Growth and Expansion of Islamic Education in Noakhali District (1821-1971 A.D.)

Abstract

Backdrop Evidences both theological and historical show that Islam has given much stress on learning and acquisition of knowledge. The first revelation that Jibril (A.) brought to Prophet Mahammad (Sm.) in the cave of Hira started with 'Jqra' or 'read'. Hence, it is clear that Allah has given topmost priority on acquiring knowledge through reading. Perceiving the objective of the first revelation, the Prophet (Sm.) enjoined upon every species of the Muslims to seek knowledge as an obligatory duty. From the religious point of view, the primary or elementary education revolves round the Overlordship of Allah along with fundamental rituals closely related with the concept of' tawhid' (Unity of the Lord). On the other hand, the advanced knowledge, in addition to the primary one, indicates specialization relating to various branches of learning beneficial to the creations of the Lord. The follo:wers of Prophet Mohammad (Sm.) and votaries of Islam in their heydays carried with them the rich heritage of learning to the countries conquered and settled by them. In this course of action the very teachings of Islam- the doctrine, the ritual and the legal and ethical codes made way into the whole of Bengal and so of the coastal district of Noakhali passing through the broad spectrum of Indian Sub-continent. Tn this regard the muballighun (preachers) and muallimun (teachers) as well as the ulama-. mashaikh and Sufi-saints toiled to their utmost for the growth and expansion of Islamic education in the vast expanse of Noakhali. Thus, the land of Noakhali with its periphery occupied a pivotal position and attained enormous impetus in juxtaposition with the leading districts of Bangladesh pertaining to the educational advancement and ethical excellence. The process of expanding Islamic education in this region started much earlier than the origination of the district with its preceding identity in 1821 A.D. and made a great stride from as back as a few centuries prior to the British subjugation of the Indian Sub-continent and so of Bengal. During the colonial period of the Britishers a stern setback in Islamic education got evident in this land. The case fits also to our study area. But in such a milieu, the alien as well as indigenous Islamic academics and savants of Islam strived to keep the trend of Islamic education flowing among the Muslims of Bengal including Noakhali. They kept ablaze among the people the principles of Islam in conformity with the instructions and teachings of the holy Qur'an of Allah and the Ahadith of the Prophet (Sm.). Muslim religious reformers also brought a sort of awareness which put the people to the right path of Islam. Not unlike the British colonial period, the enthusiastic emergence of the long awaited State of Pakistan also could not bring much improvement in Islamic education as expected by the overwhelming majority of people of the nation. Hence, sarcastically in the pre-liberation period, and overtly on the eve of the independence of Bangladesh in 1971 A.D. there had been no substantial advancement in education with its pristine Islamic spirit and productive output in the area understudy like other neighbourhoods of the country. In this context, the topic entitled "Growth and Expansion of Islamic Education in Noakhali District (1821-1971 A.D.)" seems to be an appropriate subject of study vertically and to a greater depth. Selection of the Topic, Objectives and Justification Education means to acquire such knowledge that necessitates leading man's life smoothly and in a balanced way. In fact, education is a scale by which the attainments of a nation can be measured. Suffice to say, general education stands for secular type of education while Islamic education centres round the dictates of the holy Qur'an of Allah and the Ahadith of the Prophet (Sm.). The aims and objectives of Islamic education are to promote men's morality and welfare in mundane life and thereby obtain salvation in the life hereafter as the Lord wishes. So, Islamic education, ingrained in 'tawhid', comprises the worldly and spiritual knowledge. It is to mould the socio-religious and cultural face­paint of the masses belonging to the area referred to above and this is the main theme of the present study. But no research work has been done in this field so far knowledge goes. Consequently, it has remained relatively an unexplored area. Hence, an in-depth study of the topic is intended to enrich the vista of knowledge in this context and it is expected to become useful for the advanced students, researchers and persons interested in the revision of the subject. Pertinently, it is mentioned here that from the time of yore Noakhali has become famous for imparting Islamic education to the neighbouring people as well as to the influx. Even the ulama-mashaikh of this district penetrated in all possible places of Bengal to disseminate the leading instructions of Islam as regards religiosity and moral decency, and thus engaged themselves as mudarrisin in the madaris and other noteworthy institutions of Islamic education. So, the importance of this district can never been exaggerated in this regard. Through the study carried out, it is intended to rationalize the needs of imparting Islamic education among the people of the study area, which is to play an imperative role in turning them away from ethical relapse, social iniquity and spiritual rebuff. The nation is likely to gain much by the output of this study. Furthermore, Islamic education in general is included in the syllabi of Islamic History & Culture, for which a vertical inquest of the culled materials may add something new to this issue. Therefore, in consonance with the •national need, the topic understudy has been selected objectively. The broad objective of the study is to analyse critically the "Growth and Expansion oflslamic Education in Noakhali District (1821-1971 A.D.)" emphasizing the following paticular points: i) To explore the extent of Islamic education with its nature and mode of expansion in the period understudy. ii) To investigate some select Islamic educational institutions to see their importance and contributions. iii) To study the syllabi and curricula oflslamic education. iv) To know the achievements of outstanding Islamic scholars and their impacts on men and society.