DOCSLIB.ORG

Maulana Abul Kalam Azad and the National Education System

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Maulana Abul Kalam Azad and the National Education System Maulana Abul Kalam Azad and the National Education System Edited by S. Irfan Habib NATIONAL UNIVERSITY OF EDUCATIONAL PLANNING AND ADMINISTRATION 17-B, Sri Aurobindo Marg, New Delhi-110016 Maulana Abul Kalam Azad and the National Education System Edited by S. Irfan Habib National University of Educational Planning and Administration 17-B, Sri Aurobindo Marg, New Delhi-110016 © National University of Educational Planning and Administration, 2010 (Declared by the Govt. of India under Section 3 of the UGC Act, 1956) 17-B, Sri Aurobindo Marg, New Delhi-110016, INDIA First Edition, November 2010 (2H) Published by the Registrar, National University of Educational Planning and Administration (NUEPA), 17-B, Sri Aurobindo Marg, New Delhi-110016 and printed by the Publication Unit, NUEPA at M/s Anil Offset & Packaging Pvt. Ltd., 35-UB, Jawahar Nagar, Delhi-110007. ii Foreword The National University of Educational Planning and Administration organised a two day seminar on the occasion of Maulana Azad’s birthday, celebrated as National Education Day on November 11-12 2009. The two-day event was organised under the auspices of Maulana Azad Chair, which the Ministry of Human Resource Development instituted at NUEPA in 2009. Professor S Irfan Habib was appointed as the first Maulana Azad Chair at NUEPA. During the two days, an attempt was made to explore the various aspects of Maulana Azad’s seminal contributions to the building of modern independent India, particularly in the field of education, science and culture. We were privileged to have Shri Somnath Chatterjee to inaugurate the seminar and deliver an illuminating inaugural address. We are also grateful to distinguished scholars like Professors Mushirul Hasan, Dipankar Gupta, Harsh Sethi, Syeda Hameed and others, who agreed to participate and enrich the seminar. The present volume includes, besides most of the papers presented in the seminar, a selection of Maulana Azad’s speeches delivered during the ten years between 1947 and 1958. This will, we believe, facilitate in comprehending the educational policies and concerns of Maulana Azad during the crucial phase of our nation building. Let me also take this opportunity to thank the veteran actor Tom Alter and Dr Sayeed Alam for enacting the much acclaimed solo play on Maulana Abul Kalam Azad. The play in the evening truly complemented the day long deliberations on Maulana Azad and presented the subtleties of the era of national struggle, iii revealing many shades of Maulana Azad as a national leader, philosopher and educationist. I will end by expressing my gratitude to the Nehru Memorial Museum and Library (NMML) for their collaboration and cooperation in organising the two-day seminar. R Govinda Vice-Chancellor, NUEPA October 21, 2010 iv Preface The National University of Educational Planning and Administration organized a two-day conference on Maulana Abul Kalam Azad and the National System of Education in November 2009. The conference was aimed at commemorating Maulana Azad’s birthday, which was declared as National Education Day a year before. The present slim volume puts forward some of the papers presented during the two-day deliberations. The papers here attempt to explore the inspirations, influences and ambiguities in Maulana Azad’s commitment to modern education. They also try to bring out the shifts in Maulana Azad’s intellectual evolution over a period of fifty years. Significant in this process is Azad’s early commitment to denominational and sectarian concerns in education and otherwise, and his later passion for a national education system, which still remains elusive. One important aspect of teaching today is battling with divisive, sectarian and regional sentiments. The world in general and India in particular is faced with an arduous task of combating such tendencies while teaching in schools as well as colleges. The teaching of history, geography and culture is a major challenge confronting NCERT and other institutions engaged in this task. The medium of instruction was another contentious issue which Azad had to settle as the first minister of education in independent India. Even in 1956, Maulana Azad was pained to find that these subjects were being employed for the unhealthy purpose of sowing the seeds of discord among people. Keeping Maulana Azad’s views on the matter as a backdrop, the volume touches upon these issues in our contemporary educational context. Another important aspect in current perspective is Azad’s passion for free and compulsory education, which remained on v the sidelines till recently, when a debate was sparked off again with the introduction of Right to Education Bill. The seminar discussed various aspects of the Bill in the contemporary Indian context, keeping Azad’s own commitment to free and compulsory education as a backdrop. The seminar also inspired the participants to ponder about the contributions of educationists like K G Saiyidain and Dr. Zakir Husain, the former being the key player in educational planning during Azad’s time. The latter played a seminal part in articulating basic education, with his central role in preparing the Wardha Committee Report on basic education. Recently, the HRD ministry came forward with a proposal to constitute a Madarsa Board, similar to CBSE, claiming that it will modernize madarsa education and entitle madarsa graduates for Government employment. However, the proposal not only invited criticism from the expected political quarters, it was also visualized as interference in the internal affairs of the community by the Muslim Personal Law Board. Maulana Azad was seriously concerned about the antiquated curriculum of the madarsas and made several attempts to bring about meaningful changes but without success. He directly appealed to the madarsa representatives to be sensitive and responsive to the demands of the age and reorganize their curriculum by including the modern sciences. In today’s Islamic context and also with the new initiative of the HRD ministry, the seminar discussed the future of madarsa education and its relevance in the milieu of fast changing socio-economic demands of the Muslim community. The volume begins with the inaugural address of Shri Somnath Chatterjee who calls Maulana Azad as “one of the front ranking leaders of both pre and post independent India”. As a Muslim scholar and a prominent Muslim leader he stood for the cause of Hindu-Muslim unity and opposed the partition of India. Shri Somnath Chatterjee emphasized the fact that Maulana Azad “was greatly instrumental in persuading the Muslim representatives in the Assembly to give up the demand for communal electorate and strongly advocated that the principle of vi Secularism should be enshrined in the Constitution along with religious freedom and equality for all Indians.” As the Minister of Education Maulana considered basic education for the future welfare of the people as of prime importance and he emphasized on the importance of the speedy progress of adult education. Education of women was of prime concern for him, according to Shri Chatterjee. Maulana observed that without an educated electorate, democracy cannot perform the functions expected of it. As the Minister of Education of free India, Maulana created a nation-wide system of basic education for all children of school going age, and created facilities for the highest type of education in the technical field including the establishment of four institutions of the standard of the Massachusetts Institute of Technology. In Chatterjee’s view, Maulana Azad re-emphasized the fivefold programme for the expansion of education in the country: These were (a) Universal compulsory basic education for all children of school age, (b) Social education for our adult illiterates, (c) Measures for improvement in the quality of and expansion of facilities for secondary and higher education, (d) Technical and scientific education on a scale adequate to the nation’s needs, and (e) Measures for the enrichment of the cultural life of the community by encouraging the arts and providing facilities for recreation and other amenities. However, according to Shri Chatterjee, we are unfortunately still to reach the goal and to fulfill what Maulana Azad laid down as the objectives of the country’s educational policy towards the general progress of the country. S. Irfan Habib’s paper titled “Maulana Abul Kalam Azad on education and culture in post independent India” refers to the early influences on Maulana Azad’s thinking and the evolution of Azad as an educationist and an intellectual leader. Surprisingly the influences were not merely Islamic, as assumed, but had a great share from Europe, particularly the French philosopher Rousseau. The paper also touches upon Maulana Azad’s commitment to free and compulsory education which has been formalized by the government recently in its Right to Education Act. Vinod Raina in his presentation took a look at Maulana vii Azad’s commitment to free and compulsory education and examined the Right to Education Bill 2009 in the context of present day challenges and context which are in stark contrast with the early years of post independent India. Syeda Hameed in her paper reflects upon the educational philosophy of Maulana Abul Kalam Azad and Khwaja Ghulamus Saiyidain. Both of them were close associates and colleagues in the education ministry headed by the former. Saiyidain had a significant role in shaping the education system of independent India along with other experts in the education ministry such as Humayun Kabir, Tara Chand and Shanti Swarup Bhatnagar. Saiyidain understood that Azad’s educational ideas were grounded in his understanding of Islam. For him Azad was not an exclusive “Islamic mind” or even an “oriental” mind, but drawing from different sources which cut across the East-West Barriers. According to the speaker, both Azad and Saiyidain felt that for a country emerging from 150 years of political bondage and therefore it was important to train the nation not merely in skills but train their ideas and emotions in new ways to take up new challenges before the free India.
Load more

Recommended publications
  • Typesetting Khalfaoui
    Pluralism and Plurality in Islamic Legal Scholarship The Modern Muslim World 11 Series Editorial Board Marcia Hermansen Martin Nguyen Hina Azam Joas Wagemakers Ussama Makdisi Advisory Editorial Board Talal Asad Tijana Krstic Khaled Abou El Fadl Ebrahim Moosa Amira Bennison Adam Sabra Islam Dayeh Armando Salvatore Marwa Elshakry Adam Talib Rana Hisham Issa This series will provide a platform for scholarly research on Islamic and Muslim thought, emerging from any geographical area and dated to any period from the 17th century until the present day. Pluralism and Plurality in Islamic Legal Scholarship The Case of the Fatāwā l-ʿĀlamgīrīya Mouez Khalfaoui gp 2021 Gorgias Press LLC, 954 River Road, Piscataway, NJ, 08854, USA www.gorgiaspress.com 2021 Copyright © by Gorgias Press LLC All rights reserved under International and Pan-American Copyright Conventions. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise without the prior written permission of Gorgias Press LLC. 2021 ܘ 1 ISBN 978-1-4632-4231-2 gp Library of Congress Cataloging-in-Publication Data A Cataloging-in-Publication Record is available at the Library of Congress. Printed in the United States of America TABLE OF CONTENTS Author’s Preface for the English Translation ............................ ix Introduction .............................................................................. 1 1. The Historical Context: South Asia in the Seventeenth Century ...................................................................... 2 2. Interfaith Relations in Seventeenth-Century South Asia ........................................................................... 6 3. Pluralism: More Than Just Tolerance ........................... 12 4. Corpus, Hypothesis and Research Method ................... 14 5. Aims and Methodology ................................................ 20 Chapter One.
    [Show full text]
  • List of Entries
    List of Entries A Ahmad Raza Khan Barelvi 9th Month of Lunar Calendar Aḥmadābād ‘Abd al-Qadir Bada’uni Ahmedabad ‘Abd’l-RaḥīmKhān-i-Khānān Aibak (Aybeg), Quṭb al-Dīn Abd al-Rahim Aibek Abdul Aleem Akbar Abdul Qadir Badauni Akbar I Abdur Rahim Akbar the Great Abdurrahim Al Hidaya Abū al-Faḍl ‘Alā’ al-Dīn Ḥusayn (Ghūrid) Abū al-Faḍl ‘Allāmī ʿAlāʾ al-Dīn Khaljī Abū al-Faḍl al-Bayhaqī ʿAlāʾ al-DīnMuḥammad Shāh Khaljī Abū al-Faḍl ibn Mubarak ‘Alā’ ud-Dīn Ḥusain Abu al-Fath Jalaluddin Muhammad Akbar ʿAlāʾ ud-Dīn Khiljī Abū al-KalāmAzād AlBeruni Abū al-Mughīth al-Ḥusayn ibn Manṣūr al-Ḥallāj Al-Beruni Abū Ḥafṣ ʿUmar al-Suhrawardī AlBiruni Abu’l Fazl Al-Biruni Abu’l Fazl ‘Allāmī Alfī Movements Abu’l Fazl ibn Mubarak al-Hojvīrī Abū’l Kalām Āzād Al-Huda International Abū’l-Fażl Bayhaqī Al-Huda International Institute of Islamic Educa- Abul Kalam tion for Women Abul Kalam Azad al-Hujwīrī Accusing Nafs (Nafs-e Lawwāma) ʿAlī Garshāsp Adaran Āl-i Sebüktegīn Afghan Claimants of Israelite Descent Āl-i Shansab Aga Khan Aliah Madrasah Aga Khan Development Network Aliah University Aga Khan Foundation Aligarh Muslim University Aga Khanis Aligarh Muslim University, AMU Agyaris Allama Ahl al-Malāmat Allama Inayatullah Khan Al-Mashriqi Aḥmad Khān Allama Mashraqi Ahmad Raza Khan Allama Mashraqui # Springer Science+Business Media B.V., part of Springer Nature 2018 827 Z. R. Kassam et al. (eds.), Islam, Judaism, and Zoroastrianism, Encyclopedia of Indian Religions, https://doi.org/10.1007/978-94-024-1267-3 828 List of Entries Allama Mashriqi Bangladesh Jamaati-e-Islam Allama Shibili Nu’mani Baranī, Żiyāʾ al-Dīn Allāmah Naqqan Barelvīs Allamah Sir Muhammad Iqbal Barelwīs Almaniyya BāyazīdAnṣārī (Pīr-i Rōshan) Almsgiving Bāyezīd al-Qannawjī,Muḥammad Ṣiddīq Ḥasan Bayhaqī,Abūl-Fażl Altaf Hussain Hali Bāzīd Al-Tawḥīd Bedil Amīr ‘Alī Bene Israel Amīr Khusrau Benei Manasseh Amir Khusraw Bengal (Islam and Muslims) Anglo-Mohammedan Law Bhutto, Benazir ʿAqīqa Bhutto, Zulfikar Ali Arezu Bīdel Arkān al-I¯mān Bidil Arzu Bilgrāmī, Āzād Ārzū, Sirāj al-Dīn ‘Alī Ḳhān (d.
    [Show full text]
  • A Study of Fatawas (Religious Decrees)
    PSYCHOLOGY AND EDUCATION (2021) 58(3): 2996-3002 ISSN: 00333077 A STUDY OF FATAWAS (RELIGIOUS DECREES) REGARDING TEACHING AND LEARNING ENGLISH LANGUAGE Muhammad Imran Saeed Lecturer, Humanities Department, COMSATS University Islamabad, Vehari Campus [email protected] Dr Saeed Ahmad Assistant Professor, Department of English, The Islamia University of Bahawalpur, Bahawalnagar Campus [email protected] Muhmmad Nasir Lecturer, Department of English, Institute of Southern Punjab Multan [email protected] ABSTRACT: The present study discusses Muslim religious scholars' attitudes in the sub-continent when it was under British rulers' influence. The study focuses on the causes of religious scholars' indifference and their hostile attitudes towards the English language in the pre-partition era. The data has been collected from various fatawa books written by Muslim religious scholars during the pre-partition period. Researchers analyse the fatawas (religious decrees) under the paradigm of Islam and English language and attitudes of religious scholars in the pre- partition era. The fatawas has been examined through a content analysis of the text. The study's findings reveal that Muslim religious scholars were against English language learning and teaching to such an extent that they issued Fatawas declaring that learning and teaching English was illegitimate (Najaiz) because they believed that Christian missionaries were against Muslims and Islam. The findings further suggest that future English language curriculum planning should consider society’s cultural and religious requirements so that everyone in the community can learn English according to their needs. The study also highlights cultural harmony from the perspective of English language learning. KEYWORDS: Fatawas, Religious Scholars, Teaching and Learning, and English Language Article Received: 10 August 2020, Revised: 25 October 2020, Accepted: 18 November 2020 BACKGROUND AND LITERATURE REVIEW: years.
    [Show full text]
  • 468 Classical and Modernist Approaches to the Miracles
    e-Şarkiyat İlmi Araştırmalar Dergisi/Journal of Oriental Scientific Research (JOSR) ISSN:1308-9633 Ağustos-2019 Cilt:11 Sayı:2 (24) / August-2019 Volume:11 Issue:2 (24) Sayfa:468-479 CLASSICAL AND MODERNIST APPROACHES TO THE MIRACLES IN THE QUR’AN: A DIACHRONIC REVIEW Ahmet Özdemir Abstract In the last two centuries, an increasing number of Muslim scholars have adopted a modernist/decontextualisation approach to the interpretation of the Quran. This adoption is attributable to their worldviews or philosophical approaches that have changed over time. Instead of looking for primary and contextual meanings of words and miraculous events addressed in the Qur’an, they prefer to look at the connotative meanings, which are out of the context. This review argues that such decontextualized interpretations substantially contradict Quranic principles and contextual meanings of miracles. Muslim and non-Muslim, classical and modernist approaches to the Quranic miracles need to be reconsidered, so as to avoid or reduce misinterpretations. For this aim, the author has applied a diachronic (semantic) method of reviewing different approaches to definitions or conceptions of miracles in Arabic dictionaries, Islamic literature, classical standpoints, and modernist viewpoints. Keywords: Quran, Tafsir, Miracle, Semantic, Diachronic Review KUR’ÂN’DA GEÇEN MUCİZELERE KLASİK VE MODERNİST YAKLAŞIMLAR: ART-SÜREMLİ BİR İNCELEME Öz Son iki yüzyıl içinde, giderek artan sayıda Müslüman alim Kuran'ın yorumlanmasında modernist bir yaklaşım benimsemiştir. Bu benimseme, zaman içinde değişen dünya görüşlerine veya felsefi yaklaşımlara bağlanabilir. Bir çok alim, Kur'an'da geçen kavramların ve mucizevi olayların birincil ve bağlamsal anlamlarını aramak yerine, bağlam dışında kalan çağrışımsal anlamlara bakmayı tercih etmektedir.
    [Show full text]
  • Volume Fourty-One : (Dec 2, 1927
    1. SPEECH AT PUBLIC MEETING, CHICACOLE December 3, 1927 You seem to be dividing all the good things with poor Utkal1. I flattered myself with the assumption that my arrival here is one of the good things, for I was going to devote all the twenty days to seeing the skeletons of Orissa; but as you, the Andhras, are the gatekeepers of Orissa on this side, you have intercepted my march. But I am glad you have anticipated me also. After entering Andhra Desh, I have been doing my business with you and I know God will reward all those unknown people who have been co-operating with me who am a self- appointed representative of Daridranarayana. And here, too, you have been doing the same thing. Last night, several sister came and presented me with a purse. But let me tell you this is not after all my tour in Andhra. I am not going to let you alone so easily as this, nor will Deshabhakta Konda Venkatappayya let me alone, because I have toured in some parts of Ganjam. I am under promise to tour Andhra during the early part of next year, and let me hope what you are doing is only a foretaste of what you are going to do next year. You have faith in true non-co-operation. There is the great drink evil, eating into the vitals of the labouring population. I would like you to non-co-operate with that evil without a single thought and I make a sporting proposal, viz., that those who give up drink habit should divide their savings with me on behalf of Daridranarayan.
    [Show full text]
  • BHARATHIDASAN UNIVERSITY, TIRUCHIRAPPALLI 620 024 B.A. HISTORY Programme – Course Structure Under CBCS (Applicable to the Ca
    BHARATHIDASAN UNIVERSITY, TIRUCHIRAPPALLI 620 024 B.A. HISTORY Programme – Course Structure under CBCS (applicable to the candidates admitted from the academic year 2010 -2011 onwards) Sem. Part Course Ins. Credit Exam Marks Total Hrs Hours Int. Extn. I Language Course – I (LC) – 6 3 3 25 75 100 Tamil*/Other Languages +# II English Language Course - I (ELC) 6 3 3 25 75 100 I III Core Course – I (CC) History of India 5 4 3 25 75 100 from Pre history to 1206 AD Core Course – II (CC) History of India 5 4 3 25 75 100 from 1206 -1707 AD First Allied Course –I (AC) – Modern 5 3 3 25 75 100 Governments I First Allied Course –II (AC) – Modern 3 - @ - - - Governments – II Total 30 17 500 I Language Course – II (LC) - 6 3 3 25 75 100 Tamil*/Other Languages +# II English Language Course – II (ELC) 6 3 3 25 75 100 II III Core Course – III(CC) History of Tamil 6 4 3 25 75 100 nadu upto 1801 AD First Allied Course – II (CC) - Modern 2 3 3 25 75 100 Governments – II First Allied Course – III (AC) – 5 4 3 25 75 100 Introduction to Tourism Environmental Studies 3 2 3 25 75 100 IV Value Education 2 2 3 25 75 100 Total 30 21 700 I Language Course – III (LC) 6 3 3 25 75 100 Tamil*/Other Languages +# II English Language Course - III (ELC) 6 3 3 25 75 100 III III Core Course – IV (CC) – History of 6 5 3 25 75 100 Modern India from 1707 - 1857AD Second Allied Course – I (AC) – Public 6 3 3 25 75 100 Administration I Second Allied Course – II (AC) - Public 4 - @ - -- -- Administration II IV Non Major Elective I – for those who 2 2 3 25 75 100 studied Tamil under
    [Show full text]
  • The Khilafat Movement in India 1919-1924
    THE KHILAFAT MOVEMENT IN INDIA 1919-1924 VERHANDELINGEN VAN HET KONINKLIJK INSTITUUT VOOR T AAL-, LAND- EN VOLKENKUNDE 62 THE KHILAFAT MOVEMENT IN INDIA 1919-1924 A. C. NIEMEIJER THE HAGUE - MAR TINUS NIJHOFF 1972 I.S.B.N.90.247.1334.X PREFACE The first incentive to write this book originated from a post-graduate course in Asian history which the University of Amsterdam organized in 1966. I am happy to acknowledge that the university where I received my training in the period from 1933 to 1940 also provided the stimulus for its final completion. I am greatly indebted to the personal interest taken in my studies by professor Dr. W. F. Wertheim and Dr. J. M. Pluvier. Without their encouragement, their critical observations and their advice the result would certainly have been of less value than it may be now. The same applies to Mrs. Dr. S. C. L. Vreede-de Stuers, who was prevented only by ill-health from playing a more active role in the last phase of preparation of this thesis. I am also grateful to professor Dr. G. F. Pijper who was kind enough to read the second chapter of my book and gave me valuable advice. Beside this personal and scholarly help I am indebted for assistance of a more technical character to the staff of the India Office Library and the India Office Records, and also to the staff of the Public Record Office, who were invariably kind and helpful in guiding a foreigner through the intricacies of their libraries and archives.
    [Show full text]
  • (Public Section) Padma Awards Directory (1954-2009) Year-Wise List Sl
    MINISTRY OF HOME AFFAIRS (Public Section) Padma Awards Directory (1954-2009) Year-Wise List Sl. Prefix First Name Last Name Award State Field Remarks 1954 1 Dr. Sarvapalli Radhakrishnan BR TN Public Affairs Expired 2 Shri Chakravarti Rajagopalachari BR TN Public Affairs Expired 3 Dr. Chandrasekhara Raman BR TN Science & Eng. Expired Venkata 4 Shri Nand Lal Bose PV WB Art Expired 5 Dr. Satyendra Nath Bose PV WB Litt. & Edu. 6 Dr. Zakir Hussain PV AP Public Affairs Expired 7 Shri B.G. Kher PV MAH Public Affairs Expired 8 Shri V.K. Krishna Menon PV KER Public Affairs Expired 9 Shri Jigme Dorji Wangchuk PV BHU Public Affairs 10 Dr. Homi Jehangir Bhabha PB MAH Science & Eng. Expired 11 Dr. Shanti Swarup Bhatnagar PB UP Science & Eng. Expired 12 Shri Mahadeva Iyer Ganapati PB OR Civil Service 13 Dr. J.C. Ghosh PB WB Science & Eng. Expired 14 Shri Maithilisharan Gupta PB UP Litt. & Edu. Expired 15 Shri Radha Krishan Gupta PB DEL Civil Service Expired 16 Shri R.R. Handa PB PUN Civil Service Expired 17 Shri Amar Nath Jha PB UP Litt. & Edu. Expired 18 Shri Malihabadi Josh PB DEL Litt. & Edu. 19 Dr. Ajudhia Nath Khosla PB DEL Science & Eng. Expired 20 Shri K.S. Krishnan PB TN Science & Eng. Expired 21 Shri Moulana Hussain Madni PB PUN Litt. & Edu. Ahmed 22 Shri V.L. Mehta PB GUJ Public Affairs Expired 23 Shri Vallathol Narayana Menon PB KER Litt. & Edu. Expired Wednesday, July 22, 2009 Page 1 of 133 Sl. Prefix First Name Last Name Award State Field Remarks 24 Dr.
    [Show full text]
  • Rrb Ntpc Top 100 Indian National Movement Questions
    RRB NTPC TOP 100 INDIAN NATIONAL MOVEMENT QUESTIONS RRB NTPC TOP 100 INDIAN NATIONAL MOVEMENT QUESTIONS Stay Connected With SPNotifier EBooks for Bank Exams, SSC & Railways 2020 General Awareness EBooks Computer Awareness EBooks Monthly Current Affairs Capsules RRB NTPC TOP 100 INDIAN NATIONAL MOVEMENT QUESTIONS Click Here to Download the E Books for Several Exams Click here to check the topics related RRB NTPC RRB NTPC Roles and Responsibilities RRB NTPC ID Verification RRB NTPC Instructions RRB NTPC Exam Duration RRB NTPC EXSM PWD Instructions RRB NTPC Forms RRB NTPC FAQ Test Day RRB NTPC TOP 100 INDIAN NATIONAL MOVEMENT QUESTIONS 1. The Hindu Widows Remarriage act was Explanation: Annie Besant was the first woman enacted in which of the following year? President of Indian National Congress. She presided over the 1917 Calcutta session of the A. 1865 Indian National Congress. B. 1867 C. 1856 4. In which of the following movement, all the D. 1869 top leaders of the Congress were arrested by Answer: C the British Government? Explanation: The Hindu Widows' Remarriage Act A. Quit India Movement was enacted on 26 July 1856 that legalised the B. Khilafat Movement remarriage of Hindu widows in all jurisdictions of C. Civil Disobedience Movement D. Home Rule Agitation India under East India Company rule. Answer: A 2. Which movement was supported by both, The Indian National Army as well as The Royal Explanation: On 8 August 1942 at the All-India Indian Navy? Congress Committee session in Bombay, Mohandas Karamchand Gandhi launched the A. Khilafat movement 'Quit India' movement. The next day, Gandhi, B.
    [Show full text]
  • The Ideological Differences Between Moderates and Extremists in the Indian National Movement with Special Reference to Surendranath Banerjea and Lajpat Rai
    1 The Ideological Differences between Moderates and Extremists in the Indian National Movement with Special Reference to Surendranath Banerjea and Lajpat Rai 1885-1919 ■by Daniel Argov Thesis submitted for the Degree of Doctor of Philosophy, in the University of London* School of Oriental and African Studies* June 1964* ProQuest Number: 11010545 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 11010545 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 2 ABSTRACT Surendranath Banerjea was typical of the 'moderates’ in the Indian National Congress while Lajpat Rai typified the 'extremists'* This thesis seeks to portray critical political biographies of Surendranath Banerjea and of Lajpat Rai within a general comparative study of the moderates and the extremists, in an analysis of political beliefs and modes of political action in the Indian national movement, 1883-1919* It attempts to mirror the attitude of mind of the two nationalist leaders against their respective backgrounds of thought and experience, hence events in Bengal and the Punjab loom larger than in other parts of India* "The Extremists of to-day will be Moderates to-morrow, just as the Moderates of to-day were the Extremists of yesterday.” Bal Gangadhar Tilak, 2 January 190? ABBREVIATIONS B.N.]T.R.
    [Show full text]
  • Remembering Partition: Violence, Nationalism and History in India
    Remembering Partition: Violence, Nationalism and History in India Gyanendra Pandey CAMBRIDGE UNIVERSITY PRESS Remembering Partition Violence, Nationalism and History in India Through an investigation of the violence that marked the partition of British India in 1947, this book analyses questions of history and mem- ory, the nationalisation of populations and their pasts, and the ways in which violent events are remembered (or forgotten) in order to en- sure the unity of the collective subject – community or nation. Stressing the continuous entanglement of ‘event’ and ‘interpretation’, the author emphasises both the enormity of the violence of 1947 and its shifting meanings and contours. The book provides a sustained critique of the procedures of history-writing and nationalist myth-making on the ques- tion of violence, and examines how local forms of sociality are consti- tuted and reconstituted by the experience and representation of violent events. It concludes with a comment on the different kinds of political community that may still be imagined even in the wake of Partition and events like it. GYANENDRA PANDEY is Professor of Anthropology and History at Johns Hopkins University. He was a founder member of the Subaltern Studies group and is the author of many publications including The Con- struction of Communalism in Colonial North India (1990) and, as editor, Hindus and Others: the Question of Identity in India Today (1993). This page intentionally left blank Contemporary South Asia 7 Editorial board Jan Breman, G.P. Hawthorn, Ayesha Jalal, Patricia Jeffery, Atul Kohli Contemporary South Asia has been established to publish books on the politics, society and culture of South Asia since 1947.
    [Show full text]
  • Death of Freedom Fighter Chittaranjan Das: This Day in History – Jun 16
    Death of Freedom Fighter Chittaranjan Das: This Day in History – Jun 16 Chittaranjan Das, also known as C.R. Das, freedom fighter and eminent lawyer passed away on 16 June 1925 Darjeeling. This article will give details about his life and legacy within the context of the Indian History Segment of the IAS Exams. Biography of Chittranjan Das ● Chittaranjan Das was born on 5 Novem-ber 1870 at Telibagh in the Bengal Presidency, currently in Bangladesh. ● He was the son of Bhuban Mohan Das, a lawyer, and his wife, Nistarini Debi. His family members were actively involved in Raja Ram Mohan Roy’s Brahmo Samaj. Dad's uncle, Durga Mohan Das was a prominent Brahmo social reformer and worked in the fields of widow remarriage and women’s liberation. ● In 1890, Das completed his graduation from Calcutta’s Presidency College and then went to England to pursue higher studies and take the Indian Civil Services exam. He, however, did not clear the ICS. ● He finished his law studies from England and returned to India in 1893. ● He practised law for many years at the Calcutta High Court. ● In the 1908 Alipore Bomb Case, Das defended Aurobindo Ghosh and gained fame among Indians. ● He also contributed to the English weekly ‘Bande Mataram’ along with Aurobindo and Bipin Chandra Pal (Born on November 7th, 1858) ● He actively advocated the use of the Bengali language in university examinations. ● He championed the cause of Khadi and cottage industries and gave up his own western clothes and luxurious lifestyle. ● He became involved with the Non-Cooperation Movement led by Mahatma Gandhi.
    [Show full text]