Abstract
Madrasa is the living form of an educational system which thrived in the past. It remained unaware of the swiftness of progress and development which came about in other walks of life and the education that was being imparted through it was also kept away from any change and innovation. As a result, the madrasa, to some extent, fell prey to marginalization, fundamentalism, and a sense of deprivation and its education could not maintain its cherished traditions. The educational system of the madrasa can be analysed in view of a number of aspects. Some of these aspects might be questionable, but a number of them are worthwhile. One of these aspects is the atmosphere of mutual cooperation that a madrasa can provide. Teachers and students belonging to different cultures and traditions come together in a madrasa and develop an intercultural communication pattern. They form cultural groups that work together to rectify their deprivation and remove misunderstanding between them. Their education in a madrasa allows them to take part in joint activities, improve their knowledge, and get an access to some service. In this way, the madrasa education initiates a social mobilization which encourages social groups that are knit together with the fabric of culture to take part in the religious, political, and revolutionary movements of the country
Muhammad Qasim Butt, Muhammad Sarfraz Khalid. (2017) The Role of Madrasa Education in Inter-Cultural and Cross-Cultural Exchange, Bulletin of Education & Research, Volume 39, Issue 1.
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