Muslim education

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1. Education in Education in
Muslim Period Muslim Period
(1200-1757)(1200-1757)
A Power Point PresentationA Power Point Presentation
By Sudha Pandeya By Sudha Pandeya

2. Aims of educationAims of education
Spread of learning –The main aim was Spread of learning –The main aim was
spread of religion among muslims spread of religion among muslims
because they thought that knowledge is because they thought that knowledge is
the only way of salvation .They thought the only way of salvation .They thought
that only knowledge can help a person to that only knowledge can help a person to
distinguish between right and wrong. distinguish between right and wrong.
They thought that it is better to educate They thought that it is better to educate
one’s children than giving alms. one’s children than giving alms.
Student’s pen’s ink is better than Student’s pen’s ink is better than
martyrs’ blood.martyrs’ blood.

3. Contd.Contd.
Spread of Islam- Muslims thought Spread of Islam- Muslims thought
spread of religion as their pious duty .spread of religion as their pious duty .
Spread of muslim culture.Spread of muslim culture.
Infusion of distinct moralityInfusion of distinct morality
Formation of character.Formation of character.
Achievement of worldly pleasure- They Achievement of worldly pleasure- They
had no faith in REBIRTH. Therefore they had no faith in REBIRTH. Therefore they
believed in enjoying all comforts and believed in enjoying all comforts and
wealth.wealth.

4. Organisation of Organisation of
educationeducation
Patronage of the rulers- Since acquiring Patronage of the rulers- Since acquiring
knowledge was religious obligation. The knowledge was religious obligation. The
rulers helped in spread of education. rulers helped in spread of education.
They built educational universities and They built educational universities and
institutions. They endowed them with institutions. They endowed them with
funds. The rulers patronised the men of funds. The rulers patronised the men of
learning .There was two systems of learning .There was two systems of
education :- Primary and Higher education :- Primary and Higher
education.education.

5. Primary EducationPrimary Education
Education centre:- Main centre for primary Education centre:- Main centre for primary
education was Maktabs. Maktab was an education was Maktabs. Maktab was an
elementary school which was usually attached elementary school which was usually attached
to a mosque.to a mosque.
‘‘Maktab’ is derived from an Arabic word ‘kutab’ Maktab’ is derived from an Arabic word ‘kutab’
which means ‘writing’.Thus it was a place which means ‘writing’.Thus it was a place
where writing was taught or it was a place of where writing was taught or it was a place of
books.books.
Teaching was done by ‘Maulvi’ or ‘Maulana’Teaching was done by ‘Maulvi’ or ‘Maulana’
Here only muslim children were taught.Here only muslim children were taught.

6. Entrance to primary Entrance to primary
educationeducation
In muslim period child’s education was started after a In muslim period child’s education was started after a
ritual named’. Bismillah khani’ It was performed when ritual named’. Bismillah khani’ It was performed when
the child becomes 4years, 4months and 4 days old.the child becomes 4years, 4months and 4 days old.
The call his child was presented before the Maulvi in new The call his child was presented before the Maulvi in new
attire in the presence of all relatives. Maulvi used to attire in the presence of all relatives. Maulvi used to
read AYATS of Holy Quran and child had to repeat it.If read AYATS of Holy Quran and child had to repeat it.If
the child was unable to repeat that then he had to say the child was unable to repeat that then he had to say
only BISMILLAH.only BISMILLAH.
Other centers of primary education were KHANQUAH Other centers of primary education were KHANQUAH
and DARGAHAS.and DARGAHAS.

7. CURRICULUMCURRICULUM
In Maktabs students were taught 3 R’s i.e Reading, In Maktabs students were taught 3 R’s i.e Reading,
Writing and Arithmetic.Writing and Arithmetic.
At first they had taught the letters of alphabet.At first they had taught the letters of alphabet.
Students had to learn by heart those portions of Quran Students had to learn by heart those portions of Quran
that would be necessary to perform there religious that would be necessary to perform there religious
duties.duties.
It was not essential to understand the meanigs but It was not essential to understand the meanigs but
correct pronunciation and memorisation were correct pronunciation and memorisation were
emphasised.emphasised.
Students were taught grammar ,Persian ,Arabic Students were taught grammar ,Persian ,Arabic
.Urdu..Urdu.
Special attention was paid to good handwriting.Special attention was paid to good handwriting.

8. Arithmetic, conversation .poetry.good Arithmetic, conversation .poetry.good
manners were included in the curriculum.manners were included in the curriculum.
Gulistan and Sadi’s famous book Bostan Gulistan and Sadi’s famous book Bostan
was prescribed as text books for moral was prescribed as text books for moral
education.education.
Children of rich people get education Children of rich people get education
from home tutors.from home tutors.

9. TEACHING METHODTEACHING METHOD
In Maktabs teaching method was direct In Maktabs teaching method was direct
and oral.and oral.
Memorisation and rote- learning was Memorisation and rote- learning was
main factor of teaching method.main factor of teaching method.
Children used wooden piece for writing Children used wooden piece for writing
initially and after practice they write on initially and after practice they write on
papers.papers.

10. HIGHER EDUCATIONHIGHER EDUCATION
The centre for higher education is called The centre for higher education is called
Madrasa. The word Madrasa is derived Madrasa. The word Madrasa is derived
from an Arabic word ‘Dars’ which means from an Arabic word ‘Dars’ which means
‘lecture’. Thus it was a place where ‘lecture’. Thus it was a place where
lecture is given.lecture is given.
A Madrasa was an educational institution A Madrasa was an educational institution
which imparted higher education which imparted higher education
especially Islamic.especially Islamic.

11. Contd.Contd.
After completing primary education students After completing primary education students
used to go Madrasa.used to go Madrasa.
Centers for higher learning were spread all Centers for higher learning were spread all
over the country. Among them Agra, over the country. Among them Agra,
Delhi,Lahore,Multan, Ajmer,Lahore, Syalkot, Delhi,Lahore,Multan, Ajmer,Lahore, Syalkot,
Murshidabad were famous.Murshidabad were famous.
Students from other muslim countries also Students from other muslim countries also
studied here.studied here.
Institutions of higher learning were established Institutions of higher learning were established
in principle cities because specialised scholars in principle cities because specialised scholars
in good numbers being available there only.in good numbers being available there only.

12. CURRICULUMCURRICULUM
Curriculum was both religious and secular.Curriculum was both religious and secular.
The period of higher education was 10 to 12 The period of higher education was 10 to 12
years.years.
The curriculum was divided into two parts:The curriculum was divided into two parts:
1) Religious education- It includes deep study 1) Religious education- It includes deep study
of Quran,Islamic law and Sufism.of Quran,Islamic law and Sufism.
2)Worldly education- It includes study of 2)Worldly education- It includes study of
Literature, Logic, History, Geography Literature, Logic, History, Geography
,Astronomy ,Arithmetic ,Agriculture and ,Astronomy ,Arithmetic ,Agriculture and
Medicine.Medicine.

13. Contd.Contd.
All subjects were not taught in all madrasas.All subjects were not taught in all madrasas.
Generally only two subjects are taught in each Generally only two subjects are taught in each
Madrasa. For e.g. Poetry and music were Madrasa. For e.g. Poetry and music were
taught in Delhi, mathematics and astronmy in taught in Delhi, mathematics and astronmy in
Syalkot etc.Syalkot etc.
Some Madrasas had hostels attached to them Some Madrasas had hostels attached to them
which provided free boarding and lodging.which provided free boarding and lodging.
In some big towns like Gopuram, Oudh, Agra In some big towns like Gopuram, Oudh, Agra
Lahore ,Multan, Delhi etc there were Lahore ,Multan, Delhi etc there were
arrangements for studying advanced subjects.arrangements for studying advanced subjects.

14. Method of teachingMethod of teaching
The method of teaching was oral in higher The method of teaching was oral in higher
education .Teachers used lecture method.education .Teachers used lecture method.
There was Monitorial –System in the class.There was Monitorial –System in the class.
The inductive and deductive methods were The inductive and deductive methods were
used for teaching Religion,Philosophy ,Logic used for teaching Religion,Philosophy ,Logic
and Political Science.and Political Science.
There was proper arrangement of practical There was proper arrangement of practical
teaching for Music,Handicraft, Drawing and teaching for Music,Handicraft, Drawing and
Medical Science.Medical Science.

15. Contd.Contd.
Students were encouraged for self- studyStudents were encouraged for self- study
Their problems were solved by teachers.Their problems were solved by teachers.
Writing was more preffered than reading.Writing was more preffered than reading.
The medium of instruction was Persian The medium of instruction was Persian
because this was the court language.because this was the court language.
Knowledge of Persian was essential for getting Knowledge of Persian was essential for getting
Royal job.Royal job.
Arabic was compulsory for muslims.Arabic was compulsory for muslims.
Hindus could study their religious books.Hindus could study their religious books.

16. Examinations and Examinations and
degreesdegrees
There were no definite system of examinations. There were no definite system of examinations.
Teachers gave right to higher education by evaluation.Teachers gave right to higher education by evaluation.
All students were not conferred degrees but students All students were not conferred degrees but students
with extra ordinary caliber were given degrees like-with extra ordinary caliber were given degrees like-
KABIL for literatureKABIL for literature
AALIM for religionAALIM for religion
FAZIL for philosophy and logic.FAZIL for philosophy and logic.
 The degrees were conferred in specially organised The degrees were conferred in specially organised
function.function.

17. Other aspects of Other aspects of
educationeducation
Women’s education- Due to purda-system only Women’s education- Due to purda-system only
small girls were allowed to get education in small girls were allowed to get education in
Maktabs. There was no facility for higher Maktabs. There was no facility for higher
education for women because state had not education for women because state had not
established separate institution for women. established separate institution for women.
Lower class women had to forgo education.Lower class women had to forgo education.
Rich class women’s education were arranged Rich class women’s education were arranged
either at home or they go to Maktabs or either at home or they go to Maktabs or
Madrasas run by women.They learn religion Madrasas run by women.They learn religion
,literature, dance ,music and other fine arts.,literature, dance ,music and other fine arts.

18. Contd.Contd.
Famous educated ladies of that time are-Famous educated ladies of that time are-
Raziya Sultana,Chand Sultana, Gulbadan Raziya Sultana,Chand Sultana, Gulbadan
Begum who had written Humayun-Nama,Begum who had written Humayun-Nama,
Noorjahan ,Jubbennisan .Noorjahan ,Jubbennisan .
The ruler of Malwa Giyasuddin Tugluq had The ruler of Malwa Giyasuddin Tugluq had
established a Madrasa at Sarangpur for established a Madrasa at Sarangpur for
women of all classes.women of all classes.
Even though women education was in poor Even though women education was in poor
condition.condition.

19. Vocational educationVocational education
Muslim rulers were interested in vocational education Muslim rulers were interested in vocational education
in one way or the other, therefore, vocational education in one way or the other, therefore, vocational education
was developed. They were-was developed. They were-
Military education- The aim of all Muslim rulers was to Military education- The aim of all Muslim rulers was to
make their kingdom strong and permanent, so they make their kingdom strong and permanent, so they
stressed on military education. This education was stressed on military education. This education was
different for ordinary people and princes.different for ordinary people and princes.
Soldiers were trained to use arrow ,spears,Soldiers were trained to use arrow ,spears,
fighting sitting on horses and elephants and fortifying fighting sitting on horses and elephants and fortifying

20. Contd.Contd.
They were also trained for shooting.They were also trained for shooting.
Princes were trained to co-ordinate, organise Princes were trained to co-ordinate, organise
and to lead the military along with above and to lead the military along with above
mentioned training. This education was mentioned training. This education was
provided by experienced military men.provided by experienced military men.
Muslim rulers did not believe Hindus because Muslim rulers did not believe Hindus because
they were foreigners and of different religion.they were foreigners and of different religion.

21. Contd.Contd.
Medical education – In order to provide proper Medical education – In order to provide proper
education Sanskrit books were translated into education Sanskrit books were translated into
Persian. Medical education was provided in Persian. Medical education was provided in
Madrasa or special institutions of Agra and Madrasa or special institutions of Agra and
Rampur.Rampur.
Education in handicraft- Most of muslim rulers Education in handicraft- Most of muslim rulers
spend the life of luxury which led to immense spend the life of luxury which led to immense
development of life related handicrafts like development of life related handicrafts like
embroidery, wooden and elephant’s tusk embroidery, wooden and elephant’s tusk
work ,silk ,malmal, curtains,jewellery etc.work ,silk ,malmal, curtains,jewellery etc.
There were thousand of workshops where boys There were thousand of workshops where boys
were trained in particular art and craft.were trained in particular art and craft.

22. Contd.Contd.
Education in fine art- All muslim rulers Education in fine art- All muslim rulers
had wonderful aesthetic sense.They had wonderful aesthetic sense.They
were eager to increase the beauties of were eager to increase the beauties of
their castles which led to development of their castles which led to development of
fine arts. Music ,Drawing and Dance fine arts. Music ,Drawing and Dance
were taught by experts.were taught by experts.

23. Types of educational Types of educational
institutionsinstitutions
 Other educational institutions were-Other educational institutions were-
Khanquahs – They were elementary education Khanquahs – They were elementary education
centres. Only muslim children could get centres. Only muslim children could get
education here. Its expenditure was managed education here. Its expenditure was managed
by charity.by charity.
Dargahas-It was similar to KhankahsDargahas-It was similar to Khankahs
Quran school- In this school only Quran was Quran school- In this school only Quran was
taught. Such schools were attached to taught. Such schools were attached to
mosques.mosques.

24. Contd.Contd.
Persian school-In such schools both Hindus and Persian school-In such schools both Hindus and
Muslims who were eager to get royal job were imparted Muslims who were eager to get royal job were imparted
Persian education .Here students were taught poetries Persian education .Here students were taught poetries
of Sadi and Hafij and Muslim culture. The standard of of Sadi and Hafij and Muslim culture. The standard of
education was very high.education was very high.
Persian Quran school- Here Persian and Quran both Persian Quran school- Here Persian and Quran both
were taught.were taught.
Arabic school- The main aim of this school was to Arabic school- The main aim of this school was to
prepare learned people of literature and Arabic.The prepare learned people of literature and Arabic.The
standard of education was very high.standard of education was very high.

25. Characteristics of Characteristics of
Medieval EducationMedieval Education
Practical education- Muslims did not Practical education- Muslims did not
believe in rebirth so they believed that believe in rebirth so they believed that
aim of education was to prepare men for aim of education was to prepare men for
the life through practical education .So the life through practical education .So
the subjects like geography, history the subjects like geography, history
,military education were given stress.,military education were given stress.
Free education- In Maktab and Madrasa Free education- In Maktab and Madrasa
education was free along with fooding education was free along with fooding
and lodging.and lodging.

26. Contd.Contd.
Individual contact-There was personal Individual contact-There was personal
contact between teacher and taught ,and contact between teacher and taught ,and
teacher had to live with his pupils.teacher had to live with his pupils.
Monitorial system- Here able students of Monitorial system- Here able students of
higher classes helped teachers by higher classes helped teachers by
teaching lower classes.teaching lower classes.
Status of teacher-Teachers occupied Status of teacher-Teachers occupied
high position in society .Their high position in society .Their
emoluments were very small but they emoluments were very small but they
command universal respect and command universal respect and
confidence.confidence.

27. Contd.Contd.
Teacher pupil relation ship- Teacher Teacher pupil relation ship- Teacher
commanded high respect from students. commanded high respect from students.
Students obey their teachers. Teachers Students obey their teachers. Teachers
also loved their students as their son and also loved their students as their son and
guide them through praise and guide them through praise and
punishment.punishment.
Patronage of education- Muslim Patronage of education- Muslim
education was free and patronaged by education was free and patronaged by
king and. Kingdom.king and. Kingdom.

28. Contd.Contd.
Indispensability of education- Muslims Indispensability of education- Muslims
believed that education is indispensable believed that education is indispensable
for three reasons:-for three reasons:-
1)It was the duty of every one to get 1)It was the duty of every one to get
knowledge of Quran.knowledge of Quran.
2)Statement of Prophet Mohammad-The 2)Statement of Prophet Mohammad-The
student who searches for knowledge student who searches for knowledge
,Allah gives him high place in JANNAT.,Allah gives him high place in JANNAT.
3)He who acquires knowledge, performs 3)He who acquires knowledge, performs
act of piety, speaks or praise the Lord act of piety, speaks or praise the Lord
,adores the God.,adores the God.

29. Contd.Contd.
Promotion of cultural unity-When Sikander Lodi removed Promotion of cultural unity-When Sikander Lodi removed
the restrictions on the entry of Hindus in Maktab and the restrictions on the entry of Hindus in Maktab and
Madrasa then caste barrier removed and cultural unity Madrasa then caste barrier removed and cultural unity
enhanced.enhanced.
Encouragement to language and science.Encouragement to language and science.
Development of literature and history-Systematic writing Development of literature and history-Systematic writing
of history started e.g are-Rajatrangini of Kalhan, of history started e.g are-Rajatrangini of Kalhan,
Akbarnama of Abul Fazal etc.Akbarnama of Abul Fazal etc.
Synthesis of religious and secular education-Learning of Synthesis of religious and secular education-Learning of
Ayats of Quran along with subjects useful for life like Ayats of Quran along with subjects useful for life like
arithmetic, grammar, letter writing etc were taught. arithmetic, grammar, letter writing etc were taught.

30. Demerits of Muslim Demerits of Muslim
EducationEducation
Neglect of women education.Neglect of women education.
Neglect of vernaculars.Neglect of vernaculars.
Neglect of women education.Neglect of women education.
Lack of stability in education.Lack of stability in education.
Lack of universality.Lack of universality.
Severe corporal punishment.Severe corporal punishment.
Student’s love of luxury.Student’s love of luxury.
Non development of mental power.Non development of mental power.
Rigid and non creative education.Rigid and non creative education.
Bookish knowledge.Bookish knowledge.

31. THANK YOUTHANK YOU