“What's past is prologue.” - William Shakespeare, The Tempest&nbsp;

The memories of the first time I ever read about the Mughals and their architectural marvels are still afresh. I did not encounter their mention in my History book, but rather in my Hindi school textbook when I was in class third. It was about a grandfather taking his grandson to the Taj Mahal, one of the wonders of the world, and narrating the story of the mausoleum's construction during the train journey. For years, the Taj Mahal and Red Fort have been some of the postcard pictures that one finds tagging along with the image of India. Indeed, other architectural marvels also define the incredible nation, but these Mughal architectures remain the face of the country.

However, with the recent deletion of chapters in NCERT textbooks, question marks seem to have to been placed at their very existence. The issue has given birth to another debate in the country – should the history of the Mughal empire be included in the school curriculum or can a kingdom which existed for 300 years be removed&nbsp;from its pages?

ALSO READ | <a href="https://www.wionews.com/india-news/india-no-mughal-history-in-class-12-cbse-up-board-syllabus-578910">India: No Mughal history in Class 12 NCERT textbooks, top official denies reports</a>

<h2>Why read about Akbar? What can a conqueror teach?</h2>

Akbar, the greatest sun of the Mughal empire, ruled the sub-continent for almost 50 years. In those years, the Indian sub-continent boasted of diversity in religion, language, culture and ethnicity, just the way it boasts of today. But why should we read about Akbar? What would we gain from it?

If we look into Akbar's reign, we will find a Muslim emperor who not only accepted diversity but also ensured that it was reflected in his government. Hindus, especially Rajputs, were not only incorporated into the imperial service but were bestowed with positions of privilege.&nbsp;

Ignoring the criticism and bickering of Muslimn ulemas, he nonchalantly continued to promote Rajputs and adopt policies that favoured Hindus like "the abolition of 'jizya' and pilgrimage tax on non-Muslim citizens, prohibition on slaughtering of peacocks and cows, patronisation of Hindu and Jain temples and banning of the sale of meat on particular weekdays." The freedom of practising their religion that he gave to his Hindu wives was one of its kind, unheard of before.

The idea of 'Sulh-i-kul' (universal peace and tolerance) he propagated finds its relevance even in the present time when we witness intolerance and hatred towards different religions and beliefs. Today, in a world which seems fractured along religious lines, should we turn a blind eye towards a monarch who promoted religious harmony in the sixteenth century?

<h2>Queens of the Mughal harem -&nbsp;the most powerful&nbsp;</h2>

Try to turn a few pages, and you will be left surprised to see the power that the women of the Mughal harem exercised within the Mughal empire. The Mughal harem, which comprised powerful matriarchs, fiery milk mothers and influential wives and daughters – gives us some great examples of women empowerment. In days when women writers were a rare sight, Emperor Humayun's sister Gulbadan Begum became the first woman biographer to have documented the Mughal royal court and even the secretive seraglio.

Meanwhile, the matriarchs were known to influence the decisions of emperors and run the empire from behind their jaali screens (latticed screens). The power that Akbar's foster mother Maham Anga enjoyed during the initial years of the emperor's reign is very well-known and has been marked as the 'petticoat era' in history.

The women of the Mughal empire were not only actively involved in politics but were also skilled merchants who traded goods overseas. A very interesting anecdote narrates how the visit of East India Company's William Hawkins and William Finch in 1607 ended in a tragedy after Hawkins mistakenly ruined a bid for indigo purchase in Bayana which was made by Maryam-uz-Zamani, mother of Emperor Jahangir and thus, became subject to his wrath.

"What the Hindustani traders know and what Finch failed to sufficiently acknowledge, is that Harkha Bai, now Maryam-uz-Zamani and queen mother of the empire, is a prodigiously wealthy woman with her own ship, who controls her finances and trades under her own name," writes Ira Mukhoty in her book Daughters of the Sun. The skills that the women of the Mughal era honed are stories to be inspired from and appreciated.

<h2>Postcard presence</h2>

The architectural marvels constructed during the Mughal reign have today become postcard pictures of what represents India, and hence, they cannot be ignored. Taj Mahal tops the list of such magnificent monuments which command a place for themselves in the pages of history. Red Fort, the place from where the prime minister of India addresses the nation on Independence Day, reminds us of the Mughal emperors who ruled the country. Humayun's Tomb, a UNESCO World Heritage Site which was commissioned by a Mughal queen, demands the acknowledgement of the presence of Mughal rulers in the past.

The whole Chandni Chowk, earlier known as Shahjahanabad, narrates the days when Shah Jahan built the city for generations to come. Can such enormous and clearly visible history be ignored? What should the future generations be told when they ask who built&nbsp;the ramparts of New Delhi's Red Fort?

WATCH | ChatGPT catches CBSE attention; India's National Exam Board adds ChatGPT in list of unfair means

<div class="videoWrapper trancodeVideo"><iframe allowfullscreen="" autoplay="1" class="includeVideo" frameborder="0" height="350" src="https://www.wionews.com/videos/chatgpt-catches-cbse-attention-indias-national-exam-board-adds-chatgpt-in-list-of-unfair-means-561196/embed" style="width:100%;max-width:560px;" width="560"></iframe></div>

<h2>Mughal bias</h2>

But why do we read Mughals at such great length and why don't we study about the Mauryas, Guptas, Cholas and even the Ahoms? The books have&nbsp;always taught&nbsp;about the major kingdoms of India and the curriculum covered Mauryas, Cholas, Chalukyas and even Rashtrakuta.

However, what we fail to understand is how the Mughals documented themselves at great lengths. Emperors Babur and Jahangir emerged as biographers, while others appointed historians to their courts to record their reigns. Moreover, we have many paintings and architecture that belong to the Mughal kingdom, which further enhances the scope of the study.

History belongs to all – the conqueror and the conquered. It cannot be taught in a biased way nor can it be overlooked. Even the emperors who were cruel or atrocious deserve a mention in history, even if it is for their bad deeds. Students deserve to learn and know and their questions cannot go unanswered.

So, everyone who has been debating whether Mughals must be taught or not, must think what they would say if their children ask "Who build the ramparts of New Delhi's Red Fort?"

P.S. Red Fort's ramparts were not built by Shah Jahan, it was later constructed by Aurangzeb.

(Disclaimer: The views of the writer do not represent the views of WION or ZMCL. Nor does WION or ZMCL endorse the views of the writer.)

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“What's past is prologue.” - William Shakespeare, The Tempest The memories of the first time I ever read about the Mughals and their architectural marvels are still afresh.

“What's past is prologue.” - William Shakespeare, The Tempest The memories of the first time I ever read about the Mughals and their architectural marvels are still afresh. I did not encounter their mention in my History book, but rather in my Hindi school textbook when I was in class third. It was about a grandfather taking his grandson to the Taj Mahal, one of the wonders of the world, and narrating the story of the mausoleum's construction during the train journey. For years, the Taj Mahal and Red Fort have been some of the postcard pictures that one finds tagging along with the image of India. Indeed, other architectural marvels also define the incredible nation, but these Mughal architectures remain the face of the country. However, with the recent deletion of chapters in NCERT textbooks, question marks seem to have to been placed at their very existence. The issue has given birth to another debate in the country – should the history of the Mughal empire be included in the school curriculum or can a kingdom which existed for 300 years be removed from its pages? ALSO READ | India: No Mughal history in Class 12 NCERT textbooks, top official denies reports Why read about Akbar? What can a conqueror teach? Akbar, the greatest sun of the Mughal empire, ruled the sub-continent for almost 50 years. In those years, the Indian sub-continent boasted of diversity in religion, language, culture and ethnicity, just the way it boasts of today. But why should we read about Akbar? What would we gain from it? If we look into Akbar's reign, we will find a Muslim emperor who not only accepted diversity but also ensured that it was reflected in his government. Hindus, especially Rajputs, were not only incorporated into the imperial service but were bestowed with positions of privilege. Ignoring the criticism and bickering of Muslimn ulemas, he nonchalantly continued to promote Rajputs and adopt policies that favoured Hindus like "the abolition of 'jizya' and pilgrimage tax on non-Muslim citizens, prohibition on slaughtering of peacocks and cows, patronisation of Hindu and Jain temples and banning of the sale of meat on particular weekdays." The freedom of practising their religion that he gave to his Hindu wives was one of its kind, unheard of before. The idea of 'Sulh-i-kul' (universal peace and tolerance) he propagated finds its relevance even in the present time when we witness intolerance and hatred towards different religions and beliefs. Today, in a world which seems fractured along religious lines, should we turn a blind eye towards a monarch who promoted religious harmony in the sixteenth century? Queens of the Mughal harem - the most powerful Try to turn a few pages, and you will be left surprised to see the power that the women of the Mughal harem exercised within the Mughal empire. The Mughal harem, which comprised powerful matriarchs, fiery milk mothers and influential wives and daughters – gives us some great examples of women empowerment. In days when women writers were a rare sight, Emperor Humayun's sister Gulbadan Begum became the first woman biographer to have documented the Mughal royal court and even the secretive seraglio. Meanwhile, the matriarchs were known to influence the decisions of emperors and run the empire from behind their jaali screens (latticed screens). The power that Akbar's foster mother Maham Anga enjoyed during the initial years of the emperor's reign is very well-known and has been marked as the 'petticoat era' in history. The women of the Mughal empire were not only actively involved in politics but were also skilled merchants who traded goods overseas. A very interesting anecdote narrates how the visit of East India Company's William Hawkins and William Finch in 1607 ended in a tragedy after Hawkins mistakenly ruined a bid for indigo purchase in Bayana which was made by Maryam-uz-Zamani, mother of Emperor Jahangir and thus, became subject to his wrath. "What the Hindustani traders know and what Finch failed to sufficiently acknowledge, is that Harkha Bai, now Maryam-uz-Zamani and queen mother of the empire, is a prodigiously wealthy woman with her own ship, who controls her finances and trades under her own name," writes Ira Mukhoty in her book Daughters of the Sun. The skills that the women of the Mughal era honed are stories to be inspired from and appreciated. Postcard presence The architectural marvels constructed during the Mughal reign have today become postcard pictures of what represents India, and hence, they cannot be ignored. Taj Mahal tops the list of such magnificent monuments which command a place for themselves in the pages of history. Red Fort, the place from where the prime minister of India addresses the nation on Independence Day, reminds us of the Mughal emperors who ruled the country. Humayun's Tomb, a UNESCO World Heritage Site which was commissioned by a Mughal queen, demands the acknowledgement of the presence of Mughal rulers in the past. The whole Chandni Chowk, earlier known as Shahjahanabad, narrates the days when Shah Jahan built the city for generations to come. Can such enormous and clearly visible history be ignored? What should the future generations be told when they ask who built the ramparts of New Delhi's Red Fort? WATCH | ChatGPT catches CBSE attention; India's National Exam Board adds ChatGPT in list of unfair means Mughal bias But why do we read Mughals at such great length and why don't we study about the Mauryas, Guptas, Cholas and even the Ahoms? The books have always taught about the major kingdoms of India and the curriculum covered Mauryas, Cholas, Chalukyas and even Rashtrakuta. However, what we fail to understand is how the Mughals documented themselves at great lengths. Emperors Babur and Jahangir emerged as biographers, while others appointed historians to their courts to record their reigns. Moreover, we have many paintings and architecture that belong to the Mughal kingdom, which further enhances the scope of the study. History belongs to all – the conqueror and the conquered. It cannot be taught in a biased way nor can it be overlooked. Even the emperors who were cruel or atrocious deserve a mention in history, even if it is for their bad deeds. Students deserve to learn and know and their questions cannot go unanswered. So, everyone who has been debating whether Mughals must be taught or not, must think what they would say if their children ask "Who build the ramparts of New Delhi's Red Fort?" P.S. Red Fort's ramparts were not built by Shah Jahan, it was later constructed by Aurangzeb. (Disclaimer: The views of the writer do not represent the views of WION or ZMCL. Nor does WION or ZMCL endorse the views of the writer.) You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here. WATCH WION LIVE HERE

Here's why Mughal history should "NOT" be taught in school textbooks

Chapters based on the Mughal empire have been chucked out from the history syllabus of Class 12 students studying in CBSE and UP boards of India, as per reports by various media outlets.

The country's top advisory body for Centre and state on school education, NCERT, has reportedly revised the history syllabus and removed the chapters titled 'Kings and Chronicles' and the 'The Mughal Courts' from the medieval History textbooks of CBSE for Class 12, said a top official.

The revised class 12 history textbooks of NCERT will be adopted by the government schools in the Indian state of Uttar Pradesh in which the chapters on Mughal courts have been reportedly deleted.

Dinesh Prasad Saklani, Director of NCERT strongly denied the claims that chapters on Mughals were dropped.

"It's a lie. (Chapters on) Mughals have not been dropped. There was a rationalisation process last year because due to COVID, there was pressure on students everywhere...Expert committees examined the books from std 6-12. They recommended that if this chapter is dropped, it won't affect the knowledge of the children and an unnecessary burden can be removed...The debate is unnecessary. Those who don't know, can check the textbooks..." he said.

"We are working as per NEP (National Education Policy) 2020. This is a transition phase. NEP 2020 speaks of reducing the content load. We are implementing it. NCF (National Curriculum Framework) for school education is being formed, it will be finalised soon. Textbooks will be printed in 2024 as per NEP. We have not dropped anything right now," he added.

ALSO READ |&nbsp;<a href="https://www.wionews.com/india-news/common-university-entrance-test-cuet-what-does-india-aim-to-achieve-with-this-new-system-484111">Common University Entrance Test (CUET): What does India aim to achieve with this new system?</a>

In the chapters currently under discussion,&nbsp;the students were taught about “Akbarnama” (the official chronicle of the reign of Akbar) and “Badshah Nama” (chronicle of the Mughal Emperor Shah Jahan), the composition of manuscripts, capitals and courts, Mughal rulers and their empire.

"We teach our students using NCERT books...whatever is there in the revised edition will be followed," said Deputy Chief Minister Brajesh Pathak.

Additional Chief Secretary (basic and secondary education) Deepak Kumar earlier said, "We follow NCERT books and whatever is available in the revised edition, we will follow it in state schools from 2023-24 session.”

Similarly, chapters like the ‘Central Islamic lands’, ‘Confrontation of cultures’ and ‘The Industrial Revolution’ were also reportedly removed from the history textbook of Class 11 titled ‘Themes In World History'.

Meanwhile, NCERT has also revised class 12 Political Science books, pulling out chapters like 'Rise of Popular Movements', which is about the Socialist and Communist parties' rise in India and 'Era of One-Party Dominance', which talks about the rule of Congress in the post-independence era.

WATCH | ChatGPT catches CBSE attention; India's National Exam Board adds ChatGPT in list of unfair means

<div class="videoWrapper trancodeVideo"><iframe allowfullscreen="" autoplay="1" class="includeVideo" frameborder="0" height="350" src="https://www.wionews.com/videos/chatgpt-catches-cbse-attention-indias-national-exam-board-adds-chatgpt-in-list-of-unfair-means-561196/embed" style="width:100%;max-width:560px;" width="560"></iframe></div>

NCERT's senior official said that they will implement the revised syllabus this year (2023-24). Speaking about the changes, Maharishi Patanjali Vidya Mandir's principal Alpona Dey earlier said, “NCERT books are being updated as per the provisions of the new National Education Policy (NEP)-2020. New content is being added by removing topics that have become irrelevant. Changes in the syllabus were made from time to time which was a good thing.”

A lot of these changes in the syllabus were announced in 2022 when CBSE was rationalising its syllabi for students in April.

In a note, the NCERT listed the changes and said, "The content of the textbooks has been rationalised for various reasons, including overlapping with similar content in other subject areas in the same class, similar content included in the lower or higher classes on the same subject.”&nbsp;

<main>
<section>
(With inputs from agencies)

You can&nbsp;now write for wionews.com&nbsp;and be a part of the community. Share your stories and opinions with us&nbsp;<a href="https://www.wionews.com/content-contribution-registration-form">here</a>.

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</main>

Chapters based on the Mughal empire have been chucked out from the history syllabus of Class 12 students studying in CBSE and UP boards of India, as per reports by various media outlets.

Chapters based on the Mughal empire have been chucked out from the history syllabus of Class 12 students studying in CBSE and UP boards of India, as per reports by various media outlets. The country's top advisory body for Centre and state on school education, NCERT, has reportedly revised the history syllabus and removed the chapters titled 'Kings and Chronicles' and the 'The Mughal Courts' from the medieval History textbooks of CBSE for Class 12, said a top official. The revised class 12 history textbooks of NCERT will be adopted by the government schools in the Indian state of Uttar Pradesh in which the chapters on Mughal courts have been reportedly deleted. Dinesh Prasad Saklani, Director of NCERT strongly denied the claims that chapters on Mughals were dropped. "It's a lie. (Chapters on) Mughals have not been dropped. There was a rationalisation process last year because due to COVID, there was pressure on students everywhere...Expert committees examined the books from std 6-12. They recommended that if this chapter is dropped, it won't affect the knowledge of the children and an unnecessary burden can be removed...The debate is unnecessary. Those who don't know, can check the textbooks..." he said. "We are working as per NEP (National Education Policy) 2020. This is a transition phase. NEP 2020 speaks of reducing the content load. We are implementing it. NCF (National Curriculum Framework) for school education is being formed, it will be finalised soon. Textbooks will be printed in 2024 as per NEP. We have not dropped anything right now," he added. ALSO READ | Common University Entrance Test (CUET): What does India aim to achieve with this new system? In the chapters currently under discussion, the students were taught about “Akbarnama” (the official chronicle of the reign of Akbar) and “Badshah Nama” (chronicle of the Mughal Emperor Shah Jahan), the composition of manuscripts, capitals and courts, Mughal rulers and their empire. "We teach our students using NCERT books...whatever is there in the revised edition will be followed," said Deputy Chief Minister Brajesh Pathak. Additional Chief Secretary (basic and secondary education) Deepak Kumar earlier said, "We follow NCERT books and whatever is available in the revised edition, we will follow it in state schools from 2023-24 session.” Similarly, chapters like the ‘Central Islamic lands’, ‘Confrontation of cultures’ and ‘The Industrial Revolution’ were also reportedly removed from the history textbook of Class 11 titled ‘Themes In World History'. Meanwhile, NCERT has also revised class 12 Political Science books, pulling out chapters like 'Rise of Popular Movements', which is about the Socialist and Communist parties' rise in India and 'Era of One-Party Dominance', which talks about the rule of Congress in the post-independence era. WATCH | ChatGPT catches CBSE attention; India's National Exam Board adds ChatGPT in list of unfair means NCERT's senior official said that they will implement the revised syllabus this year (2023-24). Speaking about the changes, Maharishi Patanjali Vidya Mandir's principal Alpona Dey earlier said, “NCERT books are being updated as per the provisions of the new National Education Policy (NEP)-2020. New content is being added by removing topics that have become irrelevant. Changes in the syllabus were made from time to time which was a good thing.” A lot of these changes in the syllabus were announced in 2022 when CBSE was rationalising its syllabi for students in April. In a note, the NCERT listed the changes and said, "The content of the textbooks has been rationalised for various reasons, including overlapping with similar content in other subject areas in the same class, similar content included in the lower or higher classes on the same subject.” (With inputs from agencies) You can now write for wionews.com and be a part of the community. Share your stories and opinions with us here. WATCH WION LIVE HERE

India: No Mughal history in Class 12 NCERT textbooks, top official denies reports

The Supreme Court on Thursday refused to entertain a petition seeking common syllabus and curriculum across all education boards.

The petition filed by Neeta Upadhyay, who is an assistant teacher at a Primary School in Ghaziabad, sought a common education system, meaning common syllabus and common curriculum for all children aged 6 to 14 years.

Her petition alleged that the education system does not provide equal opportunities to everyone.

&quot;In expounding the Constitution to meet the requirements of Articles 21A read with Articles 14, 15, 16, 38(2), 39(f), 46 &amp; 51A, measures such as a common education system viz. common syllabus and a common curriculum is a necessity. It would enable every child to be placed on a level playing field for the challenges of the future and meaningfully contribute in achieving the great golden goals as set out in the Preamble,&quot; said the petition.

The petition further asked the Centre to establish a &quot;One Nation One Education Board&quot; system, in substitution of the existing multi-board system.&nbsp;

The petition filed by Neeta Upadhyay, who is an assistant teacher at a Primary School in Ghaziabad, alleged that the education system does not provide equal opportunities to everyone

The Supreme Court on Thursday refused to entertain a petition seeking common syllabus and curriculum across all education boards. The petition filed by Neeta Upadhyay, who is an assistant teacher at a Primary School in Ghaziabad, sought a common education system, meaning common syllabus and common curriculum for all children aged 6 to 14 years. Her petition alleged that the education system does not provide equal opportunities to everyone. "In expounding the Constitution to meet the requirements of Articles 21A read with Articles 14, 15, 16, 38(2), 39(f), 46 & 51A, measures such as a common education system viz. common syllabus and a common curriculum is a necessity. It would enable every child to be placed on a level playing field for the challenges of the future and meaningfully contribute in achieving the great golden goals as set out in the Preamble," said the petition. The petition further asked the Centre to establish a "One Nation One Education Board" system, in substitution of the existing multi-board system.

SC rejects petition seeking common syllabus for all boards

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