
Contents
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Networked Republics Networked Republics
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Counterpoints and Echoes Counterpoints and Echoes
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The ʿ Ulama The ʿ Ulama
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Beyond the Autodidact Beyond the Autodidact
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Snapshots of the Nizami Curriculum Snapshots of the Nizami Curriculum
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Phases of Education in the Subcontinent Phases of Education in the Subcontinent
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Canonizing the Nizami Curriculum Canonizing the Nizami Curriculum
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Primers and Texts Primers and Texts
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Academic Disciplines Academic Disciplines
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Reforming the Curriculum: Ongoing Debates Reforming the Curriculum: Ongoing Debates
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Tweaking the Nizami Curriculum Tweaking the Nizami Curriculum
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Insider Lessons Insider Lessons
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Republic of Piety Republic of Piety
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Conclusion Conclusion
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Six From a Republic of Letters to a Republic of Piety
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Published:April 2015
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Abstract
This chapter examines the ideological debates within discrete madrasa networks about curriculum reform, where the cultivation of piety becomes the goal at the expense of rigorous scholarship. Aside from providing a curriculum to train Muslim scholars in colonial India, the eighteenth-century scholar Mulla Nizamuddin reinvigorated a learned community, and his efforts gave rise to a new iteration of the so-called Muslim Republic of Letters. Nizamuddin's curriculum formed a community of learning that served as a bridge from the past to his own time. Graduates who studied his curriculum become “citizens” avant la lettre, of what is known today as a “virtual community.” The rest of this chapter discusses the genealogies and features of Nizamuddin's Muslim Republic of Letters; whether there might be an opportunity for madrasas to become participants in “cellular globalization”; and whether the public sphere will be open to multiple languages and a plurality of forms of the “good,” including the “good” as articulated by the madrasa communities.
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