education system in india during mughal period

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Download Free PDF

Mughal Education System in India

2020, Jahangirnagar Review, Part-C

The advent of the Mughals on Indian soil started a new era in the field of culture and education in 1526. Most of the Mughal Emperors made great contributions to Indian learning and are famous for patronizing different fields of education. Mughal education system was prospective and effective in many ways. Particularly it was secular and also under state purview. Even though the students had to study religious sciences, there were courses on science and arts as well. In the Mughal era, education flourished beyond religion, cast and gender. Especially female members of royal and noble families had the privilege to get educated. Emperors received royal education during their childhood and it influenced the foundation of many imperial educational institutions around this region.

Related papers

Al-Ta lim Journal, 2016

One of the legacies of Islamic civilization in India was the Mughal dynasty that had encouraged the new revival of the old and almost drowned civilization. With the presence of this dynasty, the glory of India with Hindus civilization reappeared. Recorded in the history of Islam, the dynasty was established in the middle period. After the mid-over, there appeared three great kingdoms to rebuild the progress of Muslims. Among the major kingdoms were royal Mughal. The third crown can already be categorized as a superpower in those days, because the greatness of the kingdom had been able to organize the economic, political as well as military.. Islamic education at this time gained considerable attention. For this purpose, the royal Mughal made the mosque as a place of worship other than as a place of religious learning for the community. The mosque indeed had been provided with scholars who gave various lessons of religious knowledge. In fact, the mosques had also been completed with ...

Vidyawarta, Peer Reviewed International Journal, Special Issue, April 2022, pp 57-60, 2022

After establishment of Delhi Sultanate, the Madarsa Education system got strengthened and this system was spread in remote villages also with the help of the existing rulers. Moreover after the establishment of Mughal Empire, Madarsa Education became the part of the Government and the education was imparted more systematically. The education centers in the form of Maktab and Madarsa were set up under the control of the government. Many Islamic scholars were devoted themselves to teach religious education in the local Maktab or Madarsa

This paper is compilation of the state of education system during pre-independence period of India. It elaborates education system as mentioned in different period like Upnishshadic, Bhudhist, Medieval, modern as well as the system being followed at ancient University like Taxila and Nalanda. It examines the education in Mughals period. The educational developments under British rule have been investigated as well Lord Macaulay's Minute

Learning and education in Mughal India has inspired divergent views and conflicting assessments. The British historians during the colonial period generally portrayed it in negative colours accusing the Mughals for neglecting mass-scale education, ignoring scientific and technological advancements and following traditional system of rote learning which gradually became outdated and irrelevant. This criminal negligence, according to them, became the major cause of decline of the Empire and loss of political power. A comparison with the development of knowledge in Europe in the eighteenth and nineteenth centuries is often made to further the argument. This colonial estimation has become a dominant theme in modern academic discourse. The present paper challenges this dominant narrative and argues that it needs to be seriously revised in the light of the new evidence. It emphasises that the colonial viewpoint fails to note two important points: firstly, the colonial perceptions about literary practices in Mughal India were inspired by ethnocentric bias and this research paper by placing this perception in the conceptual framework of Orientalist discourse, reveals that this viewpoint was partisan, subjective and Euro-centric. Secondly, education and learning is a cultural process which cannot be divorced from its social context. If during the Mughal rule in India, the Western world was pulsating with a new vigour of philosophical and scientific ideas, it was not relevant to Indian context as the socio-cultural and epistemological basis on which these ideas developed was entirely different from that of Mughal India. Mughal rule in India is famous for its display of exorbitant wealth, grandeur of architecture, and development of aesthetic tastes. However, there is also a general view that the Mughal government showed apathy, if not antipathy, towards learning and education. It displayed no enthusiasm towards development of education in general and science and technology in particular. The governments in European counties, on the other hand, were far more sensitive to the educational needs of their subjects. The present article is an attempt to challenge this general perception. The article is divided into two parts and each part seeks to examine one basic question. The first part delves into how the colonial scholarship

Education as a process is as old as the progression of human race. Knowledge and skills related to processes of fulfilling basic human needs were passed on from one generation to another. Thereafter with the growth of civilization the need of formal education for the development of the individual as well as the society was realized and gradually education was institutionalized. Education has not remained stagnant, but with the passing of time, it has undergone great changes. The growth of education shall be studied through its different periods, namely Vedic period, Buddhist period and medieval period.

The first verse of the Holy Qur’an indicates that education is an integral part of Islam. Since then, educational development has been a parallel to the development of Muslim society. From the beginning of the Muslim conquest of Bengal by the Turks in the early 13th century, the society had also witnessed the rapid development of a new educational system. Before Islam in Bengal, The Buddhist and Brahmanic religious centres mainly served as educational centres. Cultivation of knowledge was instructed through the Sanskrit language and limited only to the upper classes people. But the scenario got a change under the Muslims both- Turko-Afghan Sultanate (1204-1576 A.D.) and the Mughals (1576-1757 A.D.). The period witnessed a rapid advancement in the educational field, which changed the traditional system. The Rulers patronized the spread of education considering it as their religious obligation. Besides Sultans, the Sufis, Ulamas, Nobles, Chieftains-all contributed in this regard. Masjids and Madrasahs mainly served as centre of Muslim education. In the Masjids, informal teaching was offered in all branches of Islamic studies, from elementary to the highest level. The Imams of the Masjids were acknowledged teachers of the community. Madrasahs were the most important institution, where formal education was instructed. Maktabs were used for primary education, which were organized either in the Masjids or private houses. Majilises were developed around individual scholars as higher educational centres such as the learning centre of Shaikh Jalaluddin Tabrizi at Deotala, Shaikh Sharfuddin Abu Tawama at Sonargaon, Dhaka etc. There was co-education at primary level, but the higher education for women was limited only to the higher & high-middle class families. Different branches of Islamic Sciences such as Tafsir, Hadith, fiqh-Jurisprudence, logic together with many diverse subjects such as natural sciences, mathematics, medicine, agriculture, astronomy, geography and Arabic & Persian languages and literature were taught in these institutions. To maintain these educational institutions, the rulers provided state patronage, granted rent-free lands as endowment. Thus, a very new and diversified educational system flourished in the society of Bengal under the Muslim rulers, which opened learning facilities for all the people, founding many educational institutions throughout the country. The paper is mainly aimed at discovering the nature and dimensions of educational system, which developed particularly during the Turko-Afghan Muslim Sultanate (1204-1576 A.D.) in Bengal and identify how the system can contribute to improve the present educational system of the country.

Education is a platform in which young generations are trained and make them future-ready. Education provides knowledge and skills which help the person to be employable. The Indian education system is very popular and diversified among other countries’ education systems due to its change in the evolution from ancient to the modern education system. During the ancient and medieval periods of education, students were trained by teachers in such a manner that they can survive and live in that era. After independence, there is a tremendous growth in the Indian education system providing teaching and training in all aspects, but it does not satisfy the global demands of the market. This chapter focuses on teaching methodology, curriculum, characteristics, methods of learning, aims of the Indian education system during the ancient and medieval period and how it differed in today’s modern education and what are the things that our today’s modern education need to learn and implement from ...

This course provides an introduction to the contexts, methods, and aims of Islamicate education in late-Mughal South Asia, a time of great social, political and intellectual upheaval. The course will situate these traditions of learning within the immediate Indian environment while also tracing their connections with the broader Islamic world. We take as our central focus an eighteenth-century 'curriculum': a list of books that were read by students of a famous madrasa in late-Mughal Delhi. Although madrasas are now widely considered to be places of strictly 'religious' education, our curriculum reveals the wide range of disciplines a student was expected to know. As well as subjects like Qurʾānic commentary and Islamic jurisprudence, students learned Arabic and Persian grammar, ethical texts, Sufism, Hellenistic philosophy, logic, medicine, martial arts, mathematics and geometry, poetry, accounting and secretarial skills, astronomy, as well as alchemical and occult sciences.

Reviews in Mineralogy and Geochemistry, 2008

Einleitung in das Alte Testament, 2023

Later Prehistoric Settlement in Cornwall and the Isles of Scilly: Evidence from Five Excavations, 2021

Reviews in History - https://www.history.ac.uk/reviews/review/2029, 2017

Results in Physics, 2016

Journal of Educational Computing Research, 2019

International Journal of Recent Technology and Engineering, 2021

Seminars in Fetal and Neonatal Medicine, 2007

Zootecnia Tropical, 2011

Psihologiâ i pravo, 2024

Ecology, Environment and Conservation, 2022

Acta Scientiarum. Animal Sciences, 2020

Journal of the American College of Surgeons, 2014

Related topics

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Cultural Life during the Mughal Period | Indian History

Read this article to learn about the system of education, literature, arts, music and architecture during the mughal period!

System of Education and Its Motivations :

All the Mughal emperors were great patrons of learning and gave their full encouragement to the spread of education in their dominions.

Babur was himself a great scholar and public works department (Shuhrat-i-Am) established by him, which, also continued to exist under later Mughal emperors, was on trusted along with other responsibilities to that of building the schools and colleges.

Image Source: upload.wikimedia.org/wikipedia/commons/7/7e/Darbarscene.jpg

ADVERTISEMENTS:

His son, Humayan had great love for study of books especially in astronomy and geography. He constructed a Madarsa at Delhi and converted the pleasure-house built by Sher Shah in Qila Kohana also called Purana Qila into a library.

The reign of Akbar, well known for improvement in various other domains, also constitutes a new epoch in the growth and improvement of education. He established a number of colleges for high learning at Agra and Fatehpur Sikri and also attempted to revise the curriculum of education.

Abul Fazal writes, “All civilized nations have schools for the education of youth; but Hindustan is particularly famous for its seminaries”. Akbar also encouraged the Hindus to join the madarsa and learn Persian, the court language.

Jahangir was himself a great scholar of Turki and Persian and had written his memories known as the Tuzuk-i-Jahangiri. It is stated that soon after his sitting on the throne, he got repaired many old madarsa, which had ceased to function for quite a long and filled them with pupils and their teachers.

Towards the close of his reign, he also promulgated an order that if a rich person or traveller died without heirs, his property would escheat to the crown and be spent on the construction and maintenance of madarsa and monasteries, etc.

Shah Jahan had great fascination for study of the Turkish language and had a regular habit of study at night for a short while. He repaired an old institution called Dar-ul-Boqa (Abode of Eternity) and found a new college at Delhi. His son, Dara Soukoh, also patronized every educational activity. Aurangzeb encouraged the education of the Muslims and founded colleges and schools” (Keene).

Education: A Private Affair :

Dr. Srivastava writes, “The Mughal government did not consider it to be its duty to educate the people. It had no department of education and did not allocate a portion of the public revenue for the spread of literacy. Education was thus in Mughal India a private affair, a hand-made of religion and if the Mughals took interest in it, it was to earn religious merit and not to advance the welfare of the people.

The public made their own arrangements for the education of their children and considering the age and circumstances of the time, the arrangements were fairly satisfactory.” Both the Hindus and the Muslims had their separate institutions for education of their children.

The Hindus sent their children to the school usually at the age of five but the Muslims performed the maktab ceremony at the auspicious day of the child completing four years, four months and four days. The syllabi and curriculum of studies as well as the medium of instruction used by the communities were different. Obviously, their institutions of higher learning were also located separately and the subjects of their research and higher studies were also different.

Hindu Education :

The Hindus had their primary schools attached to the temples. These schools were maintained by grants or endowments and no fee was charged from the pupils. There were no printed books and the children wrote the alphabets on wooden boards or on dust of the ground with fingers.

Classes were usually held under the shade of a tree. The students were taught the religious scriptures after they finished their alphabets and these were usually, according to Bernier, the Puranas. The centers of higher learning or universities were scattered all over the country, largely near the places of pilgrimage. These were Banaras, Nadia, Mithila, Mathura, Tirhut, Paithan, Karhad, Thatte, Sirhind and Multan.

Bernier states, “Banaras is kind of university; but it has no college or regular classes as in our universities, but resembles rather the school of the ancients, the masters being spread over different parts of the town in private houses”. Nadia was the second great centre of Hindu learning after Banaras.

Vasudeva Sarvabhauma founded a school of Nyaya there in the sixteenth century which even out rivalled Mithila. The University of Mithila, however, continued to be a prominent centre of learning during the Mughal period. Mathura was another famous centre of learning with its specialization in Hindu philosophy and there were more than ten thousand students.

Thatte was equally important and had, according to Hamilton, four hundred colleges. The subjects of theology, philology and politics were taught there. Multan was well known as a centre of specialization in astronomy, astrology, medicine and mathematics. Sirhind had an important school of medicine.

The subjects of study in all these Hindu centers of study were grammar, logic, philosophy, history, poetry, astronomy, astrology, medicine including veterinary science and mathematics also including study of physics and chemistry.

Muslim Education: Madarsah and Maktabs :

The Muslims sent their children to Maktabs located in the mosque and these schools, according to the Italian traveller Delia Valle, existed in every town and village. The basic course of study at the primary standard was the Quran which every child had to learn by rote. After completing their study of Quran, the pupils were taught Gulistan and Bostan of Sheikh Sadi and poems of Firdausi.

The institutions of Higher learning called Madarsahs where at Agra, Delhi, Lahore, Jaunpur, Gujarat, Sialkot and Ahmedabad. Agra was the biggest centre of learning were there were numerous Madarsahs including the college of Jesuits. Delhi was the second largest centre of education.

It had also a number of madarsah, the prominent being Humayun’s madarsah, Maham Anaga’s madarsah, called Khair-ul- Manzil and Darul Bana built by Shah Jahan. The Khan-ul-Manzil was big residential college where students lived in the rooms of both the storeys and classes were conducted in the main hall.

Jaunpur as a great centre of learning was known as the ‘Shiraz of India’, where students came from far and wide. The Madarsah Faiz Safa and Langar-i-Den/vazda Imam (now called Bara Imam ka Kotla) located in Gujarat and Ahmedabad respectively were reputable centers of learning in the Western India.

Lahore as an important centre of education attained its eminence during the reign of Aurangzeb. Kashmir was also a place of attraction for scholars because of its pleasant climate and beautiful environment.

Among other places of education, Gwalior, Sialkot, Ambala and Thaneswar were quite famous. The courses of study in these institutions of learning consisted of grammar, rhetoric, logic, theology, metaphysics, jurisprudence and literature. Mathematics, medicine and astronomy were also studied under the impact of Hindu scholars. The medium of instruction usually was Persian or Arabic.

The Aim of Education :

“The aim of education” writes Prof. S.M. Jaffar, “was to bring out the latent faculties of students, to discipline the forces of their intellect and to develop their character, to equip them with all that was required for their material as well as moral improvement. Education was regarded as a preparation for life and for life after death and hence it was that religion was at the root of all study”.

The education thus did not equip a student only to obtain his employment under the state but attempted at the development of his faculties of head and heart. These were no regular examinations for a student to be promoted to the next standard and the teacher was the sole judge to ascertain his suitability for promotion to the higher class.

The educational institutions also did not award certificates or degree and it was enough for a student to have been taught at a reputed school or by a well known learned teacher. This made the admission to the reputed institutions a big burden and according to Dr. P.N. Chopra, it was with great difficulty that Mullah Shah Badakshi agreed to take Jahan Ara as his pupil.

Course Content and Libraries :

It cannot be said with certainty as to whether the duration of the courses in all the educational institutions was fixed according to a standard pattern. It seems that the study for ten to sixteen years was considered enough for education of a person equivalent to the degree examination in own universities.

All those who wanted to adopt teaching profession or otherwise desired to pursue higher studies were placed under the specialists. There students also visited the other centers of learning both in the country and abroad as a part of their curriculum. There were big libraries for use of these students in every madarsa but certain libraries like that Madars Feiz Safa were highly reputed.

The biggest library was, however, the Imperial library containing the Emperor’s collection of books. The Mughal princesses Salima Sultana and Zib-un-Nisa had built their own libraries. The high nobles and other courtiers also attempted to work on the royal work on the royal example. Faizi had a collection of 4,600 books in his library.

Abdur Rahim Khan Khana employed ninety five persons to take care of his collection of books and rare manuscripts. The library of Maharaja Jai Singh contained all books on astronomy used by the Hindu Scholars. Bernier saw a big hall at Banaras University, which was full of books on philosophy, medicine, religion and history etc.

Women Education :

Along with the education of men, the education of the women did not obtain proper priority during the Mughal period. Most of the women did not get an opportunity to read beyond the primary standard and it was only the few nobles and rich people who were able to engage private tutors for education of their daughters at home.

The institutions of education of females were, however, absent. According to Dr. Datta, regular training was given to the ladies of the royal household during the reign of Akbar. The ladies of the royal blood thus excelled themselves in education and statecraft.

Gulbadan Begam, Salim Sultana, Zeb-un-Nisa and Zinat-un-Nisa excelled themselves in the literary field where Nur Jahan and Jahanara played an important part in politics.

Literature :

During this period Akbar brought Persian at the level of state language, which helped in the growth of its literature. Besides, all Mughal emperors, except Akbar, were well-educated and patronized learning. Babur was a scholar.

He wrote his biography, Tuzuki-i-Babri, in Turki language and it was so beautifully written that it was translated into Persian three times. He also wrote poems both in Turki and Persian and his collection of poems Diwan (Turki) became quite famous. Humayun had good command over both Turki and Persian. Besides, he had sufficient knowledge of philosophy, mathematics and astronomy.

He patronized scholars of all subjects. Akbar himself was not educated but he created those circumstances which helped in the growth of literature during the period of his rule. He gave encouragement to Persian language and famous works of different languages like Sanskrit, Arabic, Turki, Greek, etc., were translated into it. He established a separate department for this purpose. Many scholars rose to eminence under his patronage. Jahangir was also well-educated.

He wrote his biography, Tuzuk-i-Jahangiri himself by for the first seventeen years of his rule and got prepared the rest of it Mautmid Khan. Not much was done concerning translation work but a few original works of repute were written during the period of his rule. Shah Jahan also gave projection to scholars.

His son Dara Shukoh was also well-educated and arranged for the translation of many Sanskrit texts in Persian. Aurangzeb was also a scholar though he hated writings of verses and books on history. During the period of the later Mughals, Persian remained the court-language till the rule of Muhammad Shah. Afterwards, it was replaced by Urdu. Yet, good works produced by many scholars in Persian even afterwards. Thus, Persian got the maximum incentive to grow during the rule of the Mughals and, therefore, made very good progress.

Largest numbers of good books written in Persian were either autobiographies or books on history. Among writings on history, Tuzuk-i-Babri written by emperor Babur, Humayuna Nama of Gulbadan Begum, Akbarnama and Ain-i-Akbari of Abdul Fazl, Tabkhat-i-Akbari of Nizamuddin Ahmad, Tazkirautal-waqiat of Jauhar, Tauja-i-Akbarshahi alias Tarikh-i-Sher Shah of Abbas Sarwani, Tarikh-i- Alfi which covers nearly one thousand years of history of the Islam and was written by the combined efforts of many scholars.

Muntkhba-ut-Twarikh of Badayuni, Tarikh-i-Salatin-Afghana of Ahmad Yadgar, Tarikh-i-Humayun of Bayaqzid Sultan and Akbarnama of Faizi Sarhindi were written during the period of the rule of Akbar except the first. Jahangir wrote his biography Tuzuk-i-Jahangiri.

Mautmid Khan completed it and also wrote Ikbalanama-i-Jahangiri.Massara Jahangir of Khawja Kamgar Makazzam- i-Afghani of Niamatullah, Tarikh-i-Farishta of Muhammad Kasim Farishta and Massare-i-Rahini of Mulla Nanvandi were also written during the period of Jahangir. Among the famous work written during the period of reign of Shah Jahan were Padshahnama of Aminai Qazvini, Shahjahanama of Inayat Khan and Alam-i-Saleh of Muhammad Saleh. Aurangzeb discouraged writings of history.

Yet a few good works were produced during his rule. Among them, the most famous ones were Muntkhab-ul- Lubab of Khafi Khan, Alamgirnama of Mirza Muhammad Qazim, Nuike-Dilkusha of Muhammad Saki, Fatuhat-i-Alamgiri of Iswar Das and Khulasa-ut-Tawarikh of Sujan Rai.

Historical works were written under the patronage of the later Mughals as well as provincial ruler. Among them, the most reputed were Sidrul-Mutkharin of Gulam Hussain, Tawarikh-i-Muzaffari of Muhammad Aliand Tawarikh-Cahar- Gulzar-i-Suzai of Harcharan Das.

Besides original work, books in other languages were translated into Persian. Among the Sanskrit text, Mahabharat was translated by the joint efforts of Naki Khan, Badayni, Abdul Fazal, Faizi etc.

Badayuni translated Ramayana into Persian. He also started translating Atharvaveda while it was completed by Haji Ibrahim Sarhindi. Faizi translated Lilavati, Shah Muhammad Sahabadi translated Rajtarangini, Abul Fazl translated Kaliya Daman, Faizi translated Nal Damyanti and Maulana Sheri translated Hari-Vansha.

All these works were translated during the period of rule of Akbar. During the reign of Shah Jahan, his eldest son, Dara Shukoh provided incentive to this work and got translated Upanishads, Bhagvata Gita and Yogavasistha.

He himself wrote an original treatise titled Manjul- Bahreen in which he described that Islam and Hinduism were simply the two paths to achieve the same God. Many texts written in Arabic, Turki and Greek were also translated into Persian during the rule of the Mughal emperors. Bible was translated in it. Aurangzeb with the help of many Arabic texts got prepared a book of law and justice in Persian which was titled Fatwah-i-Alamgiri.

Poems in Persian were also written during this period though this type of work could not achieve the standard of prose-writing. Humayun wrote a few verses. Abul Fazl named fifty nine poets at the court of Akbar. Among them Faizi, Gizali and Urfi were quite famous. Hahangir and Nur Jahan were also interested in poetry. Jahan Ara daughter of Shah Jahan and Jebunnisa, daughters of Aurangzeb were also poetesses.

The letters written by the emperors and nobles also occupy important place in the Persian literature of that time. Among them, letter written by Aurangzeb, Abul Fazl, Munir, Raja Jai Singh, Afzal Khan, Sadulla Khan, etc. have been regarded as good literary value.

Original good works in Sanskrit could not be produced during the rule of the Mughals. Yet as compared to the age of the Delhi sultanate, Sanskrit literature made good progress during the period. Akbar gave recognition to scholars of Sanskrit. Abul Fazal has named many scholars of Sanskrit who received the patronage of the emperor. A dictionary of Persian Sanskrit titled Farsi- Prakash was prepared during his rule.

Besides many Hindu and Jaina scholars wrote their treatises outside the patronage of the court of the emperor. Mahesh Thakur wrote the history of the reign of Akbar, the Jain scholar Padma Sundar wrote Akbarshahi-Srangar-Darpan and the Jain Acharya Siddhachandra Upaddaya wrote Bhanuchandra Charita. Deva Vimal and many other also wrote their treatises in Sanskrit.

Jahangir and Shah Jahan maintained the tradition of Akbar and gave protection to scholars of Sanskrit. Kavindra Acharya Saraswati received patronage of Shah Jahan and Jagannath Pandit who wrote Rasa Gangadhar and Ganga Lahri was also at his court. Aurangzeb stopped court protection to scholars of Sanskrit. Of course, Sanskrit continued to receive patronage from Hindu rulers, yet, its progress was checked later on.

Regional Languages :

During this period, regional languages were developed due to the patronage extended to them by local and regional rulers. They acquired stability and maturity and some of the finest lyrical poetry was produced during this period.

The dalliance of Krishna with Radha and the milkmaids, pranks of the child Krishna and stories from Bhagwat figure largely in lyrical poetry in Bengali, Oriya, Hindi, Rajasthani and Gujarati during this period. Many devotional hymns to Rama were also composed and the Ramayana and the Mahabharata translated into the regional languages, especially if they had not been translated earlier.

A few translations and adaptations from Persian were also made. Both Hindus and Muslims contributed in this. Thus, Alaol composed in Bengali and also translated from Persian. In Hindi, the Padmavat, the story written by the Sufi saint, Malik Muhammad Jaisi, used the attack of Alaudddin Khilji on Chittor as an allegory to expound Sufi ideas on the relations of soul with God, along with Hindu ideas about maya.

Medieval Hindi in the Brij form, that is the dialect spoken in the neighbourhood of Agra, was also patronised by the Mughal emperors and Hindu rulers. From the time of Akbar, Hindi poets began to be attached to the Mughal court.

A leading Mughal noble, Abdur Rahim Khan-i-Khanan, produced a fine blend of Bhakti poetry with Persian ideas of life and human relations. Thus, the Persian and the Hindi literary traditions began to influence each other. But the most influential Hindi poet was Tulsidas whose hero was Rama and who used a dialect of Hindi spoken in the eastern parts of Uttar Pradesh. Pleading for a modified caste system based not on birth but on individual qualities, Tulsi was essentially a humanistic poet who upheld family ideals and complete devotion to Rama as a way of salvation open to all, irrespective of caste.

In south India, Malayalam started its literary career as a separate language in its own right. Marathi reached its apogee at the hands of Eknath and Tukaram. Asserting the importance of Marathi, Eknath exclaims: “If Sanskrit was made by God, was Prakrit born of thieves and knaves? Let these earrings of vanity alone. God is no partisan of tongues. To Him Prakrit and Sanskrit are alike. My language Marathi is worthy of expressing the highest sentiments and is rich, laden with the fruits of divine knowledge.”

Fine Arts :

Major schools of painting :.

Mughal period was the golden period for the development of painting in India. This period practiced the arts of different schools of painting which are as follows:

1. School of Old Tradition:

Here old tradition is referred to the ancient style of painting which was flourished in India before sultanate period. After the eighth century, the tradition seems to have decayed, but palm-leaf manuscripts and illustrated Jain texts from the thirteenth century onwards show that the tradition had not died. Apart from the Jains, some of the provincial kingdom, such as Malwa and Gujarat extended their patronage to painting during the fifteenth century.

2. Mughal Painting (School from Persian Influence):

This school had been developed during the period of Akbar. Jaswantand Dasawan were two of the famous painters of Akbar’s court. The school developed centre of production. Apart from illustrating Persian books of fables, the painters were soon assigned the task of illustrating the Persian text of the Mahabharata, the historical work Akbar Nama and others.

Indian themes and Indian scenes and landscapes, thus, came in vogue and helped to free the school from Persian influence. Indian colours, such as peacock blue, the Indian red, etc., began to be used. Above all, the somewhat flat effect of the Persian style began to be replaced by the roundedness of the Indian brush, giving the pictures a three-dimensional effect.

Mughal painting reached a climax under Jahangir who had a very discriminating eye. It was a fashion in the Mughal school for the faces, bodies and feet of the people in a single picture to be painted by different artists. Jahangir claims that he could distinguish the work of each artist in a picture.

Apart from painting hunting, battle and court scenes, under Jahangir, special progress were made in portrait painting and paintings of animals. Mansur was the great name in this field. Portrait painting also became fashionable.

3. European Painting:

Under Akbar, European painting was introduced at the court by the Portuguese priests. Under their influence, the principles of fore-shortening, whereby near and distant people and things could be placed in perspective was quietly adopted.

4. Rajasthan School of Painting:

The Rajasthan style of painting combined the themes and earlier traditions of western India or Jain school of painting with Mughal forms and styles. Thus, in addition to hunting and court scenes, it had paintings on mythological themes, such as the dalliance of Krishna with Radha, or the Barah-masa, that is, the seasons, Ragas (melodies).

5. Pahari School of Painting:

The Pahari School continued the Rajasthani styles and played an important role in its development.

During Mughal Period music was the sole medium of Hindu-Muslim unity. Akbar patronized Tansen of Gwalior who is credited with composing many new melodies (ragas). Jahangir and Shah Jahan as well as many Mughal nobles followed this example. There are many apocryphal stories about the burial of music by the orthodox Aurangzeb.

Recent research shows that Aurangzeb banished singing from his court, but not playing of musical instruments. In fact, Aurangzeb himself was an accomplished veena player. Music in all forms continued to be patronized by Aurangzeb’s queens in the harem and by the nobles.

That is why the largest number of books on classical Indian music in Persian were written during Aurangzeb’s reign. But some of the most important developments in the field of music took place later on in the eighteenth century during the reign of Muhammad Shah (1720-48).

Architectural Developments during Mughal Era :

Mughal period was the period of glory in the field of architecture. They also laid out many formal gardens with running water. In fact, use of running water even in their palaces and pleasure resorts was a special feature of the Mughals.

Babur was very fond of gardens and laid out a few in the neighbourhood of Agra and Lahore. Some of the Mughal gardens, such as the Nishal Bagh in Kashmir, the Shalimar at Lahore, the Pinjore garden in the Punjab foothills, etc., have survived to this day.

A new impetus to architecture was given by Sher Shah. His famour mausoleum at Sasaram (Bihar) and his mosque in the old fort at Delhi are considered architectural marvels. They form the climax of the pre-Mughal style of architecture, and the starting point for the new.

Akbar was the first Mughal ruler who had the time and means to undertake construction on a large scale. He built a series of forts, the most famous of which is the fort at Agra. Built in red sandstone, this massive fort had many magnificent gates. The climax of fort building was reached at Delhi where Shah Jahan built his famous Red Fort.

In 1572, Akbar commenced a paiace-cum-fort complex at Fatehpur Sikri, 36 kilometres from Agra, which he completed in eight years. Built atop a hill, along with a large artificial lake, it included many buildings in the style of Gujarat and Bengal. These included deep caves, balconies, and fanciful kiosks.

In the Panch Mahal built for taking the air, all the types of pillars used in various temples were employed to support flat roofs. The Gujarat style of architecture is used most widely in the palace built probably for his Rajput wife or wives. Buildings of a similar type were also built in the fort at Agra, though only a few of them have survived. Akbar took a close personal interest in the work of construction both at Agra and Fatehpur Sikri.

Persian or Central Asian influence can be seen in the glazed blue tiles used for decoration in the walls or for tiling the roofs. But the most magnificent building was the mosque and the gateway to it called the Buland Darwaza or the Lofty Gate, built to commemorate Akbar’s victory in Gujarat. The gate is in the style of what is called a half-dome portal.

What was done was to slice a dome into half. The sliced portion provided the massive outward faade of the gate, while smaller doors could be floor meet. This devise, borrowed from Iran, became feature in Mughal buildings later.

With the consolidation of the empire, the Mughal architecture reached its climax. Towards the end of Jahangir’s reign began the practice of putting up building entirely of marble and decorating the walls with floral designs made of semi-precious stones. This method of decoration, called pietra dura, became even more popular under Shah Jahan who used it on a large scale in the Taj Mahal, justly regarded as a jewel of the builder art.

Shah Jahan:

The Taj Mahal brought together in a pleasing manner all the architectural forms developed by the Mughals. Humayun’s tomb built at Delhi towards the beginning of Akbar’s reign, and which had a massive dome of marbles, may be considered a precursor of the Taj. The double dome was another feature of this building.

This devise enabled a bigger dome to be built with a smaller one inside. The chief glory of the Taj is the massive dome and the four slender minarets linking the platform to the main building. The decorations are kept to a minimum, delicate marble screens, pietra dura inlay work and kiosks (chhatris) adding to the effect. The building gains by being placed in the midst of a formal garden.

Mosque-building also reached its climax under Shah Jahan, the two most noteworthy ones being the Moti Masjid in the Agra fort built like the Taj entirely in marble, and the other the Jama Masjid in the Agra fort built like the Taj entirely in marble, and the other the Jama Masjid at Delhi built in red sandstone. A lofty gate, tall, slender minarets, and a series of domes are a feature of the Jama Masjid.

Although not many buildings were put up by Aurangzeb who was economic-minded, the Mughal architectural traditions based on a combination of Hindu and Turko-lranian forms and decorative designs, continued without a break into the eighteenth and early nineteenth centuries.

Thus, Mughal traditions influenced the palaces and forts of many provincial and local kingdoms. Even the Harmandir of the Sikhs, called the Golden Temple at Amritsar which was rebuilt several times during the period was built on the arch and dome principle incorporated many features of the Mughal traditions of architecture.

Related Articles:

• Literature during the Mughal Period
• Features and Developments of Architecture during Mughal Period
• Cultural Life during the Sultanate Period
• Literature during the Sultanate Period | Indian History

What do you think about us?

The Mughal Empire's Educational System

Concept map.

Exploring the Mughal Empire's educational system, which combined Islamic, Persian, and Indian elements from the 16th to 19th centuries. It highlights the curriculum that included religious and secular studies, the role of emperors in educational reforms, and the system's enduring influence on contemporary education.

Mughal Education

Blend of cultures.

The Mughal education system was a blend of Islamic, Persian, and indigenous Indian elements

Islamic Educational Philosophy

Religious and Secular Knowledge

The Mughal education system valued the study of both religious and secular knowledge

Comprehensive Curriculum

The Mughal education system included religious studies and secular disciplines, preparing students for various roles in society

Educational Institutions

Role in dissemination of knowledge.

Educational institutions played a central role in disseminating knowledge in the Mughal Empire

Diverse Curriculum

Educational institutions offered a diverse curriculum, shaping the intellectual landscape of the empire

Renowned Centers of Learning

Major cities in the Mughal Empire, such as Delhi and Lahore, were renowned as centers of learning

Educational Reforms

Emperor akbar's reforms.

Emperor Akbar implemented educational reforms that promoted administrative efficiency and cultural integration

Continuing Enhancements

Akbar's successors continued to enhance the educational system through policies that fostered intellectual development

Lasting Impact

The legacy of the Mughal education system has had a lasting impact on contemporary educational practices

Want to create maps from your material?

Enter text, upload a photo, or audio to Algor. In a few seconds, Algorino will transform it into a conceptual map, summary, and much more!

Learn with Algor Education flashcards

Click on each card to learn more about the topic.

The ______ Empire, known for its educational traditions, existed in ______ from the 16th to the 19th centuries.

Mughal India

Mughal educational system foundation

Based on Islamic philosophy, valued religious and secular studies.

Primary languages of Mughal instruction

Persian for court communication, Arabic for Islamic scholarship.

Mughal state's role in education

Provided patronage for institutions and scholars, fostering intellectual growth.

The ______ of ______ was established by ______ and offered free education along with essentials to students.

Madrassa Rahimia Abdur Rahim Khan-I-Khana

Types of educational institutions in Mughal Empire

Madrasas for higher education; maktabs for elementary education.

Significant cities for Mughal learning

Delhi, Agra, Varanasi, Lahore known for scholarly activities.

Famous Mughal madrasas and their locations

Madrasa of Fatehpur Sikri; Madrasa of Aurangzeb in Lahore.

The Mughal ruler ______ established the Ibadat Khana, which served as a center for religious discussions and interfaith exchanges.

Holistic approach in Mughal vs. modern education

Both Mughal and modern systems value spiritual and secular knowledge integration.

Mughal contribution to educational accessibility

Mughals promoted education for all, a concept reflected in today's inclusive educational policies.

Mughal influence on educational architecture

Modern educational spaces often echo Mughal design, fostering interactive and personalized learning.

Here's a list of frequently asked questions on this topic

What were the key influences on mughal education, and who was a notable patron, how did the mughal educational system evolve in terms of inclusivity, what was the scope of the mughal educational curriculum and its practical focus, what role did educational institutions play in the mughal empire, which mughal emperors were significant in educational reform, and what did they accomplish, how does the mughal education system influence modern educational practices, similar contents, explore other maps on similar topics.

The Execution of King Louis XVI: A Watershed Event in French History

The Reign of Louis XVI and the French Revolution

The Coup of 18 Brumaire: A Turning Point in French History

The Girondins: A Moderate Faction in the French Revolution

The Reign of Terror during the French Revolution

The Peninsular War and Napoleon's Downfall

Political Clubs in the French Revolution

Can't find what you were looking for?

Search for a topic by entering a phrase or keyword

The Foundations and Evolution of Mughal Education

Characteristics and Inclusivity of Mughal Educational System

Curriculum and practical application in mughal education, educational institutions and centres of learning in the mughal empire, mughal emperors and educational reforms, the enduring impact of mughal education on modern systems.

Edit available

Learning Materials

• Business Studies
• Combined Science
• Computer Science
• Engineering
• English Literature
• Environmental Science
• Human Geography
• Macroeconomics
• Microeconomics
• Mughal education

Mughal education, a cornerstone of the grand Mughal Empire, was renowned for its emphasis on a well-rounded curriculum, incorporating both religious and secular subjects. This educational system flourished between the 16th and 19th centuries in India, blending Persian, Islamic, and Hindu traditions to produce scholars, poets, and architects of great renown. Remember, the Mughal era's commitment to education underpins many of modern India's cultural and intellectual achievements, making it a pivotal chapter in the history of education.

Millions of flashcards designed to help you ace your studies

Need help? Meet our AI Assistant

Need help with Mughal education? Ask our AI Assistant

Review generated flashcards

to start learning or create your own AI flashcards

Start learning or create your own AI flashcards

Vaia Editorial Team

Team Mughal education Teachers

• 12 minutes reading time
• Checked by Vaia Editorial Team
• Birth of the USA
• Classical Studies
• Crime and Punishment in Britain
• Democracy and Dictatorship in Germany
• Early Modern Spain
• Elizabethan Era
• Emergence of USA as a World Power
• European History
• Modern Britain
• Modern World History
• Political Stability In Germany
• Protestant Reformation
• Public Health In UK
• Spread of Islam
• The Crusades
• The French Revolution
• The Mughal Empire
• Akbar the Great
• Akbar's conquests
• Akbar's reign
• Akbar's tolerance
• Aurangzeb policies
• Aurangzeb's policy
• Babur's conquests
• Battle of Chanderi
• Battle of Ghaghra
• Battle of Haldighati
• Battle of Kannauj
• Battle of Khanwa
• Battle of Panipat
• Dara Shikoh
• Din-i-Ilahi
• Farrukhsiyar
• Fatehpur Sikri
• Firangi mercenaries
• Humayun tomb
• Humayun's rule
• IbadatKhana
• Jahangir administration
• Jahangir's addiction
• Mansabdari System
• Miniature Painting
• Mughal Architecture
• Mughal Cuisine
• Mughal Empire rule
• Mughal administration
• Mughal aesthetics
• Mughal agriculture
• Mughal armory
• Mughal astronomy
• Mughal battles
• Mughal bijouterie
• Mughal calligraphy
• Mughal caravan trade
• Mughal ceramics
• Mughal chronicles
• Mughal clothing
• Mughal coins
• Mughal court life
• Mughal courts
• Mughal currency
• Mughal decline
• Mughal diplomacy
• Mughal diplomatic relations
• Mughal dynasty
• Mughal economy
• Mughal elephants
• Mughal emperors
• Mughal espionage
• Mughal falconry
• Mughal fortifications
• Mughal gardens
• Mughal healthcare
• Mughal heirarchy
• Mughal horses
• Mughal hunting practices
• Mughal jewels
• Mughal languages
• Mughal legal system
• Mughal leisure activities
• Mughal literature
• Mughal maps
• Mughal marriage customs
• Mughal military
• Mughal military tactics
• Mughal naval power
• Mughal numismatics
• Mughal painting
• Mughal patronage
• Mughal poetry
• Mughal provinces
• Mughal religion
• Mughal revenue system
• Mughal roads
• Mughal science
• Mughal slaves
• Mughal society
• Mughal taxation
• Mughal technology
• Mughal textiles
• Mughal trade
• Mughal urbanization
• Mughal women
• Peacock Throne
• Persian Influence
• Rajput alliances
• Shah Jahan reign
• Shah Jahan's architecture
• Taj Mahal history
• Tsarist and Communist Russia
• Viking History

Jump to a key chapter

Overview of Mughal Education

The education system during the Mughal period holds a special place in the history of South Asia. Rooted in rich traditions that fused elements from various cultures, Mughal education was not only about acquiring knowledge but also about shaping the moral and social characters of individuals. This system was unique in its approach and contributed significantly to various fields of learning.

The Origins of the Mughal Education System

The foundations of Mughal education were laid down during the rule of the early Mughal emperors , who displayed great reverence for learning and scholarship. This system borrowed heavily from Persian influences, which were evident in the curriculum, as well as Islamic educational traditions emphasising moral and religious learning. Initially, education was primarily for the elite, but it gradually spread, showing a blend of various cultural influences.

Key Features of Education During the Mughal Period

Education during the Mughal era was characterised by several distinct features. Firstly, it was deeply influenced by Islamic educational philosophies, focusing on religious studies but also encouraging the pursuit of secular knowledge. Education was imparted in various languages, including Persian, the court language, and Arabic, the religious language. The system was supported by state patronage, with the emperors and nobles establishing and funding educational institutions.

A notable characteristic of Mughal education was its inclusivity in later years, translating texts from Sanskrit into Persian and encouraging the learning of local languages. This approach not only broadened the intellectual horizons of the scholars but also facilitated cultural exchange between different social groups. Moreover, the Mughals invested in building libraries and supporting scholars, which played a pivotal role in the scholarly achievements of this period.

Educational Subjects and Curriculum Under Mughal Rule

The Mughal education system offered a broad curriculum, encompassing both religious and secular subjects. The core areas of study included the Quran, Hadith (sayings and actions of Prophet Muhammad), jurisprudence , and theology for religious education. In contrast, secular subjects covered literature, history, mathematics, astronomy, and medicine . This dual focus ensured that students received a well-rounded education that prepared them for various roles in society.

An example of the Mughal dedication to education was the establishment of the Madrassa of Rahimia by Abdur Rahim Khan-I-Khana, a prominent Mughal noble. This institution offered free education to students, providing them with food, clothing, and books, highlighting the Mughals' commitment to learning and scholarship.

Additionally, Mughal education was distinct for its practical application of knowledge. Students were encouraged to apply their learning in real-life situations, particularly in areas like administration, warfare, and governance. The emphasis was not just on rote memorisation but on understanding and implementing knowledge.

Many Mughal emperors were patrons of art and culture, which also extended to fostering educational institutions and scholars, illustrating the intertwined nature of education, culture, and governance during this period.

Mughal Empire Education Institutions

The Mughal Empire is renowned for its significant contributions to architecture, art, and culture, which included a robust education system. Key to this system were the education institutions, notably the madrasas and maktabs , both of which played crucial roles in the dissemination of knowledge across the empire. Additionally, several cities within the empire became celebrated centres of learning, attracting scholars from far and wide.

Madrasa Education During Mughal Period

During the Mughal period, madrasas served as the primary institutions for higher education. They focused predominantly on Islamic studies but also incorporated a range of secular subjects into their curriculum, reflecting the broader intellectual pursuits of the Mughal society . Subjects taught included theology, philosophy, mathematics, medicine , and law .

Madrasa: A term primarily used in the Islamic world to describe an educational institution. In the Mughal Empire , madrasas were significant centres for learning and scholarship, catering mainly to higher education.

One esteemed institution from this era was the Madrassa of Fatehpur Sikri , established by Akbar, which was a hub for scholars across diverse disciplines. This madrasa was known not only for its expansive library but also for its innovative approach to education, encouraging open discussions and critical thinking.

The Role of Maktab in Mughal Education

Alongside madrasas, maktabs played an essential role in the Mughal educational landscape, focusing on the elementary education of children. These institutions were often attached to mosques and were more widespread than madrasas. The curriculum at a maktab typically included basics of reading, writing, arithmetic, and religious education.

Maktab: An elementary school in the Islamic education system where children are taught essential skills such as reading, writing, and basic arithmetic, in addition to religious fundamentals.

The foundation laid by maktabs was crucial for preparing students for more advanced studies in madrasas, emphasizing the interconnected nature of these educational institutions.

Prominent Educational Centres in the Mughal Empire

Beyond madrasas and maktabs, several cities under the Mughal Empire emerged as leading centres of education and intellectual discourse. These cities attracted scholars, poets, and thinkers from across the Islamic world and beyond.

• Delhi: Known for its rich libraries and madrasas, Delhi was a focal point of Islamic learning, attracting scholars and students alike.
• Agra: Apart from its architectural wonders, Agra was home to several madrasas funded by the state, playing a significant role in the educational landscape of the empire.
• Varanasi: Famous for its Hindu learning centres, Varanasi also hosted Islamic educational institutions during the Mughal era, exemplifying the empire's religious diversity.

The city of Lahore , known for its vibrant culture and history, was another significant centre during the Mughal era. It boasted a remarkable number of madrasas and libraries, making it an important hub for Islamic scholarship and education. Noteworthy among its institutions was the Madrasa of Aurangzeb , which was renowned for its vast collection of manuscripts and texts in various fields of knowledge. The establishment of such centres across the empire underlines the Mughals' dedication to fostering an environment of learning and intellectual growth.

Mughal Emperor Education Reform

The education reforms introduced by the Mughal emperors significantly influenced the intellectual and cultural landscape of their empire. These reforms not only expanded the existing education system but also made it more inclusive and versatile, reflecting the comprehensive vision the Mughals had for their society.

Akbar's Contributions to Educational Reforms

Akbar , one of the most notable Mughal emperors, is particularly celebrated for his pioneering educational reforms. He recognised the importance of education in facilitating governance and promoting cultural cohesion among his diverse subjects. To this end, Akbar introduced several key reforms that have left a lasting impact on the educational landscape of the empire.

Akbar established a novel system of education that included the Ibadat Khana , a place for dialogue and debate among scholars of different religions, thereby encouraging a syncretic approach to learning. This initiative is credited with fostering an environment of mutual respect and understanding among diverse religious communities within the empire.

Additionally, Akbar placed a strong emphasis on the translation movement, under which significant works of literature, science, and philosophy from Sanskrit, Greek, and other languages were translated into Persian. This not only enriched the Mughal court but also made a wide range of knowledge accessible to a larger audience.

The library at Fatehpur Sikri became one of the largest in the region, boasting an extensive collection of rare manuscripts in various languages. This was akin to a modern research centre, embodying Akbar's vision of a learned society where knowledge was both preserved and disseminated.

Akbar’s contribution to educational reforms went beyond mere literacy. He aimed to cultivate a spirit of inquiry and tolerance among his people, setting the stage for a culturally rich and enlightened society.

Improvements in Education by Other Mughal Emperors

Following Akbar's lead, subsequent Mughal emperors continued to contribute to the educational reforms in various capacities. Each emperor brought his unique approach to the development and expansion of the education system within the empire.

For instance, Shah Jahan is known for his monumental architectural contributions, but he also invested in education by establishing madrasas adjacent to his grand mosques. These institutions became centres of learning and played a significant role in the spread of Islamic education.

The Aurangzeb Alamgir Madrasa in Varanasi, apart from its religious teachings, was significant for its academic contributions across various fields, including mathematics, astronomy, and philosophy. Under Aurangzeb’s patronage, this institution highlighted the empire’s commitment to advancing educational standards.

Besides these individual contributions, Mughal emperors collectively enhanced the education system by ensuring the continuity of policies encouraging intellectual growth. This included grants and land endowments to educational institutions, scholarships for students, and patronage of scholars which encouraged intellectual pursuits across the empire.

The educational reforms of the Mughal emperors significantly contributed to the rich literary and scientific heritage of South Asia, laying the foundation for a legacy that continues to inspire modern educational philosophies.

Impact of Mughal Education

The Mughal education system, with its profound foundation in cultural and intellectual richness, has significantly influenced modern education in various ways. This legacy, rooted in the comprehensive approach to education during the Mughal era, demonstrates the timeless value of their educational practices.

Influences of Mughal Education System on Modern Education

The Mughal education system has left an indelible mark on the structure and content of modern education. By blending Islamic theological studies with a broad range of secular subjects, the Mughals laid the groundwork for a holistic educational system. This approach can be seen in today’s educational institutions that stress the importance of both spiritual and worldly knowledge.

Furthermore, the emphasis on the accessibility of education during the Mughal era, including provisions for students’ sustenance and wellbeing, has inspired contemporary views on education as a fundamental right.

The concept of libraries and research centres, significantly promoted during the Mughal period, has become an integral part of today’s educational infrastructure.

Secular Subjects: Areas of study that are not based on religious teachings or beliefs. In the context of Mughal education, this included subjects like literature, science, and arts.

An example of the enduring influence of Mughal education is the modern emphasis on linguistic diversity in schools. Similar to the Mughal period, where multiple languages were taught, today’s educational systems often require or highly encourage the learning of additional languages.

Legacy of Educational Practices from the Mughal Era

The legacy of educational practices from the Mughal era extends beyond curriculum content to include a profound influence on pedagogical methods and educational infrastructures. One of the most notable contributions is the method of personalised learning, where Mughal tutors focused on catering to the individual needs and pace of their students. This method has seen a resurgence in modern education through differentiated learning strategies.

Additionally, the Mughal emphasis on debates and discussions as a way to deepen understanding and encourage critical thinking has informed modern pedagogical approaches, highlighting the importance of interactive learning.

The architectural design of Mughal educational institutions, which often included open courtyards and gardens, has influenced the design of modern educational spaces. These designs recognise the importance of creating learning environments that are conducive to intellectual and personal growth. The integration of nature and architecture in creating peaceful, inspiring educational settings remains a tribute to the Mughal appreciation for beauty and learning.

• The approach to education as a means to foster social cohesion and understanding among diverse communities, a principle held dear by the Mughals, is increasingly relevant in today’s globalised world.
• The tradition of patronage in education set by the Mughal emperors, who supported scholars and built institutions, has inspired modern scholarships and endowments for educational institutions.

Mughal education - Key takeaways

• Mughal education combined Islamic and Persian influences, focusing on both moral and religious learning and secular knowledge, such as literature and sciences.
• Madrasas were the primary institutions for higher education in the Mughal period, offering an extensive curriculum including theology, philosophy, and other secular subjects.
• Maktab schools provided elementary education, teaching basics such as reading, writing, arithmetic, alongside religious fundamentals.
• Akbar, a notable Mughal emperor, introduced significant education reforms including a translation movement, establishment of libraries, and dialogue among various religious scholars.
• The Mughal education system's legacy influences modern education through its holistic approach, the importance of language diversity, and the promotion of learning environments that integrate nature and architecture.

Learn with 0 Mughal education flashcards in the free Vaia app

Already have an account? Log in

Frequently Asked Questions about Mughal education

Discover learning materials with the free vaia app.

Vaia is a globally recognized educational technology company, offering a holistic learning platform designed for students of all ages and educational levels. Our platform provides learning support for a wide range of subjects, including STEM, Social Sciences, and Languages and also helps students to successfully master various tests and exams worldwide, such as GCSE, A Level, SAT, ACT, Abitur, and more. We offer an extensive library of learning materials, including interactive flashcards, comprehensive textbook solutions, and detailed explanations. The cutting-edge technology and tools we provide help students create their own learning materials. StudySmarter’s content is not only expert-verified but also regularly updated to ensure accuracy and relevance.

Team History Teachers

Study anywhere. Anytime.Across all devices.

Create a free account to save this explanation..

Save explanations to your personalised space and access them anytime, anywhere!

By signing up, you agree to the Terms and Conditions and the Privacy Policy of Vaia.

Sign up to highlight and take notes. It’s 100% free.

Join over 22 million students in learning with our Vaia App

The first learning app that truly has everything you need to ace your exams in one place

• Flashcards & Quizzes
• AI Study Assistant
• Study Planner
• Smart Note-Taking

Privacy Overview

• Click here - to use the wp menu builder

• Editorial Team
• Contributors
• Environment
• Privacy Policy
• Issue 1 – July 2011
• Issue 2 – October 2011
• Issue 3 – January 2012
• Issue 4 – April 2012
• Issue 5 – July 2012
• Issue 6 – October 2012
• Issue 7 – January 2013
• Issue 8 – Spring 2013
• Issue 9 – Summer 2013
• Issue 10 – Winter 2014
• Issue 11 – Fall 2014
• Issue 12 – Winter 2015
• Issue 13 – Spring 2015
• Issue 14 – Fall 2015
• Issue 15 – Winter 2016
• Issue 16 – Spring 2016
• Issue 17 – Summer 2016
• Issue 18 – Fall 2016
• Issue 19 – Winter 2017
• Issue 20 – Spring 2017
• Issue 21 – Summer 2017
• Issue 22 – Fall 2017
• Issue 23 – Winter 2018
• Issue 24 – Spring 2018
• Issue 25 – Summer 2018
• Issue 26 – Fall 2018
• Special Issue 2018
• Issue 27 – Winter 2019
• Issue 28 – Spring 2019
• Issue 29 – Summer 2019
• Issue 30 – Fall 2019
• Issue 31 – Winter 2020
• Issue 32 – Fall 2020
• Issue 33 – Winter 2020
• Issue 34 – Spring 2021
• Issue 35 – Winter 2021
• Issue 36 – Spring 2022
• Issue 37 – Fall 2022
• Issue 38 – Spring 2023
• Issue 39 – Spring 2024
• Issue 40 – Fall 2024

Ancient and Mughal Education System: An Effective Comparison

by Rajkumar Singh    5 September 2023

The Mughal Empire, which ruled over India from the early 16th century to the mid-19th century, had an educational system that played a significant role in shaping the intellectual and cultural landscape of the Indian subcontinent whose aspects include: a. Persian as the Language of Learning: Persian was the official language of the Mughal court and administration, and it was also the medium of instruction in the education system. b. Madrasas: The Mughals established and patronized madrasas, which were Islamic schools that provided education in Islamic studies, theology, jurisprudence, and the Arabic and Persian languages. These institutions were important centers of learning and scholarship. c. Gurukuls and Sanskrit Learning: While Persian was the dominant language of education, the Mughal rulers also recognized the importance of traditional Indian knowledge systems. Sanskrit learning continued to flourish in some regions, and gurukuls (traditional Indian schools) played a role in preserving and transmitting indigenous knowledge. d. Libraries and Manuscript Production: The Mughal emperors were avid patrons of art and literature. They established libraries and commissioned the production of manuscripts on a wide range of subjects, including poetry, history, science, and philosophy. e. Educational Institutions: In addition to madrasas, the Mughals also established educational institutions like Maktabs (elementary schools) and Kuttab (Quranic schools) to provide basic education and religious instruction. g. Court Scholars and Intellectuals: The Mughal court attracted scholars and intellectuals from various backgrounds, including Persia, Central Asia, and India. These scholars played a crucial role in shaping Mughal education and contributed to the empire’s intellectual vibrancy. h. Decline: The Mughal Empire started to decline in the late 17th century, and with it, the patronage of education also waned. The invasion of India by the British East India Company in the 18th century further disrupted the Mughal education system. Despite its limitations, the Mughal Empire made significant contributions to the intellectual and cultural heritage of India, leaving a lasting legacy in the fields of art, literature, and scholarship.

Features of teaching

The education system in India during the Mughal Empire (early 16th to mid-19th century) had several distinctive features: a. Multilingual Approach: The Mughal education system was multilingual, with Persian as the primary language of instruction. Arabic was also taught for religious studies, and in some regions, Indian languages like Sanskrit were used for specialized subjects. This multilingual approach promoted cultural exchange. b. Madrasas and Islamic Studies: The Mughals established and patronized madrasas, Islamic educational institutions that offered instruction in Quranic studies, theology, jurisprudence, and languages like Arabic and Persian. These institutions played a pivotal role in religious and intellectual development. c. Ruling Class Education: The Mughal education system was primarily tailored for the elite, including princes, nobles, and court officials. It aimed to produce a class of educated administrators and leaders who could serve the empire effectively. d. Liberal Arts and Sciences: Mughal education emphasized a broad range of subjects, including poetry, literature, music, mathematics, astronomy, medicine, and philosophy. The empire’s rulers and elites were patrons of art and culture, fostering intellectual development in these areas. e. Practical Learning: In addition to theoretical knowledge, Mughal education often emphasized practical learning. For example, in fields like medicine and astronomy, students were encouraged to gain hands-on experience under the guidance of experienced practitioners. f. Individualized Instruction: In gurukuls and apprenticeship-style learning, individualized instruction was common. Students received personalized attention from their mentors or teachers, helping them develop specific skills and expertise. g. Mughal Patronage: The Mughal rulers and nobility played a crucial role in promoting and funding educational institutions and scholars. They recognized the importance of education in maintaining and expanding their empire. h. Integration of Indian and Persian Elements: The Mughal education system blended elements of Persian and Indian traditions, resulting in a fusion of cultures and knowledge systems. This integration contributed to the richness of Mughal art, literature, and scholarship. Thus, the Mughal education system was characterized by its diversity, multilingualism, and the patronage of arts and sciences. It contributed significantly to the cultural and intellectual heritage of India during the Mughal era.

Comparison between the two  

The education systems of ancient India and the Mughal Empire had several key differences due to variations in time, culture, and societal needs which include: a.The ancient Indian education systems spanned over thousands of years, from the Vedic period (around 1500 BCE) to the Gupta period (around 320 CE) and beyond. It encompassed various eras, each with its own educational practices. Mughal Empire, while the Mughal Empire ruled India from the early 16th century to the mid-19th century, representing a much more recent period in Indian history The ancient Indian education was deeply rooted in the Hindu, Buddhist, and Jain traditions. The curriculum often included subjects related to philosophy, religion, and scriptures but the Mughal education system was influenced by Islamic culture. Persian was the language of instruction in many Mughal institutions, and Islamic studies played a significant role in the curriculum. In ancient India Sanskrit was the primary language of education especially for the study of sacred texts and classical literature, while in place, Persian was the dominant language of instruction in the Mughal education system, although Arabic and some Indian languages were also taught. Ancient Indian education emphasized subjects such as philosophy, mathematics, astronomy, grammar, literature, medicine, and ethics. It was holistic and focused on the development of the individual’s intellect and character, but Mughal education system included a broad range of subjects, including Islamic studies, Persian and Arabic languages, poetry, literature, music, mathematics, astronomy, medicine, and philosophy. It was tailored to produce administrators and leaders for the empire. The Mughals established formal educational institutions like madrasas for Islamic education and maktabs (elementary schools). They also had a structured courtly system of education for the elite. In teaching sphere the Mughal education system involved more formalized teaching methods, including lectures, recitations, discussions, and the use of textbooks and manuscripts, while ancient Indian education system  was often supported by kings, rulers, and wealthy patrons who donated land, resources, and funds to educational institutions. In Mughal era rulers and the nobility were major patrons of education, establishing libraries, madrasas, and other educational institutions. Education in ancient India played a vital role in shaping religious and philosophical thought, as well as contributing to scientific and mathematical knowledge. Mughal education had a significant influence on the arts, culture, and administration of the empire, but it was primarily geared toward producing skilled bureaucrats and administrators. In conclusion, the education systems of ancient India and the Mughal Empire differed significantly in terms of cultural influence, language of instruction, curriculum, institutions, and teaching methods.

Share this:

Leave a reply cancel reply.

Save my name, email, and website in this browser for the next time I comment.

EDITOR PICKS

Eid mubarak, book review: the black coat, a novel by neamat imam, a bangladeshi builds a $4b pharma in us with promises of cheap covid treatment, popular posts, not only in ladakh, india losing ground in bangladesh too, human rights violations in kashmir: a case study of 2017, bangladesh: an open letter to foreign minister abdul momen, popular category.

• Commentary 4922
• Reviews 175
• Issue 22 - Fall 2017 50
• Issue 25 – Summer 2018 48
• Issue 27 – Winter 2019 46

Founded in 2011, South Asia Journal (SAJ) is a policy magazine focused on issues relating to South Asia. Bearing no political affiliation, the journal’s goal is to provide discerning, critical perspectives on the South Asian sub-continent and its evolving relationship to the broader world. SAJ aims to highlight emerging regional trends, especially issues which call for more emphasis among decision makers and policy framers.

Contact us: [email protected]

© South Asia Journal