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Historical Perspectives on the Medieval Educational System
Authors
Dr. G. Prathap,Dr. P. Subramanyam
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Keywords
predominated,institutions, traditions, Dharma, Indian culture, curriculum and teaching practices
Abstract
This research article aims to provide readers with a knowledge of medieval schooling. The Muslim educational system predominated during the Middle Ages. During this time, changes were implemented in the educational system. People started to realize how important education was during this time, and some even started enrolling in universities. Madrasas provided higher education, while maktabs provided primary instruction. New and cutting-edge techniques and approaches were introduced to the processes of teaching and learning. The maktabs were the organizations that offered instruction in schools. Madrasas, on the other hand, were organizations that offered higher education. While the madrasas were maintained by the kings and nobles, the maktabs were typically funded by donations from the general populace. There were six distinct categories of institutions: those run by the kings and nobility; those founded by lone scholars with grants and assistance from the government; those connected to mosques; those connected to tombs; those started by lone scholars; and those connected to Sufi hospices. Famous madrasas included the Abu Fazl madrasa in Fatehpur Sikri, Mohammed Gawani's madrasa in Bidar, and the Muizzi, Nasiri, and Firuzi madrasas in Delhi. It was the way the text of the Quran was recited, punctuated, spoken, and so on. The Muslim educational system predominated throughout this one. Although education was theoretically accessible to all, it was largely restricted to a few group of people in medieval India who were involved in the administration of transmission. One of the most amazing developments in world history is the advent of Mohammedanism. With the advent of Mohammedanism, India's entire history was altered. Invasion of India by the Mohammedans began at the start of the ninth century A.D. The majority of the nation's new institutions, traditions, and customs were brought about by the Turks and Arabs. Among this, the Islamic educational system stood out as one of the most notable since it differed significantly from both the Buddhist and Brahmanic systems. The primary goals of education were the spread of Islam, the expansion of knowledge, and religious education. Patronage of the ruling class, lack of state control, the importance of religion and vocational training, adhering to norms and regulations, the relationship between teachers and students, individualized attention, educated teachers, discipline, and teaching support are some of the characteristics of education. It makes sense that the educational system in medieval India underwent several adjustments and modifications.
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Unique Identification Number - IJCRT24A3335
Paper ID - 254806
Author type - Indian Author
Page Number(s) - l300-l306
Pubished in - Volume 12 | Issue 3 | March 2024
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No Of Downloads - 23
Author Country - India, Tirupati - 517502., Tirupati - 517502., Tirupati - 517502., Tirupati - 517502., Arts1 All
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Dr. G. Prathap,Dr. P. Subramanyam, "Historical Perspectives on the Medieval Educational System", International Journal of Creative Research Thoughts (IJCRT), ISSN:2320-2882, Volume.12, Issue 3, pp.l300-l306, March 2024, Available at :http://www.ijcrt.org/papers/IJCRT24A3335.pdf
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