
06160620
a
2013c.00023
De Young, Gregg
Geometry textbooks in the DarsiNi\d z\=am\=\i{} educational reform in 18th century India.
Bjarnad\'ottir, Krist\'{\i}n (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 25, 2011. Lisbon: UIED, Unidade de Investiga\c{c}\~ao Educa\c{c}\~ao e Desenvolvimento; Caparica: Universidade Nova de Lisboa, Faculdade de Ci\^{e}ncia e Tecnologia (ISBN 9789899748729/pbk). 129140 (2012).
2012
Lisbon: UIED, Unidade de Investiga\c{c}\~ao Educa\c{c}\~ao e Desenvolvimento; Caparica: Universidade Nova de Lisboa, Faculdade de Ci\^{e}ncia e Tecnologia
EN
A30
U20
G10
educational reforms
historical textbooks
geometry textbooks
Summary: This paper focuses on a curricular reform proposed by Mawlana Ni\d z\=amudd\=\i n  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 Khul\=a\d sat al\d His\=ab of Bah\=a'alDin al`\=Amil\'\i{} and (2) the commentary of Muhammed Barakat on book I of the Ta\d hr\=\i r (redaction) of Euclid's elements by Na\d s\=\i r alD\=\i n al\d T\=us\=\i , as well as several introductory texts in mathematical astronomy. The DarsiNi\d z\=am\=\i{} 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.