ABSTRACT
The hierarchy of enriched Islam features enriched uranium and nuclear power at the top, a rung occupied currently by Pakistan and Iran. To understand how Hussein's vision was altered, contested or undermined, one must do more than study the role of religious schools and madrassas in propagating extremist dogmas. These ad hoc schools developed more out of ideological positions than as part of a state agenda to meet the educational needs of the population. So the authors have to blame ourselves because they are the ones who produced these people and did not give them the tools of critical thinking or the means to link up with the larger society and the larger civilised world. For all the differences among educational systems in Muslim states, most share the trait that schools, like mosques, have become centres of political debate, and sometimes violence.
