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1 Sir Syed Ahmad Khan and His L - 34 Early Writing on Islamic Learning
SIR SYED AHMAD KHAN'S CONTRIBUTION TO ISUMIC LEARNING ABSTRACT OF THE THESIS SUBMITTED FOR THE AWARD OF THE DEGREE OF Bottor of $I)tlofi(opIip IN ISLAMIC STUDIES BY SHABNAM PARVEEN UNDER THE SUPERVISION OF PROF. ZAFARUL ISLAM DEPARTMENT OF ISLAMIC STUDIES ALIGARH MUSLIM UNIVERSITY ALIGARH (INDIA) ^^^^^''r. ••< (3 2008 ABASTRACT Sir Syed Ahmad Khan is one of the most dynamic and resplendent personalities of the nineteenth century. In fact, Sir Syed Ahmad Khan was the first Muslim of India, who consciously realized the urgency of extricating Muslim mind from the snare of medievalism. The present thesis deals with his contributions in the field of Islamic Learning. In order to see the gradual changes in his thought the thesis is divided into six chapters. The fist chapter provides a brief life-sketch of this great personality Sir Syed Ahmad Khan was bom on October 17, 1817 in Delhi. Sir Syed's family came to India during the reign of Shahjahan. October 17th reminds us of a great Muslim reformer, educationist and a legendary figure. Sir Syed Ahmad Khan, who was bom on this date in 1817 in Delhi, Aligarh Muslim University which became a symbol of Muslim quest towards modem education was the fruit of the untiring efforts of this great personality as reformer as^ educationist. Bom in a noble family of Mughal empire, Sir Syed was more in influence of her mother than his father. His mother Aziz un Nisa took great interest in the education and upbringing of Sir Syed and her rigid discipline and supervision guided him in his character formation. -
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THE ALIGARH MOVEMENT a Select Annota-Ted ]Bi1>Lio^Y*£«.Pl&Y 1950-76
THE ALIGARH MOVEMENT A Select Annota-ted ]Bi1>lio^Y*£«.pl&y 1950-76 COMPILED Under the Worthy Supervision of ASx*. A. ». KIDIVAI Submitted in partial fulfilment for the award of the DEGREE OF MASTER OF LIBRARY SaENCE 1»T5-Te By Mokd, 4illinulla.k Roll No. 3 DEPARTMENT OF LIBRARY SCIENCE Aligarh Muslim University. ALIGARH (U.P.) :' "( V 9^ .\v h''"" [y. DS \CZ^ i ^: ^0 OCT 1987 CKECCZD-aoa fed InGpinpuiek DS1026 THE ALIGARH MOVEMENT ( A Select Annotat»d Bibliography ) I nnni In I under the wprthy ^!Jtt)ervisAqn of im, A.H. Kia^Ai I HI inn m I uaV), ALIMJLLAH ALIGARK MISLlfA UNIVEJ^SITV ALIGARH SIR SYED AHMAD KHAN Founder of the Aligarh Movement (1817-1898) " «•• India is like a bride which has got two beautiful and lustrous eyes - Hindus and Musalmans. If they quarrel against each other that beautiful bride vdll become ugly and if one destroys the other* she will lose one eye* Therefore, people of Hindustani You have now the right to make this bride either squint •yes or one eyed •.* Sir Syed Ahmad Khan ** ••• India is the h<xae of both of us. We both breath the air o^ India and take the water of holy Ganges and Jainuna* We both consume of the products of the Indian soil. We are living and dying together. By living so long in India, the blood of both have changed. The colour of both have become similar. The faces of both, having changed, have becc»ne similar. The imislims have acquired hundreds of customs from the Hindus and the Hindus have also learned hundreds of things from the li^salmans. -
Religious, Social and Political Trends in Tahzib-Ul-Akhlaq of Sir Syed Ahmad Khan
RELIGIOUS, SOCIAL AND POLITICAL TRENDS IN TAHZIB-UL-AKHLAQ OF SIR SYED AHMAD KHAN DISSERTATION Submitted in partial fulfilment of the requirement* for the Award of the Degree of iWaiter of $fjtlo£opl)p IN HISTORY BY PERWfcZ NAZIR Under the supervision of DR. M. P. SINGH CENTRE OF ADVANCED STUDY DEPARTMENT OF HISTORY ALFGARH MUSLIM UNIVERSITY ALK3ARH (INDIA) 1995 men /• £>£ - 21SO *<&j*i. ^.!-> 2 4 AUG 1934 CI*^ CKLID-20CZ CENTRE OF ADVANCED STUDY _ , . i External : 4 0 0 1 41> Telephones J Interna) J4, DEPARTMENT OF HISTORY ALIGARH MUSLIM UNIVERSITY ALIGARH—202 002 (U.P.). INDIA L^ertLticah This is to certify that the dissertation 'Religious, Social and Political Trends in Tahzib-ul-Akhlaq of Sir Syed Ahmad Khan' submitted by Mr. Perwez Nazir is an original piece of research prepared under my supervision. It is based on original sources and first hand information and is fit for the award of M. Phil, degree. (M.P. Singh) Supervisor 3o'*.ir oDedlca ted Do trainer cine er CONTENTS Page Nc PREFACE I . TAHZIB - UL -AKHLAQ 1-14 II. SIR SYED AHMAD KHAN 15-32 III. RELIGICUS TRENDS IN TAHZIB- UL-AKHLAQ 3 3 - 5 G IV. SOCIAL TRENDS IN TAHZIB-UL-AKHLAQ 51-68 V. POLITICAL TRENDS IN TAHZIB-UL-AKHLAQ 69-86 VI. SIR SYED AHMAD KHAN AND NATIONAL MOVEMENT 87-94 BIBLIOGRAPHY 95-103 PREFACE For educating the masses newspapers, magazines and other Press media had been playing a very significant role. Sir Syed Ahmad Khar, during and after the revolt of 1857 found the Muslim illiterate, ignorant, backward, economically in hardship and distress. -
Sir Syed Ahmad Khan: an Ideal Personality in Indian History
International Journal of Science and Research (IJSR) ISSN: 2319-7064 ResearchGate Impact Factor (2018): 0.28 | SJIF (2019): 7.583 Sir Syed Ahmad Khan: An Ideal Personality in Indian History Shaikh Majed Musa Assistant Teacher, M.A. (History), NET, Aurangabad, (MH.) India Email Id: mmajedshaikh[at]gmail.com Abstract: Last 74 years of independence the most downward community is known as Indian Muslims at every perspective the community is backward than schedule tribe and scheduled casts in India. Which are the major gap that newer fulfill by this community. In the 19th century the sir syed Ahmad khan find out that major gaps and things that will liftmen for the betterment for community. The Arrival of Syed Ahmad Khan on the Indian national scene is perhaps the most outstanding event in the 19th century in the history of Muslim community. My paper will analyze the views, of sir syed ahmad khan’s on social justice, educational philosophy, youth empowerment and contribution of Sir Syed in the field of Education and the output of Aligarh Movement initiated by Sir Syed Ahmad Khan and giving some suggestions to the community if they will not understand and act on sir syed ahmad khans philosophy they will remain same. Keywords: Sir Syed Ahmad Khan, Educational philosophy, Youth Empowerment, Aligarh Movement, Muslim Community 1. Introduction removing the orthodox approach to religion. Sir Syed always defied Conventionality in all realms. He never followed Sir Syed was born on 17 October 1817. At Delhi It was a traditionalism either in practice or in writing. In religion he period of transition. -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Infonnadon Company 300 North Zed) Road, Ann Aibor MI 48106-1346 USA 313/761-4700 800/521-0600 MUSLIM INDIA IN ANGLO-INDIAN RCTION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Benazir Durdana, M.A. -
Curriculum- Vitae
Curriculum- Vitae Dr. Imran Ahmad Andaleeb Assistant Professor (SS) Department of Urdu Jamia Millia Islamia (A Central University) New Delhi-110025 Mobile: 09971729590 Dr. Imran Ahmad Andaleeb is a scholar of Urdu Literature and Poetry. He is well known in academic world. He was born on 7 Feb. 1970 in the village ‘Bajahra’ of the tahsil ‘Khalilabad’, in Basti (Sant Kabir Nagar) District, (U.P). This village is situated 25 Km away on the North-East from Basti and 12 Km away on the North-West from Khalilabad Tahsil. His grandfather was Ali Haq and Sayaqul Bibi was the grandmother. They had four sons and one daughter. The name of the eldest one was Mohammad Ameen, and then comes Shafi-un-Nisan Bibi, Abdul Mateen, Abdul Khaliq and Mohammad Yaseen after. The name of Andaleeb’s father was Mr. Abdul Khaliq and Mrs. Batool Bibi was his mother. His maternal grandfather (Nana) Abdul Aziz was a good scholar of Arabic, Persian and Mathematics. Andaleeb’s mother was a very pious and simple living lady. She gave birth of 6 children. The eldest one is Tahera Bibi, and Taiyaba Bibi, Saira Bibi, Haleema Bibi, Ghufran Ahmad and the youngest one is Imran Ahmad. Tahera Bibi, Taiyaba Bibi, and Saira Bibi died in an early age during their childhood. His marriage took place on Saturday, 20th December 2008, with Zulaikha Bibi who is the daughter of Mr. Iqrar Husain of village Sauraha Singhorwa Khalilabad Tahsil, in Sant Kabir NagarDistrict, (Basti), (U.P). She gave the birth of a daughter named, Aiman Fatima. -
Discovering Islam 1
Contents Preface to the Revised Edition ix Foreword by Lawrence Rosen xiii Preface xix 1 Introduction: discovering Islam 1 Part One The Pattern of Islamic History 2 Muslim ideal: holy Book and Prophet 15 3 A theory of Islamic history 30 1 Ideal caliphs 33 2 Arab dynasties: Umayyads and Abbasids 38 3 The flowering of Islamic civilization 44 4 Decline and fall 51 5 Shias: revolution in the revolution 55 6 Mahdism and millenarian movements 61 4 The great Muslim empires: Ottomans, Saffavids and Mughals 65 1 Ottomans: facing Europe 65 2 Saffavids: Shia state 69 3 Mughals: encounter with Hinduism 72 4 Obsession and synthesis 86 5 Sufis and scholars 90 1 Sufis, saints and mystics 91 2 Two scholars of Islam: Al Beruni and Ibn Khaldun 98 vii CONTENTS 6 Islam of the periphery 107 1 On the periphery 107 2 The Muslim minority in China 110 3 Muslims in the USSR 111 7 Under European rule: the colonial impact on Muslim society 117 1 The disintegration of society 118 2 The myth of the noble savage: Muslim tribesman 132 Part Two Contemporary Muslim Society 8 Princes and paupers: Muslim societies in Saudi Arabia and south India 143 1 Saudi Arabia: the reawakening of the peninsula 144 2 The Andalus syndrome in south India: à la recherche du temps perdu 158 9 Muslim society turned inside out: ethnicity, women and refugees 172 1 ‘Dubai chalo’: ethnic encounters between Middle Eastern and South Asian Muslim societies 172 2 Muslim women 184 3 Afghan refugees: displacement and despair 196 10 The reconstruction of Muslim thought 200 1 Contemporary Muslim scholarship 200 2 Creating Islamic social sciences 208 11 Only connect 217 1 American society: Great Satan or paradise on earth? 217 2 Connecting 221 3 Conclusion: the discovery of Islam 227 Appendix: Muslim chronology 232 Glossary of Islamic terminology 237 Bibliography: suggested readings 238 Index 240 viii Preface to the Revised Edition On his death in Karachi my father implored me to write a history of Islam. -
The Role and Contribution of the Aligarh Muslim University in Modern Indian Islam (1877 - 1947)
THE ROLE AND CONTRIBUTION OF THE ALIGARH MUSLIM UNIVERSITY IN MODERN INDIAN ISLAM (1877 - 1947) GULZAR N. BUDDHANI A DISSERTATION SUBMITTED TO THE VICTORIA UNIVERSITY OF MANCHESTER FOR THE DEGREE OF MASTER OF PHILOSOPHY DEPARTMENT OF MIDDLE EASTERN STUDIES MAY 1987 p, ,..•;•••!. •=-,15t,;x. ><•' 7 JAH 2011 DS3773 THE ROLE AND CONTRIBUTION OF THE ALIGARH MUSLIM UNIVERSITY IN MODERN INDIAN ISLAM (1877 - 1947) GULZAR N. BUDDHANI r-r : -1" 11 ABSTRACT The present study is undertaken with a view to fill a long standing gap in our knowledge of Aligarh Muslim University, one of the Isla"inic institutions of higher learning in India. The work has been divided into three parts. The first part {Chapter I and II) gives a brief historical survey of the Muslim educational system in India. The introduction of a western educational system under British imperial rule was a challenge to Muslim reformers like Sir Syed Ahmad Khan, who realized the urgency of changing their traditional educational system in India. With this aim in mind, he endeavoured to establish a college where Muslim children could receive both western and Islamic education simultaneously. The second part (Chapter III) deals with the efforts of Sir Syed and other Muslim leaders to transform the college into a University. The Muslim leaders like the Aga Khan, Muhsin al-Mulk and Viqar al-Mulk played a vital role in achieving the objective. The final part of this study (Chapter IV and conclusion) attempts to evaluates the success and failures of the Aligarh University. Though, the establishment of the Aligarh Muslim University was an undoubted success, it failed in reconciling the two paradigms of knowledge, i.e. -
Mediterranean Journal of Social Sciences Vol
ISSN 2039-2117 Mediterranean Journal of Social Sciences Vol. 2, No. 3, September 2011 2011 MCSER Vol. 2 (3) September 2011 Mediterranean Journal of Social Sciences journal homepage: www.mcser.org DOI: 10.5901/mjss.2011.v2n3p508 ISSN 2039-2117 The Legacy of Sir Syed Ahmad Khan in the Field of Education Fayyaz Ali Lecturer in Pakistan studies, Institute of Management Sciences University of Science and Technology, Bannu, Pakistan Tel: +92-0928-610120 Email: [email protected] Gulap Shahzada Institute of Education and Research University of Science and Technology, Bannu, Pakistan Tel: +92-0928-621101 E-mail: [email protected] Khan Faqir Lecturer in Pakistan studies Institute of Information Technology University of Science and Technology, Bannu, Pakistan Abstract It is beyond any doubt that education has been the dire need of any society. Education is a life-long process. It continues from the cradle to the grave. It equips people with knowledge and skills to enable them to live a prosperous and happy life. Education serves as supra structure of a country. The development of country depends upon the standard and quality of education in the country. Education is a mean through which a man knows himself and his position and duties in this world. It helps individual in self-realization and is a process of exploring of individual’s potentiality and tries to enable the individual using his power in positive manner (Khalid, 1998). The arrival of Syed Ahmad Khan on the India educational scene is perhaps the most outstanding event in the 19 th century in the history of Muslim education. -
VIII in the Preceding Pages . We Had Tried to Study the Over All
CHAPTER VIII C 0 N C-L U.S I 0 N In the Preceding pages . we had tried to study the over all personality of Sir Syed. _ However, we will summarise and clarify some of the steps ,p~r. Syed__ bas taken in course of his Aligarh Movement. Sir Syed was a child of revolution who has seen the fall of Mughals · and the emergence of British power in India. In - fact, the Muslim political power had been declining from the beginning of the 18th Century and after 1857, the whole .structure of the Muslim Society changed. The catastrophe of 1857 left a deep impact on the mind of Sir Syed and he , ·began to think over the devastated condition of the Muslims and to find out the solution of it. uitimately, Sir Syed found the p:tnacea of all the ills of the contemporary Musl~m Society in education. · But · the Muslims were not ready for any kind of fundamental change in their educational ideals. B. Sheik Ali writes, "He (Sir Syed) been me aware of the wretched conditions of his people and also the reasons for that position. It was their ignorance, deeprooted traditionalism, unwillingness to change, and a chronic opposition to Western learning whereas the Hindus from the time of Raja Ram Mohan Roy were reconciled to Modernism, the Muslims resisted stronq~y _its impact. Whereas the majority was marching in the direction of progress, the Muslims were withdrawing mor:e and more into thier own narrow shell". 1 As a matter of fact, Muslims were "economically - 171 - poor, politically defeated, educationally and culturally different from their new masters 1 the Muslims did not surrender themselves to the new regime and even successive waves of suppression could not reconcile them to their new rulers. -
The Baba-E-Urdu: Abdul Haq and the Role Of
The Thesis committee for Elizabeth Anne Bowers Certifies that this is the approved version of the following thesis: The Baba-e-Urdu : Abdul Haq and the Role of Language in Indian Nationalism APPROVED BY SUPERVISING COMMITTEE: Supervisor: ___________________________ Kathryn Hansen ___________________________ Gail Minault The Baba-e-Urdu: Abdul Haq and the Role of Language in Indian Nationalism by Elizabeth Anne Bowers, B.A. Thesis Presented to the Faculty of the Graduate School of the University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Master of Arts The University of Texas at Austin May 2010 The Baba-e-Urdu: Abdul Haq and the Role of Language in Indian Nationalism by Elizabeth Anne Bowers, M.A. The University of Texas at Austin, 2010 SUPERVISOR: Kathryn Hansen Abdul Haq was the secretary of the Anjuman Taraqqi-e-Urdu from 1912 to 1961. He was also a founder of Osmania University, one of the first universities in India to provide instruction in an Indian vernacular. He had a lifelong devotion towards improving the status of Urdu and of the Indian Muslim community at large. He was the figure most involved with the standardization of Urdu and establishment of this language as a symbol of Muslim identity. Through an analysis of Abdul Haq’s involvement in language reform movements and the politics of the early 20 th century, especially considering the fallout after the 1936 meeting of the Bharatiya Sahitya Parishad, I seek to show the nature of language as a nationalist tool. I argue that language is not inherently associated with the nation-building process, but that it must first be standardized into a form which can be used as a political tool and a point of identification for the community rallied behind it. -
In Search of a Non-Western Education Model Syed Ross Masood of Hyderabad Turns to Japan
In search of a non-Western education model Syed Ross Masood of Hyderabad turns to Japan Sushila Narsimhan, Ph.D Professor (retd.) of Japanese Studies Formerly, Department of East Asian Studies University of Delhi, Delhi – 110007, India <[email protected]> Introduction In mid-1850s, most Asian countries, including India and Japan were victims of European hegemony. Within fifty years, Japan was not only the sole surviving independent Asian country; it had also become a power to reckon with. Japan’s example had showed that it was possible for the Asian societies to modernize. All that they needed to know was what features of Japanese culture accounted for Japan’s success and might be adapted to their own societies? From the late-19th century onwards, aided by the emergence of new travel infrastructures, and regular direct shipping services between Yokohama and Bombay (1885), and Kobe and Calcutta (1911), several Indians travelled to Japan. Japan played an important role, consciously or unconsciously, in two ways: firstly, as an inspiration for India’s national independence; and secondly, as a model for educational reforms and modernization. While the former abounds with rich literature, the latter is understudied and needs to be highlighted. Japan however served as a working model mainly for the semi-autonomous ‘princely’ or ‘native’ states, collectively called the ‘Princely India,’ ruled by the local hereditary monarchs, and not for the directly-ruled provinces of British India where the former Hindu and Muslim indigenous modes of learning were already replaced by a new public system of British education. However, under the constant pressure of the British encroachment on the fringes of their states, several Princely States realized the need of empowering themselves through educational reforms.