Urdu Sources On Modern India

In pre-partition days Urdu has been the vehicle of learned expressions in Social Sciences and humanities but in the post-partition era it was not in much use by the scholars, partly because the young generation of scholars was not so familiar with Urdu. The present work is a meticulous effort to unfold the vast learned material on Modern India for research scholars. Had this effort not been made a large segment of valuable material it would have remained untapped by them. Primary sources like articles in Urdu newspapers and journals have been scanned. The entries give names of authors and titles in transliterated form but annotation is given in English in each entry. The book contains author, title and subject indices.

1857 Revisited is an attempt to illuminate those aspects of the period of 1857 which have hitherto remained obscure or are not much explored. The book consists of a calendar of 150 most important documents in Persian and Urdu which have been collected from the National Archives of India and various other state Archives. The book brings out the limitations suffered by modern Indian historiography. The book reveals a whole new vista of information for historians and research scholars. This book is also an effort to reinforce the importance of the knowledge of Persian and Urdu for the historians and research scholars of modern Indian history, which uptil now had been confined to those dealing with medieval history.

During the turbulent period prior to colonial India’s partition and independence, Muslim intellectuals in Hyderabad sought to secularize and reformulate their linguistic, historical, religious, and literary traditions for the sake of a newly conceived national public. Responding to the model of secular education introduced to South Asia by the British, Indian academics launched a spirited debate about the reform of Islamic education, the importance of education in the spoken languages of the country, the shape of Urdu and its past, and the significance of the histories of Islam and India for their present. The Language of Secular Islam pursues an alternative account of the political disagreements between Hindus and Muslims in South Asia, conflicts too often described as the product of primordial and unchanging attachments to religion. The author suggests that the political struggles of India in the 1930s, the very decade in which the demand for Pakistan began to be articulated, should not be understood as the product of an inadequate or incomplete secularism, but as the clashing of competing secular agendas. Her work explores negotiations over language, education, and religion at Osmania University, the first university in India to use a modern Indian language (Urdu) as its medium of instruction, and sheds light on questions of colonial displacement and national belonging. Grounded in close attention to historical evidence, The Language of Secular Islam has broad ramifications for some of the most difficult issues currently debated in the humanities and social sciences: the significance and legacies of European colonialism, the inclusions and exclusions enacted by nationalist projects, the place of minorities in the forging of nationalism, and the relationship between religion and modern politics. It will be of interest to historians of colonial India, scholars of Islam, and anyone who follows the politics of Urdu.

The main subject under discussion in this book is DEVELOPMENT OF URDU LANGUAGE AND LITERATURE UNDER THE SHADOW OF THE BRITISH IN INDIA. The writers hope is that it will throw fresh light on the subject and facilitate more understanding for the western readers. It is not a comprehensive survey, although, it deals with individual thinkers, and their contribution to Urdu literature between modernism and orthodoxy.

The historian Ibn al-Athir lived during the last quarter of the twelfth and the first half of thirteenth century - turbulent period of Asia. The historian, receiving elementry education first at home and later in the neighbouring schools turned a wondering scholar of the then known disciplines at various centres of learning in Mosul, Baghdad, Damascus, Allepo and Basra. His gigantic work Tarikh al-Kamil is perhaps the product of sober days of his last ten years. An Incomplete History of Mosul are the lasting contribution to the Arab treasure of knowledge.

The present book is he story of gallant sons of Indian soil. They staked their lives in the service of the country. It was their bravery and dare-devilry that earned the name and reputation for Indian forces. Without their courage and leadership Indian Forces could never achieve the prominence. All the countries of the world know that Indian Soliders, Sailors and Air-men can die for the country but can never betray it. The First World War and Second World War are the witness of their bravery and courage. They fought in the extreme climatic conditions with minimum resources - in the desert, oceans and in the air. It is the duty of every one of us to pay our homage to these fearless persons working under the leadership of the Chiefs of Army, Navy and Air Forces. This book is the succinct and lucid portrayal of the service elites who are the embodiment of gallantry, undaunted courage and devotion to duty. This book is a humble tribute to their bravery and patriotism. This book will be very useful to service officers, youths and research scholars. It will save their precious time by providing all the essential information about the Services Chiefs of India. Salient Features 1. 11 Portrait Photos of the supereme commanders of Armed Forces. 2. 16 coloured and 4 black & white photographs on art paper make the book colourful. 3. 22 Generals, 18 Admirals, 20 Air Marshal & Air Chief Marshal portrait photographs make it a rare collection. 4. It's a vivid glimpse of the Martial History of India from independence to-date.

For more than fifty years, students and teachers have made the two-volume resource Sources of Indian Traditions their top pick for an accessible yet thorough introduction to Indian and South Asian civilizations. Volume 2 contains an essential selection of primary readings on the social, intellectual, and religious history of India from the decline of Mughal rule in the eighteenth century to today. It details the advent of the East India Company, British colonization, the struggle for liberation, the partition of 1947, and the creation of Pakistan, Bangladesh, and contemporary India. This third edition now begins earlier than the first and second, featuring a new chapter on eighteenth-century intellectual and religious trends that set the stage for India's modern development. The editors have added material on Gandhi and his reception both nationally and abroad and include different perspectives on and approaches to Partition and its aftermath. They expand their portrait of post-1947 India and Pakistan and add perspectives on Bangladesh. The collection continues to be divided thematically, with a section devoted to the drafting of the Indian constitution, the rise of nationalism, the influence of Western thought, the conflict in Kashmir, nuclear proliferation, minority religions, secularism, and the role of the Indian political left. A phenomenal text, Sources of Indian Traditions is more indispensable than ever for courses in philosophy, religion, literature, and intellectual and cultural history.

Highlights the state of affairs in nine districts of the erstwhile Central Provinces and Berar, alongwith the interpretation of unknown facts, enlarging it from objective empiricism to historicism on the basis of sociological and historical perspectives. Salient Features (i) It identifies the changeability of the educational pattern from indigenous nature to modern perspectives at all levels. (ii) It highlights the emergence of leadership, new values, nationalism and freedom struggle and also shows how education works as condition, instrument and as an effect of social change in the region. (iii) It explains the extent of adoption and non-adoption of educational facilities at all levels in the context of socio-cultural conditions. (iv) It reveals how English models were initiated too slavishly, students were being crammed with undigested knowledge and teachers obsessed with results. (v) It highlights the Hitavada’s relentless crusade for a separate university, forecast of Jabalpur and Amravati Universities and demand for more autonomy in the province. (vi) It shows how the period of four decades in question transformed a society. (vii) It refers over-all educational backwardness of females, low-castes and aboriginal tribes with a growing assertion of claims to social and political recognition. (viii) It reveals how minorities’ interest in education became manifest through conferences and C.P. Legislative Council. (ix) It highlights positional and structural changes occurred due to education. In short, this book shows how poor ‘peripheral’ society of Vidarbha could make headway on the guidelines of ‘core’ societies and achieve the objective of ‘sustainable development’ through educational expansion.