Madrassas are institutions of higher Islamic education which first originated in the medieval period. Madrassa has existed in Assam for centuries and has played a vital role in shaping the spiritual thought of the Muslims in Assam. And further it has also succeeded in providing education of various factors such as social, psychological, economical, political, etc. The term “Madarsah” is derived from an Arabic word “Dars” which means “a lecture or a lesson”. Eminent scholars or learned teachers conducted their teaching works in different subjects through lectures. Besides acquiring religious education the students learned various subjects like Arabic, Philosophy, Law, History, Medicine, Arithmetic, etc. But, in Madrassa, the …show more content…
Section of Ulema and politicians belonging to the community also view the move as government intervention that will dilute the essentially theological nature of the Madrassa. Again, the administrators of Madrassa think that through modernisation and accepting the government grants their autonomy will be finished because, “Right from their inception in medieval period, all big and small Madrassas have enjoyed full autonomy in all aspects of their functioning. They have been independent in framing their own curricula, using their own modes of teaching and training and examining their students internally in their own ways. Even in the medieval period when many of them received grants and endowments from the rulers and nobles they were never brought under the control of a common regulating or examining body.” (Siddiqui, M.Akhtar, …show more content…
2009) He also views “A Madrassa means Islamic school. Universities like Aligarh Muslim University and Jamia recognize Madrassa certificates. Then, what is the need for such modernization programmes?” (Singh, Pallavi.
Babur, Oset. “How Can Colleges Help Muslim Students Feel Safer?” Tonic, Vice Media, 8 Nov.
John Taylor Gatto in his essay “Against School” explains the lack of motivation that students have to the educational system of the USA. He also explains the damage that the system makes to both, students and teachers, by the non-interesting topics they are taught class. Furthermore, he enlightens the indifference of students towards the teacher, seem as incompetent and unprepared. In addition, he also highlights the dark side of the school system which intends to brainwash and rescind the ideas from students. He addresses a main goal of the educational system; convert juveniles into the next docile and manageable generation. Wherefore, he proposes an educational system that should be structured and not controlled. In addition,
It is crucial to recognize the critiques of this religious accommodation to fully understand its implications. The states interest in educating every child is a legitimate one as education leads to effective and intellectual participation in the open political system which otherwise would be compromised. Education also ensures that the child becomes a self-reliant and self-sufficient membe...
John Taylor Gatto in his essay “Against School” explains the lack of motivation that students have to the educational system of the USA. He also explains the damage that the system makes to both, students and teachers, by the non-interesting topics they are taught in class. Furthermore, he enlightens the indifference of students towards the teacher, seem as incompetent and unprepared. In addition, he also highlights the dark side of the school system which intends to brainwash and rescind the ideas from students. He addresses a main goal of the educational system; convert juveniles into the next docile and manageable generation. Wherefore, he proposes an educational system that should be structured and not controlled. In addition, he demonstrates
...mportant that the students are taught how to deal with situations in a secular setting.
We live in a society where we are surrounded by people telling us that school/education and being educated is the only way to succeed. However, the school system is not up to the standards we want it to uphold. There are three issues we discuss the most which are the government, the student, and the teacher. In John Taylor Gatto 's essay “Against School”, we see the inside perspective of the educational system from the view of a teacher. In “I Just Wanna Be Average”, an essay written by Mike Rose, we hear a student 's experience of being in a vocational class in the lower level class in the educational system when he was supposed to be in the higher class. Both Gatto and Rose give their opinions on how the educational system is falling apart. Today the government is only trying to get students to pass, making it hard for teachers to teach what they want. Students are affected everyday by the school system. They sit there - bored - and do not think that the teachers care, making the
Capitalism also influences the institutions coupled by the markets rational way of thinking. The colleges and universities in the United States are of the assumption that where competition exists, the quality of education offered is higher. This is in comparison to the centralized planning. Furthermore, the Kemal Ataturk emphasized higher education in Turkey when he assumed power. Before his reign, the eighteenth century had witnessed the rising of schools that resembled the western style. The education in Turkey was in the hands of the clerics and institutions of Koran. These institutions had refused to offer education to the students, as they did not want to enlighten them, as this would lead them to reasoning for themselves (Guruz, 2011).
The cost of McDonaldization is clear. In terms of standardizing education, the model is “anti-diversity, anti-creativity, and anti-democratic” (Kyhall. Online). As a whole, the consumption of the simple solution called education will not solve the problems. The modern world is much too complex to be solved in a single approach. Furthermore, education creates danger in the world by devaluing learning and dehumanizing people. Learning cannot be confined to formal allotments such as school or colleges, and in our changing times, it becomes even more imperative that education be not a product to sell but a tool to enlighten, a means to promote growth rather than division. This is the true purpose of education. And it does not come pre-packaged.
This education is completely based around the teachings of Islam, and it follows the strict rules that of Islam. Some of those rules include that boys and girls are to be taught in different classrooms, and girls are required to wear a veil that covers all of their hair. “The educational system and what is written in school books, at all levels are decadent. Everything needs to be revised to ensure that our children are not led astray from the true path of Islam,” (Satrapi, 2000, p. 73). Also, the Islamic regime required that all the textbooks of the secular schools be burned, and new ones were brought in so that the children of Iran would not become corrupted by western culture. This dramatic 180 degree turn in the Iranian school’s teachings are detrimental for not only Marjane but for the children of Iran
... by the method with which the military elite class dealt with factionalism as a result of the slave-state system in which they lived. The Sultan was more of a factional leader defined by how much popular support he carried and was in constant danger of being overthrown. As a result, the economic system that was implemented which intaled a hybridization of the Egyptian bureaucratic system and the Syrian Iqta system was founded on appeasement of the ruling elite class. Tax distribution and land grants were given to amir to both ensure loyalty and codify the legitimacy of the sultanate. While local participation was limited, the Mamluk state was based on a religious Sunni conceptualization of legitimacy and therefore the Ulama offered the local Arab Muslim populations opportunity to carry a measure of power through religious education and spiritual community leadership.
Higher Education (University Level) – It should be provided according to aptitude. That is, if anyone meets the essential education standar...
Additionally, and according to Coombs and Ahmed 1974, they are three modes of education, that is, there is the formal education, non-for...
Education is man’s most valuable possession: it is the concept through which one’s love for learning stems, and the equipment used to pave an individual’s path to success. Although easily influenced by the opinions of others, education is one of the few concepts that neither internal nor external stress can strip from our being. The future of our society lies in the hands of our educators; the values and morals instilled by such figures govern the actions of the earth’s people.
...for granted the research that Ghosh conducted, but I realize through this course how important it is to study religion in a method that does not council any predetermined ideas. Sometimes it is beneficial to study a topic for the sake of knowing history, however, it then places a scholar in a category i.e if all muslims scholars studied Islam. It is beneficial to have a different perspective because it can reveal critical sources from a different perspective.
Education is the act or process of providing knowledge skills or competence by a formal course of instruction or training. Through out history societies have sought to educate their people to produce goods and services, to respond effectively and creatively to their world, and to satisfy their curiosity and aesthetic impulses. To achieve reliable knowledge and to think systematically. Over the course of human history education has appeared in many forms, both formalised and informal. Major thinkers have always recognised the educational value of intellectual exploration and of concrete experimentation. Most societies have attempted to standardise the behaviour of their members. These societies have apprenticeship systems by which the young have learned to imitate the beliefs and behaviours of a given group. Teachers have worked within schools of thought cults, monasteries and other types of organisations to shape desired convictions, knowledge and behaviour. Such philosophical and religious leaders as the Budha, Confucius, Pythagoras, Jesus, Moses, Muhammad and Karl Marx instructed their disciplines through informal education.