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THE HISTORY OF THE DARS-E-NIZAMI SYLLABUS

Since the beginning of Islam, it has been a custom for Muslims to spread religious knowledge in any way possible. In the beginning, because the luxuries of today were not accessible, the Arabs would mainly preserve the Qur’an and the sayings of the Prophet ﷺ by means of memory, since their memories were inimitable. Many had memorized the writings of the Qur’an and the prophetic sayings to the memory, which in later times had to be preserved, since many heretical and heterodox movements began to fabricate sayings of the Prophet. At some point, Islamic Education would move to the Halaqat meetings that would take place in Masjids, libraries and hospitals that resulted slowly in the arrival of the Islamic Madrasah, to master the sciences of Islam.

Mawlana ‘Abd al-Hayy Lakhnawi (rahimahullah), a great scholar of the Indian subcontinent, writes in his article: “The medieval system of education of India and its modification”, according to which the seventh century and the ninth century were a great construction towards The Dars-e-Nizami system. In these times, the study of Arabic grammar and etymology and especially jurisprudence took priority and was perceived in the most important subject. Numerous scholars initiated to compile books and wrote extensive compendia of which some were destroyed in 1258 C.E. The siege of Baghdad in 1258 C.E. It was a cause of much of Uloom in the Indian Subcontinent. The Mongol destruction of the Abbasid Caliphate caused many Ulama and Sufis to emigrate to these lands, although many works were left behind and were destroyed, some scholars could take with them the main texts and annotations of Hanafi to continue with the tradition.

Brother Hamid Mahmood says:

The 1258 incident saw a large number of refugees seeking refuge in Al-Hind and among them were ulama and Sufis.

These scholars were then employed by the state bureaucracy in various capacities, as judges, experts in offering legal opinions, censors of public morals, preachers and teachers.

As time passed, many people began to migrate to the Indian Subcontinent, several universities began to spread and teach different religions. Simultaneously, numerous Islamic schools were deracinated, Hamid Mahmood says:

The British Raj (colonial terrorists) decided to uproot the Madaris from India and, therefore, the madhra of Shah Waliullah (rahimahullah) in Delhi also became a victim.

Hamid Mahmood explains in more detail the deterioration of Muslims in India as much of life has begun to creep. He describes that there was a great need for a upswing in Muslim society.

After the attack of the British terrorists in India and the emergence of several heterodox movements, the social structure of India was greatly damaged, creating much confusion in the minds of many who could not differentiate between innovations and the Islamic creed. Therefore, Islamic scholars began Deoband Madrasah, which is an Islamic university. One more cause for its creation was to counteract the ideology of British education that aimed to spread Christianity through various British universities and other institutions. The educational system that was used to teach was the Dars-e-Nizami system, which was initially established by mullah Nizamuddin Sehalwi (rahimahullah) who was a contemporary of Shah Waliullah (rahimahullah) and worked over the years.

The educational system in Darul Uloom Braliy was a means to train people so that they could understand Islam and contribute to society. Mufti Taqi Usmani writes in his Nazratun Aabirah in which he analyzes in detail the Dars-e-Nizami system according to Mufti Taqi to make people who are firm in their religion know the creed and know the proofs of religion so that they can be They satisfy themselves and also satisfy others. He says this will help a person understand the difference between his ego and the Islamic principles that will help him become a better person.

The Dars-e-Nizami consists of books related to the Qur’an, Hadith, Jurisprudence (Fiqh), Rhetoric, Arabic Grammar and Morphology, which gives students a basis to continue studying, instead of restricting them only to the books they learn in the system. This base allows them to grow in the field of Hadith through which one could become a Muhaddith and in the field of Tafsir through which one could become a Mufassir or in the field of jurisprudence through which one could become a judge and much more, since this is Mufti Taqi’s Opinion. Not only does it increase a person’s Islamic understanding, but it also focuses on the spiritualHow can a person become a good Muslim who helps society? In the early stages of the establishment of Darul Uloom Deoband, the six main Hadith books were not taught and did not belong to the Dars-e-Nizami system.

Deoband adopted Dars-e-Nizami in his Madrasa and used to teach it, none of them included Hadith as part of the curriculum at that time, except in some places that used to teach Mishkat.

The madrassa had to reform their curriculum as they faced two main attacks in the academic field. Maulana Nazir Hussain Ad-Dehlawi and the other by Ahmed Raza Khan from a town called Bareilly who were distorting Hadith and Fiqh to fit their own personal agendas respectively and criticizing some aspects of the Deobandis. The main person behind the change was Maulana Rashid Ahmad Gangohi (rahimahullah), who had a good education and taught two of the main books, Bukhari and Tirmidhi.

A question may arise, what was the reason why the Islamic institutions chose for the Dars-e-Nizami system, what was the objective behind it. Mufti Taqu Usmani explains in his book Nazratun Aabirah that after the Mongols took control of the subcontinent, the Dars-e-Nizami system became widespread in South Asia.

Hindustan became known for his Uloom around the group. It was this same system that pushed Asian Muslim society to great success. Mufti Taqi says:

It was essential that we adopt the Dars-e-Nizami system, as it produced thousands of expert men in the field of knowledge. [Nazratun Aabirah, p.6]

This system was initially created to produce people who were able to lead a nation or at least help the community. It proved to be effective, as it produced thousands of well-educated people to teach others.

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