Channel: Akram Nadwi
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His tours of knowledge in this country they need to learn the history of India scholarship because of problem because the reason is because most mothers out here they basically they are related to the Indian madrasah most Muslims are from Indian subcontinent and very often you hear that you know about Indian scars and all Ummah to people should know really the history of scholarship in India a very important reason also is important, because when you see the mother Assad here and many Allah the weather behind you must be blood putting all the blame on India, that is what India does, too. I want to make very clear this not worrying Indian not responsible for minutes that what you see here
Monica, Mary possessory column and the word Mineola McGiffert one also say it is not Indian, Indian are responsible for that. So, let me make little bit clear,
many madrasahs when you visit here, the curriculum that you see that they use to teach students, you know what curriculum means I don't want to go in detail when it the causal explanation that any way we read the curriculum, major part of the curriculum has no relation to the society where people live.
curriculum is never meant to be no different for society texty It took character for the society where they live. But the T Jo subjects, which you don't need here actually no relevance to you, not even if at the time science is
the right word for many of the things that happens in these models are really easy. If you know what museums if you're going to use them what happens, you see there those tests which are in the history used to happen, but when you come for the museum, nobody has that it has a history, but Assad has become like museum. So what the tissue they are what is discussed at their door, it doesn't discuss nothing to the certain you learn when you come to society, you become alien, because society different from what like a museum museum is a link to the society this problem that why you need to know really what it does, does India only produce museums for India really has some relevance to the
society. So this is not the case really. I have worked so much on this subject. If you look Indian curricula for the beginning, it kept changing. They kept a maker curriculum more relevant to the society where they lead every time they need to change
their hierarchy. I have divided the Indian curriculum into seven phases to one of them is in a friendly Mahal, in when you must have heard the name desson Islami all these mothers are in this country. They follow Nizami curriculum from Durban This lesson is ami what not Indian curriculum in the beginning. In Indian people for many, many centuries, they used to follow different curriculum. This curriculum will only start in India in the 18th century, late and mobile Empire were Muslim Empire was declining that at a time and the purpose was to provide certain officials for the Mughal Empire, some judges something like that, that was the purpose but more Actually, this is secular
The people who made the curriculum they died finished. But somehow in the end people after that they stopped thinking the kept that curriculum is something more sacred and more holy. They are not read to from the 18th century until now, same curriculum. Indian people don't do this before that before that they used to change every century make more relevant that curriculum was invented it was relevant. It was for a partner now that nobody part has finished those conditions are finished still you keep repeating aesthetically exactly the story in Indian people have thought that in the footer bar you must admit my foot above you might not be dealing with other without that
people don't know either emails also don't know or be too worried they did somebody some people wrote football. Do you read it?
Even they don't know how to read write football to somebody wrote some of the birth during the Ottoman Empire to in the foot by you make a referral. So for the
end of the football visit a Oh Allah make the Sultan, Sultan haka moussaka, in His Kingdom to remain forever 100 Allah goolka who was alternata who are Soltani busselton lucapa
Ottoman Empire finish or tomorrow for the finish, but this is for the budding Indian never finished you go is to the same for our more shall ready then ask for until now one of the mom has to give the same food but what are my reference said to me who is the Sultan that they refer to I said it is actually at amarrian para su taganga funny they said but he no more alive but they making dua that may be live forever they knew he had died
you know people who wrote for the birthday wrote October relevant to the time it did the problem actually people who read this book but they don't know really what it means to people who met death in his arm he then we had death in his arm he related to the time, but now people keep using it it is their inability, their inefficiency. So that what we need to know is that how many curriculums have been India how Indian people used to teach how many you know what, how many years you have to spend
What what really curriculum? What is secular and religious? What what it used to predict? what the purpose of the curriculum where they used to educate people? what the purpose? And what are the standard? How people used to no evaluate it, how this burden very complicated is so simple. And people produce there There used to be thinker. Now think is gone in many of these models or if you ask them, you're not out to ask question. In the model, sir, you discuss.
you discuss a debate and you challenge your teacher, you write a book, I guess your teacher, the kids would agree with that how it happened. Very, very tradition. And still those books are alive. People need to learn once you love that, then you can compare properly, then, you know, really, that no, we have to make an our curriculum more relevant to the society that we live in you live in this country. And we study history of India taken tell me the mechanisms. Indian curriculum teaches you Indian history, it makes sense. Because it's Indian curriculum. You carry that same curriculum here without thinking this is where you live. They teach Indian history, because that's where they live,
now who teach Indian history taking what what's in it. Now you hear you need to teach it British history, European history, your your thoughts and idea.
In India, they used to teach Greek music for a purpose, don't you now need in this country, to teach people modern logic? Greek logic has become irrelevant for all the people here, then you still had not teach anymore in the past, they should teach in a century. But now you're still in this country, the door teacher has so much change
the road or the modal logic, you still keep the same thing Indian people are purple. Now we're living in this country, which has done so well in philosophy, this country, really, Europe in general, but this country, especially in the logic and philosophy that he met, you know, everybody can see, if you don't if you benefit from them, you don't learn what they have. You still keep teaching those books we did in India, but you don't know the opposite in this continent. It's a rational sciences. That sacristy that what we need to learn really, then you understand the idea that Indian people are not responsible for that Indian people used to think they used to change it.
Now, if they are rigid, it is their problem, not Indian problem. So we need to understand that then actually, it will help us to establish new curriculum, new madrasa where we can make the people who study they're more relevant to the society in which they operate.