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3/9/2015 jworldtimes.com/Article/102012_SIR_SYED_AHMAD_KHAN_THE_REFORMIST http://jworldtimes.com/Article/102012_SIR_SYED_AHMAD_KHAN_THE_REFORMIST 1/3 Home » History » Freedom of Expression Fueling the Fire » SIR SYED AHMAD KHAN THE REFORMIST SIR SYED AHMAD KHAN THE REFORMIST His chief concern was EDUCATION — education for all the Muslims and he emphasised on education for girls/women as well. He recognised that the state of Muslims could not be reformed without gaining education; they would have to bring a change in their approach towards education in order to grow and prosper. He believed “the progress of Muslim community was impossible without gaining higher education.” Freedom of Expression Fueling the Fire Monday, October 01, 2012 Sir Syed Ahmad Khan born in Delhi in 1817 was considered as the greatest reformer of the Muslims of subcontinent. His family had a compact connection with the Mughal courts. His mother took a pronounced interest in his education. He read and understood the Qur'an, received his early education in Delhi. He was proficient in Urdu, Arabic, Persian and religious subjects. He thoroughly studied the writings of the prominent Muslim scholars. In addition, he studied mathematics, Islamic Jurisprudence and astronomy. With such a broad background of early education, his talent groomed which developed the faculty of looking deep into affairs. Moreover, his diligence and love for Islam played a key role which cultivated an urge in him to do something for the Muslims of the subcontinent. Sir Syed Ahmad Khan's major contribution towards the Muslim nation was that he was the founder of Aligarh Muslim University. All of his efforts, which can be seen through his works, were mainly to improve the plight of the Muslims and were devoted for the wellbeing of the Muslims of the subcontinent. His chief concern was, in one word, EDUCATION — education for all the Muslims and he emphasised on education for girls/women as well. He recognised that the state of Muslims could not be reformed without education; they would have to bring a change in their approach towards education to grow and prosper. He believed “the progress of Muslim community was impossible without higher education.” Here it is essential to know as to why the Muslims of the subcontinent were lagging behind in education and why they used to experience hatred for the western education which proved to be a hurdle between them and the knowledge. Firstly, Muslims believed that their traditional Islamic learning/teachings were superior to that of the western. Secondly, they did not 'own' this education because this western education was imposed upon them by the foreigners. Lastly and most importantly, Muslims of the subcontinent assumed that their beliefs would be corrupted by the western education because this knowledge was coming to them from the Christians hence it would be encapsulating Christian system of beliefs (Christianity) which could endanger their faith. Related Issues The Appalling Massacre at Jallianwala Bagh The QUAID in the Dock Could Hiroshima be saved? French Revolution Tipu Sultan a visionary Advertisement Home | Login | Signup SEARCH Home Archives Categories CSS/PMS Past Papers Forums Authors Subscribe About Us Events Relevant Books Jobs

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  • 3/9/2015 jworldtimes.com/Article/102012_SIR_SYED_AHMAD_KHAN_THE_REFORMIST

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    HomeHistoryFreedomofExpressionFuelingtheFireSIRSYEDAHMADKHANTHEREFORMIST

    SIRSYEDAHMADKHANTHEREFORMISTHischiefconcernwasEDUCATIONeducationforalltheMuslimsandheemphasisedoneducationforgirls/womenaswell.HerecognisedthatthestateofMuslimscouldnotbereformedwithoutgainingeducationtheywouldhavetobringachangeintheirapproachtowardseducationinordertogrowandprosper.HebelievedtheprogressofMuslimcommunitywasimpossiblewithoutgaininghighereducation.FreedomofExpressionFuelingtheFireMonday,October01,2012

    SirSyedAhmadKhanborninDelhiin1817wasconsideredasthegreatestreformeroftheMuslimsofsubcontinent.HisfamilyhadacompactconnectionwiththeMughalcourts.Hismothertookapronouncedinterestinhiseducation.HereadandunderstoodtheQur'an,receivedhisearlyeducationinDelhi.HewasproficientinUrdu,Arabic,Persianandreligioussubjects.HethoroughlystudiedthewritingsoftheprominentMuslimscholars.Inaddition,hestudiedmathematics,IslamicJurisprudenceandastronomy.Withsuchabroadbackgroundofearlyeducation,histalentgroomedwhichdevelopedthefacultyoflookingdeepintoaffairs.Moreover,hisdiligenceandloveforIslamplayedakeyrolewhichcultivatedanurgeinhimtodosomethingfortheMuslimsofthesubcontinent.

    SirSyedAhmadKhan'smajorcontributiontowardstheMuslimnationwasthathewasthefounderofAligarhMuslimUniversity.Allofhisefforts,whichcanbeseenthroughhisworks,weremainlytoimprovetheplightoftheMuslimsandweredevotedforthewellbeingoftheMuslimsofthesubcontinent.

    Hischiefconcernwas,inoneword,EDUCATIONeducationforalltheMuslimsandheemphasisedoneducationforgirls/womenaswell.HerecognisedthatthestateofMuslimscouldnotbereformedwithouteducationtheywouldhavetobringachangeintheirapproachtowardseducationtogrowandprosper.HebelievedtheprogressofMuslimcommunitywasimpossiblewithouthighereducation.

    HereitisessentialtoknowastowhytheMuslimsofthesubcontinentwerelaggingbehindineducationandwhytheyusedtoexperiencehatredforthewesterneducationwhichprovedtobeahurdlebetweenthemandtheknowledge.

    Firstly,MuslimsbelievedthattheirtraditionalIslamiclearning/teachingsweresuperiortothatofthewestern.Secondly,theydidnot'own'thiseducationbecausethiswesterneducationwasimposeduponthembytheforeigners.Lastlyandmostimportantly,MuslimsofthesubcontinentassumedthattheirbeliefswouldbecorruptedbythewesterneducationbecausethisknowledgewascomingtothemfromtheChristianshenceitwouldbeencapsulatingChristiansystemofbeliefs(Christianity)whichcouldendangertheirfaith.

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    TheAppallingMassacreat

    JallianwalaBagh

    TheQUAIDintheDock

    CouldHiroshimabesaved?

    FrenchRevolution

    TipuSultanavisionary

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    MuslimsofthesubcontinentassumedthattheirbeliefswouldbecorruptedbythewesterneducationbecausethisknowledgewascomingtothemfromtheChristianshenceitwouldbeencapsulatingChristiansystemofbeliefs(Christianity)whichcouldendangertheirfaith.

    AligarhMovementwasSirSyedAhmadKhan'ssupremeaccomplishment.Themovementwasagreateducationalprojecthavingoneclearobjective:ToEducateMuslims,consideringittheonlycureofallthesufferingsoftheMuslimsofthesubcontinent.TheunderlyingobjectivesweretoencourageMuslimsofthesubcontinenttotryforalltheopportunitiesavailabletothemundertheBritishgovernmentwithoutharmingtheirfundamentalbeliefsandtoremovethestrainandmisapprehensionbetweenthenewBritishRajandtheMuslims.

    AftertheWarofIndependence(1857),Muslimswerefacingacrucialstage.TheyhadastronghatefortheEnglishmen,theireducation,languageandculture.Theykepttheirchildrenawayfromthewesterneducation.TheirilliteracyabouttheEnglishlanguagewascreatingadistancebetweenthemandtherespectablegovernmentposts.ItwascreatingadestructiveimpactontheMuslimsinterests.SirSyedAhmadKhaninferredtheneedofthetimeandtooktheresponsibilitytoeducateMuslims.FirstofallhetriedtoclarifythemisunderstandingoftheBritishgovernmentbywritingessaysonthecausesoftheIndianRevolt(AsbaabeBaghawateHind).

    Afterthat,heshiftedhissoleinteresttotheeducationoftheMuslims.HetoldMuslimsthatacquiringthewesterneducationandlanguagewouldnotcorrupttheirbelief,ratheritwasindispensabletocompetewiththeHindus.

    Forthispurpose,SirSyedAhmadKhanissuedamagazinenamedTahzeebulIkhlaqwhichexpoundedadoptablewesternmanners.Inthismagazinehewrotevariousessaysspanningeducational,religiousandphilosophicalissuestorevolutioniseattitudeofMuslimstowardswesterneducation.

    AtMuradabad,SirSyedAhmadKhanfoundedGulshanSchoolin1859.InGhazipur,heinstitutedVictoriaSchool(1863)andaScientificSocietyin1864.Inthefollowingyear,ScientificSocietyshiftedtoAligarh.ThepurposeoftheScientificSocietywastotranslatepracticalandscientificworkswritteninEnglishlanguageintoUrdu.

    TheobjectiveoftheAligarhInstituteGazettewastokeeptheBritishgovernmentinformedabouttheinclinationsoftheIndiansandtofacilitatetheIndianstounderstandtheBritishsway.

    SirSyedAhmadKhanjourneyedtoEnglandduring186970.HewroteadefenceinreplytoSirWilliamMuir'sbookLifeofMahomet.ThedefencewaspublishedinaseriesofpamphletswhichweresoonpublishedinUrduaswellandwasnamedasKhutbaateMuhammadiathisdefenceofthelifeoftheProphet(S.A.W.)earnexceptionalpopularityamongthenationsinIndia.

    DuringhisjourneytoEngland,hegotachancetowatchtheBritishsystemofeducationkeenlyandclosely.WhileexaminingBritisheducationalinstitutions,hegotanideatofoundacollegeparticularlyfortheMuslimsforthereasonthattheold/traditionalsystemofeducationwasnomorecompatiblewiththemoderndemands.Hesaid,Itwasnotbadbuttheoldthreadwithwhichtheribshadbeentiedwasnowbrokenandanewthreadwasneededtoretiethem.

    Furthermore,hesaid,thesmallimitatethegreatnotgreatthesmall.Hefeltanurgentneedtoopenagreateducationalinstitutiontospreadmoderneducationtothelowerstrataofthesociety.

    AfterhisstayatEngland,hecamebacktoIndiawithseveraleducationalpatterns.Keepingthoseallinview,hestartedhiseducationalmovementwithagreaterzealandzest.Asaresultofwhich,hefoundedMuhammadanAngloOrientalCollegein1875anddevotedtherestofhislifetothiscollege.Afterhisdeath,thecollegegotthestatusofuniversityin1920.Thecollege,undoubtedly,playedamajorroleintheawarenessoftheMuslimsofthesubcontinent.

    Thus,througheducation,SirSyedAhmadKhantriedtocuretherootkeepinginmindthatthetreewoulditselfflourish.Illiteracyisthemotherofpoverty.Povertycomestothatnationwhichhasnoliteracyandwhenit(poverty)comes,ittendstocreatesomanycrimes,saidhe.Hence,heinsistedalltheMuslimstogeteducationtoeradicateallthedeficienciesduetowhichMuslimsofthesubcontinentweresufferingfromseeminglyaneverendingmisery.

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