WHAT WENT WRONG WITH MUSLIMS AND WHY DID THEY STOP PRODUCING SCIENTISTS?

WHAT WENT WRONG WITH MUSLIMS AND WHY DID THEY STOP PRODUCING SCIENTISTS?

Not long ago after the fall of Mughals, British Colonizers put a complete halt to the intellectual and scientific creativity of Muslims by reshaping their education system. Here is how they did it.

After the Brits invasion of Subcontinent, they enslaved the kings, murdered the intellectual brains including highly praised and well known Islamic figures. Next, they banned all Islamic and contemporary schools and brought a new education system to the Subcontinent which was based on mere language learning. The chief aim was to bar the locals including Muslims, Hindus, and Sikhs etc. from studying their history, religion and to outpace each other in learning a new foreign language. This is how British colonized the entire Globe.

Through ‘Linguistic Reshaping’ of societies, British made the targeted societies beg for employment, food and shelter etc. and then provided them with what was needed conditionally. Local populations were coerced to adopt the imported education system which was based on British literature and which did not tell about Muslims, their elders and their history etc.  To prove my point, I would like to quote one of the British thinkers and educationists who can be held responsible for the entire culture invasion in the subcontinent. He was Macaulay. In his ‘Minutes Upon Indian Education’ he noted the following:

To sum up what I have said, I think it is clear that we are not fettered by the Act of Parliament of 1813; that we are not fettered by any pledge expressed or implied; that we are free to employ our funds as we choose; that we ought to employ them in teaching what is best worth knowing; that English is better worth knowing than Sanskrit or Arabic; that the natives are desirous to be taught English, and are not desirous to be taught Sanskrit or Arabic; that neither as the languages of law, nor as the languages of religion, have the Sanskrit and Arabic any peculiar claim to our engagement; that it is possible to make natives of this country thoroughly good English scholars, and that to this end our efforts ought to be directed.

Macauly mocked every other language that was dear and near to the locals and made the locals to read, understand and study everything in English. He noted the following in this regard:

Whoever knows [English] has ready access to all the vast intellectual wealth, which all the wisest nations of the earth have created and hoarded in the course of ninety generations. It may be safely said, that the literature now extant in that language is of far greater value than all the literature which three hundred years ago was extant in all the languages of the world together. The question now before us is simply whether, when it is in our power to teach this language, we shall teach languages, by which, by universal confession, there are not books on any subject which deserve to be compared to our own; whether, when we can teach European science, we shall teach systems which, by universal confession, whenever they differ from those of Europe, differ for the worse; and whether, when we can patronise sound Philosophy and true History, we shall countenance, at the public expense, medical doctrines, which would disgrace an English farrier, --Astronomy, which would move laughter in girls at an English boarding school,--History, abounding with kings thirty feet high, and reigns thirty thousand years long,--and Geography, made up of seas of treacle and seas of butter.

 

On educating the masses and ripping them of their ancestral values, education and morals, He came up with a new education system teaching a new language, morals, values and society. Read what he had to say about this reshaping of the mind of the local population:

In one point I fully agree with the gentlemen to whose general views I am opposed. I feel with them, that it is impossible for us, with our limited means, to attempt to educate the body of the people. We must at present do our best to form a class who may be interpreters between us and the millions whom we govern; a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect.

In a nutshell, it is true to argue that the English who almost colonized the entire world, were first not so powerful in terms of army, economy and literature. They enslaved other populations or nations and colonized their lands. Through this colonization, everything owned by those nations were either put an end, sent to Britain and or reshaped. Like, when it comes to economy, British exploited the subcontinent’s rich natural resources, found cheap labours, dominated their local products, demolished and occupied their markets and as a result of this, the locals were compelled to serve British and do what they wanted. When a nation does not have the needed wealth, weaker economically and cannot afford to support themselves, they start adopting other cultures, values at the cost of their inherited values. Now, since British is no more a colonizer, all the colonies have been liberated and made sovereign countries, nations must come up with their own creations. They have to make an education system that best serves their need. They need to go back to their roots and read about their elders. Particularly, all those Muslim nations who were made colonies, must stop being slave to the British and Americans.