Comparative perspective education during Muslims and British period Mardassah education

2. Comparative perspective
education during Muslims and
British period
Mardassah education
Presented by Tabassum Ansar
Roll.no 004

3. 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.

4. • 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?

5. 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.

6. 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

7. Cont.
Christian Missionaries wanted to promote
• Western Education
•Culture
•Christianity
And Producing civil servants

8. 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.

9. 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

10. 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

11. Medium of instruction
The 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.

12. Administration of education
In 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

13. 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”

14. 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.

15. 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.

16. 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.

17. Methodology
In 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

18. The evaluation system
The 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.

19. What is Madrasah?
• It is the term given in Arabic to any
school.
• Types of Madrasah
• Religious Madrasah
• Secular Madrasah

20. 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.

21. Duration:
• TherewasprovisionforbothsecularandreligiouseducationintheMadrasah.
• The total duration of the course was
ten to twelve years in all.

22. Cont.
• Themediumofinstructionintheseinstitutionswasthecourtlanguage, Persian.But
thestudyofArabicwasmadecompulsoryfortheMuslimstudents
• Thesecularseducationincludedthesubjects
• Arabic,GrammarLiterature,
Logic,Philosophy,Law,History, Geography,Medicine,Agriculture,Composition,etc

23. Method of Teaching
ThemethodofteachingintheMaktabswasmainlyoral.Crammingand
memorizationwasprevalentinthisperiod.Childrenwerelearningverses
fromQuranbyrote.

24. 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.

25. 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

26. Sher Shah Suri
He 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.

27. 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.

28. • 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 belong­ing to
Muslim families.