A Speech by Molana Tariq Jameel specially for Girls (Urdu) |The Education of Islam
And many good brother (or sometimes scholars also) who are actually well wisher of Ta'yeed (support) of شيخ الحديث شيخ المشايخ Hadhrat Moulana The Ladies will not go outside for Gusht (home to home meeting,or any Dawah There is Ameer among ladies, and no formal speech from stage. She was an accomplished lady well versed in household affairs and was a very She took good care of Maulana Azad and evinced keen interest in his books and . the National Movement and Azad's meeting with him had crucial bearing on the future .. Speech ofHon'ble Human Resource Ministeron National Education. In our cover story, we have tried to show what the status of women has been the in indignant men around the world who saw no need for IWY or such a meeting , .. The fact that career women do not make good housewives was . She is the principal of Maulana Azad Medical College and said that in the.
Furthermore, Rumi envisioned a universal faith, embodying all religions, because he understood that the cause of every religious conflict is ignorance. Rumi implies that religiosity consists in something other than outward religions. Real belief is apparent only on the inside of a person, which is not visible. Therefore, Rumi makes it clear that the religion of love involves loving the eternal and invisible source of existence.
The Big Red Book: He shows us our glory. He wants us to be more alive, to wake up. It is the core of the core of every religion. It is the longing in a human being to live in unlimited freedom and joy, to move inside beauty, that most profound need of the human soul to flow with the namelessness that animates, lxuriates, burns, and transpires through form, enlivening what is as steam, mist, torrent, saliva, blood, ocean, cloud, coffee, wine, butterfly, tiger, hummingbird, energy, and delight Rumi teaches the opening heart.
Rumi says that whatever was said to the rose was said to me here in my chest. The implication being that for something to open into its own beauty and handsomeness, it has to be talked to. And so that idea of a human being as a dialogue maybe an inaudible dialogue is part of his model for what a human being is.
Rumi says we are a conversation between the one who takes bodily form and something else that is flowing through that was never born and doesn't die. So that intersection, that conversation is what a human being is. I just love that, because it's like we're both parts of the synapse I feel blessed to have spent much of the second half of my life working on the poetry of Rumi.
I am 73 now in He got me started on this path, when in June ofhe handed me a copy of Arberry's translation of Rumi and said, "These poems need to be released from their cages," by which he meant they needed to be translated out of their scholarly idiom into the lively American free verse tradition of Whitman.
It is not all that I have done the last three decades, but I did spend some time, almost every day, with Rumi's poetry.
He set up a section of Social Education in the Ministry of Education in Linking Social Education with Adult Education he emphasized three aspects: Education for Development Azad enhanced the role of education in national development and encouraged the growth of science and technology at all levels of education. His vision was to make India self sufficient in higher technical education to meet all our needs and looked forward to a day when people from abroad will come to India for higher scientific and technical education.
Keeping this in view he reorganized the structure and activities of the AICTE and set up advanced research centres in science and technology Education for National Integration and Secularism One of the cherished objectives of education should be to promote national unity on the basis of a rich diversity of cultures and beliefs. He supported this idea and stressed the importance of textbooks and reading material especially in history, civics, Geography and literature for promoting mohdakhtarsiddiqui.
India continues to work on this vision of Azad. Kothari Education Commission also stressed this aim of education.
NPE and POA and reiterated these objectives of education and envisaged evaluation of textbooks from the point of view of promotion of secularism and social and national integration.
Internationalism and Global Citizenship Education has a definite role to play in promoting world unity and global citizenship. He believed that the cult of narrow nationalism which was inculcated in many societies, conflicted with human progress and human mind should be liberated from prejudice and ill will based on race, class or nationality. This he felt demands changing the entire method of teaching of history and geography in schools The work of the Committees and commissions at various levels of education, notably for secondary and university education; and for universal elementary education is well-known.
Maulana Mohammed Ali's speech at the Round Table Conference, London, Nov.
New winds of change began to blow. Special aspects of the problems of education such as the promotion of Gandhian teachings and way of life, introduction of general education course, Home Science programmes, Institutes of rural higher education, the training of teachers, development of library services, audio-visual education, promotion of Hindi and other national languages, scholarship for scheduled castes and scheduled tribes, education and training of the handicapped, special programmes of education of women and girls, development of cultural activities, youth welfare and physical education, reflect the vastness of the range of activities and innovations initiated by the Central Ministry of Education Curriculum Maulana was vividly clear that content and curriculum of education at every level has to be distinctively different from what it used to be in the colonial era and it should address to the objectives of education defined by him and outlined above.
He repeatedly stressed following ideas to alter and enrich the content and scope of curriculum. Teacher and Teacher preparation As we know, Azad never attended a formal school. He acquired his lifelong learning from elders and his mentors whom he chose for himself. Yet, he understood well the place of teachers in any formal education system and firmly believed that no reforms in education can be effective without empowering them and no policies can be implemented successfully without taking them fully on mohdakhtarsiddiqui.
He had an instinctive reverence for teachers. Humble, lowly paid teachers could easily meet him at his residence. Once he described the role of a teacher in following words: I have mentioned to you the changes we are seeking to bring about in elementary, secondary and university education.
These changes will not give the desired results unless there are efficient and devoted teachers to carry them out. Poor wages and loss of social status have been perhaps the main reasons why there has been a fall in the quality of teachers in recent years.
You are aware that some measures have already been taken to remedy this state of affairs. Besides other distinguished characters, in Azad was also hidden an ideal teacher. People felt, when he talked of certain values and standards, that he not only knew what he was talking about but was preaching what he had practised in his life.
This, asserts Saiyidain, is one of the most essential qualities of a true teacher, in any sense of the word. Hypocrisy is at a severe discount in the teachers domain. Respect must enter into the basic relationship between the teacher and his community of learners in order to create a receptive frame of mind, and hypocrisy can never co-exist with genuine respect.
This accounts for the respect in which Azad was held not only by his friends and admirers but also by his opponents From the beginning of accepting the ministerial responsibility, Azad tried to attend to almost all issues in education. He felt deeply concerned about the quality of education imparted in educational institutions and the contribution that teachers can make in this regard. He also believed that such a contribution can best be made by those who are systematically groomed as teachers.
At the opening of the Central Institute of Education at Delhi on 19th December, he thus stressed the need and significance of training of teachers for improving the quality of education. If we are not able to make arrangement for the primary education of thirty million of our children in the age group six- eleven years all our nation building schemes will, ipso facto, become valueless.
The only way out, therefore, is to try to lift millions of these children from the depth of neglect and ignorance immediately. The quest is how best to solve this problem. The greatest hurdle facing us is lack of trained teachers. Instead of postponing our schemes for want of trained teachers, we should mobilize as teachers all the educated persons available and at the same time carry on the training of teachers with the mohdakhtarsiddiqui.
The Central and Provincial Governments while preparing the Five Year Plans, have to keep in view the recommendations of the CABE Committee given in the post—war educational development Plan for establishment of new teacher training institutes. Such institutions have already been opened and are still being opened in different parts of the country However, even after this attempt the number of training institutions remained abysmally low and could not provide trained teachers as per requirement.
Due to continued apathy of some state governments the situation continues to be same even today in some parts of the country which has led to large scale appointment of untrained teachers in schools. Incidentally, at the same place there was also held in a corner an over-flowing meeting there were no loud-speakers then addressed by another young man, about whom all that was known was that he was the upcoming son of the great Pandit Motilal Nehru.
It was the fiery words of the 'father of speech', however, that had set fire to the waters of the Ganga that flowed pacidly by. I have been looking through newspapers of the time and what I found remarkable was not just that so many people were willing to court arrest towards the cause of independence, but also that so many of them found creative responses to news of the leadership being arrested.
Indian women: Yesterday, today and tomorrow
Maulana Azad was arrested on January 3,at 5: He was expected to leave by the Toofan Express and stop at Lucknow or Allahabad en route to Calcutta. The details of his itinerary had already been published in the newspaper a day before, so people as well as the British government knew exactly where to find him.
He had also sent a telegram to Acharya Narendra Deo, asking him meet up in Allahabad.