Calligraphy is considered the highest form of Islamic art. Because of the religious sensitivity regarding the depiction of sentient beings in traditional Islamic theology, artists channeled their creative energy into the aesthetic representation of the Arabic script, often used to transcribe the Quran and decorate architecture.

Ibn-e-Khaldun was a polymath whose intellectual pursuits spanned a vast array of subjects. His expertise was not limited to history and sociology; he was deeply versed in Islamic jurisprudence (Fiqh), the study of Hadith, and classical Arabic literature and poetry. His comprehensive education allowed him to synthesize knowledge from various fields, which is evident in the breadth and depth of his writings throughout his career.

Ibn-e-Khaldun categorized knowledge into two main types: Aloom Naqli (transmitted sciences) and Aloom Aqli (rational sciences). The religious sciences, including the Quran, Hadith, Fiqh, Tafseer, and Arabic grammar, are classified as Aloom Naqli because they are based on tradition, revelation, and the transmission of knowledge from earlier generations, rather than being derived primarily through human reason or logic.

The Darul Uloom Deoband, established in 1866, focused heavily on the preservation and dissemination of traditional Islamic sciences. Its graduates became renowned scholars who made significant contributions to the study of Hadith, Arabic linguistics, and the interpretation of the Quran (Tafsir).

During the era of Muslim rule in the Subcontinent, Arabic and Persian were the primary languages of administration, literature, and religious scholarship. Arabic was essential for understanding Islamic theology and jurisprudence, while Persian served as the official language of the court, diplomacy, and high culture. Both languages were integral to the intellectual life of the ruling elite and the scholarly community, shaping the educational landscape of the time.

The Dars-e-Nizami curriculum is a specialized Islamic educational framework that prioritizes subjects such as Arabic grammar, logic, jurisprudence (Fiqh), and theology. Secular subjects like modern History and Geography were not traditionally included in the core syllabus of this system, which focuses primarily on religious and linguistic studies.

During the era of Shah Wali Ullah and the broader Mughal period, Persian served as the official language of administration, literature, and education in the Indian subcontinent. Consequently, it was the primary medium of instruction in Makatab and Madrasas. While Arabic was studied for religious texts, Persian was the language through which most academic subjects were taught, facilitating communication and scholarly exchange across the region.

Wood's Dispatch of 1854, often called the Magna Carta of English education in India, emphasized the importance of Western knowledge. It discouraged the promotion of traditional oriental languages like Sanskrit and Arabic in favor of English and Western scientific curricula, aiming to modernize the Indian education system to suit the needs of the British administration.

Macaulay's Minute argued that the literature and scientific knowledge available in English were far superior to those found in Arabic or Sanskrit, leading to the policy shift toward English-medium education in the Indian subcontinent.

Maulvi Syed Mir Hassan was a distinguished scholar and the primary teacher of Allama Iqbal. He played a pivotal role in shaping Iqbal's intellectual foundation, particularly in Arabic, Persian, and Islamic studies. Iqbal held his teacher in high esteem throughout his life, often acknowledging the profound impact Mir Hassan had on his academic and spiritual development.