“We needed a separate place to live according to Islam, that’s why we made Pakistan and Qadianis in their hearts do not believe in the completion of Prophet hood, that is why they should be called non-Muslims.” These were the comments of two university students, discussing the issues of equal citizenry in Pakistan and religious freedom. A non-Muslim participant of the discussion did, however, question why the standards of being an equal citizen and a non-Muslim were incompatible. Such a debate is nothing new, in my various interactions with students.
It is a repetitive discussion when it comes to non-Muslims, the creation of Pakistan and equal citizenry. Plus there is the constant fear of India as the eternal enemy to Islam in Pakistan, despite both countries living as sovereign states. Since the time of its inception, different state institutions have continued to build Pakistan’s identity on religious grounds. It is also a known fact, that its manifestation has threatened the state multiple times — TLP sit-ins are a prime example of this. The animosity towards India and non-Muslims is such that it will take decades to largely proliferate a balanced, counter-narrative for critical thinking. The debate and chaos engulfing the case of Asia Bibi is a clear reflection of the extremist mindset deeply rooted in social fabric.
The years of Primary and secondary education are the formative years of individuals where one’s vision is formed as an individual towards society and state. The key guide lines are provided by the curriculum which in a pedagogical manner decides what, why, when, and how the kids are to be taught about religion culture and society. The multiple streams of education in Pakistan each moving in its own direction in isolation, results in a variety of products each with the a firm belief that theirs’ is the correct one. How can we have a unified vision though as the three major and many minor systems opt for Urdu and Islamiat and social studies or Pakistan studies written under the national curriculum?
The years of Primary and secondary education are the formative years of individuals where one vision is formed as the citizen as an individual towards society and toward state. The key guide lines are provided by the curriculum which in a pedagogical manner decides what why when and how the kids are to be taught about religion culture and society
When it comes to the formulation of a vision and ideology building of individuals Primary and secondary education plays the key role in inculcating the core values of respect, tolerance and acceptance, inclusion communication, collaboration, appreciation of diversity with promotion of critical thinking, developing the skills knowledge and value and finally prepare individuals for the society.
As per the national curriculum of 2006, the objectives of teaching history and social studies are clearly defined (inculcate an understanding evolution, consolidation and culmination of various ruling dynasties etc however when it comes to written content a clear tilt towards the Muslims being innocent and the British, Hindus as wicked and clever is visible. Just wanted to go through the content in the light of these defined objectives and this is what one comes across.
Takethe Grade 6 history book while talking about the Muslim rulers is just the glorification of war and war heroes. It shares the seventeen invasions of Mehmood Ghaznavi, justifying them with the reason being the chaotic political situation in subcontinent. The narration of each attack is a kind of an act of bravery on Mehmood s part and resistance is presented as an act of cowardice. At one point the book says. “Somnat say wapsi per Jaton nay Mehmood ko kaafi paraishan kiya, 1026 main Jaton ki kashtian dubo di gain aur Jaton ko shikast hui. (On his return from Somnat, Jats did trouble Mehmood a lot) the concluding remark is quite interesting Sultan Mehmood nay yeh Hamlay khidmata Islam kay tehat kiye wo Islam ka ghazi aur sipasalar thay (Sultan Mehmmod invaded just because he wanted to serve Islam He was a fearless leader of Islam). The same chapter talks about Ghori as a warrior who kept capturing the different areas after Ghaznavi and says that Shahabud din Ghori was quite fond of victories, who defeated many and was martyred by a Khokhar rebellion.
Let us educate kids about acceptance and acceptance of differences whole heartedly with peace. Let us promote the positive aspects of history instead of the glorification of wars against different nations.The idea of a peace full multicultural society needs to be inculcated with practical examples
Were ally need to question how the writer is declaring him a martyr? The language is quite strange telling us that he took advantage of the weaknesses of the Rajpoots, justifying it to the learner that to access and capture the lands one can take advantage of the weak (Rajput hukmaranon ki kamzorion say bharpoor faida uthatay huay aik mustakil Islami hukumatq aim ki). The same narrative goes on when it comes to Khiljis, Tughlaqs, Ameer Taimoor Lodhis etc with a grand description of their victories over Rajpoots, Managols etc. Not only this their looks, their features, and their aggression is described as a heroic narrative.The most interesting part is the conclusion which narrates the down fall of all of Dehli Sultanates contrary to the aforementioned glory about different dynasties plus vague statements generating confusion for example it says that Mohammad Tughlaq’s policies lead to disappointment in Daccan and Bengal, but there isn’t any clarity in what policy did he follow to disappoint the masses. One point also justifies that though the Muslim rulers turned lethargic but Hindus did not let miss any chance to conspire against Muslims.Why do we keep on camouflaging our mistakes and blaming others for our mistakes and incapacities?This is the kind of attitude which can be observed in general among people who for their own faults hold others responsible.
It is time to really rethink and redefine the vision we want to have as a nation by taking up education reforms seriously particularly in the primary and secondary education sectors. Let us educate kids about acceptance and acceptance of differences whole heartedly with peace. Let us promote the positive aspects of history instead of the glorification of wars against different nations and even if it is to be done that has to be done at a mature stage. The idea of a peace full multicultural society needs to be inculcated with practical examples, with more opportunities of exposure to diverse cultures. Let the learning be with real life exposure to the diversity of faiths and intercultural. Let the cultural values and religious diversity be a connector instead of a divider.
The writer has experience in the field of education and is currently working as a resource person in the development sector
Published in Daily Times, November 12th 2018.