The Fading Depth of Sacred Learning

Introduction

The digital proliferation of Islamic knowledge has led to an age unlike any other—one of unprecedented accessibility. Yet alongside this apparent advantage lie deeper consequences rarely addressed in our discourse: the dilution of depth, the erosion of spiritual discipline, and the collapse of ethical responsibility.

In the classical tradition, true knowledge is inseparable from rightful implementation and the pursuit of God’s ultimate pleasure. Imam al-Ghazali (d. 505 AH) cites Sufyan al-Thawri (d. 161 AH), who articulates this succinctly:

يهتف العلم بالعمل فإن أجابه وإلا ارتحل

‘Knowledge calls for action; if it responds, it remains; otherwise, it departs’ [1]

Knowledge is not like other pursuits we strive for—it is an amanah (trust), a divine pathway with a transformative purpose, and one that affects us all, as the Prophet ﷺ declared:

طلب العلم فريضة على كل مسلم

‘Seeking knowledge is an obligation upon every Muslim’ [2]

Digitized Age

The speed at which the Internet has reshaped access to Islamic knowledge is unprecedented. Centuries of handwritten transmission, close companionship, and spiritual etiquettes have been eclipsed within a single generation by algorithmic feeds and endless platforms catering to all appetites. YouTube, TikTok, and Instagram (to name a few) house millions of hours of Islamic content from across the globe, while digitized libraries now offer access to those once geographically or financially out of reach.

Yet amidst this abundance, something vital is quietly being lost. The concern does not lie in access itself, but in the unanchored approach it fosters. Traditional Islamic pedagogy is not informational but formational. Names, definitions, rulings—these are not mere data points to be copied and pasted. They are intimately tied to a transformative purpose: refining the soul and regulating the ego. It is a slow, deliberate shaping of the self through exposure to the Prophetic model and companionship with those who strive to embody it.

This distinction highlights the discomfort many feel with some who pursue the noble sciences. The appearance of knowledge becomes an easy substitute for the reality of learning. Listening and watching are mistaken for understanding, and knowledge becomes so easily consumable that its impact is no longer transformative. In short, the tools of acquisition have broadened, but the aims of attainment have shifted.

Challenges of Fast-Food Knowledge

Imam al-Shafiʿi (d. 204 AH) is reported to have said:

وَدِدْتُ أَنَّ النَّاسَ لَوْ تَعَلَّمُوا هَذِهِ الْكُتُبَ، وَلَمْ يَنْسُبُوهَا إِلَيَّ

‘I wish that people would learn from these books without attributing them to me’ [3]

His words reflect the spiritual posture required for sacred learning—marked by humility, anonymity, and a sincere desire for truth untainted by self-glorification. The true condition for success lies not in being recognized for what one transmits, but in lowering oneself before knowledge and its inheritors, content to serve rather than be seen.

This is at odds with today’s prevailing attitude. The dominant epistemology in the West is one of functional illiteracy: basic familiarity with Islamic terms, yet lacking depth and ethical anchoring. Several reasons underlie this reality:

1. The Collapse of Legitimacy

In the classical model, scholars earned legitimacy not simply through knowledge of facts, but by embodying the tradition over decades, often through hardship. Rooted in isnad (chains of transmission) and the living experience, this became the benchmark of authority. Today, unqualified individuals act as proxies for scholarship, leaving audiences unable to distinguish between the seasoned and the self-taught.

2. The Erosion of Adab

Adab (etiquette) lies at the foundation of the Islamic tradition, especially in the pursuit of knowledge. Imam al-Shafiʿi once said:

يَكْتُبُونَ مَا عَسَى أَنْ أَرْجِعَ عَنْهُ غَدًا

‘They write down [my opinion], though I may retract it tomorrow’ [4]

This reflects the intellectual humility embedded in the tradition—where even the greatest scholars acknowledged the possibility of error. Today, disagreements often devolve into polemics, with digital platforms rewarding outrage over insight.

3. Intellectual Laziness

Learning requires effort like few other pursuits. Wrestling with a single page for hours, turning it over in one’s mind to unlock its wisdom—this cultivates the patience required for growth. While the digital age offers convenience, does it demand the same rigor? Where one once laboured through a text, today one inputs a query into ChatGPT and receives a decontextualized answer. This shift has deep implications for our ability to engage deeply and critically. The dopamine loops of modern media reward surface-level consumption, not contemplative inquiry.

So, one must ask: how closely does my learning align with the Prophetic model?

A Disciplined Opportunity

Despite these challenges, the digital age holds promise:

Access to vast libraries and archives has never been easier, enabling serious students to pursue depth regardless of socioeconomic status.
Institutions offering structured learning in traditional pedagogy now reach global audiences.

These tools can complement sacred learning—they are used by scholars of all ages today—but their benefit emerges only when the soul of the tradition is preserved.

Imam al-Dhahabi (d. 748 AH) once said:

ثُمَّ العِلْمُ لَيْسَ هُوَ بِكَثْرَةِ الرِّوَايَةِ، وَلَكِنَّهُ نُوْرٌ يَقْذِفُهُ اللهُ فِي القَلْبِ

‘Knowledge is not in the abundance of narration, but rather a light that Allah casts into the heart’ [5]

Conclusion

The continued slide toward digital literacy at the cost of traditional literacy is a double-edged sword. With unprecedented access to the Islamic sciences comes a significant ethical price. The depth that once defined sacred learning requires discipline, structure, and orientation toward divine pleasure.

The classical pillars—taʾahhul (qualified preparation), adab (manners), and ṣuḥbah (companionship)—remain as essential as ever. Many institutions today are trying to integrate traditional epistemologies with contemporary delivery models. Still, a broader concern persists: how can traditional integrity remain viable in an age saturated with digital content?

فكم من متعلم طال تعلمه ولم يقدر على مجاوزة مسموعه بكلمة وكم من مقتصر على المهم في التعلم ومتوفر على العمل ومراقبة القلب فتح الله له من لطائف الحكمة

‘How many learners have prolonged their studies but could not surpass what they heard by a single word, while others who focused on essential learning and practical application, along with monitoring the heart, had the subtleties of wisdom opened to them’ [6]

A Book Recommendation

One essential text that every seeker of knowledge should hold close is Taʿlīm al-Mutaʿallim Ṭarīq al-Taʿallum (تعليم المتعلم طريق التعلم), “Instruction of the Student: The Method of Learning,” by Imam al-Zarnuji (d. 620 AH). A Ḥanafī jurist from Transoxiana (present-day Central Asia), he authored this concise yet profound manual not just on how to study, but on how to seek knowledge.

The book covers both ethical and practical dimensions of learning, emphasizing the attentiveness one must show toward their teacher, fellow students, and their own soul.

For students in need of continual grounding, this text serves as a companion and a mirror. It asks not only what you are learning but who you are becoming through your learning. Numerous Arabic commentaries exist, and a reliable English translation is also available.

al-Ghazālī, Iḥyāʾ ʿUlūm al-Dīn, vol. 1, p. 50.
Ibn Mājah, Sunan Ibn Mājah, ḥadīth no. 224. Graded ḥasan by al-Albānī.
Ibn Abī Ḥātim, Ādāb al-Shāfiʿī wa Manāqibuh, vol. 1, p. 248.
Ibn ʿAbd al-Barr, Jāmiʿ Bayān al-ʿIlm wa Faḍlihi, vol. 1, p. 774.
al-Dhahabī, Siyar Aʿlām al-Nubalāʾ, vol. 13, p. 323.
al-Ghazālī, Iḥyāʾ ʿUlūm al-Dīn, vol. 1, p. 71.