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The Role of Deobandi Ulema in Strengthening the Foundations of Indian Freedom Movement (1857-1924)
The Role of Deobandi Ulema in Strengthening the Foundations of Indian Freedom Movement (1857-1924) The Role of Deobandi Ulema in Strengthening the Foundations of Indian Freedom Movement (1857-1924) * Turab-ul-Hassan Sargana **Khalil Ahmed ***Shahid Hassan Rizvi Abstract The main objective of the present study is to explain the role of the Deobandi faction of scholars in Indian Freedom Movement. In fact, there had been different schools of thought who supported the Movement and their works and achievements cannot be forgotten. Historically, Ulema played a key role in the politics of subcontinent and the contribution of Dar ul Uloom Deoband, Mazahir-ul- Uloom (Saharanpur), Madrassa Qasim-ul-Uloom( Muradabad), famous madaris of Deobandi faction is a settled fact. Their role became both effective and emphatic with the passage of time when they sided with the All India Muslim League. Their role and services in this historic episode is the focus of the study in hand. Keywords: Deoband, Aligarh Movement, Khilafat, Muslim League, Congress Ulama in Politics: Retrospect: Besides performing their religious obligations, the religious ulema also took part in the War of Freedom 1857, similar to the other Indians, and it was only due to their active participation that the movement became in line and determined. These ulema used the pen and sword to fight against the British and it is also a fact that ordinary causes of 1857 War were blazed by these ulema. Mian Muhammad Shafi writes: Who says that the fire lit by Sayyid Ahmad was extinguished or it had cooled down? These were the people who encouraged Muslims and the Hindus to fight against the British in 1857. -
Bangladesh Decision – 28Th July 2018
Bangladesh Decision – 28th July 2018 Today on 28th July 2018 under the guidance of the Ulama of Bangladesh, the elders of the effort and the government of Bangladesh, approximately 600,000 to 700,000 people gathered in Dhaka. The following six matters were agreed: 1) Jamhoor Ulama are unanimous that because of three reasons, following Moulana Muhammad Saad Kandhlawi is not permissible. a) Incorrect and personalised interpretations of the Quran and Hadith. b) To enhance the importance of the effort of Dawah, resorting to degrading other efforts of Deen. c) Moving away from the methodology of the previous three elders; Hazrat Moulana Muhammad Ilyas (R), Hazrat Moulana Muhammad Yusuf (R) and Hazrat Moulana Inamul Hasan (R). 2) The disregard of Moulana Muhammad Saad of the Shura methodology adopted by Hazrat Moulana Inamul Hasan (R) and his insistence upon being Amir. This will not be accepted in Kakrail in any form. 3) Darul Uloom Deoband’s fear that Moulana Muhammad Saad has moved away from the ideology of Ahlus Sunnah Wal Jama’ah and has resorted to create another group. Therefore, at the moment it is strongly advised that no Bangladeshi Jamat etc travels to Nizamuddin. Similarly, no Jamat from Nizamuddin will be allowed a route in any area of Bangladesh. 4) The effort of Dawah has gained acceptance as per the methodology adopted by the previous three elders. Therefore, this effort will continue on this methodology and under the guidance of the elders of Deoband. No new methodology will be adopted. Kajrail, Tongi an all other Marakiz will work accordingly only. -
From the Editor
EDITORIAL STAFF From the Editor ELIZABETH SKINNER Editor Happy New Year, everyone. As I write this, we’re a few weeks into 2021 and there ELIZABETH ROBINSON Copy Editor are sparkles of hope here and there that this year may be an improvement over SALLY BAHO Copy Editor the seemingly endless disasters of the last one. Vaccines are finally being deployed against the coronavirus, although how fast and for whom remain big sticky questions. The United States seems to have survived a political crisis that brought EDITORIAL REVIEW BOARD its system of democratic government to the edge of chaos. The endless conflicts VICTOR ASAL in Syria, Libya, Yemen, Iraq, and Afghanistan aren’t over by any means, but they have evolved—devolved?—once again into chronic civil agony instead of multi- University of Albany, SUNY national warfare. CHRISTOPHER C. HARMON 2021 is also the tenth anniversary of the Arab Spring, a moment when the world Marine Corps University held its breath while citizens of countries across North Africa and the Arab Middle East rose up against corrupt authoritarian governments in a bid to end TROELS HENNINGSEN chronic poverty, oppression, and inequality. However, despite the initial burst of Royal Danish Defence College change and hope that swept so many countries, we still see entrenched strong-arm rule, calcified political structures, and stagnant stratified economies. PETER MCCABE And where have all the terrorists gone? Not far, that’s for sure, even if the pan- Joint Special Operations University demic has kept many of them off the streets lately. Closed borders and city-wide curfews may have helped limit the operational scope of ISIS, Lashkar-e-Taiba, IAN RICE al-Qaeda, and the like for the time being, but we know the teeming refugee camps US Army (Ret.) of Syria are busy producing the next generation of violent ideological extremists. -
7 Modernity and ... Ulum Deoband Movement.Pdf
Modernity and Islam in South-Asia Journal of Academic Research for Humanities Journal of Academic Research for Humanities (JARH) Vol. 2, No. 1 (2020) Modernity and Islam in South-Asia: Approach of Darul Ulum Deoband Movement Published online: 30-12-2020 1st Author 2nd Author 3rd Author Dr. Muhammad Naveed Dr. Abul Rasheed Qadari Dr. Muhammad Rizwan Akhtar Associate Professor Associate Professor, Assistant Professor Department of Arabic and Department of Pakistan Department of Pakistan Studies, Islamic Studies, Studies, Abbottabad University of Science University of Lahore, Lahore Abbottabad University of and Technology, (Pakistan) Science and Technology, Abbottabad (Pakistan) Email: [email protected] Abbottabad (Pakistan) [email protected] drmuhammadrizwan_hu@yah oo.com CORRESPONDING AUTHOR 1st Author Dr. Muhammad Naveed Akhtar Assistant Professor Department of Pakistan Studies, Abbottabad University of Science and Technology, Abbottabad (Pakistan) [email protected] Abstract: The response of South Asian Muslims to the British occupation of India and the socio-cultural and institutional reforms that they induced were manifold. The attempts by the British to inculcate modernism in Indian societies was taken up by the Muslims as a political and cultural challenge. Unlike the Muslim ideologues such as Sir Syed Ahmad Khan (1817-18), who launched Aligarh Movement adopting progressive and loyalist approach, the exponent Deoband Movement showed militant resistance towards British imperialism and by sticking to their religious dogmas attempted to reform the society along with orthodox lines. Yet, they afterwards modernized their educational institutions which appeared to be one of the dominant set of Islam and made seminary second largest religious educational institution in the Muslim World. -
Country Coding Units
INSTITUTE Country Coding Units v11.1 - March 2021 Copyright © University of Gothenburg, V-Dem Institute All rights reserved Suggested citation: Coppedge, Michael, John Gerring, Carl Henrik Knutsen, Staffan I. Lindberg, Jan Teorell, and Lisa Gastaldi. 2021. ”V-Dem Country Coding Units v11.1” Varieties of Democracy (V-Dem) Project. Funders: We are very grateful for our funders’ support over the years, which has made this ven- ture possible. To learn more about our funders, please visit: https://www.v-dem.net/en/about/ funders/ For questions: [email protected] 1 Contents Suggested citation: . .1 1 Notes 7 1.1 ”Country” . .7 2 Africa 9 2.1 Central Africa . .9 2.1.1 Cameroon (108) . .9 2.1.2 Central African Republic (71) . .9 2.1.3 Chad (109) . .9 2.1.4 Democratic Republic of the Congo (111) . .9 2.1.5 Equatorial Guinea (160) . .9 2.1.6 Gabon (116) . .9 2.1.7 Republic of the Congo (112) . 10 2.1.8 Sao Tome and Principe (196) . 10 2.2 East/Horn of Africa . 10 2.2.1 Burundi (69) . 10 2.2.2 Comoros (153) . 10 2.2.3 Djibouti (113) . 10 2.2.4 Eritrea (115) . 10 2.2.5 Ethiopia (38) . 10 2.2.6 Kenya (40) . 11 2.2.7 Malawi (87) . 11 2.2.8 Mauritius (180) . 11 2.2.9 Rwanda (129) . 11 2.2.10 Seychelles (199) . 11 2.2.11 Somalia (130) . 11 2.2.12 Somaliland (139) . 11 2.2.13 South Sudan (32) . 11 2.2.14 Sudan (33) . -
Qualified, but Unprepared: Training for War at the Staff College in the 1930S
QUALIFIED, BUT UNPREPARED Qualified, but unprepared: Training for War at the Staff College in the 1930s EDWARD SMALLEY University of Kent Email: [email protected] ABSTRACT This article aims to show the Staff College at Camberley was an elite establishment for officer training in name only; it failed to select the best candidates for entry and it failed to teach students how to undertake either routine duties or operations relevant to continental conflict. The syllabus lacked clarity of purpose whilst the learning environment was largely devoid of pressure. This compounded the institution’s small output which prevented the army developing a pool of elite officers which could monopolise command within future expeditionary forces. Consequently, in 1939, both Camberley and its individual graduates were unprepared for war. The passed Staff College qualification (PSC) was considered the pinnacle of an Army officer’s education. Recipients were expected to gain sufficient skills to perform all future command and staff duties to an unparalleled level of excellence. This article explores how these same elite officers were individually ill-equipped for future first- class conflict and, collectively, were even unable to dominate command positions within the small British Expeditionary Force sent to France in 1939-40. The Camberley Staff College was established in 1858 to address the obvious deficiencies in British Army staff work witnessed in the recent Crimean War. The institution was deliberately called the Staff College to emphasise its primary function of providing a formal staff education. The potential benefits of having qualified staff officers providing capable administration for the needs of a modern army were notably revealed by the success of the Prussian General Staff in the 1870s. -
The World's 500 Most Influential Muslims, 2021
PERSONS • OF THE YEAR • The Muslim500 THE WORLD’S 500 MOST INFLUENTIAL MUSLIMS • 2021 • B The Muslim500 THE WORLD’S 500 MOST INFLUENTIAL MUSLIMS • 2021 • i The Muslim 500: The World’s 500 Most Influential Chief Editor: Prof S Abdallah Schleifer Muslims, 2021 Editor: Dr Tarek Elgawhary ISBN: print: 978-9957-635-57-2 Managing Editor: Mr Aftab Ahmed e-book: 978-9957-635-56-5 Editorial Board: Dr Minwer Al-Meheid, Mr Moustafa Jordan National Library Elqabbany, and Ms Zeinab Asfour Deposit No: 2020/10/4503 Researchers: Lamya Al-Khraisha, Moustafa Elqabbany, © 2020 The Royal Islamic Strategic Studies Centre Zeinab Asfour, Noora Chahine, and M AbdulJaleal Nasreddin 20 Sa’ed Bino Road, Dabuq PO BOX 950361 Typeset by: Haji M AbdulJaleal Nasreddin Amman 11195, JORDAN www.rissc.jo All rights reserved. No part of this book may be repro- duced or utilised in any form or by any means, electronic or mechanic, including photocopying or recording or by any information storage and retrieval system, without the prior written permission of the publisher. Views expressed in The Muslim 500 do not necessarily reflect those of RISSC or its advisory board. Set in Garamond Premiere Pro Printed in The Hashemite Kingdom of Jordan Calligraphy used throughout the book provided courte- sy of www.FreeIslamicCalligraphy.com Title page Bismilla by Mothana Al-Obaydi MABDA • Contents • INTRODUCTION 1 Persons of the Year - 2021 5 A Selected Surveyof the Muslim World 7 COVID-19 Special Report: Covid-19 Comparing International Policy Effectiveness 25 THE HOUSE OF ISLAM 49 THE -
Diversity and Transnational Links in Afghan Religious Education
Independent • International • Interdisciplinary PRIO PAPER 7 gate Hausmanns Address: Visiting Norway Oslo, NO-0134 Grønland, 9229 PO Box Peace Research Institute Oslo(PRIO) Beyond Borders: Diversity and Beyond Borders: Diversity and Transnational Links in Afghan Transnational Links in Afghan Religious Education Religious Education Visiting Address: Hausmanns gate 7 7 gate Hausmanns Address: Visiting Norway Oslo, NO-0134 Grønland, 9229 PO Box Peace Research Institute Oslo(PRIO) (CSCW) War Civil of Study the for Centre Do madrasas produce terror- han government has initiated the relationship between reli- ists? Are all madrasas funda- a comprehensive reform of the gious schools across the Afg- mentalist? In the aftermath of Islamic education sector, rais- han–Pakistani border. The 9/11, madrasas have become a ing important questions about present study hopes to remedy subject of great controversy. the independence of religious that, shedding light on some institutions and the role of the of the most critical issues and The growing insurgency in government in religious af- providing some recommenda- Afghanistan – and particularly fairs. That the religious educa- tions for change in policy. the increase in suicide attacks, tion sector in Afghanistan is coupled with the recruitment in need of change is a concern The report presents an over- of Afghan religious students shared by many within the view over the madrasas sector ISBN: 978-82-7288-362-0 978-82-7288-362-0 ISBN: www.studoisju.no 7 Studio Design: from Pakistani madrasas to government and the madrasa in Afghanistan; scrutinizes the the Taliban – has brought the sector. The question is what relationship between madra- topic of religious education to change should this entail, and sas in Pakistan and Afghanis- the centre of the Afghan state- how can it best be brought tan; examines the relationship building agenda. -
War Theory: the Evolution of War and Military Thought Syllabus Ay 20
WAR THEORY: THE EVOLUTION OF WAR AND MILITARY THOUGHT SYLLABUS AY 20 JOINT PROFESSIONAL MILITARY EDUCATION PHASE I INTERMEDIATE LEVEL COURSE UNITED STATES AIR FORCE AIR COMMAND AND STAFF COLLEGE 21st Century Leaders for 21st Century Challenges AIR COMMAND AND STAFF COLLEGE MAXWELL AFB, AL FOREWORD This syllabus for the War Theory course at the Air Command and Staff College, August-October 2019, provides an overview of the course narrative, objectives, and questions, as well as a detailed description of each lesson to assist students in their reading and preparation for lecture and seminar. Included herein is information about course methods of evaluation, schedule, and the fulfilment of Joint professional military education core goals. James D. Campbell, PhD Course Director, War Theory APPROVED James Forsyth, PhD Dean of Academic Affairs 1 TABLE OF CONTENTS PAGE FOREWORD 1 TABLE OF CONTENTS 2 COURSE DESCRIPTION, QUESTIONS AND OBJECTIVES 3 COURSE ORGANIZATION AND NARRATIVE 3 JOINT LEARNING AREAS AND OBJECTIVES 5 AY 2019-2020 SPECIAL AREAS OF EMPHASIS 8 COURSE REQUIREMENTS 9 COURSE ADMINISTRATION 10 COURSE SCHEDULE DAY 0 12 DAY 1 15 DAY 2 17 DAY 3 19 DAY 4 21 DAY 5 22 DAY 6 25 DAY 7 28 DAY 8 29 DAY 9 31 DAY 10 34 DAY 11 36 DAY 12 38 DAY 13 40 DAY 14 43 DAY 15 45 APPENDIX: COURSE FACULTY 47 2 WAR THEORY COURSE OVERVIEW COURSE DESCRIPTION War Theory introduces military theory, addressing both the nature and character of war. It examines the theoretical writings of classical military theorists, as well as the evolution of warfare and military thought over the last two centuries. -
The Tablighi Jamaat and Its Impact on Malaysian Society
THE TABLIGHI JAMAAT AND ITS IMPACT ON MALAYSIAN SOCIETY BY DAOOD AHMED BUTT A dissertation submitted in fulfilment of the requirement for the degree of Master of Art in Islamic and Other Civilizations International Institute of Islamic Thought and Civilization International Islamic University Malaysia JUNE 2014 ABSTRACT This research has been undertaken to examine the methodology of Da’wah used by the Tablighi Jamaat and to explore the Islamic influence and spread of the movement in contemporary Malaysia. To carry out this study, the researcher used data collected from books, journals, articles, newspapers, government reports and websites. Also, the researcher carried out interviews with five individuals, two of which are not members of the Tablighi Jamaat, while the other three are, and among them is the Amir of Tabligh for Malaysia. Fieldwork was conducted on numerous occasions at the Sri Petaling Markaz as well as various other Masaajid in Kuala Lumpur, Penang, Malacca and Johor Bahru. Towards this end, the researcher found that despite criticism around the world about the Tablighi Jamaat and weaknesses its members may possess in terms of Islamic knowledge, the initiative to carry the message of Islam is seen within them. In Malaysia, the cultural impact upon society is apparent and rich. This however does not conform with the practices of Tabligh, which is seen to be an opposing factor to the method of Islam practiced in the country. This research discovered from interviews that the differences between them can pose tensions within communities which at times seem to be harmless petty issues, yet could escalate into feeling a threat towards ones culture should a different practice of Islam be introduced. -
Heavy Division Tactical Maneuver Planning Guides and the Army's
Tactical Alchemy: Heavy Division Tactical Maneuver Planning Guides and the Army’s Neglect of the Science of War A Monograph By Major Vincent J. Tedesco III United States Army School of Advanced Military Studies United States Army Command and General Staff College Fort Leavenworth, Kansas First Term AY 99-00 Approved for Public Release; Distribution is Unlimited SCHOOL OF ADVANCED MILITARY STUDIES MONOGRAPH APPROVAL Major Vincent J. Tedesco III Title of Monograph: Tactical Alchemy: Heavy Division Tactical Maneuver Planning Guides and the Army’s Neglect of the Science of War. Approved by: ______________________________________________ Monograph Director James J. Schneider, Ph.D. ______________________________________________ Director, School of Advanced COL Robin P. Swan, MMAS Military Studies ______________________________________________ Director, Graduate Degree Philip J. Brookes, Ph. D. Program Accepted this 13th Day of December, 1999 ABSTRACT Tactical Alchemy: Heavy Division Tactical Maneuver Planning Guides and the Army’s Neglect of the Science of War. In the wake of the Cold War, the Army increasingly finds its institutional focus shifting away from preparing for sustained mechanized land combat. This trend serves the Army’s immediate operational needs and addresses its perceived need to demonstrate relevancy, but it also raises an important question. How can the Army preserve for future use its hard won expertise in combined arms mechanized warfare? The art of these operations is well documented in doctrine, tactics, techniques, and procedures, but the science of time, space, and combat power in heavy division operations is not. In effect, the Army is already lapsing into what J.F.C. Fuller described as “military alchemy,” denying the science of war in favor of theorizing on its art. -
Country-Study-Of-The-Kingdom-Of
0 0 1 Contents Country Study ― Saudi Arabia ............................................................................................................................... 2 Geographic Contours ......................................................................................................................................... 2 1. Terrain ................................................................................................................................................. 2 2. Climate ................................................................................................................................................ 2 Historical Perception .......................................................................................................................................... 3 Society .............................................................................................................................................................. 11 1. Demography ...................................................................................................................................... 11 2. Languages ......................................................................................................................................... 11 3. Social Structure ................................................................................................................................. 11 4. Religion .............................................................................................................................................