Associations Between Reading Aggression In Books And...

Associations Between Reading Aggression in Books and Aggressive Behavior in Adolescents Critical Summary Despite the continued popularity of many book series, especially in the adolescent, or â€Å"Young Adult† genre, books have received less research attention overall than other traditional forms of media, such as TV or videogames. Controversy over the content of books has lead to numerous school districts banning books within the curriculum and libraries. The research presented in the article looks to determine whether reading physical and relational aggression within books can be associated with aggressive behavior in adolescents. To understand the research in its entirety, it’s important to note the two types of aggression that were†¦show more content†¦In the short term, the exposure to violence in the media may influence aggressive behavior by lowering the mood or activating aggression-related cognitive processes. Therefore, the individual is primed to behave aggressively in the short-term, and in the long-term this exposure may strengthen these aggressive cognitive processes, and therefore lead to a more aggressive personality overall. This theory would suggest that reading aggressive material would predict aggressive behavior. However, the Downward Spiral Model (Slater, Henry, Swaim, Anderson, 2003) describes a bidirectional effect of media aggression. This implies that aggressive individuals may seek out violent media and thus reinforce and intensify such tendencies. Since so many teenagers do read, the specific goals of the research were to shine more light on whether reading aggressive material is associated with coexisting aggressive behavior in adolescents. The researchers hypothesized that there would be a positive correlation for both physical and relational aggression, and they emphasized the idea that the type of aggression may be different, giving that reading, opposed to simply viewing, requires a different level of cognitive attention. This being so, the different level may influence the development of aggression by increasing the likelihood of a long-term relationship between reading aggressive behavior in books and aggressive behavior in general. The aforementioned theories would suggestShow MoreRelatedEssay Influence of Cartoons on Children1233 Words   |  5 Pagesto television viewing (Rochman.) But just how true is that? Research on the negative influences of cartoons on children is inconclusive and complex. The American Psychological Association believe television violence affects young children negatively after doing many case studies. They believe children can learn aggressive attitudes and behaviors. Children can become desensitized to real world violent behavior. Young kids can develop a fear of being victimized by violence. The American Academy ofRead MoreGames Being The Blame Of Violence2459 Words   |  10 Pagesbefore hand or have had something to do with their game/s and/or consoles being taken or something similar. There is a belief that if people keep playing violent games they will be mentally affected and end up becoming desensitised and much more aggressive and violent. It is also seen that when kids and teens are allowed to play these types of games the effect is much worse, that they will start to do the actions performed in game thinking that it’s okay as it’s just like a game. These people sayRead MoreDo Video Games Lead Violence?1537 Words   |  7 Pa gesopposite? It has been a queer about it. Since the technology advanced, there are these video games, which have taken place engaging people on a deeper level causing some advantages and disadvantages in our society. 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Morris128 6 Words   |  6 Pageshistorical chronicles. Primarily, I wanted to find a book called Why Vietnam Invaded Cambodia: Political Culture and the Causes of War by Stephen J. Morris. By quickly finding and examining the book on the Internet, this novel book was perfect for my topic; the title of the book was even a large giveaway for my topic. However, the library lost the novel; I looked everywhere on the shelves and came up with nothing. So, I had to improvise to find similar books; eventually, I found two novels that would greatlyRead MoreThe Truth About Video Games Essay1415 Words   |  6 Pagesour children more violent. People that are against video games also claim that spending your time reading books is a better and more beneficial alternative. But to blindly claim these things while there are so many benefits for playing video games is really absurd. 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Diabetes Mellitus - 1804 Words

I. Name of Disorder: The official name of the disorder is Diabetes Mellitus. Most people just know it as diabetes. There are two major classifications of diabetes mellitus; insulin-dependent (IDDM) and noninsulin-dependent (NIDDM). IDDM is more commonly known as Type 1 Diabetes, and NIDDM is known as Type 2 Diabetes (EkoeÃŒ , 2008). Type 1 diabetes is the juvenile-onset diabetes that deals with the complete destruction of ÃŽ ²-cells of the pancreas whereas type 2 diabetes is an adult-onset disorder in which individuals suffer from an insulin deficiency (EkoeÃŒ , 2008). II. Chromosomal location: The main location of diabetes type 1 or IDDM is on the short arm of chromosome 6 at the band 21.3. IDDM is mostly influenced by the HLA class II region†¦show more content†¦The prevalence of type 2 diabetes is higher than type 1, it accounts for about 40-80% (Holt, 2004). Type 2 diabetics have a higher chance of receiving diabetes from their mothers being carriers, or having the disorder. For type 2, some environmental factors are very important for getting diabetes. The most important factors are obesity and not being physically active (Holt, 2004). The countries that are more obese will have a higher rate of occurrence than those with lower obesity rates. Also, countries that are more active, will have a lower occurrence. It is said that exercising about twenty minutes a week reduces your chances of getting type 2 diabetes by 46% (Holt, 2004). V. Phenotype: Diabetes mellitus has many different characteristics and is defined as a set of abnormalities characterized by a state of sustained hyperglycemia. Some common characteristics of diabetes mellitus are excessive thirst, polyuria, polydipsia, blurred vision, weight loss and infections. In many cases, these symptoms are not severe, but in the case that they are they result in ketoacidosis or a nonketotic hyperosmolar state. These severe states can lead to more severe problems such as a stupor, coma and death (EkoeÃŒ , 2008). The long term characteristics of diabetes mellitus are continual development of capillary disease of the kidney and retina, atherosclerosis, and peripheral nerve damage (EkoeÃŒ , 2008). Individuals that have this disorder have an increasedShow MoreRelated Diabetes Mellitus2127 Words   |  9 PagesDiabetes refers to a set of several different diseases. It is a serious health problem throughout the world and fourth leading cause of death by disease in the country . All types of diabetes result in too much sugar, or glucos in the blood. To understand why this happens it would helpful if we understand how the body usually works. When we eat, our body breaks down the food into simpler forms such as glucose. 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Some Aspects of Muslim Educational System in Pre-Colonial India Free Essays

SOME ASPECTS OF THE MUSLIM EDUCATIONAL SYSTEM IN PRE-COLONIAL INDIA by Aamir Bashir ABSTRACT This paper explores some of the hitherto less known aspects of the Muslim Educational System in pre-colonial India. It examines the broad contours of this system by looking at the public attitude towards knowledge, scholars and students; the various types of institutions, and the evolution of curriculum. It also looks at the depth of Indian scholars’ engagement with IadEth and other sciences. We will write a custom essay sample on Some Aspects of Muslim Educational System in Pre-Colonial India or any similar topic only for you Order Now Finally, it also looks at Sufis and their attitude towards the various Islamic sciences. The paper suggests that the educational system of the period under study was organic in structure and was in tune with the needs of the individual and the society. The course of study was a good balance between the temporal and the religious. Indian ‘ulamE were fully engaged with the IadEth sciences; and lastly, the Sufis gave great importance to all Islamic sciences. This paper suggests that the historical Muslim educational system in pre-colonial India provides valuable resources for the problems faced by modern educational systems. INTRODUCTION The aim of this paper is to bring to light some of the hitherto less known aspects of the Muslim Educational System in pre-colonial India. By pre-colonial India, we refer to the time from the advent of Islam in India in the beginning of the eighth century CE up to the consolidation of colonial rule in the middle of the eighteenth century. 1 This short paper cannot do justice to all the details of the Muslim Educational System during this period. Therefore, we shall confine ourselves to only some aspects of it. These include the evolution of the curriculum over the centuries, and general contours of the educational system. We will also be challenging some conventional theories. These include the notion that before the coming of the press, books were in short supply in India. The other is that IadEth was little known in India until the coming of ShEh WalE AllEh (d. 1762). We will be presenting individual incidents which we feel to be representative of a broader trend and from these we shall draw general conclusions. During the period under study Muslim rule gradually extended from Sindh to include the whole of Northern India until it became one of the three major Muslim powers of that time under 1 All the dates mentioned in this paper are CE (common era) dates unless otherwise noted. the Great Mughals,2 Ottoman Turkey and Safavid Iran being the other two. Such a strong and vast empire required a strong administrative structure which in turn required an effective system of education. As we shall see later, education was sufficiently sought after, and provided for during this time, such that India at that time could favourably compare and often compete with the central lands of Islam in the field of scholarship. 3 POSITION OF KNOWLEDGE AND EDUCATION IN ISLAM We begin our analysis with looking at the position of knowledge and education in Islam. Numerous Qur’anic verses and Prophetic traditions establish the centrality of knowledge in Islam. The verses include â€Å"Are those who know and those who do not know alike? † (39:9); the first revelation â€Å"Read in the name of your Lord who created† (96:1); and the prayer taught in the Qur’an, â€Å"Say (O MuIammad), My Lord! Increase me in knowledge† (20:114). Similarly, the Prophetic traditions (aIEdEth) exhorting people to seek knowledge are also well known. Examples include the famous tradition in which the Prophet is reported to have said, â€Å"It is obligatory upon every Muslim to seek knowledge. †4 At another time, he said â€Å"Seek knowledge even if you have to go to China. †5 Similarly, al-TirmidhE has reported a IadEth in which the Prophet (Allah bless him and give him peace) said, â€Å"The excellence of a scholar upon the worshipper is like my excellence over the lowest one amongst you. † 6 This emphasis upon knowledge and education has been taken for granted in Muslim societies since the beginning of Islam. The religious basis for the pursuit of knowledge resulted in defining the objective of education as al-fawz bi al-sa‘Edah fi al-dErayn i. e. to succeed through bliss in this world and the hereafter. This in turn implied that education should be acquired 2 â€Å"Great Mughals† is a term used to refer to the first six Mughal Emperors of India. These are, in chronological order, BEbar, HumEyEn, Akbar, JahEngEr, ShEh JahEn and Awrangzeb. These are the first and the greatest of all Mughal Emperors. In all, they reigned from 1526 to 1707 with a fifteen year interregnum from 1539 till 1555. The empire reached its zenith with Awrangzeb (reigned from 1658-1707) and after his death began her decline which ended with the capture of the last Mughal emperor BahEdur ShEh Zafar at the hands of the British in 1857. 3 S. M. Jaffar, Education in Muslim India, (Delhi: IdEra Adabiyyat-e-DillE, 1972), viii. 4 AbE Bakr AImad ibn al-? usayn al-BayhaqE, Shu‘ab al-OmEn, (Beirut: DEr al-Kutub al-‘Ilmiyyah, 1410AH), 2:253. 5 Ibid. 6 MuIammad ‘Abd al-RaImEn ibn ‘Abd al-RaIEm MubErakpurE, TuIfat al-AIwadhE bi SharI JEmi‘ al-TirmidhE, ed. Abd al-RaImEn MuIammad ‘UthmEn, (Beirut: DEr al-Fikr, n. d. ), 7:456. 1. To understand the will of God and to lead one’s life according to it. 2. To inculcate Islamic values in oneself. 3. To cultivate cultured behavior in oneself. 7 As can be seen from these objectives, acquiring knowledge was considered a sacred duty. It was the sole means to success. Knowledge (‘ilm) and practice (‘amal) were inter-li nked. Instruction (ta‘lEm) went hand in hand with training (ta’dEb). The traditional Islamic concept of education was, thus, holistic as understood at that time. Muslim scholars had divided knowledge into two parts, the farI ‘ayn (individually obligatory) and the farI kifEyah (collectively obligatory); but there was no strict separation between the religious and the secular sciences. Both formed part of an integrated whole. THE GENERAL ENVIRONMENT AND PUBLIC ATTITUDE As we have seen above, Islam has placed considerable emphasis upon knowledge. Because of this we find that, historically, the general attitude of Muslims, throughout the world, towards knowledge, scholars and students had been that of reverence. In every land, there were to be found a significant number of people who had dedicated themselves to learning and/or teaching. At the same time, the general public considered it an act of worship to help the scholars and the students. This public attitude coupled with safety of the roads maintained by stable and strong Muslim governments, enabled people to move across great distances in search of knowledge. In spite of the crude means of conveyance, people were constantly on the move; students setting out to learn, teachers traveling to teach. GhulEm ‘AlE OzEd BilgirEmE (d. 785) writes in his book Ma’Ethir al-KirEm, which is a historical account of sixteenth/seventeenth century Mughal India, that: Seekers of knowledge travel in multitudes from one place to another. Wherever, the situation is agreeable, they get busy in learning†¦. The well-to-do people of each town take care of these seekers of knowledge and consider it a great honour to serve them. 8 7 8 Al-Nadvi Moinuddin, Survey of Muslim Education: India, (Cambridge: The Islamic Academy, 1985), 5. Sayyid ManE? ir AIsan GElEnE, PEk-o-Hind main MusalmEnon kE Ni? Em-e-Ta‘lEm-o-Tarbiyyat. Lahore: Maktaba RaImEniyya, n. d. ) 19. The teachers occupied a high position in society. Though their emoluments were not always great, they commanded universal respect and confidence. GilEnE mentions a number of incidents when the teachers, in spite of their poverty, refused to accept any monetary help from others; and whatever help or gift was accepted, the giver always considered it to be an honor for his gift to have been accepted. 9 This attitude was widespread throughout the period under review. Even absolutist monarchs showed deference to the ‘ulamE and the Sufis. Ni? EmE has also mentioned several incidents of ‘ulamE and Sufis refusing royal gifts even while suffering from abject poverty. 10 For many, poverty was a chosen path and the royal gifts were seen as undoing years of patient hard work. INSTITUTIONS The main institutions for teaching and learning during the period of Muslim rule in India were maktabs and madrasahs,11 mosques and khEnqEhs (Sufi centers), and private houses. Almost every mosque served as an elementary school. However, a large number of eminent scholars and men of letter taught independently and even supported the students who came to them to study. This then was the foundation upon which the whole system was built; the teacher and the student. The issue of budgetary allocations for school buildings and provision of other services was not the top most priority for these people. What was most important was the existence of a sincere teacher and a sincere student. If these two were obtaining, other things could be improvised. OzEd has mentioned a famous teacher of his hometown Bilgiram, MEr MubErak. He taught there for years but throughout this time, he was based in the verandah of a certain noble of the town. verandah. 2 At the same time, the state was not negligent to matters of education. Kings as well as local Nawabs and other well-to-do people considered it an act of virtue to build maktabs, madrasahs and to support teachers and students. We find a network of such institutions; oneman schools as well as larger more organized affairs; scattered throughout the length and breadth 9 Hundreds came and studied from him but he conti nued to operate from that Ibid. , 24. Khaliq Ahmad Nizami, Some Aspects of Religion Politics in India during the 13th century, (Bombay: Asia Publishing, 1961), 152-156. 1 It should be noted that madrasah refers to an institute which offers a comprehensive multi-year course in Islamic studies. It is different from a maktab which refers to part-time schools that offer basic instruction in reading the Qur’an and basics of Islam. 12 GElEnE, 21. 10 of India. All three levels viz. elementary, secondary, higher, were catered for. However, no one level dominated in any one institution. Private houses were being used to provide basic elementary education but at the same time could be seen to provide advanced studies to those interested. In fact, this lack of bureaucratic uniformity was this system’s greatest strength. The system reflected the needs of the people. It accommodated the grassroots desires and ambitions of people regarding education. Thus, we find huge well-funded, well-organized madrasahs existing side by side with one man schools operating out of private houses. 13 The student had the liberty of choosing which teacher to study from. Problems of admissions and school discipline were rare. The focus was on the real thing: education; with very little squabbling over the means to acquire it. Muslim rulers also patronized scholars. Amongst the earliest examples is that of the famous theologian Fakhr al-DEn al-REzE (d. 1209). He was also a great philosopher and expert in many Islamic sciences. He was patronized by many rulers. Among these was ShihEb al-DEn GhaurE (1206), the founder of Muslim rule in India proper. It is reported about him that he had al-REzE stay in his camp wherever he went. Al- REzE was the official prayer leader and delivered sermons and lectures in the camp. 14 COURSE OF STUDY Muslims first reached India as conquerors in the beginning of the eighth century. The intellectual climate of their Arab homeland was extended to Sindh, the portion of India that had been conquered. At this stage we find an active participation of Sindh based scholars in the field of IadEth. Their names appear in the chains of transmission of aIEdEth that were later on recorded by other IadEth masters. Some of their names and works have also been mentioned by ‘Abd al-? ayy al-? asanE in his al-ThaqEfah al-IslEmiyyah fi al-Hind. 15 However, this period lasted for only four centuries and Muslim rule was confined to Sindh and Multan (southern Punjab). Beginning towards the end of the tenth century, Muslims began to enter India from the North-West in successive waves, each time extending their territories even further towards North and Central India. Along with each invading army, and on 13 14 Ibid. MuIammad ShafE‘, FutEI al-Hind, (Karachi: IdErat al-Ma‘Erif, 2002), 60-61. 15 ‘Abd al-? ayy al-? asanE, al-ThaqEfah al-IslEmiyyah fi al-Hind, (Damascus: Mujamma‘ al-Lugha al-‘Arabiyyah bi Dimashq, 1983), 135. their own as well, came ‘ulamE and Sufis. Both had a role to play in the spread of Islamic knowledge in India. Major cities in the newly acquired territories quickly turned into centers of learning. Initially, Multan, then Lahore and finally Delhi became the pre-eminent centre of learning in North India. 16 This second period starting from the end of the tenth century lasted until the last quarter of the fifteenth century. During this time, India benefited enormously from an otherwise unmitigated disaster. The Mongol hordes that ravaged Central Asia, Afghanistan and Khorasan forced many of the scholarly families based there to migrate to other countries. India was the top destination for them. Not a day passed but a noteworthy scholar would arrive in Delhi with camel loads of books. The Indian rulers were fully aware of the worth of the newcomers. They made them feel extremely welcome. Every newcomer was given a post or a stipend or an estate to support himself and his family. Thus, the nascent Muslim community of North India benefitted from a continuous supply of scholars and books. During this period, the education system in North India consisted of three stages: At the first stage, as has been the practice throughout Muslim history in all Islamic lands, a child’s education began with the Qur’an. Each locality had teachers who specialized in tajwEd, the art of recitation of the Qur’an. It is mentioned about Ni? Em al-DEn AwliyE (d. 1325), the great Chishti Sufi saint of Delhi, that he started his education in his hometown, Badaun. This began with learning how to read the Qur’an. His teacher was a freed slave who had converted from Hinduism to Islam and knew the seven major recitations of the Qur’an. 17 After Qur’an, students would normally move on to Persian, the official language of the country. Most of the major works of Persian prose and poetry were studied. These included the works of major writers such as Sa‘dE, ? Efi? SalmEn SaojE, AnwarE, and others. 18 The education of the general population normally stopped at this level. However, it seems reasonable to assume that some elementary Arabic was also taught at this stage because the students were expected to understand the Arabic phrases that were often used in Persian books and regular conversation. We also find 16 17 Ibid. , 9-10. GElEnE, 139. Also cited by Nizami in KhalEq AImad Ni? EmE, IslEmE TehzEb kE Asar HindustEn par, (Lucknow, Majlis TehqEqEt-o-NashriEt-e-IslEm, 1982), 42. 18 GElEnE, 141. people with only basic education being able to freely quote from the Qur’an and Prophetic traditions. 9 The second stage was dedicated to an intensive study of the Arabic language as well as fiqh. Some of the books taught at this stage included: KEfiyah and MufaIIal for Arabic grammar; and MukhtaIar al-QudErE and Majma‘ al-BaIrayn for HanafE fiqh (Jurisprudence). Later on, MufaIIal gave way to SharI JEmE and SharI WiqEyah replaced Majma‘ al-BaIrayn. 20 Education up to this level was considered sufficient for those wanting to engage in teaching, preaching, etc. and entitled one to be called a dEnishmand (wise man) or a mawlawE. Studies at this level would correspond to the fourth year of study in the present-day eight year Dars-eNi? EmE. In the third stage, also called faIElat, advanced books of each science were studied. These included al-KashshEf and MadErik al-TanzEl for tafsEr (Qur’anic Exegesis), MishkEt al-MaIEbEI and MashEriq al-AnwEr for IadEth, al-HidEyah for HanafE fiqh, and UIEl al-BazdawE for uIEl alfiqh (principles of jurisprudence). Along with these, major works in the various branches of balEghah (rhetoric) were also studied. The one who completed this stage was called a fEIil. As can be seen from this brief outline, rational sciences and kalEm (dialectics) were not paid much attention in the regular curriculum. Only a few basic texts of logic and kalEm such as al-QuIbE and SharI al-OaIE’if were studied. 21 In fact, the general attitude amongst the ‘ulamE towards these is best summed up in this statement of FatEwE al-TEtErkhEniyah, a fatwE collection compiled during the fourteenth century: The issues of ‘ilm al-kalEm lead to new dissentions (fitnahs) and innovations and cause deterioration of faith; (and) the ones who normally engage in it are either less-intelligent or are seeking to dominate rather than seeking the truth. 2 This all changed towards the end of the fifteenth century and the beginning of the sixteenth century. During this third period which lasted until the beginning of the eighteenth century, logic, philosophy, and kalEm got new impetus. At this time, many students of SharEf JurjEnE and Sa‘d al-DEn TaftEzEnE moved to India and brought with them new books on grammar, 19 20 21 22 Al-Nadvi Moinuddin, 4. Ibid. , 5. GElEnE, 151. Ibid. , 155. rhetoric, ka lEm and fiqh. 23 Later, FatIullEh ShErEzE came to India from Iran and brought with him works of DawwEnE, MullE OadrE and MirzE JEn. These works were readily accepted by Indians and before long these became part and parcel of the curriculum. 24 Again during this period, purpose built institutions existed side by side with individualized private instruction. The fourth period can be said to have begun from the early part of eighteenth century lasting until the founding of DEr al-‘UlEm at Deoband in 1866. This period is characterized by the presence of two very important personalities. Each of them contributed to education in his own way. One is ShEh WalE AllEh of Delhi and the other is Ni? Em al-DEn SihElvE of Lucknow (d. 1748). WalE AllEh focused on the teaching of IadEth especially the OiIEI Sittah (the six major collections of IadEth viz. OaIEI al-BukhErE, OaIEI Muslim, JEmi‘ al-TirmidhE, Sunan AbE DEwEd, Sunan al-NisE’E and Sunan Ibn MEjah) and al-MuwaIItE of MElik ibn Anas. Later on, WalE AllEh’s son ShEh ‘Abd al-‘AzEz, operating from his base in Delhi, helped to popularize it throughout India. SihElvE, based at FarangE Mahal in Lucknow, focused on developing a comprehensive curriculum which came to be called Dars-e-Ni? EmE, after him. SihElvE focused more on the ma‘qElEt (rational sciences) and fiqh than on the manqElEt (transmitted sciences). In fact, an examination of this curriculum shows that it included ten books on logic, five on dialectics and three on philosophy while only a portion from two works of tafsEr and one book of IadEth were studied. 25 This curriculum proved extremely popular because of its ability to prepare students for independent study. Even the ShE‘ites of Lucknow came to the Sunni school of FarangE Mahal to study because of the reputation of this curriculum at producing well-rounded and rational, educated individuals. Although, our period of research ends here, however, let us state this much. WalE AllEh’s curriculum and SihElvE’s curriculum represented two extremes in their emphasis upon the transmitted and the rational sciences, respectively. Quite a number of people took advantage of both the curricula but there was still no single unified curriculum. That came about with the founding of the DEr al-‘UlEm at Deoband in 1866. The curriculum adopted at DEr al-‘UlEm, although still referred to as Dars-e-Ni? EmE, was a combination of the two. On the one hand, rational sciences were studied in almost as much detail as SihElvE had envisaged; and on the 23 24 25 Al-Nadvi, 6. Ibid. , 7. Al-Nadvi Moinuddin, 10. other hand, WalE AllEh’s emphasis on IadEth was also incorporated so that during the last year of study, the OiIEI Sittah, as well as the SharI Ma‘EnE al-OthEr of al-UaIEwE, and the al-MuwaIIEs of MElik and MuIammad al-ShaybEnE were studied in their totality. INDIAN ‘ULAMO AND ? ADOTH The prevalent idea among the vast majority of Indo-Pakistani ‘ulamE is that IadEth was historically a neglected science in India. It was only with the coming of WalE AllEh that this changed. The unique position that WalE AllEh occupies in Indian Muslim intellectual history has meant that his supporters tend to sideline the important contributions made by others before him and during his time. Regarding the contributions of Indian ‘ulamE to IadEth, we have to keep Indian history in perspective. Muslims came to regard India proper (Sindh Multan being the exception) as their home only after the coming to power of QuIb al-DEn Aybak in 1206. Indian Muslims’ contributions should be examined keeping this in mind. By this time, all the major works of IadEth had already been compiled. It was too late for Indians to form part of al-BukhErE’s chain of transmitters. They could not have taken part in the formative period of the IadEth sciences. Sindh, which was Islamized earlier on, did take part in these activities and was the exception. Later Indians, however, engaged in those pursuits that were still possible. They compiled newer collections based upon the original collections. They learned the IadEth sciences, memorized texts with their chains and taught these to others. In this regard, a prominent example is that of ? asan al-OaghEnE al-HindE (d. 1252). He was the Indian ambassador to the Abbasid court in Baghdad. Upon orders of the then Abbasid caliph al-MustanIir BillEh, he compiled MashEriq al-AnwEr, a collection of 2246 aIEdEth from the two OaIEIs of BukhErE and Muslim. The caliph himself studied this book from him. For many centuries after that, this book was an integral part of the curriculum of Islamic madrasahs. Numerous commentaries were written on it by ‘ulamE in Egypt, Iraq, Syria and Hijaz. It was held in such high esteem that Sultan MuIammad ibn Tughlaq is reported to have placed it side by side with the Qur’an while taking oath of allegiance from his officers. 6 26 Muhammad Ishaq, India’s Contribution to the Study of Hadith Literature, (Dhaka, University of Dacca, 1976), 218-221. There are many other examples from each of the succeeding centuries as well as some from the previous ones which show that learning IadEth and teaching it to others was very much a part of the educational system. There was IsmE‘El MuIaddith (d. 1056) who was based in Lahore and had dedicated himself to teaching the various Islamic sciences including IadEth. 27 Then there were Shaykh BahlEl of Delhi and MuftE MuIammad of Lahore, both from the time of Akbar (c. ixteenth century). Both were well-known for their expertise in IadEth. 28 MuftE MuIammad used to teach OaIEI BukhErE and MishkEt al-MaIEbEI. Also from the sixteenth century is MEr MurtazE SharEfE, the grandson of SharEf JurjEnE. He left Shiraz to go to Makkah and learned IadEth from ibn ? ajar al-MakkE and got ijEzah (permission/license) from him to teach it to others. He came to settle down in Agra and passed away during the reign of Akbar. 29 Then there was ? Efi? DarEz PeshEwarE who had learned IadEth from his mother. This lady had written a commentary on OaIEI BukhErE in Persian. 0 Moreover, it is mentioned about MuIammad Farrukh, the grandson of AImad Sirhindi, that he had memorized 70,000 aIEadEth along with their chains and texts and their strengths and weaknesses. 31 This devotion to IadEth was not confined to North India alone. Gujarat in western India is situated opposite the Arabian Peninsula and therefore, has enjoyed a closer relationship with the Arab peninsula from the beginning. Prominent ‘ulamE such as ‘AlE MuttaqE (d. c. 1568) and his students MuIammad ibn UEhir PatnE (d. 1578) and ‘Abd al-WahhEb al-MuttaqE (d. 1592) were in the forefront in the science of IadEth. They flourished in Gujarat and Makkah and from there, their influence extended to various parts of the world. In Delhi, ’Abd al-WahhEb’s student ‘Abd al-? aqq (d. 1642) was active in disseminating IadEth. He wrote important commentaries on the major works of IadEth. He was followed by his son NEr al-? aqq, who similarly, was quite active in serving the IadEth sciences. In South India, we find the sixteenth century scholar BhikErE KEkorvE who wrote a book on the principles of IadEth, titled al-MinhEj. 32 In Zaidpur in eastern India, MawlEnE ‘Abd al27 28 Ishaq, 45-46. GElEnE, 129. 29 Ishaq, 99. 30 GElEnE, 130. For more information about women muIaddithEt (traditionists) throughout Muslim history, see Akram Nadvi’s up-coming 40 volume work al-Muhaddithat: Women Scholars in Islam. Its one volume introduction (muqaddimah) has recently been published by Interfaith Publications, UK. 31 GElEnE, 128. 32 Ishaq, 124. Awwal (d. 1560) had written a commentary on OaIEI BukhErE, titled FayI al-BErE. 33 Even OzEd, more famous for the historical works that he wrote, had written a commentary on OaIEI BukhErE, titled Oaw’ al-OarErE. 4 In Kashmir, there was MullE InEyat AllEh KashmErE (d. 1713). He had taught OaIEI BukhErE thirty six times. 35 And then in the nineteenth century, we find RaImat AllEh IlEhabEdE who had memorized the six books of IadEth (OiIEI Sittah). 36 The rulers also took active part in patronizing IadEth sciences. It is mentioned about Sultan MaImEd ShEh (d. 1397) of the South Indian Bahmani kingdom that he had set aside special sti pends for the scholars of IadEth so that they could stay engaged in their scholarly pursuits without having to worry about earning their living. 37 Sufis and Knowledge Sufis enjoy perhaps the worst reputation in Islamic scholarly circles. Much of this stems from the behavior and statements of ignorant Sufis. This then leads to a blanket condemnation of all Sufis including the classical giants of taIawwuf. Historical evidence points in a different direction. It would be helpful to consider here the case of some Sufis and their attitudes towards education. In fact, in the second half of the thirteenth century, Delhi saw the founding of the khEnqEh of the famous Chishti saint, Ni? Em al-DEn AwliyE. Not only had Ni? Em al-DEn studied the above-mentioned MashEriq al-AnwEr from cover to cover but also knew the entire collection by heart. 38 The best source of information about him is his utterances (malfE? Et) that were recorded by his disciple AmEr ? asan SijzE (d. 1336) in his famous work FawE’id al-Fu’Ed. 39 Even a cursory glance at this collection will show that Ni? Em al-DEn had a thorough understanding of IadEth and fiqh. And this in spite of the fact that he was busy training his Sufi disciples and did not have time to be actively involved in the intellectual life of Delhi. Another incident is worth considering. It is mentioned about a certain AkhE SirEj who had moved at a young age from his native Lakhnauti to Delhi to benefit from Ni? Em al-DEn. He lived in Ni? Em al-DEn’s khEnqEh for many years. Once, someone recommended his name to 33 34 Ibid. , 122. Ibid, 163. 35 Ishaq, 160 and GElEnE, 128. 36 GElEnE, 128. 37 Ibid. , 134 and Ishaq, 103. 38 GElEnE, 119. See Nizami, Some Aspects†¦, 347 for the ijEzat nEmah (license to teach) that Ni? Em al-DEn received from his teacher after completing MashEriq al-AnwEr. 39 AmEr ? asan SijzE, FawE’id al-Fu’Ed, translated from Persian into Urdu by ZiyE-ul-? san FErEqE, (New Delhi: DK Printworld, 1996). Ni? Em al-DEn for successorship. Ni? Em al-DEn replied that SirEj was not educated and therefore, not qualified to be a successor. Upon this, one of the scholar disciples of Ni? Em al-DEn, MawlEnE Fakhr al-DEn ZarrEdE volunteered to teach SirEj and fulfill this important condition for him. He accomplished this in six months. 40 This shows the erudition and skill of ZarrEdE as well as the acumen of SirEj to learn. Above all, this incident shows the central importance that Sufis gave to education. One could argue that the sources for all such incidents are hagiographical accounts whose sole purpose is to glorify the personality of the person being written about. Even if we were to accept this charge, although there is enough reason not to, even then, the fact that the biographers considered acquisition of knowledge to be praiseworthy shows the status of knowledge and education in the Muslim society of that time. AVAILABILITY OF BOOKS The scarcity of books in India before the coming of the press has been made quite an issue of. Some historians, as evidence of this claim, have cited an incident involving WalE AllEh’s son, ShEh ‘Abd al-‘AzEz. It is reported that when ‘Abd al-‘AzEz began writing his Persian commentary on the Qur’an (FatI al-‘AzEz), he could not even find al-TafsEr al-KabEr of al-REzE. 41 After a desperate search, he finally found it in the library at the Royal Palace in Delhi. This is hard to believe. All of ‘Abd al-‘AzEz works have come down to us. We find him referring directly to classical works of ShEfi‘E, AbE YEsuf (the main student of AbE ? anEfah), al-GhazzElE, Ibn ? azm, Ibn Taymiyyah, etc. Some of these works were hard to find even after coming of the press. It is reasonable to assume that someone who had access to such rare works would also have had access to al-REzE’s work. Even if the incident was to be considered true, it cannot be taken to be representative of a general trend. It appears as an exception rather than the rule. Moreover, GElEnE has cited an incident involving OzEd’s teacher, MEr Tufayl. OzEd writes that once MEr Tufayl went to see the Nawab of Agra. There, a debate ensued about certain linguistic aspects of the Qur’anic verse â€Å"and for those who have the power† (2:184). According to OzEd even for this relatively minor issue, most major works of tafsEr, including al-REzE’s al- 40 41 Ni? EmE, IslEmE TehzEb†¦, 43. GElEnE, 38. TafsEr al-KabEr, al-KashshEf, BayIEwE, and other books of language and rhetoric were consulted. 42 MullE MuIib AllEh BihErE (d. 1707) is a prominent scholar who flourished during Awrangzeb’s (d. 1707) reign. He is the author of Musallam al-ThubEt, a famous work on the principles of jurisprudence (uIEl al-fiqh). A manuscript of the author’s marginalia on this work is available online. 43 In this, he mentions the books that he consulted while writing this book. The list includes all the major works of uIEl of each of the Sunni schools viz. UIEl al-BazdawE, UIEl al-SarkhasE, Kashf al-BazdawE, Kashf al-ManEr, al-BadE‘ along with its commentaries, alTawIEI wa al-TalwEI, al-TaIrEr along with its commentaries al-TaqrEr and al-TaysEr, al-MaIIEl of al-REzE, al-IIkEm of al-OmidE, QaIE’s MukhtaIar along with its various glosses, SharI of alAbharE, SharI of TaftEzEnE, gloss of FEzil MirzE JEn, al-RudEd, al-‘UnqEd, al-MinhEj of alBayIEwE along with its commentary, MukhtaIar of ibn al-? Ejib and Muntaha al-UIEl. This is an exhaustive list. If these books were available to someone working in Bihar, it is quite reasonable to assume that they would have been available in the capital Delhi as well. In fact, not only were books easily available during the period under study, rather it was not such a major issue. There are two important reasons for that. Firstly, there was always a professional group of copyists in each locality who were called warrEq (scribe) or nussEkh (copyist). They kept track of all the books available in their area as well as other cities and upon demand they could quickly make copies of the desired book. 4 Secondly, amongst the general educated public most people could write quite fast. About the first contention, the following incident is quite telling. ‘Abd al-QEdir BadEyEnE (d. 1625) was an accomplished scholar and man of letters who was attached to Akbar’s court. Although working under Akbar, he had become thoroughly disgusted with Akbar’s eclecticism. Even though an officially approved history of Akbar’s reign had been written by Abul Fazl titled Akbar NEmah, BadEyEnE felt that the record needed to be set 42 43 Ibid. , 57. MuIib AllEh BihErE, ? Eshiyat Musallam al-ThubEt, MS. Or. 350, p. 1, University of Leipzig Library, downloaded from â€Å"UIEl al-Fiqh wa al-QawE‘id al-Fiqhiyyah,† al-MuIIafE min al-MakhIEIEt al-‘Arabiyyah wa alIslEmiyyah, %20 %20 %20 accessed 16 August, 2010). 44 During the period under study, copyrights violation was not an issue. There was no legal hindrance to making copies of other people’s books. Today, the opinion is divided among traditional scholars regarding copyrights. Some insist that they have no basis in Islamic law. Others approve of them. For a sampling, see NEh ? E MEm Keller, â€Å"Copyrights in Islam,† Shadhili Teachings, (accessed 17 August, 2010). right. So, in secret, he wrote his historical work titled Muntakhab at-TawErEkh, in which he showed the darker side of Akbar’s reign. He could not make it public during his own lifetime for fear of severe official reaction. After his death, some copyists got hold of it and before long its copies were to be found all over the country. By this time, JahEngEr, the son of Akbar, had ascended the throne. He tried to ban the book. However, in spite of his absolutist powers, JahEngEr could not take this book out of circulation. Every now and then, a report would be received that this book was seen in this town or that city. 45 This can be reasonably attributed to the easy availability of copyists who made sure that they had access to books that people wanted. In fact, this also explains the slow spread of the press in India. The effective system of copyists had relieved people of the need for a printing press. About the second contention, i. e. the writing speed of educated people, let us present some incidents. OzEd has mentioned about a certain scholar Shaykh KamEl: Text books of Iarf (morphology), naIw (syntax), manIiq (logic), Iikmah (philosophy), ma‘EnE, bayEn, fiqh, uIEl, and tafsEr, all of these, he copied with his own hand. And for every book, he wrote its gloss in such a way that the text did not require the commentary anymore and the commentary did not require the text anymore. 46 Regarding Shaykh NEgaurE, the father of Abul Fazl and FayzE, OzEd writes, â€Å"He wrote 500 volumes with his own hands. 47 Similarly, it is mentioned in the account of a certain Shaykh Junayd ? isErE that he could copy the whole Qur’an in three days and that too with the diacritical marks. 48 To close this topic, let us mention what ‘Abd al-WahhEb MuttaqE has mentioned regarding his teacher ‘AlE MuttaqE. This has been quoted by ‘Abd al-WahhEb’s student ‘Abd al? aq DehlavE in his AkhbEr al-AkhyEr. ‘AlE MuttaqE had moved to Makkah and was the foremost scholar of that city. ‘Abd al-WahhEb mentions about him that he had a habit of copying 45 46 47 48 GElEnE, 59. Ibid. , 62. Ibid. Ibid. , 63. mportant books and sending them out to all those regions where such books were unlikely to be found and people would need them. Writing books was a religious vocation for him. 49 CONCLUSION A systematic study of Islamic intellectual her itage (of India as well as the rest of the Muslim world) is essential for a better understanding of Islamic Civilization. In the preceding account, we have tried to give a glimpse of the educational system of historical Muslim India. This is just a preliminary study. The abundance of historical evidence seems to suggest a very well- organized and organic system of education. Madrasahs, maktabs, mosques, private houses, all kinds of institutions existed in harmony. The options available to any sincere seeker of knowledge were many. Seeking knowledge and imparting it was a sacred exercise and not a commercial enterprise. The general attitude of the public towards knowledge and those who engaged in it was fundamental to the flourishing of this system. General interest in the various Islamic sciences meant that all segments of the population participated in the cultivation and dissemination of Islamic sciences. Sufis thus placed high value on seeking a proper Islamic education. Similarly, Indian scholars paid close attention to the IadEth sciences. Many of them rose to become pre-eminent IadEth scholars known for their erudition throughout the Muslim world. Moreover, the curriculum that had evolved over the years maintained a healthy balance between the secular and the religious. There were differences in terms of emphasis on the rational vs. the transmitted sciences. However, the overall curriculum was still relatively holistic. In short, Muslim India matched the central lands of Islam in terms of its educational advancement and achievements. 49 See ‘Abd al-? qq DehlavE, AkhbEr al-AkhyEr, translated from Persian into Urdu by SubIEn MaImEd and MuIammad FEzil, (Karachi: MadEnah Publishing Company, n. d. ), 529. BIBLIOGRAPHY Al-BayhaqE, AbE Bakr AImad ibn al-? usayn. (1410 AH). Vol. 2, Shu‘ab al-OmEn [Branches of Faith]. BayrEt: DEr al-Kutub al-‘Ilmiyyah. BihErE, MuIib AllEh. ?Eshiyat Musallam al-ThubEt [Marginalia on the Flawless Evidence]. MS. Or. 350. University of Leipzig Library, downloaded from Usul al-Fiqh wa alQawa’id al-Fiqhiyyah [Principles of Jurisprudence and Legal Maxims], al-MuIIafE min al-MakhIEIEt al-‘Arabiyyah wa al-IslEmiyyah [Chosen Arabic and Islamic Manuscripts]. Retrieved August 16, 2010. http://mostafamakhtot. blogspot. com/search/label/16%20 %20 %20 %20 DehlavE, ‘Abd al-? aqq. (n. d. ). AkhbEr al-AkhyEr [Reports of the Select]. (SubIEn MaImEd and MuIammad Fazil, Trans. ). Karachi: MadEnah Publishing Company. GElEnE, Sayyid ManE? ir AIsan. (n. d. ). PEk-o-Hind main MusalmEnon kE Ni? Em e Ta‘lEm-oTarbiyyat [The educational system of Muslims in Pakistan and India]. Lahore: Maktaba RaImEniyya. Al-? asanE, ‘Abd al-? ayy. (1983). Al-ThaqEfah al-IslEmiyyah fi al-Hind [Islamic Civilization in India]. Damascus: Mujamma‘ al-Lugha al-‘Arabiyyah bi Dimashq. Jaffar, S. M. (1972). Education in Muslim India. Delhi: IdEra AdabiyyEt-e-DillE. Keller, NEh ? E MEm. (1997). Copyrights in Islam. Retrieved August 17, 2010. http://www. shadhiliteachings. com/tariq/? act=articleid=6. MubErakpErE, MuIammad ‘Abd al-RaImEn ibn ‘Abd al-RaIEm. (n. d. ). Vol. 7, TuIfat alAIwadhE bi SharI JEmi‘ al-TirmidhE [Gift of the Skilful, a commentary on JEmi‘ alTirmidhE]. Ed. ‘Abd al- RaImEn MuIammad ‘UthmEn. BayrEt: DEr al-Fikr. Muhammad Ishaq. (1976). India’s Contribution to the Study of Hadith Literature. Dhaka, University of Dacca. MuIammad ShafE‘. (2002). FutEI al-Hind [Conquests of India]. Karachi: IdErat al-Ma‘Erif. Al-Nadvi Moinuddin, Survey of Muslim Education: India, (Cambridge: The Islamic Academy, 1985), 5. Nizami, Khaliq Ahmad. (1961). Some Aspects of Religion Politics in India during the 13th century. Bombay: Asia Publishing. Ni? EmE, KhalEq AImad. (1982). IslEmE TehzEb kE Asar HindustEn par [The effect of Islamic Civilization on India]. Lucknow, Majlis TehqEqEt-o-NashriEt–e-IslEm. SijzE, AmEr ? asan. (1996). FawE’id al-Fu’Ed [Benefits of the Heart]. (ZiyE-ul-? asan FErEqE, Trans. ). New Delhi: DK Printworld. How to cite Some Aspects of Muslim Educational System in Pre-Colonial India, Papers

Energy Transfer free essay sample

The second to last song in our set, which happened to be the fourth language we sang in, came to a screeching halt as the director disappointedly dropped his arms to his side. The New Jersey Region One Women’s Choir contained the top hundred women of a thousand who auditioned, â€Å"How could Dr. Bishop not be pleased with our perfect Latin, flawless harmonies, and round vowels?† I thought, â€Å"What else could he ask of us?† At that moment he turned to look at each individual face in the group, and finally told us that technically the songs sounded perfect, but the most important thing was missing. â€Å"What is your favorite part of any song in our set?† He questioned. One by one each girl listed a different measure or two or twelve that she admired. â€Å"You see?† He exclaimed, â€Å"One of you is having a special moment at any time in our performance, and each of you want it to be perfect, but if you can’t do that for the girl next to you, then how can you ask for it in return?† Dr. Bishop’s words lived with me throughout the concert and for the next year to come. In my life, the amount of effort those around me put into a task or activity reflects onto me as well, especially in high school. During school spirit week Freshman year, I was ecstatic to wear my neon leggings, obscure hats, and teased hair. However, when the school as a whole ignored the â€Å"excitement† of it all, it discouraged me from being my creative and energetic self. I quickly realized however, that minimizing my spunkiness to plain black leggings, a baseball cap and braids also minimized the experience for students the same way mine had been. Doing so created a chain reaction. Since then I’ve devoted my entire spirit week to looking as ridiculous as possible. Not only have I pleased myself, but I have encouraged my friends to participate as well, and created an overall more spirited community in my eyes. This quote was also carried with me to every class along with my attitude, behavior, and forty pound backpack. I realized that just because I dislike a certain class, does not give me the right to ruin it for another student. In my painting class, many of those enrolled were only taking the class for arts credits. As I designed the intricate pattern with my gentle brush, I quietly observed the paintings around me with the shallow backgrounds and bland colors. The more I noticed their bad attitude and effort, the more I saw how it impacted me. I found myself giving less than my all, simply because no one else was. As I go on to senior year, college, and the rest of my life, I strive to leave each person I meet or interact with better than when I meet them. Our energy thrives and grows from others, and whether that energy is bright and happy, or dark and opaque is up to those around you. I am happy that I can choose who I surround myself with, and be someone that people enjoy because of lessons and words from others. Energy cannot be destroyed, only transferred, and we are one endless cycle of transfer.