[Reader-list] A Madrasa with a Difference

[M H]

Ridiculous...

Looks like you have taken your prejudices a little too far - RSS = fanatics
= criminals.

About your claim that RSS are in the police, army and committing atrocities,
any sources? Or should we safely guess and commend you on your abilities as
an undercover journalist?



On 7/28/07, jumana bandukwala <jumanab12 at yahoo.co.uk> wrote:
>
>
> Ms Jogi is doing nothing but advocating to make India a hot bed of bloody
> terrorists. She supports the arm training of vidyabhavan, durga vahini, and
> other RSS wings, which is against the Indian law but these are happening
> very much in the constitutional area of India. And the governments are well
> aware of it but since the governments are pro hindu they turn deaf ear to
> all this and then blame only the muslim people who are fighting for
> discrimination in public services, schools, colleges, and above all police
> and army attrocities. RSS members are in army and police who does fake
> killings of innocent muslim youths and raping minor girls in Kashmir,
> Gujarat, Maharastra and other Muslim dominated areas. They are above Indian
> Law such as TADA, POTA, MOCOCA, and the likes just because they are HINDUS.
> So many innocent muslims killed by the hindus fanatics (RSS members) but not
> a single person had been on trial even after media present their faces but
> they stil going scot free
> just because they are RSS men.
>
> Now decide who is the real terrorist breeder. But nothing to say as Indian
> muslims are subject to these kind of attrocities even after giving their
> lives for India. We should kill the reason behind all these activities then
> we can have good and peaceful India.
>
> Think twice before blaming others.
>
>
>
> Vedavati Jogi <vrjogi at hotmail.com> wrote:
>
> To develop a national system of education which may mould the posterity
> into such a youthful generation as fully saturated with the feelings of
> Hindutva and patriotism, having completely attained all-round physical,
> mental, intellectual and spiritual development
>
> equating vidyabhavan with terrorist breeding madrasas is nothing but
> mental bankruptcy. imagine muslim dominated india in 2050 where hindus will
> be in minority. do you want your next generation to experience the 1947
> partition trauma again? 1947 happened 60 years back, you might have
> forgotten that...just 18years back what we experienced in muslim dominated
> kashmir....can you afford to forget that?
> we need many more vidyabhavans, many more rss...
>
> vedavati
>
>
> From: prashant at csdms.inTo: mrsg at vsnl.com; reader-list at sarai.netDate: Fri,
> 27 Jul 2007 12:17:43 +0530Subject: Re: [Reader-list] A Madrasa with a
> Difference
> <>
> If you read the responses of the so called 'modern clergy', you will see
> that there is a distinction being made about the morally good modernity and
> morally corrupt modernity. This is typical of half baked ideas of secularism
> being accepted, wherein the traditions cannot be challenged on the grounds
> of tolerance. In fact many traditions of hindu life are to be challenged too
> and one is surprised that these orthodoxies are not event entering the
> discussions. There is clearly a class issue which is neglected. So the women
> are to decide how to be huh. What if a majority of women say they want to
> carry on with obnoxious traditions? What then? Difference for difference's
> sake becomes a mantra for upholding community values and not one for an
> individual to challenge not just the extreme orthodoxies but those that are
> current in everyday life.
>
> There is no point in potraying religious education as secular. There is a
> point however in breaking the trope of the Madrassa as a tarining camp for
> future terrorists and extremists.
>
> Perhaps a more worrysome case is that of the Safron Schools like the Vidya
> Bharati network of schools, whose self-professed vision is "To develop a
> national system of education which may mould the posterity into such a
> youthful generation as fully saturated with the feelings of Hindutva and
> patriotism, having completely attained all-round physical, mental,
> intellectual and spiritual development".
>
> This is a much bigger network. It has about 6000 schools under its arm.
> The Vidya Bharati also controls some 60 colleges and 25 higher education
> institutions. Frontline did a cover on these schools in 1998. But they do
> not seem to draw the deserved flak from society.
>
> ----- Original Message -----
> From: MRSG
> To: Yogi Sikand ; reader-list at sarai.net
> Sent: Friday, July 27, 2007 11:44 AM
> Subject: Re: [Reader-list] A Madrasa with a Difference
>
> First the dignity of veil, then a secular Huriayat which loves Hindus and
> Buddhist and now a Modern Madrasa. Hope all these can be considered as a
> comic relief for serious reader-list netizens.
>
> ----- Original Message -----
>
> From: Yogi Sikand
> To: reader-list at sarai.net
> Sent: Friday, July 27, 2007 10:01 AM
> Subject: [Reader-list] A Madrasa with a Difference
> A Madrasa with a DifferenceYoginder SikandContrary to how the media
> generally portrays them,madrasas in
> India are not entirely opposed to reform.Indeed, the winds of change are
> being felt even in theportals of the more conservative madrasas, such as
> thevast network of Deobandi seminaries spread across the
> country. One such instance is the recently-establishedJamia ul-Umoor, in
> New Delhi's Muslim-dominated AbulFazl locality. Set up in 2005, the Jamia
> ul-Umoor is the brainchildof two young graduates of the Dar ul-Ulum,
> Deoband,
> India's largest and most influential madrasa.Maulanas Khalid Saifullah
> Qasmi and Azmatullah Qasmi,the men behind this venture, are both in
> theirmid-twenties and represent a new generation ofDeobandi scholars eager
> to embrace and promote modern
> knowledge along with traditional Islamic learning.After having received
> their degree from Deoband theyenrolled at the Dar ul-Umoor, in
> Srirangapatanam, near
> Mysore, for a year's course in a range of'modern' disciplines. Like their
> teachers, the twenty-odd students at Jamiaul-Umoor are all graduates of the
> Deoband madrasa.Having completed a rigorous eight-year course in
> Islamic Studies there, in the Jamia they are now beingexposed to a whole
> new world of learning. The two-yearcourse that they are undergoing consists
> of lessons inEnglish, Computers, Economics, History, Geography,
> Mathematics, Management, Political Science, PhysicalSciences, Journalism
> and Comparative Religionsâ€"allsubjects that they have had little or no
> exposure toin their years at Deoband. Judging by the ease with
> which the students converse in English, despite havingstudied it for less
> than half a year, they seem to befast and eager learners and their five
> teachers,zealous instructors. The students, neatly dressed in spotless
> kurta-pajamas
> and topis, sit in a circle on a large quilt. On beingprompted by his
> teachers, Tauqir Qasmi, who has justturned twenty, stands up and delivers an
> impassionedspeech in Arabic on the importance of modern education
> and on how Islam positively encourages it. Hiscolleague, Aslam Rafiqi
> Qasmi, follows after him, witha remarkably clear speech in English on the
> problemsof the Indian Muslims. He refers to the 'shameful
> and lamentable' Partition of India and the'massive and most horrendous'
> killings of Hindus,Muslims and Sikhs that ensued. The Indian Muslims,
> hesays, 'continue to pay a heavy price for thePartition', being 'wrongly
> branded as
> anti-nationals by many Hindus'. He refers to theliterally thousands of
> Muslims who have lost theirlives in hundreds of organized pogroms and riots
> inIndia since 1947, and of the discrimination that they
> continue to face in many spheres. He ends his speechby stressing the need
> for Muslims to take to bothreligious as well as modern education. The
> welcome addresses over, I sit with the studentsand discuss their studies.
> One of them wants to know
> how to secure admission in the English department ofthe university I teach
> in. Another wants to know howhe can get the articles he has written
> published inthe Times of India. A third asks me, in impeccable
> English, 'Why are Muslims, especially the ulema ofDeoband, thought of as
> terrorists by many, while theyhad actually played a leading role in
> India'santi-colonial struggle?'. The students and their teachers insist that
> the
> Deobandi elders are not against modern education perse, as is commonly
> imagined. Hasan, a young studentfrom
> Bihar, argues, 'Islam says that all beneficialknowledge can be acquired
> and so our ulema have neveropposed what is good in the modern educational
> system.What they were opposed to, however, was Western
> culture. We can and, indeed, should acquire knowledgeof all the beneficial
> modern disciplines, providedthis is done according to our culture and that
> ithelps us become better Muslims'. Ali, anotherstudent, adds, 'In Islam,
> there is no distinction
> between religious and secular education. All forms ofbeneficial knowledge
> should be had'. Says anotherstudent, Abdur Rahman, 'Learning English,
> ComputerApplications and other modern subjects will help us in
> our task to telling others about Islam'. Maulana Furqan, senior teacher,
> nods his head inagreement. He tells me that three graduates of
> Jamiaul-Umoor's first batch, which passed out last year,are now studying at
> a regular university, the Jamia
> Millia Islamia, in New Delhi. 'We want our graduatesto go on to join
> universities and then take up a range
> of careers, not necessarily as maulvis or religiousspecialists', he says.
> 'In the past, madrasasproduced both ulema as well architects,
> astronomers,scientists and so on', he informs me, 'and so wemust go back to
> that holistic conception of education
> and bridge the gulf between the ulema and those whohave studied in
> universities'. 'Working in variousfields, and not just as maulvis, our
> students can playan important role in promoting social reforms as well
> as communicating the message of Islam to others', headds. 'In today's
> world, you need to know Englishin order to tell others about Islam. Also,
> there is awealth of useful knowledge in English', he explains.
> 'Hence', he stresses, 'it is important thatmaulvis, too, must learn the
> language'. I ask Maulana Khalid Saifullah what he feels about theargument of
> some conservative maulvis that madrasastudents should not enroll in colleges
> for fear that
> they might go astray.'It depends on the individual student', heanswers.
> 'If the students' moral and religioustraining is sound, there is no reason
> to fear thattheir faith would weaken if they join universities. In
> fact, they might have a positive impact on otherstudents, who might, by
> witnessing their example, seekto come closer to religion'. 'To further
> strengthen their commitment to thefaith', he adds, 'we arrange for pious
> Sufi
> scholars to come here to interact with the students,so that, by being in
> the company of men of God, theywill learn to devote themselves to the faith,
> ratherthan to the pleasures of the world'. Maulana Saifullah tells me about
> the 25 other students
> of the Jamia ul-Umoor, who are enrolled in the hifzcourse to memorise the
> Quran. In contrast to mostother institutions that specialize in hifz,
> thestudents here must also study English, Mathematics and
> Science. He also refers to his plans to arrange forhis students to
> simultaneously enroll for the tenthgrade examinations, so that after they
> finish theircourse they can join various different departments in
> regular universities. 'Our ulema must keepthemselves abreast of modern
> knowledge andcontemporary developments', he stresses. 'That isessential for
> them to provide proper leadership to thecommunity'.
> Innovative madrasas like the Jamia ul-Umoor areincreasingly visible today,
> although the media rarely,if ever, refers to them. These institutions
> indicatethe possibility of bridging the rigid dualism thatcharacterizes
> Muslim education, between the ulema and
> those who have studied in 'modern' institutions,something crucial for
> promoting education amongMuslims more
> generally.------------------------------------------Yoginder Sikand works
> with the Centre for
> JawaharlalNehru Studies, Jamia Millia Islamia,
> New Delhi
>
>
>
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