Maulana Azad's Vision of Modern India

Total Page:16

File Type:pdf, Size:1020Kb

Maulana Azad's Vision of Modern India International Journal of Humanities and Social Science Research International Journal of Humanities and Social Science Research ISSN: 2455-2070 Impact Factor: RJIF 5.22 www.socialsciencejournal.in Volume 4; Issue 2; March 2018; Page No. 107-113 Maulana Azad‘s vision of modern India Dr. Meraj Ahmad Meraj Assistant Professor, Department of Arabic, Aliah University, Kolkata, West Bengal, India Abstract Maulana Abul Kalam Azad, a multi-dimensional personality, bloomed into a valiant freedom fighter; an apostle of Hindu-Muslim unity is one of the pioneer nation builders of modern India. He is remembered in the history of India not only for the role he played in the freedom struggle of the country, but also as the first Education Minister of independent India, he made exemplary contributions in nation-building leaving his indelible imprints in the field of education. He believed that materialization of India as a developed nation is possible only through union, solidarity and communal harmony. Maulana Azad is undoubtedly one of the architects of modern secular India who occupies a special place in the Indian History. Being a creative thinker acquainted with both traditional and modern education, Maulana Azad laid an undying impact on the educational aspects of modern India. This paper is an attempt to explore the vision and thought of Azad which were inevitable in laying down the foundation of modern India. This paper also highlights his policies and principles as existing in his writings and speeches to explore a devised to make India a centre of all intellectual and scientific developments in the world. Keywords: Moulana Azad, modern India, secularism, nationalism, Hindu-Muslim unity Introduction its cultural life is and will remain one politically. [1]” The aim Moulana Azad occupies a distinctive position in the history of of this paper is to investigate the contribution made by our Freedom Movement. An erudite person, Maulana Azad Maulana Azad in nation building. It also discusses the was one of the few Philosopher- Statesmen our nation has significance and relevance of his thoughts and ideas in the been gifted with. He was most assuredly an outstanding modern age. scholar, a great journalist, a matchless orator but which equal Maulana Abul Kalam Azad was born on November 11, 1888 ease he was also a great statesman who played a significant in Mecca, the birth place of Islam. He belonged to an orthodox role in every crisis which India faced in its struggle to make Muslim family. The original name of Maulana Abul Kalam our country free and independent. During the Freedom Azad was Abul Kalam Ghulam Muhiyuddin. His ancestors Movement and in the years immediately following came to India from Afghanistan. His mother was an Arab and independence, he was closely associated with crucial decision his father Maulana Khairuddin was a Bengali Muslim of making in the country. Moulana Azad was a man with a Afghan origin. Maulana Khairuddin shifted to Mecca in 1857. mission. His greatest mission in life, perhaps, was Hindu- He returned to India in 1890 and started living in Calcutta. His Muslim unity and the unity and integrity of the country. He mother died when he was only 11 years old. At the age of detested partition of the country. His mission was for national fourteen, he married to young Zuleikha Begum. Maulana Abul integration and unity of the country. Azad was passionately Kalam Azad received the traditional Islamic education at patriotic and had strong empathies for anti-colonial politics home. After that he was taught Arabic, Persian, philosophy, since his teenage. In the wake of the Khilafat, Non- Geometry, mathematics and algebra by some great teachers. cooperation Movement, he joined the Indian National He also acquired huge knowledge in English, history, politics Congress and presided over its special session of 1923. He and general science. Maulana Azad started writing articles remained with Gandhi and Nehru even as their constituency of reinterpreting and analyzing the Qur'an, the Hadith, and the support amongst the Indian Muslims dwindled over the years. rules of Fiqh and Kalam. He rejected the orthodoxy of Taqlid After Independence, he committed himself to project of and accepted the modern principles of Tajdid. Initially, he was building a secular, pluralist and progressive nation-state and influenced by Pan-Islamic movement of Jamaluddin Afghani was instrumental in founding academic and cultural and by the thought of Sir Syed Ahmed Khan. He was also institutions such as the Indian Institute of Technology, Sahitya deeply inspired by modernism and western philosophy. He Akademi, Sangeet Natak Akademi, University Grants visited Iraq and met the revolutionary nationalist who opposed Commission and many more institutions and organizations. the imperialism. He also went to Egypt and met Shaikh Maulana Azad’s ideals have made significant contribution to Muhammad Abduh, Saeed Reza and other revolutionary India becoming a sovereign, secular and democratic republic. leaders of the Arab world [2]. Maulana Azad was moved by the He remained steadfast on his opinion about religion, idea of anti-imperialism. He came back to India and joined the nationalism and freedom. He said: “partition is a tragedy for Indian freedom movement. He protested against the racial India. We must not however, forget that the nation is one and discrimination of the British Government. Maulana Azad had 107 International Journal of Humanities and Social Science Research a natural inclination towards writing and this resulted in the advocated the principles of the non-cooperation movement start of the monthly magazine "Nairang-e-Alam" in 1899. He and in the process became drawn to Gandhi and his opposed the communal separatism of All India Muslim philosophy. During that time he supported the Khilafat League in 1905. Azad fiercely criticized the Muslim movement. It is worth mentioning that Azad was not anti- politicians who were more inclined towards the communal British till 1905. He was influenced by Sir Syed Ahmed Khan, issues without focusing on the national interest. He also though he did not subscribe to the philosophy of Aligarh rejected the theories of communal separatism advocated by movement. Afterwards he got disillusioned with the British the All India Muslim League. In 1912, He started publishing a and became anti-imperialistic. Till the end of the Khilafat weekly journal in Urdu named Al-Hilal to propagate Movement, Azad emphasized the Hindu-Muslim unity. The revolutionary ideas amongst the Muslims [3]. He also wrote period 1919-22 is understood as the heyday of Hindu-Muslim many articles in this journal to promote communal harmony. unity against the colonial rule. This was the period when the In 1914, British Government banned Al-Hilal for spreading leaderships of Congress and the Khilafat movement often extremist views. Latter, he started a new journal named Al- overlapped. This was in tune with Gandhi’s idea that British Balagh and again started propagating revolutionary ideas and can be fought only with united Hindus and Muslims. Strikes, nationalism through this journal [4]. demonstrations and Satyagrahas took place around the In 1923, Maulana Abul Kalam Azad became the President of country, while ‘Hindu-Musalman ki Jai was the famous the special session of the Indian National Congress. In 1930, slogan. he participated in Mahatma Gandhi movement Salt Satyagraha. In his presidential speech he clearly stated that Maulana Azad: A revolutionary journalist ignoring the idea of religious separatism is very important. His Maulana Azad, an erudite religious scholar, combining in him speech thus still stands as the insignia of communal harmony. the finest of the traditional values with the best of modern He held this post till the year 1946. He wanted unified nation concepts; a prolific writer and fearless journalist; he acquired and opposed the partition as well as Jinnah's Two-Nation proficiency in several languages, including Urdu, Arabic, Theory. After independence Maulana Abul Kalam Azad Persian and Hindi. From a very young age, he showed great became the first education Minister of India. He was the literary flare and edited a weekly called Al-Misbah and also member of Constituent Assembly which was responsible for brought out a monthly journal called Lissan-us-Sidq. He drafting the constitution of India. Maulana Azad wanted to worked for a short period with al- Nadwa under guidance of spread education among the common people of the country. In Shibli Nomani. He worked with the renowned newspaper 1956 he was selected as the President of the UNESCO “Wakeel” in Amritsar. Azad’s background shaped him to be a General Conference in Delhi. On February 22, 1958, he scholar but his rebellious minds led to the politics that turned passed away. His birthday, November 11, is celebrated as him towards journalism. He brought an Urdu weekly Al-Hilal National Education Day in India. Maulana Abul Kalam Azad and started to attack British policies for Indians. After Al-Hilal was posthumously awarded India's highest civilian honour he launched second weekly named Al-Balagh. In 1914, The Bharat Ratna in 1992. British Government put a ban on the weekly. Unfazed by the move, Maulana Azad, few months later, launched a new Maulana Azad and Khilafat Movement weekly, called "Al-Balagh". Failed to put a prohibition on the The Khilafat Movement (1919-1924) was a major pan-Islamic writings of Maulana Azad, the British Government then movement started to save the Ottoman Empire and it extended finally decided to deport him off Calcutta in 1916. When to India against the British power. During the First World Maulana Azad reached Bihar, he was arrested and put under War, Turkey helped Germany to war against British. Turkish house arrest. This detention continued till December 31, 1919. being the founder of Islamic government and the central After his release on January 1, 1920, Azad returned to the power of the Muslim unity, the Turkish emperor “Khalifa” political atmosphere and actively participated in the was the political and religious leader of all Muslims across the movement.
Recommended publications
  • I Leaders of Pakistan Movement, Vol.I
    NIHCR Leadersof PakistanMovement-I Editedby Dr.SajidMehmoodAwan Dr.SyedUmarHayat National Institute of Historical and Cultural Research Centre of Excellence, Quaid-i-Azam University Islamabad - Pakistan 2018 Leaders of Pakistan Movement Papers Presented at the Two-Day International Conference, April 7-8, 2008 Vol.I (English Papers) Sajid Mahmood Awan Syed Umar Hayat (Eds.) National Institute of Historical and Cultural Research Centre of Excellence, Quaid-i-Azam University, Islamabad – Pakistan 2018 Leaders of Pakistan Movement NIHCR Publication No.200 Copyright 2018 All rights reserved. No part of this publication be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing from the Director, National Institute of Historical and Cultural Research, Centre of Excellence, Quaid-i-Azam University, Islamabad. Enquiries concerning reproduction should be sent to NIHCR at the address below: National Institute of Historical and Cultural Research Centre of Excellence, New Campus, Quaid-i-Azam University P.O. Box 1230, Islamabad-44000. Tel: +92-51-2896153-54; Fax: +92-51-2896152 Email: [email protected] or [email protected] Website: www.nihcr.edu.pk Published by Muhammad Munir Khawar, Publication Officer Formatted by \ Title by Khalid Mahmood \ Zahid Imran Printed at M/s. Roohani Art Press, Sohan, Express Way, Islamabad Price: Pakistan Rs. 600/- SAARC countries: Rs. 1000/- ISBN: 978-969-415-132-8 Other countries: US$ 15/- Disclaimer: Opinions and views expressed in the papers are those of the contributors and should not be attributed to the NIHCR in any way. Contents Preface vii Foreword ix Introduction xi Paper # Title Author Page # 1.
    [Show full text]
  • 1. Letter to C. F. Andrews
    1. LETTER TO C. F. ANDREWS ALIGARH, November 23 [1920]1 MY DEAREST CHARLIE2, I have your letters and your wire. Have I done you an injustice? I simply wired saying I was trying to send you—I did not say you had accepted the post. And I said what I did on the strength of our conversation.3 In any case there will be no pressure whatsoever brought to bear on you. You wills simply do what you can for the Muslim University. Yes I realize the necessity of putting the English connection on a pure basis. In its present condition it is hateful. But I am not as yet sure that it must be ended at any cost. It may be that the English temperament is not responsive to a status of perfect equality with the black and the brown races. Then the English must be made to retire from India. But I am not prepared to reject the possibility of an honourable equality. The connection must end on the clearest possible proof that the English have hopelessly failed to realize the first principle of religion, namely, brotherhood of man. Baro Dada’s4 letter has not been received by me. It may be in the Ashram or it may be received by me tomorrow on reaching Delhi. I have duly telegraphed to you. I cannot wire any message to Dr. Dutta but if there is yet time I shall endeavour to write out something for him. I do hope you are keeping well. I do not wonder at the Gujarati children having been withdrawn.5 I do not think you have lost anything.
    [Show full text]
  • Download This Page As
    What is the history of Jamia? written by Jamia Helping Platform | January 12, 2019 What is Jamia.? Jamia Millia Islamia, an institution originally established at Aligarh in United Provinces, India in 1920 became a Central University by an act of the Indian Parliament in 1988. In Urdu language, Jamia means ‘University’, and Millia means ‘National’. The story of its growth from a small institution in the pre-independence India to a central university located in New Delhi—offering integrated education from nursery to research in specialized areas—is a saga of dedication, conviction and vision of a people who worked against all odds and saw it growing step by step. They “built up the Jamia Millia stone by stone and sacrifice by sacrifice,” said Sarojini Naidu, the nightingale of India. Jamia Millia Islamia, an institution originally established at Aligarh in United Provinces, India in 1920 became a Central University by an act of the Indian Parliament in 1988. In Urdu language, Jamia means ‘University’, and Millia means ‘National’. The story of its growth from a small institution in the pre-independence India to a central university located in New Delhi—offering integrated education from nursery to research in specialized areas—is a saga of dedication, conviction, and vision of a people who worked against all odds and saw it growing step by step. They “built up the Jamia Millia stone by stone and sacrifice by sacrifice,” said Sarojini Naidu, the nightingale of India. Why the Jamia Moves to Delhi ? The saying, ‘when going gets tough the tough gets going’ cannot be truer about Jamia.
    [Show full text]
  • 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.
    [Show full text]
  • Iasbaba's 60 Days Plan – Day 33 (History) 2018
    IASbaba’s 60 Days Plan – Day 33 (History) 2018 Q.1) Mughal empire followed “the policy of the individualistic minimum of interference”. What does it mean? a) It contented itself with discharging only the police duties and the collection of revenue. b) Individual liberties reconciled with social norms. c) Individual persons to head each department of administration with minimal interference. d) All the above Q.1) Solution (a) Like other medieval states, the Mughal empire followed “the policy of the individualistic minimum of interference” i.e. it contented itself with discharging only the police duties and the collection of revenue. Do you know? The Mughal administration presented a combination of Indian and extra-Indian elements, or more correctly, it was the “Perso-Arabic system in Indian setting”. The bifurcation of authority in the provinces – the division of power between the subahdar and the diwan – was based on the system prevailing under the Arab rulers in Egypt. The revenue system was a resultant of two forces – the time-honoured Hindu practice and the abstract Arabian theory. The mansabdari system was of Central Asian origin. THINK! Mughal military rule. Q.2) For the purpose of assessment the land was classified in Akbar’s reign in four categories. Land type Meaning 1. Polaj Land which was cultivated every year and never left fallow 2. Parati or Parauti land which had to be left fallow for a time to enable it to recover fertility 3. Chachar land which had to be left fallow for three or four years 4. Banjar land which remained
    [Show full text]
  • The Particulars of Its Organization, Functions and Duties:– Section 4(1)(B)(I)
    MANUAL-1 The particulars of its organization, functions and duties:– Section 4(1)(b)(i) Jamia Millia Islamia, an institution originally established at Aligarh in United Provinces, India in 1920 became a Central University by an act of the Indian Parliament in 1988. In Urdu language, Jamia means ‘University’, and Millia means ‘National’. The story of its growth from a small institution in the pre-independence India to a central university located in New Delhi—offering integrated education from nursery to research in specialized areas—is a saga of dedication, conviction and vision of a people who worked against all odds and saw it growing step by step. They “built up the Jamia Millia stone by stone and sacrifice by sacrifice,” said Sarojini Naidu, the nightingale of India. Conception Under the colonial British rule, two dominant trends joined hands and contributed towards in the birth of Jamia. One was the anti-colonial Islamic activism and the other was the pro- independence aspiration of the politically radical section of western educated Indian Muslim intelligentsia. In the political climate of 1920, the two trends gravitated together with Mahatma Gandhi as a catalyst. The anti-colonial activism signified by the Khilafat and the pro- independence aspirations symbolised by the non-cooperation movement of the Indian National Congress helped to harness creative energies and the subsequent making of Jamia Millia Islamia. Rabindranath Tagore called it “one of the most progressive educational institutions of India”. Responding to Gandhiji’s call to boycott all educational institutions supported or run by the colonial regime, a group of nationalist teachers and students quit Aligarh Muslim University, protesting against its pro-British inclinations.
    [Show full text]
  • Iasbaba's 60 Days Plan –COMPILATION (History)
    IASBABA.COM 2018 IASBABA [IASBABA’S 60 DAYS PLAN –COMPILATION (HISTORY)] Born with the vision of “Enabling a person located at the most remote destination a chance at cracking AIR 1 in IAS”. IASbaba’s 60 Days Plan –COMPILATION (History) 2018 Q.1) Consider the following pairs about Mughal administration: Officer Function 1. Wazir Looked after revenue and finance. 2. Mir Bakshi Record and requirement of the state karkhanas, stores, order, interactions and internal relations. 3. Khan-i-Saman Military pay and accounts and related duties. 4. Sadr The head of religious donations and contributions. Which of the above pairs is/are correctly matched? a) 1, 2 and 3 only b) 1 and 4 only c) 2 and 4 only d) All the above. Q.1) Solution (b) Central Administration Enjoying the absolute power, the Emperor of the Mughal Empire was always the central administrative authority. A number of officers in the different governmental departments were appointed for the smooth functioning of transactions involving various affairs. The state had four main departments and the four main officers of the central government were diwan; Mir bakhshi; Mir saman; and sadr. The diwan (also called the Wazir or chief minister), held the primary position among them and looked after revenue and finance, but kept an overview of all matters of expenditure and related departments recording all imperial orders and assigning duties and expense to district faujdars. Mir Bakshi handled the military pay and accounts and related duties. He not only was the Paymaster for all officers but also played role in recruitment of soldiers, listing of mansabdars and important officials.
    [Show full text]
  • Master of Philosophy in HISTORY
    JAMIA MILLIA & THE NATIONAL MOVEMENT 1920-1939 DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF Master of Philosophy IN HISTORY BY SYED HUSSAIN HAIDER Under the supervision of PROFESSOR SHIREEN MOOSV! CHAIRMAN & COORDINATOR CENTRE OF ADVANCED STUDY DEPARTMENT OF HISTORY ALIGARH MUSLIM UNIVERSITY ALIGARH (INDIA) 2DD5 ^J^l^^L-b,. r%i-U^ ^-//^Tu;;!^?^^ I 9 JUL ?009 DS3640 in Memory of Abba CENTRE OF ADVANCED STUDY Department of History Aligarh Muslim University Aligarh- 202 002 Shireen Moosvi Professor of History Dated:26.05.2005 This is to certify that the Dissertation ''Jamia Millia & The National Movement 1920-1939" by Mr. Syed Hussain Haider is the original research work of the candidate, and is suitable for submission to the examiners and for the award of the M.Phil Degree. (SfiirSen Moosvi) Chairman & Coordinator,CAS Telephones: (0571)2703146; Fax No. (0571)2703146; Internal: 1480 and 1482 Acknowledgements To Professor Shireen Moosvi, words are too small to express my gratitude to her for guidance and support. To my former supervisor, Professor Iqbal Husain, for his scholarly guidance in my initial days of research. To Professor Irfan Habib, for his invaluable comments on my proposal for the fellowship of Indian Council of Historical research. To Dr. Najaf Haider, my brother, for his advice, suggestions, and comments when required. To Professor Imtiyaz Hasnain & Dr. Shagufta Imtiyaz for their invaluable suggestions, support and encouragement. To the staff members of Nehru Memorial Museum Library, New Delhi. Dr. Zakir Husain Library, Jamia Millia Islamia, New Delhi. Maulana Azad Library& Sir Syed Academy, Aligarh Muslim University.
    [Show full text]
  • MUSLIMS of INDIA Their Literature on Education, History, Politics, Religion, Socio-Economic and Communal Problems
    MUSLIMS OF INDIA Their Literature on Education, History, Politics, Religion, Socio-Economic and Communal Problems Mohammed Haroon M.A.; M.Lib. Inf. Sc. Assistant University Librarian University of Delhi INDIAN BIBLIOGRAPHIES BUREAU 219, 'Kadambari', 19/IX Rohini Delhi--110085 CONTENTS Preface V 1 Muslims in Historical Context 1-14 1.1 General Works 1.2 Issues and Ideas 1.3 Historical Studies 1.4 Political Studies 1.5 Role of Muslims in Freedom Movement, Ghadar Movement, Khaksar Movement, Khilafat Movement. 2 Biographical Studies 15-29 2.1 General Works 2.2 Aga Khan 2.3 Sir Akbar Hydari 2.4 Sir Mukhtar Ahmed Ansari 2.5 Asaf Ali 2.6 Maulana Abul Kalam Azad 2.7 Hakim Ajmal Khan 2.8 Khwaja Abdul Hamid 2.9 Hasrat Mohani 2.10 Mohammed Abdullah 2.11 Humayun Kabir 2.12 Sheikh Mohammad Abdullah 2.13 Maulana Mohammed Ashraf 2.14 Kanwar Mohammed Ashraf 2.15 Mohammed Barkatullah 2.16 Maulana Mohammad Hifzur Rehman 2.17 Dr. Sir Muhammad Iqbal 2.18 Mohammad Mujeeb 2.19 Rafi Ahmed Kidwai 2.20 K.G.Saiyidain 2.21 Syed Sulaiman Nadvi 2.22 Sir Syed Ahmed Khan 2.23 Sir Syed Mahmud 2.24 Badruddin Tyabji 2.25 Ubaidullah Sindhi 2.26 Mufti Atiqur Rehman Usmani 2.27 Dr. Zakir Hussain 3 Sociological Studies 30-45 3.1 Physical Anthropology 3.2 Sociological Studies 3.3 Sects and Castes. 3.3.1 Ahmaddiyas 3.3.2 Bohras 3.3.3 Meos 3.3.4 Moplas 3.3.5 Shaffies 3.3.6 Shias 3.3.7 Wahabies 3.4 Elites 3.5 Muslim Youth 3.6 Muslim Women 3.7 Women in Purdha 3.8 Status of Muslim Women 3.9 Polygamy 3.10 Muslim Women and the Law 3.11 Muslim Women and Education 3.12 Tradition vs
    [Show full text]
  • Khilafat Movement and Its Importance
    Khilafat Movement and its Importance Background of Khilafat Movement: From the year 1876 to 1909, Abdul Hamid II was the emperor of the Ottoman Empire. As he was a Caliph, he was supreme from the religious aspect and also was a political leader of the Sunni Muslims all over the world. During the First World War, the Ottoman Empire had advanced over the Central Powers. Due to this the Central Powers were defeated. The territorial boundaries of the Ottoman Empire were reduced according to the Treaty of Versailles of 1919. At the same time, there was a Pro-western nationalist whose name was Mustafa Kemal Ataturk. A national movement came into light under his leadership. He abandoned the Caliph’s position and instead was in support of the western powers. Soon, there was an end to the influence and power of the religious leaders of the Muslims. Thus, the Muslims were anti-British in India. Khilafat Movement in India: The Turkish Empire had been divided by the Allied Powers. This made the Muslims upset as they were worried what would happen to their worship places because of the act of the Allied Powers. Meanwhile in India, the two Ali brothers- Maulana Mohammad Ali Jauhar and Maulana Shaukat Ali created an All India Khilafat Committee in Lucknow. They joined hands with other Muslim leaders for this formation. Those other leaders included Dr. Mukhtar Ahmed Ansari, Barrister Jan Muhammad Junejo, Hasrat Mohani, Raees-ul-Muhajireen Maulana Abul Kalam Azad and Dr. Hakim Ajmal Khan. They had two demands which were: First, Jazirat-ul- arab, Arabia, Iraq, Palestine and Syria would still be under the Muslim empire.
    [Show full text]
  • Pickthall's Islamic Politics
    chapter 5 Pickthall’s Islamic Politics M.A. Sherif India in the early 1920s was in political ferment. It was also a time of fragile political consensus, bringing together Muslims, Hindus and other religious communities. For Muslims, the dominant concern was the future of Ottoman Turkey and the Caliphate. A news report published in the Urdu journal Muslim conveys the atmosphere at Bombay’s Parsi Assembly Hall one evening in April 1922, in the aftermath of the Treaty of Sèvres: When Pickthall arose to deliver his speech, the hall resounded with shouts of pleasure. He first thanked the audience and then noted that the people of Hindustan must surely be astounded by the conditions im- posed on Turkey by the Paris Peace Conference but he was not surprised. [He said] “I knew beforehand that the Paris Peace Conference would not arrive at any sensible decision […] Gallipoli and the north of the Sea of Marmara is being given to Greece even though it has no rights over these […] moreover the Angora Government will not accept these conditions. […] When I was in Paris I met Muslim representatives from all over the world. In my opinion, the Muslims of Hindustan should not have hopes that the demands of the Turkish freedom-seekers on the Khilafat will be the same as those they have presented. The reality is that Hindustan’s Muslims sided with Britain in the war against the Turks, and I too am in the same boat. I joined the battle on behalf of Britain. In the promises made to us it was clearly expressed that it would not be against the welfare of Islam and the jaziratul Arab.
    [Show full text]
  • 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.
    [Show full text]