“Madrasas have never rejected contemporary subjects”
The ‘ulamā, intellectuals and other members of academia were unanimous in their assertion, as against the common misconception, that madrasas have never rejected or denied the significance of contemporary subjects.
New Delhi: The ‘ulamā, intellectuals and other members of academia were unanimous in their assertion, as against the common misconception, that madrasas have never rejected or denied the significance of contemporary subjects.
The Islamic scholars were expressing their views at a Two-Day International Seminar-cum-Workshop on “Integration of Religious and Mainstream Education in Indian Madrasas: Prospects and Challenges”.
The seminar was jointly organized by the newly established Centre for Research on Madrasa Education, Department of Islamic Studies, Jamia Hamdard and Everest Educational and Welfare Society, Hyderabad.
In his keynote address, Prof. Saud Alam Qasmi of Aligarh Muslim University (AMU) spoke about the two systems of education that came into existence in the post-1857 British Indian scenario one of which was referred to as contemporary education, whereas the other came to be known as the Nizamia system adopted by ‘ulamā.
Among Muslims, the first system was led by Sir Syed Ahmad Khan whereas Maulana Muhammad Qasim Nanautwi was the prominent figure in the group that founded the famed seminary at Deoband which later became Darul Uloom Deoband.
There emerged slightly different models of the Nizamia system, one of which was the movement for Nadwatul Ulama that began in Kanpur. He said that the point of including modern sciences has always been there as “nobody denied the significance of new knowledge.”
Whether or not they included it in their syllabus is a different issue. He then emphasised the need to “understand the present system of madrasas” in which necessary contemporary subjects need to be included along with the foundational Islamic sciences. Underscoring the need for understanding the society he said:
“It is not good in a composite society to say that you do not know others.”
Maulana Mohd. Sufyan Qasmi, Rector, Darul Uloom (Waqf) Deoband impressed upon the idea of “moving from mere thought” to “implementing a blended practical model” of a new system of education.
He said that despite delay we still have the opportunity and scope to include news ideas and subjects in our madrasas, adding that madrasas have shown interest to include new changes, not just the partial and essential items suggested. Indicating to the kind of revolution such a model might create he said:
“If that is done, madrasas would pose a great challenge to the contemporary educational institutions.”
He then said that even in the past madrasas had suitable skills training that were helpful for livelihood. Courses such as tibb and suitcase making used to be there in Deoband.
Prof. (Dr.) M. Afshar Alam, Vice Chancellor of Jamia Hamdard spoke about the tremendous challenges that integration of religious and modern education offer, but “it is the demand” for which careful planning, caliber and resources are required.
Prof. Akhtarul Wasey, Professor Emeritus, Jamia Millia Islamia discarded the idea of the old (traditional) and new education calling it myopic. He referred to the past to bring home the point that we do not need modernisation of madrasas, rather the revival of their glorious past. He especially admired the role that madrasas have played in the development of Urdu language and literature and in Urdu journalism. Had there not been the madrasas, the country could not have been prevented from becoming another Spain, he said.
Earlier, after the welcome address of Dr. Arshad Hussain, Head of the Department of Islamic Studies, Jamia Hamdard, Dr. Abdur Raqeeb, Director of Everest Educational and Welfare Society presented an outline of the new academic programmes being introduced by his Society that focuses on a blended model of religious and contemporary subjects after which students can choose from a vast array of options available for them for research and higher studies.
Prof. Ajay Kumar Singh, Dean School of Humanities and Social Sciences highlighted the need for area integration of madrasas stating that this is no time to either celebrate or condemn any mode of education as “madrasas in India have tremendous potential.”
Maulana Alauddin Nadwi, Dean, Faculty of Arabic Language and Literature, Darul Uloom Nadwatul Ulama suggested to provide education up to 12th Standard to the Madrasa students in view of the new challenges.
Two books were released on this occasion: Barre Saghīr Hind mein Jadīd Ilm-e-Kalam by Dr. Waris Mazhari and Arbab-e-Madaris ka Idrāk by Prof. Obaidullah Fahad Falahi. The programme’s convener Dr. Safia Amir outlined the scope of the seminar whose inaugural session was compered by Dr. Mazhari and ended with an elaborate note of thanks by the seminar’s other convener Dr. Najmus Sahar.
After the inaugural programme four parallel technical sessions were held in which ‘ulamā and scholars associated with different universities and madrasas presented papers on number of relevant topics in offline as well as online mode to facilitate participation of scholars from other cities and even abroad.
(The author is a journalist and Director of MJ Achievers Academy, Delhi)
Select Language To Read in Urdu, Hindi, Marathi or Arabic.
For all the latest News, Opinions and Views, download ummid.com App.
Post Comments