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Indian Muslim Women's Contriiihtion to Islamic Studies Since 1947

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Indian Muslim Women's Contriiihtion to Islamic Studies Since 1947 Indian Muslim Women's ContriiiHtion to islamic Studies Since 1947 THESIS SUBMITTED FOR THE AWARD OF THE DEGREE OF Inctor of pi|Uo0Opt|g /^'^ In ^ Islamic Studies By \(pan>een (Baho 'J// Under the Supervision of DJR. MUHAMMAD ISMAIL Reader DEPARTMENT OF ISLAMIC STUDIES ALIGARH MUSLIM UNIVERSITY ALIGARH-202002 (INDIA) 2008 ^ ^••'^irrrT-"^*^^'' T7486 Phones : Ext. 2701131, Int. 1365J 366 Fax : 0571-2700528 DEPARTMENT OF ISLAMIC STUDIES ALIGARH MUSLIM UNIVERSITY ALIGARH-202 002 (INDIA) 22/12/2008. Qated cEnrijic^rx This is to certify that the 'Th,V. thesis on "Indian MusCim yvomen's ContriBution to IsCamic Studies Since 1947" suhmittecC By Ms. Tayveen 'Bano under my supervision is her originaC y-esearch -work. It is a criticaC study and a significant contribution to knowCedge. The work is oHginaC and suitahCe for suBmission for the award of the degree of Th.V. in IsCamic Studies, Migarh MusCim University, Adgarh. (T)r. Muhammad IsmaiO Supervisor ^^b-G»:-.^:-^»^.^;»>^-^»>^>^>^^5P>^' "PROCLAIM! (OR READ) IN THE NAME OF THY LORD AND CHERISHER. ... HE WHO TAUGHT (THE USE OF) THE PEN. TAUGHT MAN THAT WHICH HE KNEW NOT" [AL QURAN 96: 1-5] "ONE WHO FOLLOWS A WAY FOR SEEKING KNOWLEDGE ALLAH WOULD CAUSE HIM FOLLOW A WAY (PRACTISING A GOOD HABIT) LEADING TO JANNAH ..." [HADITH] "... AND THAT YE BE KIND TO YOUR PARENTS ... SAY NOT TO THEM A WORD OF CONTEMPT. NOR REPEL THEM. BUT ADDRESS THEM IN TERMS OF HONOUR .... AND SAY 'MY LORD! BESTOW ON THEM THE MERCY EVEN AS THEY CHERISHED ME IN CHILDHOOD." [AL-ISRA V23-24] 'Dedicated My (BeCoved (Parents \ i J CONTENTS Preface i-iu Acknowledgement iv-vi Chapter First Introduction 1-7 Chapter Second Muslim Women's Education in Islam: The 8-39 Historical Development Chapter Third Contribution of Indian Muslim Women to 40-100 Madrasa Education Chapter Fourth Indian Muslim Women's Contribution to Islamic 101-186 Studies since 1947 (i) Aligarh Muslim University, Aligarh. (ii) Jamia Milla Islami, New Delhi. (iii) Jamia Hamdard, New Delhi. (iv) Kashmir University, Srinagar. (v) Kerala University, Kerala. (vi) Lucknow University, Lucknow. (vii) Osmania University, Hyderabad. (viii)VisvaBharatiUniversity,WestBengal. Conclusion 187-192 Bibliography 193-202 The present research work seeks to investigate "Indian Mushm Women's Contribution to Islamic Studies Since 1947". No work has so far been done on the subject. It is entirely a new field of research work. So far the material of this work is concerned, siroe it is basically a field work, we have visited all the Universities in India where Islamic studies is taught and at the same time we have consulted all other primary and secondary sources available related to this field. The tradition of women's education among the Muslims is as old as their religion Islam. It is the religious necessity for the followers of Islam. Islam is a religion of peace and tolerance and has always advocated the cause of human rights^ brotherhood, fireedom and equality and firatemity. The Quran's first revelation laid great emphasis on the value of knowledge, science and learning. The Holy Quran declares, "Read: in the name of the Lord who createth; createth man fi-om a clot. Read: and thy Lord is the Most Bounteous who teacheth by the pen. Teacheth man that which he knew not." [SCVI; 1-5] Every Muslim must be enlightened to contribute to the development and progress of human knowledge, scientific research and technology. To elevate the womens position and dignity they were given full rights of education. Keeping in view the above facts, a humble attempt has been made to throw light on the system of 'Madrasa Education of Women' their contribution to 'Islamic Studies' by writing books, research articles and many other academic activities related to Islam. This study has concentrated to the contribution of Indian Muslim women to Islamic Studies. The thesis contains ~ -/chapters, which are as follows: Chapter First is on "Introduction" The Sftep/7ci Chapter is on "Muslim Women Education in Islam: The Historical Development", throws light on the education system of Islam, its patronage and development from the Prophetic period to present day and till the day of resurrection. « In Chapter f^ivd critically evaluates, "Contribution of Indian Muslim Women to Madrasa Education", this chapter critically highlights the development of various Madrasas, for Muslim women throughout the country. And chapter fbtir^critically examines "Contribution of Indian Muslim Women to the Discipline of Islamic Studies", this chapter critically deals all aspects of Indian Muslim women's contribution to Islamic Studies. It includes all universities in India where Islamic Studies is taught. 111 M[ the -praises and than^ to JifCafi, tde JiCmighty Creator and Sustainer of the 'worlds, whose btessings -proved -most faithfuC to compCete this research wor^ I am delighted to take the opportunity of expressing deep sense of gratitude to my research supervisor (Dr. Muhammad. Ismail, <I(fader, (Department of Islamic Studies, Ji.M.V., Jiligarh. He has Been an unfailing source of intellectual inspiration and moral support. His vast erudition, multidiscipUnary vision, patient and dedicated supervision, ^een interest and above all his devotion helped in the completion of this wor^ I have Seen intensively Benefited from his concrete and oSjective criticism, wholehearted cooperation and helpful suggestions during the course of this thesis. (Prof Zafarul Islam, Chairman, (Department of Islamic Studies has Seen ey^remely helpful and encouraging I ac^owledge my special thanks and Best regards to them. I am than^ul to Or. OSaidullah Tahadfor his constant support, unfailing prompt and helpful advice on various issues related to the topic. My husSand Mohd. Jlshraf have Seen highly co-operative and encouraging during my wor^s. (But for his love and co­ operation this .thesis could not have Seen completed. He has IV stoocC me through thic^ and tfiin^ I tdan^from the cCeeps of my Being to him. I owe a speciaC word of than^ to (Dr. JiSduC (Rjishid (Bhat ((Reader), Shah-i-Hamdan Institute of Isfamic Studies, Vniversity of 'Kjishmir, (Prof JiBduC Mi, (Department of IsCamic Studies, JL.M.V., JiHgarh, (Dr. JLSu Sufiyan IsCahi, (Dr. Taizan Ahmad and (Dr. 'Tasneen %ausar of J4.ra6ic (Department, y?.5W.'L',, Migarh and aCC the research scholars, (Department of IsCamic Studies andAi'<i-Bic A.'M.'V., JLCigarti have Been heCpfuC and encouraging during my research. I ac^owCedge my speciat than^ to aCC of them. I venerate my Brothers Mohd. Jimir my eCder Brother for their ^nd heCp and encouragement in various ways. Mohd. Afif Mohd Asif Mohd. A-diC and Mohd. Jisim have especiafCy heCp and encouraged me from time to time. I owe a sense of gratitude to them aCC. Mr. iBadur (Rjhman, Mr. TCafizur (Rfhman Mrs. Swafeha (Pervez, Mrs. Jlsmatara (Parveen, Mrs. ^ighat TaBrez, Mrs.O^aseem Mirza, I thanks to aCC of them. My nieces Taiqa (Rfhman, Sadiqc (Rahman, Maryam Amir, Tatima Amir, ZainaB Amir and U^ephews Mohd. Azam, Mohd. Yusuf Tlaufeeq Ahmad and AqueeCur (Rahman have aCways Been Coving and caring. I must ac^owCedge my thanks to them. I do not find words to tHan^ Mr. %a6ir Jihmad Xjian, LiSrarian, (Department of Isfamic Studies, Jl.M.V., JiCigarfifor the great fiefp. MauCana JLzad LiBrary, JL.M.'V., J^CigarH Library TacuCty of Sunni oZ Sdia Tfieofogy, Ji.M.V., J^Cigarh Za^r 9{ussain LiBrary, Jamia CHiCCia IsCamia, S^ew <Dethi, yittama IqBat LiBrary, Vniversity of %asfimir; Tagore LiBrary, Luc^ow Vniversity, Luc^ow and J^amdard LiBrary, Jamia Harudard My tfian^s to aCC of them. I wouCdaCso fi^e to than^ (Dr. J^BduCHamid, Cdairman, (Deartment of IsCamic Studies Osmania Vniversity, JCyderaBad, for providing heCp and Bac^ng for the compCetion of my research ivor^ I wish to dedicate this wor^ to my parents, as they have Been very ^nd, sympathetic and provided me every support and heCp Both financiaffy and moraCCy during the whoCe period of my research. May JlCfah reward them aff, accept this wor^as a humBCe contrii'mtion and forgive me for aCC errors and shortcomings. ((Parveen (Banc) VI Cftapter Tirst Introduction Islam is the final form of religion, revealed from Almighty Allah for the welfare of mankind. It is complete, comprehensive and perfect code of numpn life, taking into consideration every aspect, every sphere and every field of human life viz., social, political, economic, cultural. Intellectual, Physical, spiritual. Moral (ethical) etc. i.e., it guides man in totality. It also represents a comprehensive code of civilization encompassing all the dimensions of human thought and life. Holy Quran stresses to achieve knowledge and there is in no room for illiteracy. Prophet (S.A.W.) not only encouraged education but also made elaborate arrangements for religious education. Prophet (S.A.W) was an ardent advocate of the pursuit of knowledge and education. The tradition of women's education among the Muslims is as old as their religion Islam because of religious necessity with the followers of Islam. Islam gives utmost importance to the acquisition of knowledge. The first revelation of the Holy Quran (96:1-5) begins with the word 'Read'. There are many verses in the Quran with usual frequency. Islam considers "Ilm' as a value and an act of Ibadah only if it is pursued for benefit of the as a value and an act of Ibadah only if it is pursued for benefit of the individual or the community and ultimately for gaining the pleasure of Allah. Knowledge offers a basis for discriminating between what is relevant and irrelevant, significant & insignificant virtuous and vicious, good and bad, right and wrong and above all between Haqq and Batil. Not only the holy Quran Provides guidelines for the acquisition of knowledge but also the ahadith of Prophet (SAW) emphasized to acquire, knowledge and according to a tradition "even if it is in China".
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