تبیین بنیان های ژئوکالچر دو مدرسه علیگره و دیوبندیه در شبه قاره هند (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
تاسیس دو مدرسه دیوبندیه و علیگره در اوتارپرادش هند متاثر از عوامل ژئوپلیتیک فرهنگی تحولات بسیاری را در منطقه برجای نهاد. مطالعه دستاوردهای علمی متفاوت این دو مدرسه؛ به همراه جریان سازی اسلامی و تاثیرگذاری بر جریان های فکری معاصر در کنار رقابت میان آنها، پرسش مهمی را برانگیخت که چه عواملی موجب شد تا در این منطقه که مورد احترام بودائیان، هندوان و مسلمانان بود، دو اندیشکده متمایز شکل بگیرد؟ پژوهش حاضر به روش تاریخی، تطبیقی- تحلیلی با رویکرد ژئوکالچر به واکاوی عوامل و علل ساخت این دو مدرسه بر اساس بنیان های ژئوپلیتیک فرهنگی پرداخت و نشان داد که در کنار تفاوت دیدگاه این دو مدرسه که ناشی از تمایزات فرهنگی و تقابلات مذهبی بود، عوامل بنیادینی چون تاثیر گسترش اسلام، حضور فعال علمای مسلمان به مثابه سازماندهندگان فضای گفتان دینی، حضور اقلیتی از بومیان به عنوان کارگزاران سنت در فضای گفتمان مذهبی، نفوذ انگلستان به عنوان بازیگران سیاسی خارج از فضای گفتمانی موثر بودند.Explanation of the Geocultural Foundations of Aligarh and Deobandi Schools in the Indian Subcontinent
Introduction
The establishment of two schools, Deobandia and Aligarh in Uttar Pradesh, India, that were affected by geopolitical and cultural factors, brought about many changes in the region. Cultural competitions and the political atmosphere in this state led to the establishment of these two important schools because the state of Uttar Pradesh has always been a region with cultural and religious diversity and influenced by religious discourse, as well as due to the presence of a minority of natives influenced by traditional discourse. The large population of Muslims in this state has led to the establishment of many educational institutions, including these two schools. On the other hand, the cultural and religious element in India plays the role of creating a platform, and this causes the motivations necessary for the formation of political wills and their effect on the level of power to be taken into consideration. Throughout history, the Hindu and Muslim populations have always experienced a peaceful and sometimes violent life alongside each other, and parts of this state are respected by both religious groups. The study of the different scientific achievements of these two schools, along with the creation of Islamic currents and their influence on contemporary intellectual currents and competition between them, raised the important question of what factors caused two distinct schools of thought to exist in this region.
Methodology
The present research explains the role of religion, politics and power in shaping the intellectual environment of the scientific community of these two schools in a specific geographical space, such as Uttar Pradesh, while examining the historical background of the formation of the two schools of Deobandia and Aligarh with a geoculture approach. Also, the collection of information and data for this research is based on historical, library, archival, and internet sources and documents.
Discussion
Among the most important consequences of the pandemic rebellion of 1857 AD in the Indian subcontinent was the evolution of Islamic culture into modernism, which was accompanied by the Aligarh movement by Sir Syed Ahmad Khan. After the revolt of 1857 AD, Muslims established an educational institution called Deobandia in 1867 AD, which greatly contributed to the preservation of Muslim culture. However, Ahmad Khan only thought about the past of Islam rather than the contemporary needs of Muslims. After the construction of Deobandi School by Nanotoy, Sir Syed Ahmad Khan was one of the Muslim intellectuals who was well aware of the situation of the Ottoman Caliphate, the bad conditions of the Indian Muslims, the foreign and domestic political problems of the subcontinent, as well as the growth and empowerment of the Hindus. He knew very well that this rebellion would be an important turning point in the history of India because Britain had established its military and political power in this country, and on the other hand, it had made fundamental changes in India's control of India. Now, if the British government were to withdraw from India under those circumstances, the Muslim minority community would be condemned to accept the power of the Hindus, and therefore this minority community would quickly disappear. For this reason, he started his movement with the Aligarh Movement. He considered it necessary for the youth to learn new sciences and use rational thinking because otherwise the Indian Muslim community would perish in the face of future events. For this reason, in 1875, he established a college in the form of a new school called "Eastern English Islamic College" for Muslims, where new sciences and techniques and Islamic sciences were taught. Later, this college expanded, and its name was changed to Aligarh Islamic University. The traditionalist scholars did not remain silent against the actions of Sir Syed Ahmad Khan and protested against his and his co-thinkers' rationalism. Consequently, he and his fellow thinkers were nicknamed Nicheri or naturalists. On the other hand, one of the great religious schools named Dar al-Alam was established in India, which promoted old sciences traditionally and paid special attention to the issue of unity, the centrality of the Islamic world, and the Ottoman Caliphate. Deobandiyeh had many fans among the people. Of course, it is also important to mention that the British played an effective role in glorifying the Ottoman Caliphate in the eyes of the Muslims and persuading them because the British policy at that time required the Muslims of this region to focus on issues outside of India, such as the Ottoman Caliphate, and from this to advance their goals inside India. After the rebellion of 1857 AD, tendencies toward separatism were formed. In fact, after the formation of the National Congress, Muslims established the Muslim League whose members emphasized the theory that an independent Islamic state should be established in the Indian subcontinent so that the Muslim government would not be subject to any non-Islamic government. For this reason, pan-Islamist revival movements were created in the independent country of Pakistan.
Conclusions
Several factors, such as geographic location, religion, cultural geopolitical situation, high weight of political geopolitics, power relationship between Muslims and natives, political sovereignty and influence of foreign power (England), and most importantly, the role of Uttar Pradesh state in the rebellion against England, have led to two schools. The research showed that the factors that shaped the construction of these two schools in the state of Uttar Pradesh were also related to the political geography and cultural geopolitics of the region. Therefore, in order to understand why these two schools were built in this state, it was necessary to know the location and geopolitical weight. Therefore, based on the findings of this research, the state of Uttar Pradesh, being located in a strategic region in terms of geopolitics, was very important for Muslims, Hindus and British colonialism. Investigations showed that the three components of cultural power, politics and geography in this state have been effective for the construction of two schools, Aligarh and Deobandia, as geopolitical weight in the state of Uttar Pradesh. Studies show that the majority of the population of Uttar Pradesh were Muslims, both Shia and Sunni, who naturally had significant cultural power. This has caused the formation of these two schools from the point of view of the geopolitical weight of power. On the other hand, the territorial and geographical conditions of this state have created a suitable ground for the presence of Muslims and the formation of Muslim rule which is another reason for the formation of these two schools from the point of view of geopolitical, geographical and cultural weight. The policy of promoting ideas by Muslims, preventing the backwardness of Muslims compared to Hindu society and preventing the deterioration of Islamic ideas, the issue of British colonialism in this region, and on the other hand, the efforts of Muslims to free themselves from colonialism are among the other reasons for the formation of these two schools of thought in terms of geopolitical political weight. Aligarh was established with this goal in mind, in order to protect Muslims against future events and save them from destruction, along with the development of religious and scientific awareness and the need to familiarize Muslims with new techniques and sciences of the West. Along with Aligarh, Darul Alam Deobandia also tried to open the way for the progress of Muslims with the approach of returning to Salaf Saleh and saving the Muslim community from degeneration. The founder of this school was against contact with the West. The result is that among the reasons for the construction of these two schools based on cultural geopolitical foundations despite cultural differences and religious confrontations, fundamental factors such as the influence of the spread of Islam, the active presence of Muslim scholars as organizers of the space for religious discourse, the presence of a minority of natives as brokers of tradition in the space Religious discourse, the influence of England as transregional political actors outside the discourse space were effective.
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