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Vision of Maulana Abdul Kalam Azad for modern India: An
Examination of His Ideas and Countributions |
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| Paper Id :
19169 Submission Date :
2024-08-07 Acceptance Date :
2024-09-08 Publication Date :
2024-12-02
This is an open-access research paper/article distributed under the terms of the Creative Commons Attribution 4.0 International, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. DOI:10.5281/zenodo.14864449 For verification of this paper, please visit on
http://www.socialresearchfoundation.com/anthology.php#8
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| Abstract |
Maulana Abul Kalam Azad stands out as a visionary leader in the annals of India's freedom struggle and as a profound architect of modern India’s educational system. This paper examines Azad's comprehensive vision for education, emphasizing its moral, intellectual, and spiritual dimensions. Azad's advocacy for the unity of Hindus and Muslims and his staunch opposition to the partition reflect his dedication to national integrity. As the first Education Minister of independent India, he played a crucial role in shaping policies that promoted equitable access to education, the establishment of high academic standards, and the inclusion of cultural education. His tenure saw the foundation of key institutions such as the Indian Institutes of Technology and the Sahitya Akademi, which have had lasting impacts on India's educational and cultural landscapes. The study also explores Azad’s views on the essential role of education in achieving social harmony, democratic consolidation, and national progress. His educational reforms, aimed at providing free, compulsory education and improving higher education standards, remain relevant in addressing contemporary educational challenges. This paper highlights Azad's enduring legacy and the importance of his contributions to India’s transition into a democratic, secular, and independent nation. |
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| Keywords | Maulana Abul Kalam Azad, Educational System, Freedom Struggle. | ||||||
| Introduction | Moulana Azad holds a unique place in our Freedom Movement's history. Maulana Azad was an intelligent individual and one of the rare Philosopher-Statesmen that our country has ever had. He was unquestionably a superb student, a gifted journalist, and an unrivalled orator, but he was also a remarkable politician who had a major impact on every turning point India faced in its fight for independence and freedom. He had a significant role in the nation's important decision-making both during the Freedom Movement and in the years immediately following independence. Moulana Azad was a man with mission. The oneness of Muslims and Hindus as well as the integrity and unity of the nation may have been his greatest life's work. He hated the country's division. His goal was to bring the nation together and promote national cohesion. Since he was a teenager, Azad had a strong sense of patriotism and empathy for anti-colonial movements. Following the Khilafat Noncooperation Movement, he became a member of the Indian National Congress, serving as its president during the 1923 special session. He remained for Gandhi and Nehru even as the number of Indian Muslims who supported them dwindled over time. After Independence, he committed himself to project of building a secular, pluralist and progressive nation-state and was instrumental in founding academic and cultural institutions such as the Indian Institute of Technology, Sahitya Akademi, Sangeet Natak Akademi, University Grants Commission and many more institutions and organizations. The ideas of Maulana Azad contributed significantly to India's transition into a democratic, secular, and independent nation. Regarding religion, nationality, and freedom, he did not waver. "Partition is a tragedy for India," he declared. But we must not lose sight of the fact that the country is one, and its political and cultural life is and will continue to be one. This essay seeks to examine Maulana Azad's role in the development of the nation. The importance and relevance of his beliefs in the current era are also covered. On November 11, 1888, Maulana Abul Kalam Azad was born in Mecca, the birthplace of Islam. He was from a traditional Muslim family. Maulana Abul Kalam Azad was originally known as Abul Kalam Ghulam Muhiyuddin. His ancestors left Afghanistan and travelled to India. His father, Maulana Khairuddin, was an Afghan-born Bengali Muslim, while his mother was Arab. In 1857, Maulana Khairuddin moved to Mecca. In 1890, he went back to India and settled in Calcutta. At the age of 11, his mother passed away. He got married to young Zuleikha Begum when he was fourteen years old. At home, Maulana Abul Kalam Azad was educated according to Islamic tradition. After that, various people taught him algebra, geometry, philosophy, Arabic, and Persian. celebrated as National Education Day in India. In addition, he gained extensive understanding of general science, English, politics, and history. Maulana Abul Kalam Azad presided over the Indian National Congress's extraordinary session in 1923. He took part in the Salt Satyagraha campaign started by Mahatma Gandhi in 1930. He made it quite evident in his inaugural address that it is crucial to reject the notion of religious separatism. Thus, his speech continues to serve as a symbol of social peace. This position was held by him till 1946. In addition to opposing Jinnah's Two-Nation Theory, he wished for a one nation. Maulana Abul Kalam Azad was India's first minister of education following independence. He was a member of the Constituent Assembly, which was in charge of writing India's constitution. In 1956 he was selected as the President of the UNESCO General Conference in Delhi. On February 22, 1958, he passed away. His birthday, November 11, is celebrated as National Education Day in India. Maulana Abul Kalam Azad was posthumously awarded India's highest civilian honour Bharat Ratna in 1992. |
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| Objective of study | This paper represents the researchers' endeavour to explore a previously overlooked area of study, pursued with the following objectives –
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| Review of Literature |
The paper is based on the reviews of many books and literature which are discussed through out the paper. |
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| Methodology | This study is fundamentally theoretical and adopts a qualitative research approach. The primary sources of data for this research predominantly include the writings and various works of Abul Kalam Azad. Additionally, complementary information has been gathered from a variety of resources such as books, diaries, and articles authored by experts and scholars who have explored the life and works of Azad.
Research Questions : Researchers has prepared the following Research
Questions for this study;
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| Result and Discussion |
The Meaning of Education Visionary scholar and liberation fighter Abdul Kalam Azad saw education to be a deep and complex process. He had the opinion that education had far more significance than just imparting knowledge and abilities. Education, in Azad's view, is the comprehensive growth of a person's moral, intellectual, and spiritual abilities. He placed great emphasis on the development of a well-rounded and enlightened person who not only had a solid grasp of academic subjects but also a strong moral and ethical compass. Azad's concept of education was deeply rooted in the promotion of values like tolerance, compassion and social responsibility. He saw education as a means to foster unity in a diverse society, advocating for an inclusive and equitable educational system that transcended socio-economic and cultural divides. Furthermore, he stressed the importance of preserving and celebrating the cultural heritage of a nation through education, believing that a strong cultural foundation was essential for a nation's progress and identity. In essence, Abul Kalam Azad's view of education was characterized by its role in nurturing individuals who were not only knowledgeable but also ethical, culturally aware, and socially responsible, contributing to the betterment of both individuals and society as a whole. Aims of Education: Abul Kalam Azad, the first Education Minister of independent India, made significant efforts to revolutionize the educational landscape of the country during his decade-long tenure. He aimed to transform the Department of Education into a comprehensive Ministry that would provide leadership in both education and culture. Azad's vision for educational reform was based on four fundamental aims – Democratisation of Education: Azad acknowledged the pervasive prejudices and class-based discrimination that exist in Indian society. He thought that marginalised communities might be lifted up and these hurdles could be removed via education. He underlined that it was the state's duty to guarantee that everyone had equal access to educational opportunities so they could learn new things and improve. Upholding High Standards of Learning: Even though Azad aimed to democratise education, he was also devoted to upholding these standards. He thought that in order to satisfy democratic objectives, education needed to be expanded to an unprecedented degree. Azad opposed universal enrolment in higher education and said that academic excellence should not be sacrificed. He maintained that colleges ought to be hubs of information and intellectual development that draw students with a voracious appetite for knowledge. Promotion of Mutual Understanding : Azad was a staunch advocate of international unity and amity. His worldview transcended religious, cultural, and national boundaries. He believed in the essential unity of humanity, placing it above all other goals such as religious salvation, economic prosperity, cultural advancement, and political emancipation. Azad's vision of universalism found resonance in both Islamic and Hindu worldviews, as he interpreted Islam as a message of love and brotherhood that transcended divisions of race, community, language, and land. Maulana Azad: As India's Educational Architecture In many aspects, Maulana Azad was a remarkable individual. He has a very broad knowledge base. He was one of the 20th century's greatest reformers. He was among those who designed contemporary India. India appointed Maulana Azad as its first Minister of Education. Several initiatives were launched during Moulana Azad's administration to advance scientific education, primary and secondary education, university establishment, and pathways for higher education and research. In her role as Education Minister, Maulana Azad made a significant contribution and emphasised the need to establish policies and plans for the quick, comprehensive, and equal growth of the nation's educational infrastructure. In January 1949, he spoke at the Central Advisory Board of Education meeting he spoke of the approach of the national Government toward education. According to him, the primary responsibility of the national government is to ensure that everyone has access to free and necessary basic education. A quality education is a national asset that should be valued highly anywhere and at any time, according to Maulana Azad. Schools serve as the nation's labs for producing its future citizens. It's also critical to remember that the development of our human resources in the proper direction is education's main social aim. He strongly believed that education is crucial for the general growth of the country. Thoughts on education for all: Maulana Azad was a leading proponent of providing free basic education to all Indian citizens. At one of his early meetings following his observation of the position of India's Education Minister, he encouraged the decision-makers to never forget that every person has a fundamental right to at least a basic education, without which he could not carry out his responsibilities as a citizen to the fullest extent possible. Maulana Azad envisioned a rapidly literate populace in India and the growth of higher education to unprecedented heights. Maulana Azad’s view on child education: Azad has a strong opinion with a focus on primary school. As the Minister of Education, Maulana Azad placed a high value on adult education's quick advancement and thought that basic education was essential to the people's future well-being. In his capacity as the free India's Minister of Education, Maulana established a basic education program for all children who were old enough to attend school.He also believes that the mwdium of instruction in school should be in the mother tongue. Maulana Azad reemphasized the fivefold programme for the expansion of education in the country. The provision of basic education on a universal free and compulsory basis for all the school going children. Azad's opinions on free education: According to the Indian Constitution, all children between the ages of six and fourteen have the fundamental right to free and compulsory education. Maulana Azad was a fervent supporter of providing free basic education to all of her people. Additionally, he persuaded the Constituent Assembly that the State ought to be in charge of offering all of its citizens free and compulsory education. Azad's opinions on education for girls: One of the most important aspects of women's empowerment is education. Maulana Azad observed that educating girls has the power to fundamentaly alter society. He believed that educated ladies could contribute significantly to the nation's progress. His top priority was the education of girls. Maulana noted that democracy cannot carry out the tasks required of it if the electorate is not educated. He thought that social cohesion, democratic consolidation, and long-term progress could all be achieved by education alone. Given that women make up about 50% of our population, their education is very important and should not be allowed to lag behind in our system of education growth. The full participation of women in the various spheres of society is a very important step for the empowerment of women in our society. Maulana Azad's opinions on higher education: Maulana Azad paid close attention to this field and was interested in studying other nations' educational systems and best practices. He has always advocated for a laser-like emphasis on educational research in order to foster creativity. He had also established the Central Institute of Education. Maulana Azad gave much importance to skill and training in higher education. He advised that the universities must know in which sectors or fields their students want to prove their ability. And what special training is needed to succeed in those fields. Azad’s views on Adult Education: He was very much pained at the then prevailing situation of India’s education system and adult education. Despite the huge financial crisis India was facing, he had allocated considerable budget to education sector. His target was to raise the expenditure on education till 10% for promoting the adult education. Therefore, he wanted that the scope of adult education should also include provision for social education. The provision of adult education in order to wipe out the colossal illiteracy of the masses. The improvement and expansion of technical education in order to solve the manpower for industrial and technical development. The reorganization and improvement of university education from a national point of view. Azad’s Views on Modern Education Education is a dynamic process in any society. Education develops the human struggle for survival and enlightenment. Modern education refers to the general social process by which human beings acquire the knowledge and skills needed to function in their culture. The contribution made by Maulana Abul Kalam Azad in nation building could not be overlooked. He was appointed as India's first Minister for Education and inducted in the Constituent Assembly to draft India's constitution. Maulana said addressing the inaugural session of IIT Kharagpur and emphasizing on these words, “Institutemust provide instruction of the highest standard, under the supervision of recognized authorities in their respective fields and that only men of the highest quality should be in charge of the different departments. Education is essentially about rational enquiry and for a highly pluralistic societies, it has to be developed as a harmonizing force rather than as an instrument to promote divisiveness and disunity among the people. A progressive education will greatly address our major social evils and will help in strengthening the secular and liberal fabric of our country, remaining sensitive to the specific cultural identities, and the plural nature of our society, the democratic ethos of our people and to the need for positive dialogue between cultures. Democratic India presents a contrasting picture of affluence and deprivation and different centuries co-exist in India. A progressive education will greatly address our major social evils and will help in strengthening the secular and liberal fabric of our country, remaining sensitive to the specific cultural identities, and the plural nature of our society, the democratic ethos of our people and to the need for positive dialogue between cultures. Azad was passionately committed to education, culture and scientific and technical progress. |
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| Conclusion |
In addition to being
a well-known author, poet, and journalist, Maulana Abdul Kalam Azad played a
significant role in India's independence movement. He was the editor of the
weekly AlHilal Urdu publications. It was then outlawed, and he went on to
launch a new publication called Al-Balagh. He wrote extensively, opposing
British authority and promoting Indian self-government. He became close to
Mahatma Gandhi while serving as the head of the Khilafat Movement. He was
elected Congress President for the second time and presided over several annual
sessions. He led all negotiations, with the British government, during the
crucial phase of transfer of power. He became the youngest President of the
Indian National Congress. He always supported the cause of Hindu-Muslim unity
and staunchly opposed the demand for a separate Muslim state of Pakistan. He
served in the Constituent Assembly, formed to draft India’s Constitution. After
India‘s independence, he served as the first Minister of education. He was
honoured with ‘Bharat Ratna’ posthumously. Azad’s ideals have made significant
contribution to India becoming a sovereign, secular and democratic republic.
Maulana Azad will be remembered for his spiritual intellect and political
achievements as also for the sacrifices he made for the country, particularly
in an extremely adverse pre-partition situation, He will be remembered for his
educational contribution to the country and as a symbol and practical example
of India really being a secular country. Azad’s intellectual and political
contribution to modern India needs to recall again and again to the younger
generation of India. His life and works call for re-visiting and re-
evaluation. |
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