Some Aspects of Muslim Educational System in Pre-Colonial India
SOME ASPECTS OF THE MUSLIM EDUCATIONAL SYSTEM IN PRE-COLONIAL INDIA by Aamir Bashir
ABSTRACT This paper explores some of the hitherto less known aspects of the Muslim Educational System in pre-colonial India. It examines the broad contours of this system by looking at the public attitude towards knowledge, scholars and students; the various types of institutions, and the evolution of curriculum. It also looks at the depth of Indian scholars’ engagement with ÍadÊth and other sciences. Finally, it also looks at Sufis and their attitude towards the various Islamic sciences. The paper suggests that the educational system of the period under study was organic in structure and was in tune with the needs of the individual and the society. The course of study was a good balance between the temporal and the religious. Indian ‘ulamÉ were fully engaged with the ÍadÊth sciences; and lastly, the Sufis gave great importance to all Islamic sciences. This paper suggests that the historical Muslim educational system in pre-colonial India provides valuable resources for the problems faced by modern educational systems.
INTRODUCTION The aim of this paper is to bring to light some of the hitherto less known aspects of the Muslim Educational System in pre-colonial India. By pre-colonial India, we refer to the time from the advent of Islam in India in the beginning of the eighth century CE up to the consolidation of colonial rule in the middle of the eighteenth century.1 This short paper cannot do justice to all the details of the Muslim Educational System during this period. Therefore, we shall confine ourselves to only some aspects of it. These include the evolution of the curriculum over the centuries, and general contours of the educational system. We will also be challenging some conventional theories. These include the notion that before the coming of the press, books were in short supply in India. The other is that ÍadÊth was little known in India until the coming of ShÉh
ABSTRACT This paper explores some of the hitherto less known aspects of the Muslim Educational System in pre-colonial India. It examines the broad contours of this system by looking at the public attitude towards knowledge, scholars and students; the various types of institutions, and the evolution of curriculum. It also looks at the depth of Indian scholars’ engagement with ÍadÊth and other sciences. Finally, it also looks at Sufis and their attitude towards the various Islamic sciences. The paper suggests that the educational system of the period under study was organic in structure and was in tune with the needs of the individual and the society. The course of study was a good balance between the temporal and the religious. Indian ‘ulamÉ were fully engaged with the ÍadÊth sciences; and lastly, the Sufis gave great importance to all Islamic sciences. This paper suggests that the historical Muslim educational system in pre-colonial India provides valuable resources for the problems faced by modern educational systems.
INTRODUCTION The aim of this paper is to bring to light some of the hitherto less known aspects of the Muslim Educational System in pre-colonial India. By pre-colonial India, we refer to the time from the advent of Islam in India in the beginning of the eighth century CE up to the consolidation of colonial rule in the middle of the eighteenth century.1 This short paper cannot do justice to all the details of the Muslim Educational System during this period. Therefore, we shall confine ourselves to only some aspects of it. These include the evolution of the curriculum over the centuries, and general contours of the educational system. We will also be challenging some conventional theories. These include the notion that before the coming of the press, books were in short supply in India. The other is that ÍadÊth was little known in India until the coming of ShÉh
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