250 words Essay on "The role of Maulana Abul Kalam Azad in the making of modern India"
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Mohiuddin Ahmad Abul Kalam Azad, or well known as Maulana Azad was born in 1888 in a group of established religious researchers, he was instructed at home by his father and men of knowledge in Islamic learning. His instructive thoughts drew motivation from Islamic theory and theology.However, he was just as keen to be acquainted with the other part of his social legacy – the Indian legacy and the established legacy of the age which cuts over the East – West thought pattern.
He rose to unmistakable quality through his work as a columnist, his works being critical of the British Raj and upheld the reasons for Indian patriotism. Azad turned into the pioneer of the Khilafat Movement, amid which he came into close contact with the Indian leader Mahatma Gandhi. He strongly supported the ideals of civil disobedience and non violence of Mahatma Gandhi
Azad was disheartened and upset by the partition. Azad devoted himself completely to his work as a pioneer in free India. He joined the interim Government in January, 1947 as Education Minister, feeling that, in contributing to educational policy, he could contribute to future of the nation. Amid his eleven years as Minister of Education, which proceeded up until his passing in 1958, he reoriented and recreated the training framework in the connection of a changed point of view. he started his undertaking with an categorised enquiry into the discomfort and impediments of the current educational system by means of University Education Commission (1948), Kher Committee for Elementary Education (1948) and Secondary Education Commission (1952-53).
Azad was basically concerned with the fundamental issue of education of forming of hearts and psyches of his fellow men and ladies. He committed himself to the preparation of people who will have the vision, mettle, resistance and trustworthiness, and to the creating, through them, and for them, a social request which will be roused by the goals of social equity, co-operation, expansive mindedness and logic.
He accentuated four noteworthy programs.
a) Removal of lack of education through universalisation of elementary education up to optional standard and a drive for grown-up training including training for ladies;
b) Equalising education opportunities in Indian society where abuses on the premise of class and rank divisions were widespread;
(c) Three dialect formulae where the state dialects and Hindi would be medium of direction however English will stay as a critical second dialect; and
d) Sound essential instruction all through the nation
In Summary Azad was involved in nation building process by means of education and inculcating values of equality between Hindu and Muslims. He was active before independence as a notable journalist and after Independence by means of his policies as Education Minister.
He rose to unmistakable quality through his work as a columnist, his works being critical of the British Raj and upheld the reasons for Indian patriotism. Azad turned into the pioneer of the Khilafat Movement, amid which he came into close contact with the Indian leader Mahatma Gandhi. He strongly supported the ideals of civil disobedience and non violence of Mahatma Gandhi
Azad was disheartened and upset by the partition. Azad devoted himself completely to his work as a pioneer in free India. He joined the interim Government in January, 1947 as Education Minister, feeling that, in contributing to educational policy, he could contribute to future of the nation. Amid his eleven years as Minister of Education, which proceeded up until his passing in 1958, he reoriented and recreated the training framework in the connection of a changed point of view. he started his undertaking with an categorised enquiry into the discomfort and impediments of the current educational system by means of University Education Commission (1948), Kher Committee for Elementary Education (1948) and Secondary Education Commission (1952-53).
Azad was basically concerned with the fundamental issue of education of forming of hearts and psyches of his fellow men and ladies. He committed himself to the preparation of people who will have the vision, mettle, resistance and trustworthiness, and to the creating, through them, and for them, a social request which will be roused by the goals of social equity, co-operation, expansive mindedness and logic.
He accentuated four noteworthy programs.
a) Removal of lack of education through universalisation of elementary education up to optional standard and a drive for grown-up training including training for ladies;
b) Equalising education opportunities in Indian society where abuses on the premise of class and rank divisions were widespread;
(c) Three dialect formulae where the state dialects and Hindi would be medium of direction however English will stay as a critical second dialect; and
d) Sound essential instruction all through the nation
In Summary Azad was involved in nation building process by means of education and inculcating values of equality between Hindu and Muslims. He was active before independence as a notable journalist and after Independence by means of his policies as Education Minister.
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