id: 06160620
dt: a
an: 2013c.00023
au: De Young, Gregg
ti: Geometry textbooks in the Dars-i-Niẓāmī educational reform in 18th
century India.
so: Bjarnadóttir, Kristín (ed.) et al., “Dig where you stand" 2.
Proceedings of the second “International conference on the history of
mathematics education", New University of Lisbon, Portugal, October
2‒5, 2011. Lisbon: UIED, Unidade de Investigação Educação e
Desenvolvimento; Caparica: Universidade Nova de Lisboa, Faculdade de
Ciência e Tecnologia (ISBN 978-989-97487-2-9/pbk). 129-140 (2012).
py: 2012
pu: Lisbon: UIED, Unidade de Investigação Educação e Desenvolvimento;
Caparica: Universidade Nova de Lisboa, Faculdade de Ciência e
Tecnologia
la: EN
cc: A30 U20 G10
ut: educational reforms; historical textbooks; geometry textbooks
ci:
li:
ab: Summary: This paper focuses on a curricular reform proposed by Mawlana
Niẓāmuddīn ‒ a reform that ultimately influenced much of Muslim
India through its implementation by graduates of the Firangi Mahall in
Lucknow. This curriculum included an expanded list of readings in
logic, philosophy, and the mathematical sciences. The mathematical
portion of the curriculum mandated reading (1) the Khulāṣat
al-Ḥisāb of Bahā’al-Din al-‘Āmilí and (2) the commentary of
Muhammed Barakat on book I of the Taḥrīr (redaction) of Euclid’s
elements by Naṣīr al-Dīn al-Ṭūsī, as well as several
introductory texts in mathematical astronomy. The Dars-i-Niẓāmī
reform was ultimately unsuccessful in its effort to combat foreign
influences on the Islamic community, partly because it turned too
strongly toward traditional scholarship, rather than incorporate any of
the newer aspects of learning into its program. At the same time, the
inclusion of Barakat’s commentary in the Islamic madrasa curriculum
marked a step toward institutionalizing geometry (and mathematics)
instruction in a way that it had not been before.
rv: