43 For BS (Mon B.ELM Foundation of Eaveaton er ht pisToRICAL PERSPECTIVE Det fd Se ic a Ss very simple. Their means op Te ie of POM Ning Wilf an livelihood Wer ed in crude huts. The organization way eg el headed by the oldest of wisest among ae Ther > ge no reading ot writing, Information wa, and the Tike. cEduHION on was secu Foor aim of primitive eduction was security since Te aamental problem then was tO stay alive, to protect oneself and his family from the destructive ores of nature both human and di 2, The interest of one was sacri ‘group. z 5, Preservation and transmission of traditions to. the incoming generation. ‘Types of Prt Vocational: Like hunting, constructing a hut. ‘earning how to participate in ritualistic practices to please or appease the unseen spirits. Educalion means the bringing out of the ids validity which are latent inthe mind of every man. Socrates, born in Athens in 470 BC, is often eredit as one of the founders of Westem philosophy. The cloud ef mystery surrounding his life and philosophical viewpoints propose a problem: a problem so lafge that it’s given a name itself) The Socratic Problem. Since he did not wri philosophical texts, all knowledge related to him is entire dependent on the writings of other people ofthe period. Works by Plato, Xenophon, Aristotle. and Aristophanes contain all iced forthe interest of th: sas_of universal hs or BS Wo. baM The knowledge known abour nigmatic figure contribution 10 philosophy is, the Soer largest Socratic Method is defined asa om of ey between individual, based on aking and ansae to illuminate ideas. This method is perform estion afler question to seek to expose cont ‘ne’s thoughts, guiding hinvher to arive at 2s ‘conclusion. The principle underlying the Soerat. that humans learn through the use of reasoning and ultimately finding holes in their theories and then pat themup. ‘Education isthe capacity to feel pleasure an pain atthe right ‘moment, [t develops in the Body and inthe soul ofthe pu the beauty and all the perfection which he is capable o Plato, student of Socrates, also has mystery surrounding him. His birthday is estimated to fall between 428 BC and 423 BC. He’s known for being the founder of the ‘Academy in Athens, the first institution of higher learing in the Westem world, My favorite of Plato's contributions to philosophy. and the one I'm going to focus on, is the Theory of Forms. This theory was created to solve two problems, one of ethics and one of permanence and change. The ethical problem is: how can humans live a fulfling life in an ever changing world if everything that they hold close to them ean be easily taken away? The problem dealing with permanence and change is: How can the world appear to be both Permanent and changing? The world we perceive through Senses seems 0 be always changing, which is @ pretty clear observation. The world that we perceive through the mind Seems tobe permanent and unchanging. Which world Perceived is more real? Why have we seen two different Worlds? ‘To find a solution to these problems. Plato split the World into two: the material. or physical, realm and the transcendent, or mental, realm of forms. We have access to the Fealm of forms through the mind, allowing us access io ana5 Fors los/B.EAUM. invulnerable tot Sparncular word isi he ‘changing work. TH Preval workd. BY detaching ou, pains and changes of th Tout bos and developing So rm the ter or ith he Plato believes this wil lead 1 US Fen, Spliting existence up into This solves the ethical problem eta to the problem at ec ab eo sae we Fee a eer abets, then out senses do, It isthe or th eeaved through the senses that is changing oh ee i as at hing wid rm MT ic aot ind dS sind boda oo a eel hs mind so That he may be able to enjoy the contemplation of supreme truth, goodness, ti ansehen cons ‘Arle 2 sien of Bla, Tived fom 384 BC322 BC. At eigen, he joined Plato's Academy in Athens and read tee nil te ag of thityseven. There, he honed histalns of understanding he word In is understanding of the nord e wt is theory ofthe anivera-which Td tote exterelyiiging, The pablo the universal the queion of whether pers exist an if so, whal exact are they. To wW0it confision a univer 1s & metaphysical term describing what particular things have in common, focusing sticly on characteristics or qualities. His theory states that universals exist only where they. af insatited he concept tat a pope cant erat eisch pot had by some obj ect). In simpler terms, he believes univerals exist ony in things never-ape free tk 76 Fer BS omsyB.eainin ‘These thre Tid the foundations of many of he Tele SST Re rest of the Western world. Philosophers sich as ohn Lockes and Descartes use the theories these biliant minds brought forth in their works. I'm very interested to read your opinices specifically on the Plato theory. 2 CERT [Prophet Hazrat Muhammad (SAW) ‘Knowledge teaches discrimination bebween good and badl and cencandles 10 reach Almighty Alle Muhammad (Peace be upon him) was not educated in any school or university nor did he learn reading and writing in his boyhood. He was illiterate, but was able to teach psychology, philosophy, and principles of education to his companions. He taught them the fundamental principles of morality, ethic and religion’ and gave them the wealth of ctemal values and standard which formed the basis of thit culture in all its many dimensions, including education, literature, philosophy, » economics, architecture, physics medicine, astronomy, politics, business, science, psychology Physiology. biology and number of others field of knowiedge coverin, it ‘branch of human activity wal is modified through education so thot he may according to Islamic teachings by getting God's Abu Hamid al-Ghazzali is one of the most important Scholars of Islamic thought. He was a philosopher, a legal Scholar and a theologian and towagds the end of his live a + mystical thinker in the class of Ibn Arabi. For many Muslims a Ghazzali isthe paragon ofthe Muyjaudid, a revive of Islam ming ata time when there were many disputations between Philosophers and theologians, between rationalists and tndtionalists and the Mystical and the orthodox, he tried to bridge these divisions. His/hyaUlum al-Din, The Revival of “Tigious Sciences embarks on a massive endeavor to find a olden mean between all these diverging trends.ee ————— 2 —e rn Eaves ss interest ritual awakening imeliestual_ i span of India Who balanced more like Sheikh Rabl i tecomes more like STE and mysticism), While his thya is Shariah and Tarigah (law @ 72" all Islamic scholars, al important ad shovld ld at east read AI-Ghazzali's Muslims wo 20 Dalal (Deliveranee from Error) in Kab al Mung vases his intellectual and fh, This one book is an ‘Eineation ic the activin. of the acquisition of revealed Imowledge that has been. delivered 10 us by prophets. ml eth ofall social scientists. He was RMS or histary andthe fst socal scientist He wa ies ner who emphasized empl ws he is ma ny Koln ae hee vey te oan snes He emphasize he Far ts ce develoed theory of change io tel aigay ye are af changs. What a ees aay aa on sek socal scintt that Se ied eoemane tothe Malm World. ast spate ane confrence ested by the Ibn Khaldun Society in Istanbul. I was both surprised and delighted to see th oun iret ns wor, Thre have been many sh Confrence Mingo ei een bulla social sence based on the Khaldunian approach. | am not sure if his ideas matter Sth brtitopencded He mut be aught ll Misi Sih sole eed al colleges oparess of discipline. Hs interests in politcal theory and diplomacy give ga pe pay Vay Education is a process that enables aman to discriminate ferncen sod nd hd and tah in oo pods td screw badness Sta Wal Alls of Dh the greatest stim sebolt of eightcenh-century India, ma an mmense contribution © Foundation of Education 78 For BS Momyca.a the iniellestua ‘economic, social, political, and religious Tit Te onal, creo ol pian 1 oe ee Mein Set nny diel a a Ne ee te eet Cees Ee ee cn eel eerie peed ses ae eee Sire aa cnatc eames ore a ace is believed to be the first complete translation of the Quran Education _is_the recognizing Allah and understanding self Tgbal stands alone jn the postclassical period of Islamic philosophy as a reviver of the discipline within the Muslim world, He is the only Islamie philosopher to make a serious attempt at grabbling with the problems of modem western philosophy within an Islamic context. His thought has been extremely influential throughout the tslamic world today. Iqbal introduces his notion of Khudi or self. Arising from a desire to awaken the Muslim Ummah and drawing ¥pon inspiration from western existentialists like Nietzsche, and Mustim spiritual teachers he empowers the Muslim individual. Beyond its superficial, and important, role as.4 ‘motivator for Muslims Khudi embodies a deep philosophical Concept prevalent. throughout his philosophical _wrttn Igbal's breadth and depth of knowledge is truly remarkable Being educated both in the east and the west gave him & unique perspective to tackle the problems of modern times Below we sample some of his work, and some work related f ‘him. Iqbal wrote in English, Urdu, and Farsi ‘activi39 FoeBS Won EAN, DOERR, cnr came wp fr renewal in The Es Cer he cae According to thy Agi, clause 43 928i Si gt frees beset apart Ths mount i sum of one as of FUPEES be spenton sent of literature in India, al ad improve The ein and camed ative of Indi. + Thecus pomain ofthe hoods of the sciences in inhabitants oe ne out bythe Carer Changes Bron ae lowing cng. aacoe the first time, the British parliament admitted that ‘education in India has a ‘claim on public revenue. __ ceion tet opal of the company i Ta Ae terminated. The shores of India thrown open to all Woumsof be UK a ro a missionary members in Nor aa emaored 1. An Educational Diecomate must be set up in every district and it must be headed by Director of Public instructions asited by inspectors. 2.°°At the Capitals (Headquarters) of Calcutta, Bombay & ‘Madras, Universities must be established. 3. ‘Henceforth, the general public must be kept in mind in place ofthe higher class in the field of education. 4, Privat schools must be awarded grants. : 5. Teachers ining cools mist be setup i South Asi® tnuat be senideh peatsese ind. The trainee teachers 6. The person of lea, engineering, and medical se10® 7. Female education must also be and duly patronized. ee 1. Accepting Responsi Ii was accepted in the Despatch that the respenniti ‘edveating Indians was that ofthe British gov 7 2. DP. Office, The Despatch recommended that the existing offices f the Provincial Boards of Control of Education be abolisted'and the office of the Director of Public Instructions should be xe: tp in the states, This recommendation was accepted. In Panjab, the Office of D.PI. was established in 1862 3. Setting up Universities ‘Another recommendation of the Despatch was to set up tmniversities in the Presidency Capital namely at Madras, Calcutta, and Bombay for higher education in the country. 4, Medium of Instruction ‘The medium of instruction of education in India would be English The Despatch upheld the views of Lord Macaulay 5, Expansion of Education it was realized that Wester education was good for public and as uch it reeommended the opening of moe schools fr the publ 6 Grantin-aid This was a recommendation of far-reaching significance. If education was to expand in India private enterprise sould be encouraged. As suc, it recommended te grant-in-aid system. 7. Training of Teachers Trained teachers for schools are must. The Despatch advocated the need for establishing different types of taining Institutions and for giving stipends to teachers under trainit 8. Women and Muslim Education It sympathized with the women and ‘Muslim education and insisted oma policy of strit neutrality in relipion. 9. Professional Education : ‘The Despatch also appreciated the drawbacks of pure cours of instruction. and recommended tha iret profession) training in law, medicine and civil engineering stoulé P tiven under the contro ofthe universities es mn cearsgt _ For BS (Hens. —- a surat Tren BSH te nso Oneal 8 oo Following a hat the Government sh 1 Bae son Se ation and private enti witha fom ed i pivate institutions enjoy the same ie fae 2 Indien * commission thatthe indigenous . iamended © igs Om heed. Tring of teachers for ack ‘Sool shoul be 3 Primary Education rman Eda png recommendations regating Te ie nt county. K wanted ihe goverment © Fina cet ije Held of secondary education and Sine only on primary education. 4. nance {he Hiner commision recommended tat focal bois hud camart a cerin amount for the promotion dcaton Sate goverment should also finance education. Slo sil tha loa fands in no case should. be spent ot Seconary elation or higher education, Rather funds shold te spepton pay education. 5. Normal Schools Xora sols ng of teasers shoul be opted 5, Secondary Edueat The fundtions of Vocationalizaion ion ionalization of secondary educato wereld I also said that English was to be the medium of instruction atthe secondary level 7. Wigher Education "es ena none rant-in-aid to colleges should be given ly and carly. We mus ike ino considers te nu! oundation af Education #2 bar tsatensyn sr teachers, expeniiture of tie college ee focal needs oH also recommended that a uni Established in the North-West Frontier «The curricula in the colleges sh 2 only a limited numberof students shout education in the colleges a In the matter of appointment of colleges, such Indians should be prefered to hase ‘gree from a European Universiy 8, Women’s Education 8. unter Commission stressed thatthe goverament should Teecilly emphasize women's education and for this. bea corer ould be given to private gi’ schools. However. a athens were not available. Syllabus for girls in primary ‘asses should be simple 9. Religious Education wh tee maner of religious education, the goverment should remain neural 10, Miscellaneous It was the duty of the D P.L. to see that the standatis of education were not lowered. Private management may charge fees favorably comparahle to that charged in governient colleges. nal Movements in History Nirerninent , ‘After the war of independence the Muslims were the target of the revengeful activities of the Britsh Govt. At that nical time Sir Syed Ahmed Khan was the first leader to%eome forward and tried to rescue the national pride of the Muslims. He started the Aligarh Moverent. CSE Re eT . Rifeton Sir Syed Ahmed Khan wanted the Muslim nation te be educated to Keep pace with the modem advancement. He thought that honour of the nation could be achieved only by eeeation, He advised the Muslims to get the most moder eV eseFoundation of Eévention —__83__For BS (Honn)aing Se ee te caeiisiel ctioctoee osten the Must youth and pided them oh teoretaly practically 1. Madrassa Moradabad 1859 Sic Syed Aled Khan colablised the edveatona ioston in Morale 1859Tat waa Pesan shoo Sir Sed Aled Kin evshd a Vitra schol in Gh Prin han 2 Euablhmen of Siete Society 1863 ir Syed eased» ungueinstonon Sent Society n haar in 186 The Neadquaers of ths seen 2 shied Yo Aliguh in 1876. The purpose os castles ‘as 10 acquire he books in ster languages, a ae themin Ud. Si Syed ates upon the eed fr educates the English langage so thatthe Muslin sesecnea ice Westerman adem knowledge as Sone ssc 4 Sei to on Manin tn ‘Attn vs pci atenon wo Min elec et 5. “Commits Kamastzar Trogul af Taos saline on te Qu Bis return home from England in. 1870 he established Gommitee Kavasigar Traqu of Indian Musi, which discovered the causes of Muslin backwardness an wives he & Establishment of M.A.0. Shoo! Aligarh Sir Syed Ahmed Khan set yp AeA is n Sct up MAO, School fel 1875 and agua in 189, ater oe aga in upgraded 10 college. This. institution’ Boca ee9it M3 University Aligarh in 1920. Create 7. M.A.O College Ali In 1877, MAO High School wa ras given the status of g and inaugurated by Viceroy Lord Lytton, Sf 4 college. 8. Wish of University 1920 Latér on, this college became a University in 1920 eh 1877 84 Fer RS omy ear = me nam \ lass 3 MATE Tences. The COMPUISOTY subjecy ch acted the STO4ENIS OF fei coin the Holy Qurang and Hy ssiest Tae ene, Biography, and Islamic History me roy a the Medium of Instruction see ‘Urdu was a revolutionary step, y, See se Osmania held the first place in i Soa tthe Jamia Miia made it compulsory to vr, cri active) language helped to crease wf a gurentboks, Moreover, the Hindu student se ganated Sanskrit books, which was a valube literary service. in 1849, the Punjab came under the rule of the Brish Goverment. puting an end to the Sikh, regime. Muslms tore oppesed by the Sikhs, and they were even denied te tiem of performing their religious duties. The Bish Goverment was adhering tothe policy of religious neutral ‘ur it was giving all supporto the Christian missionaries: Tx Government was a government of the Christians: threbre those who embraced Christianity were given cetae privileges. Christian missionaries were preaching their relion to a considerable extent. In 1875, ‘Arya’ Samaj’ the Mos conhodox “section of the Hindus started its anti-Musi movement, The preachers of Arya Samaj’ far surpassed Christians in attacking the Muslim religion. 10. 9 conditions, “Anjan Hamayat-ulslam’ was founded in 1 by some sincere people of the nation with the ob relating the eicism ofthe Christian preachers and tho= ‘Arya Samaj and to resist the wave of apostasy. The AN in principle, was an off-shoot of the educational PE, envisaged by Sir Syed Ahmad Khan, The Anjuman st! few schools in the beginning and very’ soon it establish) RR —— a en 7 To te Degree eerie Following were the aims and objects of the Anjan usta oe 1. Establishment of the educational institutions whe modern ,education could be given othe Muslims. 2, To effectively counter the propaganda ofthe Christ missionaries. ae 43, To look after the Muslim orphan children and to give them proper education tenes 4. To establish the Muslim society on sound and stable foundations 4 - '5. To strive for the social and cultural progress of the Muslims. ° 6. To organize the Muslim masses politically forthe safeguard of Islam. Deere Describe the education in primitive soci 2 Who are pioneers in education? Discuss in detail Describe the history of Muslims Education What do you know about the charter act 1813? Describe the recommendations load Macauley. Describe the recommendations of Wood's Dispatch Describe the recommendations Hunter commission 882 Discuss the educational services of the All Cath Movement. 9. Discuss the salient features ofthe Deoband Movement ladva Movement 10, Discuss the salient features oN : 11, Discuss the objective of Jamia Millia Islamia 12, Discuss the objective of Anjman Hamayatul- slamAf Foundation of Education ” For B.S (Won th.taiy « J Combination of modern & Oriental Sciences A: balance as maintained in the curriculum between Modern & Oriental Sciences. The compulsory subjecs, : at and Arabic facilitated the students or ra Deeniy : facil iwi science. The instructions in the Holy Qurang and {iagiy Islamic jurisprudence, Biography, and Islamic History yy, imported up to the research stage. 5. Urdu as the Medium of Instruction : Imparting education in Urdu was a revolutionary Step, Nig doubt, the Jamia Osmania held the first place jn thi connection, but the Jamia Millia made it compulsory to write , book in any local (native) language. It helped to increase thy collection of Urdu textbooks. Moreover, the Hindu students of the Jamia translated Sanskrit books, which was a valuable literary service. In 1849, the Punjab came under the rule of the British Government, putting an end to. the Sikh, regime. Muslims were oppressed by the Sikhs, and they were even denied the right of performing their religious duties. The British Government was adhering to the policy of religious neutrality but it was giving all support to the Christian missionaries. The Government was a government of the Christians; therefi those who embraced Christianity were given certain privileges. Christian missionaries were preaching their religion to a considerable extent. In 1875, ‘Arya’ Samaj’, the mi orthodox ‘section of the Hindus, started its anti-Muslim movement. The preachers of Arya Samaj’ far surpassed the Christians in attacking the Muslim religion. In such conditions, *Anjman Hamayat-ul-Islam’ was founded in !8*4 by some sincere people of the nation with the object °! refuting the criticism of the Christian preachers and those of Arya Samaj and to resist the wave of apostasy. The Anjum" in principle, was an off-shoot of the educational proe®" envisaged by Sir Syed Ahmad Khan. The Anjuman started & few schools in the beginning and very’ soon it established ""eo Foundation of Education - 92 For B.S (Hons)/B.Ed./M. Trrermediate college, which was raised to the Degree level in 1890. Following were the aims and objects of the Anjman Hamayat- a a Establishment of the educational institutions where modern ,,education could be given to the Muslims. 2. To effectively counter the propaganda of the Christian missionaries. 3. To look after the Muslim orphan children and to give them proper education. 4., To establish the Muslim society on ‘sound and stable foundations. ’ 5. To strive for the social and cultural progress of the Muslims. * 6. To organize the Muslim masses politically for the safeguard of Islam.