CSS 2013 Solved Pakistan Affairs Past Papers | Muslim Shift from Militancy to Education in 19th Century
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Question Breakdown
In this question, the examiner has asked you to critically examine the Muslim shift from militancy to education with a special reference to the educational movements launched during the 19th century in South Asia. Critically examining means we MUST go beyond just explaining the movements, such as adding strengths, weaknesses, and implications of each movement. Considering a time of forty minutes in CSS PAPER and the demand of questions, it is safer to write the leading movements of the era.
Outline
1-Introduction
2-Which Factors Influenced the Muslim Shift from Resisting by Use of Sword to Resistance by the Use of Pen?
3-Critically Analyzing Weakness, Strengths, and Impacts of the Leading Educational Movements of the 19th Century Demonstrating the Shift?
- ✓ Educational Awakening of Muslim Society, the Aligarh Movement with Political Ripples led by Sir Syed Ahmad Khan
- Evidence: Tariq Hassan aptly describes in his book, The Aligarh Movement and the Making of the Indian Muslim Mind (1857–2002) Sir Syed Ahmad Khan focused on fostering Muslim education and political development through the Aligarh Movement.
- ✓ Educational-cum Political, the Deoband Movement led by Moulana Muhammad Qasim Nanutavi
- Evidence: As Barbara D. Metcalf writes in the book Islamic Revival in British India: Deoband 1860-1900, unlike traditional madrasas, Darul-Uloom Deoband introduced a systemic curriculum as Dars-e Nizami, which includes Arabic, Islamic law, theology, and Sufism. Although they included independent reasoning for finding solutions for modern issues, they excluded modern Western education.
- ✓ An Educational Reform Movement with Political Echoes, Nadwatul Ulema
- Evidence: As N. Qasim Zaman writes in the book Muslim Revivalist Movements in Northern India in the 19th and 20th Centuries, Nadwatul Ulema was an effort to bridge the gap between modern and Islamic education, and unlike Deoband, the orientalists and Aligarh, the constructionist, Nadwa sought a balanced curriculum.
- ✓ A Beacon of Educational Reform, the Anjuman-i-Himayat-i-Islam
- Evidence: As Ishtiaq Hussain Qureshi writes in the book The Muslim Community of the Indo-Pakistan Subcontinent (610-1947): A Brief Historical Analysis, Anjuman-i-Himayat-i-Islam was a leading institution that preserved Islamic identity under British rule.
4-Conclusion
Answer to the Question
Introduction
In the 19th century, a shift was seen in the Muslim’s approach of resisting foreign rule. They started resisting through intellectual means rather than militarily, partly because they did not have the capacity and seldom had a new strategy in the new era. As Edward Bulwer-Lytton (1839)-an English novelist and politician, said, The Pen is Mightier than the Sword. The Muslims of the Indian Subcontinent, especially intellectuals, proved the saying into reality as the educational movements not only strengthened the Muslims’ standing in the present time but also shaped their future as an independent nation. The leading educational movements include the Aligarh Movement, the Deoband Movement, the Nadwatul Ulema, and the Anjuman-i-Himayat Islam. The objectives of these movements were varied, but their agendas united in the pledge of bringing a renaissance in the socio-economic and political lives of Muslim society. Moreover, they significantly contributed to shaping the political discourse, especially in favour of the Muslim community. In addition, the movements had multipronged strategies to execute the educational plans, which also had political ripples, such as curriculum changes and charity-led projects, facilitating advancements in the socio-economic era. To conclude, the educational movements of the 19th century aimed to uplift Muslims on educational grounds, also contributed to their political awakening, which significantly contributed to the creation of Pakistan.
Which Factors Influenced the Muslim Shift from Resisting by Use of Sword to Resistance by the Use of Pen?
The War of Independence in 1857 marked the decline of the center of Muslim political power, the mighty Mughal realm. Thus, the Muslims of the Subcontinent could not sponsor armed resistance to foreign rule. However, armed resistance by the Muslims, apart from rulers of dynasties or empires, was meant to preserve their socio-religious distinct identity. So, they attempted to resist foreign oppression by using pen, which symbolized a shift from militancy to education. The following factors influenced the change from militancy to education. First, on the eve of British advent into India, it was noticed that European culture started dominating Indian society. For example, in the White Man’s Burden theory (1899), Rudyard Kipling called non-Western people uncivilized, as he wrote.
Wake up the White Man’s burden—
Send forth the best ye breed
Go bind your sons to exile
To serve your captives’ needs;
To wait in heavy harness,
On fluttered folk and wild—
Your new-caught, sullen people,
Half-devil and half-child
Second, the Christian missionaries propagated their religion and converted many people, particularly Muslim orphan children, widows, and displaced women. Third, the Charter Act (1813) allowed Christian missionaries to establish Western-education-based institutions. The Wood Despatch in 1854 led to the establishment of modern universities in 1857 in Calcutta, Madras, and Bombay. Apart from this, the British confiscated funds received by the Madrassas, depriving traditional education of state patronage. As a result, educational movements were started on behalf of Muslims to tackle the issues and to save themselves from identity crisis.
What were the Leading Educational Movements of the 19th Century, demonstrating the Shift?
These educational movements not only awakened Muslim’s socio-religious and political consciousness but also abated the imminent danger of identity crisis. The following educational Movements demonstrated the transformation of Muslim society.
- ✓ Educational Awakening of Muslim Society, the Aligarh Movement with Political Ripples led by Sir Syed Ahmad Khan
First, the Aligarh Movement was started as a pure educational venture by Sir Syed Ahmad Khan in the early 1870s, aimed to establish a Western science and logic-based education system. Although Islamic teachings are based on logic, encouraging research and advancement, their selective interpretations and lack of understanding marred its potential as the situation prevailed in the 1800s sub-continent. After the War of Independence (1857), the British government started prioritizing Hindus in the administrative functions to counter-balance the influence of Muslims and strengthen their mighty position by promoting social stratification (Divide and Rule). The Hindus adopted the Western education system, which enhanced their capability and aided them in securing more government jobs.
Conversely, Muslims resisted and demanded the resumption of the Madrassa System, which apparently would not let them be recruited in the new system. So, Sir Syed established Western education-based institutions under the Aligarh Movement to uplift the Indian Muslims so that they could secure government jobs while preserving Islamic values. It led to the Intellectual and political awakening of the Muslim society. For example, it provided a platform, such as the All-India Muhammadan Educational Conference, where intellectuals exchanged ideas on strengthening their position in the socio-economic spheres. The testimony of the fact was that the All-India Muslim League (AIML)-the Muslim representative political party established in the annual session of the conference in 1906. As Tariq Hassan aptly describes in his book, The Aligarh Movement and the Making of the Indian Muslim Mind (1857–2002), Sir Syed Ahmad Khan focused on fostering Muslim education and political development through the Aligarh Movement. Besides, its acute pro-British stance has often been criticized on the grounds that it compromised Muslim autonomy. The movement has limited reach; however, the students educated in the movement-established institutions played a leading role in the Pakistan Movement. Next, the movement evolved through the years from pro-Hindu Muslim unity promoting nationalism to the Hindu-Muslim divide promoting communalism, especially after the Urdu-Hindu Controversy (1867).
- ✓ The Deoband Movement led by Moulana Muhammad Qasim Nanutavi
Second, the Deoband Movement was founded by Moulana M. Qasim Nanutavi and Moulana Rashid Ahmad Gangohi in 1866 at Darul-Uloom Deoband. It had a two-pronged agenda: first, preserving Islamic teachings from the imminent impacts of British-led constructionism, and second, resistance against British rule. As Barbara D. Metcalf writes in the book Islamic Revival in British India: Deoband 1860-1900, unlike traditional madrasas, Darul-Uloom Deoband introduced a systemic curriculum as Dars-e Nizami, which includes Arabic, Islamic law, theology, and Sufism. Although they included independent reasoning for finding solutions for modern issues, but excluded modern Western education. Starting with the strengths of the movement, it helped revive Islamic thought and teachings by rejecting Bida’h (innovations) and promoting Sunni Islam. It established an institution titled Darul-Uloom Deoband, and the institution produced intellectuals who played a significant role in shaping the religious and political lives of Muslim society.
Next, it helped Muslims raise their voices against the oppressive policies of the British government. For example, the supporters of the movement exclusively opposed the government during the Reshmi Rumal and Khilafat Movement. Thus, strength lies in their resistance in the presence of neutralists (Sir Syed Ahmad Khan), as both forces neutralize the effect of each other while strengthening Muslims’ position. Conversely, its weakness lies in the leadership, demonstrating a lack of political unity, showcasing two contradicting sides in the form of Congress supporters and Muslim communalists. The movement exacerbated the political and religious stratifications between Muslims, while conservatism limited adaptability, causing resistance to change. To conclude, its long-lasting impact includes the role of trained scholars in antagonizing the Pakistan Movement, while others contributed to developing the legal and religious framework for the newly established state. It also inspired many religious movements worldwide, especially Jamiat Ulema-e-Islam (JUI) in Pakistan.
- ✓ An Educational Reform Movement with Political Echoes, Nadwatul Ulema
Third, the educational movement of Nadwatul Ulema (1898) attempted to bridge the gulf between traditional religious subjects and modern scientific studies. Moulana Ali Mungeru established a permanent council of intellectuals and scholars to find the flaws in the educational system of Muslims and pragmatic solutions to reduce the issues. The council played a significant role in uniting the Muslims of the Indian Subcontinent, divided by the rivalries of Islamic and Modern education-based institutions. Its objectives include producing such Ulema who are not only well-versed in the Quran and Sunnah but also aware of contemporary issues. The movement introduced educational reforms in the syllabus of oriental subjects, especially Islamic studies. Notably, Sir Syed Ahmad Khan also supported the establishment of the institution. Besides, the British government also supported its educational ventures by providing a vast tract of land. Under the auspices of Nadwa and the supervision of Shibli Noumani, the institution facilitated the translation of the Holy Quran into English and reviewed existing translations to ensure authenticity. As N. Qasim Zaman writes in the book Muslim Revivalist Movements in Northern India in the 19th and 20th Centuries, Nadwatul Ulema was an effort to bridge the gap between modern and Islamic education, and unlike Deoband-the orientalists and Aligarh-the constructionist, Nadwa sought a balanced curriculum. One of the prominent services includes the magazine Al-Nadwa, which helped Muslims acquire a modern educated class with the religious achievements of Islam. Also, it acquainted Ulema with emerging issues.
- ✓ A Beacon of Educational Reform, the Anjuman-i-Himayat-i-Islam
Last, the Anjuman-i-Himayat Islam was founded in Lahore in 1884. It aimed to promote Islamic oriental studies, affecting social reform to preserve the Muslim identity. As Ishtiaq Hussain Qureshi writes in the book The Muslim Community of the Indo-Pakistan Subcontinent (610-1947): A Brief Historical Analysis, Anjuman-i-Himayat-i-Islam was a leading institution that preserved Islamic identity under British rule. Its strengths include the establishment of various institutions and the promotion of religious and modern education. Notably, the movement facilitated the formation of segregated schools for females and males, which reduced obstacles in the way of acquiring modern education. Next, the movement-led initiatives provided financial aid, scholarships, and assistance to underprivileged people. The supporters and Anjaman-trained students played a significant role in the Pakistan Movement. The movement pioneered initiatives in educating Muslim women by establishing Himayat-Islam Girls College. Besides, its limitations lie in its low targeting political influence. The initiatives were more centered in urban areas, affecting limited populations. It also faced financial challenges and solely relied on public donations and Muslim community support. The conservative Muslim wing opposed its initiatives, especially regarding women’s education. To conclude, its long-term effects include its role in strengthening the Muslim community. It laid the basis for future reform movements facilitated through its legacy, such as Islamia College Lahore.
Conclusion
To conclude, the educational movements of the 19th century aimed to uplift Muslims on educational grounds also contributed to their political awakening, which significantly contributed to the creation of Pakistan. The educational movements not only strengthened the Muslim’s standing in the present time but also shaped their future as an independent nation. The leading educational movements include the Aligarh Movement, the Deoband Movement, the Nadwatul Ulema, and the Anjaman-i-Himayat Islam. The objectives of these movements were varied, but their agendas united in the pledge of bringing a renaissance in the socio-economic and political lives of Muslim society. Moreover, they significantly contributed to shaping the political discourse, especially in the favour of the Muslim community. In addition, the movements had multipronged strategies to execute the educational plans, which also had political ripples, such as curriculum changes and charity-led projects, facilitating advancements in the socio-economic era.
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