Comparative perspective education during Muslims and

British period Mardassah education

Presented by Tabassum AnsarRoll.no 004

What is education?Al-Ghazali, 1058-1111.•Education is the activity of enabling an individual to recognize Allah and discriminate between good and evil.•Allma Iqbal, 1877- 1938. Education is the activity

of recognizing God and understanding self.

• Socrates, 399- 469 BC

• Education refers to discover the universal principles of truth, beauty and good which govern human conduct.

J.S.Mill

• Education refers to the acquisition of excellences and transmission to the next

generation.

What is education?

Objectives of Islamic Education• The aims and objectives of Islamic

education were multifarious and were closely connected with religion. 

• It was considered a religious duty to receive and impart instruction.

The chief aim of Islamic education was to spread the

light of knowledge.

Objectives of British Education

• All the seven terms of British educational system created fully negative impacts on

Indian Muslims. • They suffered a lot socially, economically,

religiously, culturally, legally, politically and institutionally

Cont.

Christian Missionaries wanted to promote• Western Education •Culture•Christianity

And Producing civil servants

Foundation of education • The aim of education was to propagate Islam

religion. The spread of Islam was considered as religious duty.

• Educational institutions were attached to mosques and from the very beginning of

academic career students were aware with the fundamental principles of Islam and study of Quran.

Foundation of British education

• British planned to educate a small section of upper and middle classes to create a class “Indian in blood and colour but English in taste.

• Producing civil servants• Christian Missionaries : wanted to promote Western Education because they thought that modern education would destroy the faith of the Indians for the own religions

Curriculum The religious education

included the Quran, Hadees, fiq, Islamic history, Islamic literature,

Sufi literature and Islamic law were included in the syllabus.

The seculars education included the subjects Arabic

Grammar, Prose, Literature, Logic,

Philosophy, Law, Astrology, Arithmetic, History,

Geography, Medicine, Agriculture, Composition ,

etc

The curriculum taught in the Govt and Govt sponsored

institutions was prepared and specified by the Govt. Itself and

the English language and literature and the western art

and science were its main component. In all missionary

institutions, bible was taught as a compulsory subject. Overall environment of the teaching

institutions remained no different from those Churches

Medium of instructionThe medium of instruction

in Islamic institutions was

the court language, Persian.

But the study of Arabic was

made compulsory for the

Muslim students.

The medium of education

was in English language,

with arguing that Arabic or

Sanskrit are not able to get

popularity as well as these

languages have not an

international reputation

regarding.

Administration of educationIn the Muslim period

schools enjoyed freedom

in determining curriculum

and teaching. The system

of education was for all

the people and not for

specific classes as in

Hindu schools.

Administration of

education was the duty of

the state. State should

have a free hand to frame

the curriculum. All the

schools run by the

Government

Culture spread of Islamic culture

& Islamic religion

development of character

and morality. Develop A good Muslim

The Missionaries had deep impact on

the local culture. The Missionaries

strategies were changed as they got

feedback while achieving their goals.

“Indian in blood and colour but

English in taste”

Teacher status

The teachers considered the students as their son and the students regarded teachers as their father.

 the teachers were called as ustad.

Teacher laid emphasis on the inculcation of moral and spiritual values among students. This was reflected in their thinking and living

The British education policy

changed the teacher in to

simple a Govt. servant.

Role of student

• Students respected their teachers and obeyed them devotedly.

• The students obeyed the teachers out of fear in.

• The teachers considered the students as their son

• students were called as shagrid.

Student consider centred of the education.

Institution

Primarily Islamic

education was divided

mainly into two stages:Maktab (primary grade) Madrasha (higher grade)

The Despatch emphasized

on the graded schools as

follows, primary schools, middle schools,high schools, colleges, Universities.

MethodologyIn the Muslim education

different teaching methods were

adopted to teach different

subjects at different levels. At

primary level the teaching

method adopted were practice

and memorization. At the higher

level speech, lecture and

explanation method were

adopted.

In also the British education

different teaching methods were

adopted to teach different subjects

at different levels.

•Demonstration,

•Experiment and practice

method

•Observation

The evaluation systemThe teacher was a model for

the students to be followed.

He used to build their

character alongside their

academic growth and

intellectual development. So

teachers assessed the ability

of student and promote

them in next grade.

Teacher was nobody at the

time academic test of the

student. It was someone else

who declared him/her

successful or otherwise.

What is Madrasah?•  It is the term given in Arabic to any

school.• Types of Madrasah • Religious Madrasah• Secular Madrasah

Madrasha:• Teaching work in different subjects

was conducted through lectures• After completing the study at Maktab,

the students were eligible for the admission to Madrasah.

• No formal ceremony was • observed on this occasion.

Duration:

• There was provision for both secular and religious education in

the Madrasah. •The total duration of the

course was ten to twelve years in all.

Cont.• The medium of instruction in these

institutions was the court language, Persian. But the study of Arabic was made compulsory for the Muslim students

• The seculars education included the subjects

• Arabic, Grammar Literature, Logic, Philosophy, Law, History,

Geography, Medicine, Agriculture, Composition , etc

Method of TeachingThe method of teaching in

the Maktabs was mainly oral. Cramming and memorization was prevalent in this period.

Children were learning verses from Quran by rote.

Role of Mughal ruler • Babur, the first Mughal ruler,

was a man of literary taste.• He had great love for education and got a number of schools and colleges repaired. He also set up

a number of new educational institutions.

Hamayun (1530—1556 A.D.) • He was also a great scholar like his father. he

rendered valuable service to the cause of education. He established a college at Delhi and appointed Shaikh Hussain as its Principal. . He was also fond of collecting books

and raised a beautiful library. In recognition of this interest to the cause

o of education his tomb was provided with a Madrasa

Sher Shah SuriHe established a Madrasa at Narnaul which became a prominent centre of education. He

was the first Muslim ruler who made provision for the education of ordinary

Muslims too.

Akbar• Akbar, the great Mughal ruler, showed much

greater interest in education. Akbar was not himself much educated, and he showed a great

love for the scholars and education.

• During Akbar’s times, education was liberalised and even Hindus were admitted to Muslim

Muktabs and Madrasas.

• Shah Jahan • set up a Madrasa near Jama Masjid at Delhi.Aurangzeb the last great Mughal Emperor, was also educated and had love for education. However, he

spent most of the funds for the education of the Muslim subjects. Thus, he tried to extend his belief to the field of education and

neglected Hindus. He gave liberal grants to poor children belong ing to

Muslim families.