allah’s word, He will raise the status of the servant who performs praying in accordance with His promise. It is a soap bubble that appears full, covering, and even overflowing, but it is empty, dissipates easily, and causes the floor to become slippery. As a consequence, a significant number of people are mistaken and fall victim to illiteracy. I’m not sure. It depends entirely on the perspective and human interests at any given time. Happy Indonesian National Education Day, May 2, 2023. Literacy orientation and the spirit of national education day must be interpreted with intelligence and accuracy, not as a detergent bubble.
Wa Allahua’lam bi al-Shawwab.
Translated by Riska Saputra, S.Pd
Alumni from the English Education Study Program at STAIN Bengkalis.
Master Student at Graduate Institute of Network Learning Technology in National Central University, Taiwan.
