compar the islamic system of education and Bud
dhist system of education in india
Answers
The Mohammedan invasion of India in the eleventh century was one of the most extra ordinary events in the world history which was marked a great change not only in the social and political life of the country, but also in the sphere of education and learning.
Education was not considered a social duty or state responsibility during medieval period. It was merely a personal or family affair. The Arabs and the Turks brought many new customs and institutions in India. Of these, one remarkable was the Islamic Pattern of education, which in many respects vastly differed from the Brahmanic and the Buddhist systems.
2. Objectives of Medieval India Islamic Education:
The objectives of Islamic education can be described as follows:
i. Acquisition of knowledge:
The chief aim of Islamic education was to acquire knowledge and to spread the light of knowledge. According to Mohammad, “Knowledge is nectar and salvation is impossible without it”. He also said that the ink of the scholar is more holy than the blood of the martyr. However, the objectives of education by the Muslims were almost entirely intellectual. It was gaining of knowledge and training of mind.
ii. Propagation of Islam:
The aim of education was to propagate Islam religion by following the dictates of the great religious personalities. The spread of Islam was considered as religious duty.
A special system of morals based Islamic education was evolved. The teachers laid emphasis on the inculcation of moral and spiritual values among students through education.
Muslims also wanted to achieve material progress through education. In order to get high posts, honorable rank, medals, grants of ‘Jagirs’ people were motivated for Islamic education.
v. Organisation of political and social system:
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The objectives of education were to gather cultural and political knowledge from the Indians. Therefore, the Muslims introduced their own education system to gain knowledge of this culture and also to create some political circumstances as it would strengthen their role in this country.
vi. Preservation and spread of muslim culture:
Muslim educational system worked for preservation and transmission of Muslim culture. The centres of learning situated in different parts of the country bear eloquent testimony to this fact.
3. Educational Institutions during Medieval India:
During muslim rule, education was imparted through:
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(i) Maqtabs
(ii) Madrassahas
(iii) Mosques.
The schools attached to mosques were supported by state grants or by land lords and nobles.
Maqtab:
The Maqtabs were attached to Mosques. There was a special method of admission to the Maqtabs. Similar to the Brahmanical system, the education among mohammedans used to commence with the formal observance of a ceremony known as “Bismillah”.
The ceremony was observed when the child was four years, four months and four days. At the beginning of the academic career the child was taught the script through the help of eye and ear. As it was the primary grade, this was followed by the study of the thirteenth chapter of the Quran which contained verses of daily prayer and ‘Fatiha’.
Special attention was paid for correct pronunciation. Pupils were devoting some time for writing and cramming the Persian grammar and certain poetic works. Besides these, elementary arithmetic, mode of conversation, correspondence etc. were included in the primary education. Urdu was also formed one of the chief subjects of study.
Madrasah:
In the medieval period higher Islamic education was imparted in the Madrasah. These institutions were manned by the teachers, noble men and eminent scholars. After completing the study at Maqtab, the students were eligible for the admission to Madrasah.
These Madrasahs, too were generally attached to Mosques. Some of them rose to the status of universities. Teaching work in different subjects was conducted through lectures.
There was provision for both secular and religious education in the Madrasahs. The duration of the course was ten to twelve years. The medium of instruction was Persian. But the study of Arabic was made compulsory for the Muslim students.
The secular education included the subjects like Arabic Grammar, Prose, Literature, Logic, Medicine, Agriculture, Handicraft, Architecture etc. The religious education included the subjects like study of Quran, Commentary on Quran traditions of Prophet Mohammad, Islamic law and other practical needs of life.
4. Medieval India Islamic Education and Methods of Teaching:
The method of teaching in the Maqtabs was mainly oral. Cramming and memorization was prevalent in this period. Children were learning verses from Quran by rote. Monitorial system was introduced and the monitor held the charge of the class in the absence of the teacher. Akbar, the great suggested that care is to be taken for the child to understand everything himself, but the teacher may assist him a little.