विज्ञान उन्नयन केंद्र
Centre for Promotion of Sciences
CENTRE FOR PROMOTION OF SCIENCE
A BRIEF INTRODUCTION
Centre for Promotion of Science was established on March 26, 1985, during the Vice Chancellorship of Mr. Saiyid Hamid, under Section 5(2) (c) of Aligarh Muslim University Amendment Act, 1981 which empowers the University to promote Science Education especially in Muslim Institutions of India. Noted Physicist Prof Israr Ahmad was the founding Director of the Center.
The Indian Muslims, though a minority in the country, are substantial in numbers - about 200 million. It is a well-established fact that they are not only economically weak but also quite backward in modern education, particularly in sciences. If this situation is allowed to persist it is going to hinder and retard the progress of this country. In these days of the explosion of scientific knowledge and its expanding frontiers, with numerous consequential technological spin-offs, no nation can afford to have such a huge chunk of its population uneducated in science and technology. We have to seriously address this problem to avoid disastrous consequences.
For the past several centuries the intellectual activity of
the Muslim community has been mainly confined to literature, religious studies
and a few subjects in social sciences. The tradition of scientific pursuits has
been lacking. Consequently, the realization of the ever-growing importance of
knowledge of physical, biological, mathematical and technical sciences is
lacking.
A vast majority of Muslim students acquire their school
education in either Madrasa or in Muslim managed secular
schools (usually in Urdu medium). In the former, the emphasis is on religious
education only and science teaching is almost non-existent, while in the later
science education is in very bad shape due to lack of qualified and committed
teachers and proper laboratories. Only a small fraction of Muslim students are
fortunate enough to go to public schools and acquire quality education in
contemporary subjects.
To focus attention on this backwardness in science education
and to take a small step towards its mitigation, Aligarh Muslim University
established the Centre for Promotion of Science in 1985, under the provisions
of its Act. This small Centre is an extension service of the University. The
main objectives of the Centre are:
- To create awareness amongst Indian Muslims of the importance of acquiring and creating scientific knowledge and to provide possible help to minimize their backwardness in sciences.
- To help in the introduction of regular science teaching in Madrasas and in the improvement of the quality of science education in Muslim schools.
Various programmes are organized by the Centre to achieve
these aims. The backbone of these being the teacher-training programmes like
the organization of Introductory Science Courses and Training Courses for Madrasa teachers,
Subject Refresher Courses, Workshops, Courses on use of computers in teaching
etc. Apart from other activities, till now the Centre has organized 15
Introductory Science Courses (of 12 days duration) for Madrasa teachers
and 03 Conferences of Ulemas, teachers, scientists
and educationists.
Teachers from all over India participate in
these activities. Recently the number of applications for attending these
Courses has significantly increased. Apart from providing all support for
attending these Courses, the participants are given lecture notes, course
material and books on science published by the Centre and certificates of
participation.
In spite of several limitations, the Centre has
established its credibility and has helped in creating awareness and interest
in acquiring science education in Madrasas. The Centre-Madrasa interaction
has also helped in removing some of the initial misgivings and fears regarding
the teaching of science in Madrasas. The work of the Centre
has won the recognition by the University Grants Commission through its "Hari
Om Ashram Trust Award for the interaction between science and society".
Impediments and Misgivings about the Science Education in
Madrasas: Perception of Madrasas
The introduction of science and mathematics teaching in
Madrasa is a formidable task. Our experience through interaction with Madrasas
has brought out the following difficulties from their viewpoint:
- There
is a fear that the inclusion of science in the curricula of Madrasas will
dilute their main thrust, which is on religious education.
- The
education in Madrasas is imparted with the objective of
making their students good human beings by inculcating moral and ethical
values of Islam. This requires a commitment arising out of faith. They
feel that to educate Muslims, one cannot divorce Islam
from its educational objectives as secular Muslim institutions tend to do.
- The
influence of western secular civilization would increase with its attending evils. The
students of Madrasas would be exposed to the same undesirable social traits (from Islamic perspective) as is evident in
students of secular institutions. Irreligiousness would spread.
- The
syllabus of Madrasas would have to be redesigned with
cuts in teaching hours of conventional subjects to make room for
contemporary education. Many Madrasas, though willing to
introduce science education, are reluctant to make these cuts.
- Introduction
of science teaching would encroach upon the time required for the training
of students to be qualified religious functionaries.
- The Madrasas would
not be able to preserve their unique, Islamic ethical values and
traditions.
- Autonomy
of individual Madrasas may be compromised if a government
supported common curriculum, or a Central Board of Madrasa Education,
is imposed.
- A
section of Madrasas is of the view that acquiring
religious education is compulsory for all muslims (Farz-e-Ain) whereas
acquiring contemporary scientific education is optional (Farz-e-Kifayah) and
so it is enough if only some muslims acquire it.
Major Practical Difficulties in the Introduction of
Science Education: Perception of Centre for Promotion of Science
Apart from ideological and psychological difficulties, we
feel that the major practical difficulties in the implementation of science
teaching programmes are:
- The
teaching methodology in Madrasas is descriptive and
memory based whereas science teaching encourages questioning and lays
emphasis on knowledge obtained through observation.
- Teaching
in Madrasas is mostly book based rather than content
based.
- Appropriate
science text books and teachers' guides are not easily available perhaps
because designing science courses for Madrasas and
production of teaching material are not easy tasks.
- Lack
of availability of qualified teachers for science and mathematics in Madrasas who
may be willing to teach in small towns where most of the Madrasas are
located.
- The
disparities in the salaries of science teachers in other schools and Madrasa teachers (who
are usually paid very low salaries).
- Over-loaded
existing syllabi in Madrasas.
- Lack
of financial resources for facilities for science laboratories, science
kits and other resource material.
- The
attitude of many Ulemas and heads of Madrasas towards
science education is not very positive. There may be an element of fear of
inadequacy in handling thecomplexities of modern education and consequent
changes in the traditional modes of teaching. Some of them may be even
afraid of losing their privileged positions.
- Lack
of proper survey work to collect scientific data on the status of science
education in Madrasas and its statistical analysis to
draw proper inferences.
The Approach Adopted by the Centre for the Introduction of Science Education in
Madrasas
The main idea is to help the Madrasas help
themselves to bring about the necessary changes. This is essential for a
development that can be sustained. The changes have to be brought from within
and should not be forced from outside. The teaching of science has to be taken
up by the teachers of Madrasas themselves. The Centre focuses
on steps to motivate the Madrasas as well as individual
teachers to take up science education. It also provides concrete help through
teacher-training programmes and production of science resource material in
Urdu. The salient features of our interaction with Madrasas involve
the following:
- Maintenance
of regular contacts with Madrasas mainly through
correspondence and through the teachers who attend our Courses and
Conferences.
- Convincing
them that modernization of education in Madrasas does not mean
compromising faith and that Madrasas can be modernized
within the framework of Islam.
- Reminding
them that science is the common heritage of all mankind to
which muslims, in the past, had contributed significantly, and helped
bring enlightenment to the West. This tradition has to be re-established.
- Explaining
that antagonism of science and religion is a Western tradition and has
nothing to do with Islam. In fact, Islam lays great emphasis on acquiring
education.
- Pointing
out that inviting others to Islam would be ineffective unless it is in the
context and jargon of contemporary world.
- Trying
to convince them that this Centre is aware of the importance of Madrasas and
is alive to their sensitivities in preserving the character of their
institutions, though we may differ from their old-fashioned syllabi and
method of teaching.
- Convincing
the Madrasas that voice of credible individuals and
organisations that are genuinely interested in the development of Madrasa education
be seriously taken into account by redesigning their curricula and
introducing science teaching.
- Pointing
out that the education of muslims, involves not only the "word of
God" (i.e. Quran) but also the "work of God" (i.e.
scientific knowledge of the universe).
- Production
of suitable science resource material in Urdu for use
in Madrasas and its distribution amongst prospective
science teachers of Madrasas.
- Organization
of regular training courses for Madrasa teachers for
teaching science.
- Organization
of Computer Courses for training teachers for use in teaching and in
everyday life.
- Development
of a library with science resource material (in print and electronic from)
for targeted schools and Madrasas.
Summary of Information Extracted from the Responses Received from the Madrasas
The Centre mailed various questionnaires to Madrasas, with
which it had some contact, from time to time, seeking
information on various aspects of their set up. Responses from 192 Madrasas have
been received over several years (out of about 1400 Madrasas to
which questionnaires were sent).
It needs to be pointed out that this data is not the outcome
of proper and scientifically conducted survey, nor is it treated as such, and
has therefore not been statistically analysed. It merely provides empirical
information to draw some tentative and general conclusions regarding the status
of science education in Madrasas:
- Assuming
that only those Madrasas have responded that are
interested in science education, about 13% (of those
contacted) are involved in teaching science.
- There
is a definite trend of inclusion of science teaching in Madrasas during
the last ten years (much before Sept 11, 2001). After
1992, this percentage is about 56% of those responded.
- About
33% of Madrasas have reported teaching science from the
very beginning.
- There
is a significant number of Madrasas (about 50% of those
responded) that are teaching science upto class X.
- About
14% of Madrasas have between 6-10 teachers teaching
science and about 90% Madrasas have upto 5 teachers
teaching science.
- Most
of Madrasas where science teaching has been introduced in
the last 10 years are small or medium sized in terms of student strength.
- The
need of a specific and scientifically conducted survey is evident. The
statistical analysis of such a survey will enable us to draw firm
conclusions about the various aspects of science teaching in Madrasas.
The Need and Role of Madrasas
Islam is a revealed religion. Its two main sources are the
Holy Quran and Sunnah (the traditions of Prophet Muhammad). These are sacred
for believers and provide detailed instructions for the various aspects of
human life. For believers it is, therefore, essential to learn and to be able
to interpret the revealed knowledge properly. That is the philosophy behind the
establishment of the Madrasas.
It is important to accept Madrasas as a
part of religious traditions of muslims. They cannot be wished away. Their role
in providing free education (though old fashioned) with boarding and lodging
facilities to muslim masses needs to be recognized. Traditionally Madrasas have
helped youngsters from poor families to acquire education and become
disciplined and useful members of the society instead of becoming wayward. They
playa constructive role in the pluralistic society of India which should be
appreciated. They are educating a very large number of muslims. Therefore,
their role in providing contemporary education to muslims is crucial.
The teachers of Madrasas have some
outstanding traits that are rare among the teachers from secular schools. They
adhere to high moral principles, are dedicated, selfless and lead simple pious
lives. We find that the teachers who attend our Courses are very enthusiastic
about learning new things especially through laboratory demonstrations. Another
noteworthy feature of Madrasas is that the dropout rate
of Madrasa students is negligible.
One can differ with the syllabi and the method of teaching
in Madrasas but cannot accuse them of being engaged in any
anti-national and subversive activities. Most of these cater to underprivileged
sections of the society and have to be helped.
Conclusion
To
sum up, the Centre for Promotion of Science feels that, in the cause of
introducing science education in Madrasas, the following
points need to be addressed:
- The
task of introducing science education and sustaining it in large number
of Madrasas is gigantic as well as crucial. It requires
concerted efforts of much bigger organizations (than this Centre) with
resources, suitable manpower and commitment to match the task. Efforts on
the production of suitable science teaching material and teachers' guides
are essential for sustaining science education in Madrasas.
- It
is important for the organizations involved in this task to establish
their credibility and credentials vis-a.-vis Madrasas by
showing genuine interest in their educational system and problems. They
should provide all possible help to the Madrasas in
bringing about the necessary changes in their system of education
themselves within their paradigm of life.
- It
will be more practical to make efforts to initiate science teaching
programmes without trying to change the system too much.
- Appropriate
methodology of teaching science in Madrasas, using
Islamic experiences, has to be developed and used.
- It
is encouraging to note that science teaching has been taken up by Madrasas though
the pace is rather slow. This initial stage has teething problems where
encouragement and help is essential.
Along with science education, there is great need and acceptability for vocational training programmes within the Madrasa system.
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