Text Books in Pakistan & Religious Intolerance
Asian Social Science Asian Social Science
Vol. 7, No. 5; May 2011
Published by Canadian Center of Science and Education 145
Content Analysis of Textbooks of Social and Pakistan Studies for
Religious Tolerance in Pakistan
Dr. Safdar Rehman Ghazi (Corresponding author)
Assistant Professor, University of Science and Technology, Bannu, Pakistan
E-mail:
[email protected]
Gulap Shahzada
Lecturer, University of Science and Technology, Bannu, Pakistan
Ismail Khan
M. Phil Scholar (Education), University of Science & Technology, Bannu, Pakistan
Muhammad Nauman Shabbir
M. Phil Scholar (Education), University of Science & Technology, Bannu, Pakistan
Muhammad Tahir Shah
M. Phil Scholar (Education), University of Science & Technology, Bannu, Pakistan
Received: October 5, 2010 Accepted: November 30, 2010 doi:10.5539/ass.v7n5p145
Abstract
This study was conducted with the objectives of identif ying the content that promotes religious tolerance,
intolerance and streng th/weakness of concept of religious tolerance in Social Studies and Pakistan Studies
textbooks. This study was delimited to the content analysis on religious tolerance and into lerance of Social
Studies textbook of 8 the Class and Pak Studies textbooks of 10 the class published by the NWFP textbook board
Peshawar, Pakistan. In the light of the curriculum draft, the content of both subjects of both classes was analyzed
in the light of using qualitative methods. In the curriculum draft, three objectives on religious tolerance for
Social Studies (Enhance Sympathy fo r other people, Love for humanity, and Service for mankind) and two
objectives (Lay emphasis on the right and obligation of th e citizen of an independe nt and sovereign state, and
Inculcate awareness about the multicultural heritage of Pakistan so as to en able the students to better appreciate
the social cultural diversity of Pak istani society and used to with the idea of unity of diversity in our national
context) for Pakistan Studies were found. The Social Studies objectives were translated only in one lesson and
the two objectives of the Pakistan Studies were translated on ly in three lessons in the text books. There were
some supportive material on tolerance and intolera nce. It is recommended that the intolerance and hate
supportive material should be excluded and more tolerance supportive material should be included. The religious
tolerance material should be prop agated through educational institution s and media. Further research is also
recommended for the content analysis of other textbooks at every level of education in Pakistan.
Keywords: Tolerance, Religious tolerance, Social studies, Pakistan studies, Textbooks, Intolerance, Peace
education
1. Introduction
The present world is replete with a number of miseries of which intolerance reigns su preme. It may also be
termed as prejudice and narrow-mindedness. The ultimate result of intolerance or in other words religious
fanaticism is extremism which is the major concern of the day and the root cause of prevailing unrest in the
world (Schweitzer, 2007).
In the Oxford Advanced Learners Dictionary (2005)," tolerance means (i) the act or practice of tolerating
Asian Social Science Asian Social Science Vol. 7, No. 5; May 2011
ISSN 1911-2017 E-ISSN 1911-2025 146
especially sympathy or indulgence for belief or practices differing from one's own." (ii) "Capacity for enduring
or adapting as to poor environment."
The Encyclopedia of Britannica (1974), interprets religious tolerance as
intellectual and practical acknowledgement of the right of others to live in accordance with religious belief that
are not accepted as one's own. In the view of Amir, (2004), Tolerance could interpreted as, "the people whose
ideas and belief are not in accordance with our own, must be respected, tolerated and accepted open heartedly".
Religious tolerance means, "Let the individual to profess religion of his choice, and have the right to give full
freedom of worship, and faith" (Ali, K 1986). According to Ali, M (1998) when individual began to believe their
religious views, the term muslim and non muslim were co ined for sectarian division. Such individual becomes
staunch believer of his faith and out costs others from his social circle and looks down upon them as transgressor
and sinners. As a result his outlook is completely changed and he thinks of other people as worthless fellows and
throws them out of humanity. He tries to impose his own ideas either by violence or by propagation and if they
refuse to follow his ideas, then he inflicts upon them with mental torture, violence and pressure and try to
humiliate them.
Allah says in the Holy Quran:
Let there be no compulsion in religious truth stands out from error. Whoever rejects evil and believes in Allah
hath grasped the most trustworthy hand holds that never breaks. Once the Prophet Muhammad (peace be upon
him) said "He who harm a Jew or a Christian will find me his opponent on the day of Judgment (Sunan Abu
Dawud).
From historical perspective it is interesting to note that when the prophet of Islam Muhammad (PBUH), began
his mission among the pagans of Makkah, he invited them into the new faith despite their hostile attitude and
response, Since Islam itself began inviting and persuading people to embrace it on merit, of its rationality and
truth. In other words, if Islam is to remain true to its own beginning it can be accepted to validate the freedom of
belief (Ali M. 1998).
In Rida view (1986), confession to the faith (Iman) is not valid if it is not voluntary, therefore wherever
confession to the faith is obtained through compulsion, it is null and void. According to Kuftaro (1985), in the
first century of the Hijrah, we assurely infer that those Christian tribes that did embrace Islam did so of their
own choice and free will.
The Christians, Arabs of the present day, dwelling in the midst of Mohammedan
population are a living testimony of his toleration.
According to Nayyer and Salim (2003), before 1978 text books were not based on one religions philosophy. But
there were basic objectives presented in the curriculum shows that Pak istan was multicultural Islamic state and
non muslim were equal citizen under the constitution. Kafter (1978), in his study explains that there were few
objectives in the curricu lum for included material that gives concept of separation between the worldly and
religious and stresses that all the material be presented from Islamic point of view and hate be created against the
Hindus of India. The Hate material should not be included in the text books, so as to make the country free of
intolerance and be good nation with neighbor country. The outline of tolerance in Islam shows that Islam
abhors/rejects all types of coercion in matters of faith. but now we see a colossal change at gl obal level that
marks increasing intolerance leading to terrorism among re ligious extremists. This tendency is also reflected in
textbooks thought at schools and madrassa's working under the influence of extremists.
2. Objectives of the Study
This study was conducted with the following objectives:
1. To identify the content of the Social Studies and Pakistan Studie s textbooks that promotes religious
tolerance and intolerance.
2. To find out the strength an d weakness of the concept of religious tole rance in Social Studies and Pakistan
Studies textbooks.
3. To propose suggestions to improve the content on religious tolerance in Social Studies and Pakistan Studies
textbooks.
3. Delimitations of the Study
Keeping in view the availability of time and resources this study was delimited to the content analysis on
religious tolerance of Social Studies textbook of 8 th Class and Pakistan Studies textbook of 10 th Class published
by NWFP Textbook Board, Peshawar, Pakistan 2009.
Asian Social Science Asian Social Science Vol. 7, No. 5; May 2011
Published by Canadian Center of Science and Education 147
4. Methodology
In the light of curriculum draft of So cial Studies and Pakistan Studies at Grades 8 th and 10 th developed by
Curriculum Wing Ministry of Education, the material on religious tolerance and intolerance was analyzed in the
textbooks of Social Studies Grade 8th and Pakistan Studies Grade 10th 2009 published by NWFP Textbook Board,
Peshawar using qualitative methods. Both books intolerance material is shown in the Appendix-A and
Appendix-B respectively.
5. Results and Discussion
The major purpose of the study was to investigate and analyze the content of Social Studies and Pakistan Studies
on religious tolerance at grades 8 th and 10 th respectively. To achieve the objectives the researchers critically
analyzed the relevant content and material of the concerned textbooks of Social Studies and Pakistan Studies.
In the light of the related literature and the extensive review of the concerned textbooks the following
conclusions were drawn:
1. It was concluded that Islam is fully in favour of and strongly supports religious tolerance. Islam is the
greatest advocate of religious tolerance and lo-existence as compared to all other religions.
2. In the curriculum draft three objectives for Social Studies and two objectives for Pakistan Studies reflect
religious tolerance.
3. From the intensive analysis of both the textbooks of Social Studies and Pakistan Studies, it can be inferred
that in Social Studies respective objective on religious tolerance are translated only in one lesson while in
Pakistan Studies in three lessons/units.
4. No behavioral objective was in support of religious intolerance but some intolerance supportive contents and
materials were found.
6. Recommendations
1. Both textbooks have
some content regarding intolerance it should be revised and adequate basic religious
tolerance material should be included.
2.
For peace and eradication of external and internal crises, it is recommended that religious tolerance material
should be propagated through educational institutions and media.
3.
Further research is recommended for the content analysis of textbooks of Social Studies and Pakistan
Studies at every level of education in Pakistan.
4. It is also recommended that the curriculum draft for Social Studies and Pakistan Studies developed by the
Curriculum Wing Ministry of Education
should also be revised and more religious tolerance supportive
behavioral objectives may be included.
5. Research studies are also
recommended for other subjects at every level so that the intolerance content may
totally be eliminated from the textbooks for promoting peace in the world.
6. Whereas the current global perspective demands that we avoid hate material in our school textbooks and
instead we should promote feelings of love and fraternity with our neighbour India and other world community
in general.
References
Ahmad, F. Javid, A. & Saeed, M. (2009). Pakistan Study, Grade 10 th (Textbook) N.W.F.P. Textbook Board,
Peshawar, Pakistan.
Ali, K. (1986). A study of Islamic History. Naeem Publishers, Al- fazal Market, Lahore. P. 42-43.
Ali, M. (1998). What History Say. Lahore Fiction House, P. 17.
Amir M. (2004). Three Religions and Religious Tolerance, Unpublished Thesis, In stitute of Islamic Studies,
University of Karachi, Pakistan. P. 19.
Encyclopedia of Britannica. (1974). Macromedia Ready Reference, Tug, P. 400.
Holy Quran, The Cow, Sura 2, Verse 256.
Kuftaro, A. (1985). [Online] Available:
http://www.kuftro. Org/English/wot/Islam and Religious tolerance.
Nayyer, A.H. & Salim A. (2003). Sustainable Development Policy Institute (SDPI) liberal forum Islamabad.
Oxford Advance Learners Dictionary. (2005). Oxford University Press, 7th ed, P. 1615.
Asian Social Science Asian Social Science Vol. 7, No. 5; May 2011
ISSN 1911-2017 E-ISSN 1911-2025 148
Pakistan. [Online] Available:
Sustainable Development Policy Institute,
[email protected].
Rida, R. (1986). Tafsir -al- Manar, XI, 484 Beirut: Dare -al- Ma rifah, P. 356.
Saeed, F. (2009). Social Study (Textbook) Grade 8th, N.W.F.P Textbook Board, Peshawar, Pakistan.
Schweitzer, F. (2007). Religious Education. British Journal of Religious Education, Vol. 29, P.89-100.
Sunan Abu Dawud, Vol. 2, P. 255.
Table 1. Analysis of behavioral objectives statements on religious tolerance in the textbook of Social Study for
Class 8th
S.No. Ob jectives Lesson Headin g/Topic
1. Sympathy for other
people
*Aqwame Mutahida
**(United Nations
Organization)
*Aqwame Mutahida
Ky aghraz wa maqaseed
**(Aims and objectives of
United Nations Organization)
2. Love for humanity
*Aqwame Mutahida
**(United Nations
Organization)
*Bainol Aqwami Masail
**(International Problems)
*Aqwame Mutahida ka Kirdar
**(Performance of United Nations
Organization)
3. Service for mankind
*Aqwam Mutahida
**(United Nations
Organization )
*Security Council
**(Security Council)
*Urdu terminology
**English terminology
Table 1 shows that there were three behavioral objectives related to religious tolerance that were translated only
in one lesson "United Nations Organization" under four headings/topics.
Table 2. Analysis of behavioral objec tives statements on religious tolerance in the Textbook of Pakistan Study
for Class 10th
S. No Objective Lesson Headin g/Topic
1
Inculcate awareness about the
multicultural heritage of Pakistan so
as to enable the students to better
appreciate the social cultural
diversity of Pakistani society and
used to with the idea of unity of
diversity in our national context
*Pakistan ki Nazaryati
Asas
**(Ideological Basis of
Pakistan )
*Pakistan aik Flahi
Mumlikat
**(Prosperity of
Pakistan)
*Ismlami Muashray ki Khususiat
**(Characteristics of Islamic
Society)
*Hamara Qumi kirdar
**(Our national role)
* komi Maqasid
**(National Objectives )
2 Lay emphasis on the right and
obligation of the citizen of an
independent and sovereign state
*Pakistan ki Saqafat
**(Pakistani Culture)
*Pakistan aik Flahi
Mumlikat
**(Prosperity of
Pakistan)
*Hamary Cultural ky Hadowhal
**(Our cultural traits)
*Almi Aman aur Bychara
**(World peace and brotherhood)
*Muthwazen muoshra
**(Balanced Society)
*Urdu terminology
**English terminology
Table 2 reflects that there were two behavioral objectives which were related to religious tolerance; the first one
is translated in the lessons of "Ideological Basis of Pakistan" and "Pakistan as a welfare state". The second is
translated in the lessons of "Pakistani Culture" and in the "Pakistan as a welfare state". These were
represented/realized under six headings/topics.
Asian Social Science Asian Social Science Vol. 7, No. 5; May 2011
Published by Canadian Center of Science and Education 149
Appendix-A
EXTRACTS ON HATE MATERIAL IN TEXTBOOK OF SOCIAL STUDIES OF 8TH CLASS
Extract from Unit No: 7: Unit Name: Ideology of Pakistan, Heading: Ideology of Pakistan
Due to Hindus majority Muslim religion and their nationality were at stake In un ited India; therefore, the
creation of Pakistan was indispensable. Sir Sayed Ahmad Khan and Allama Muhammad Iqbal presented the idea
of Pakistan; due to Hindus insolent behavior towards Muslims. Hindus believed that there lived only one nation
in the sub-continent, I-e Hindus, the other nations should merge in that, otherwise they may quit India. They held
this view since the decline of Muslim s rule in India. A number of Hindus extremist organizations i.e. "Arya
Samaj" were propagating against Muslims .Infect Hindus extremist as Hindu "Maha Saba" "Reshtria Civic Sing"
pared the way for the two nations theory. And Since th e inception of Pakistan these extremist organization are
adamant to root out Muslim from the subcontinent, Demolition of Babry mosque and the riots of Gujrat are the
clear manifestation of Hindu's bias. Hindus nationalists are trying to wipe out not only Muslim but all
none-Hindus and due to this hegemonic behavior and policies Christian and other minorities' was also worst
sufferer. "Shaddi" and "Sanghten" movements were started to convert all non-Hindu nations to Hinduism. The
current geo-political scenario in India resem bles, that prevailed one and ha lf a century ago. Actually these
extremist activities of Hindus, unintentionally paved the way for the creation of Pakistan movement. The Muslim
had to start movements like "Tanzeem" and "Tableegh". Although Sir Syyed Ahmad Khan, Allama Iqbal, and
Quaid Azam were the enthusiastic champions of the Hindu Muslim unity but the prejudiced attitude of Hindus
compelled them to redress their views and they presented the idea of Pakistan (P.91).
Extract from Unit No: 7: Unit Name: Ideology of Pakistan, Heading: Freedom War 1857 to Full Freedom of
1947
Similarly, in context of causes of the freedom war of 18 57, we argue that amongst the various European nations
that invaded the South Asia, the English were the most cunning. On account of their superb intriguing and
hypocrisy not only they dominated the other European nations but also snatched the thousand years rule from the
land of the Muslim. Though the Muslim was so de plorable but they maintain th eir freedom and suzerainty in
India, they rose against the English and waged war-against them, which is known as of freedom of 1857 (P.92).
Subheading: Freedom War 1857 to 1906
English term this war as "Ghadar" meaning "the protest" and the freedom fighters as "Baghi" meaning "the
Protestants" or Rebels. Christian mi ssionary: while preaching Christianity the priest and clergymen used to
praise Christianity and talked ill of other religions (P.93).
Subheading: Preaching of Christianity
No one could bore blasphemy against his religion. But the English officers encouraged the priests and participate
in their meeting (P.93).
Subheading: Army Causes
The salaries of other nation's particular the Muslim were less than English solider emergency allowance was
also stopped during the war period in 1856. An act was passed for Hindustani Muslims Soldier that they could be
sent everywhere for war they needed. The discriminated law was resisted by the Muslims soldier and considered
it as blasphemy act. Similarly, the freedom war of 1857 was the reaction of the Muslims of the subcontinent
against the intrigues and hypocrisy of the English when they first stepped into the subcontinent (P.94).
Subheading: Immediate Causes
A new Rifle was introduced in 1857; which cartridges was made of blubber and first it should be cut by mouth to
be fired; In fact this was the lard of pig. The soldier who refused, they would fire (P.94).
Subheading: Revenge and Punishment
Revenge was made by the English man after the freedo m war particularly Muslim were targeted. Some English
men were so revengeful that they sew the dead body of the Muslim into the skin of the pig and threw it into the
river. Some dead bodies of Muslim were tied with m outh of the "canon" and fired, some were burned. The
Muslim women were molested and innocent children were killed. Majority of Muslim were swept from Delhi.
Only one fourth was lift there (P.95).
Subheading: Two Nations Theory
Notorious Hindus biased leader RaJ Gopal Acheria presented the separate Muslim state in the west of Sind River
after the failure of the freedom war of 1857. The Muslim becomes tyranny of the Englishmen. Due to cunning,
Hindus took dominant over Muslim (P.98).
Subheading: Foundation of Muslim League
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Province of Bengal was divided into two separate provinces its advantages went to Muslim, as the divisions were
announced the Hindu rejected it and tried to cancel the division (P.100).
Subheading: Organization of Muslim League
Election was held in 1937 in the sub continent, the province where Hindus were in majority was given the
ministries. These ministers treat Muslim very cruelly. Prejudice was ma de to the Muslim in the field of culture,
trade, religion even in Governmen t Services Hindu ruined th e rights of the Muslim everywhere. They issued
orders of saying, their national song in Muslim educ ational Institution. Hindu lead er were engaged in horse
trading of Muslim leader from Muslim League. And Hindu clearly announced that those Muslim will become the
Minister of the House who resign from the Muslim League. When Hindus became the ruler, they reject the Urdu
because of Muslims Language and adopted Hindu Language. They compelled the Muslim children to respect the
picture f Gandhi and also the worship of idols (P.104).
Appendix-B
EXTRACTS ON HATE MATERIAL IN TEXTBOOK OF PAKISTAN STUDY OF 10TH CLASS
Extract from Unit No: 1, Unit Name: Ideological Basis of Pakistan, Heading: Concept of Democracy in
Pakistan
Subheading: Ideology of Pakistan
The British damaged the Islamic values with the help of Hindus and promoted western values in sub continent.
This ill treatment greatly shocked the Muslims (P.4).
Heading: Ideology of Pakistan in the Eyes of Quaid-e-Azam and Allama-Iqbal
Subheading: Ideology of Pakistan in Quaid-Azam Views
The Muslims of South Asia realized that their national identity is at threat so they opted fo r the solution of the
problem. As for as to free from British, it was also necessary to get free from Hindus. The Hindu society was
racially segregated. A Society where low caste was to thirst for justice; how it was possible for the Muslims of
the United India (P.6).
Extract from Unit No: 2 : Unit Name: Settlement of Pakistan, Heading: Rectificational Movements,
Subheading: Aligarh Movement 1857
After the war of independence 1857 the Muslims were treated very badly in the sub continent. It directly affected
economic, religious, political and educational condition of Muslim. This was a very cru cial stage for Muslims
and for Sir Syed Ahmad Khan too (P.12).
Subheading: Two Nations Theories
This was a very crucial stage for Muslims. Sir Syed Ahmad Khan took the leadership of Muslim, Smelt a rat and
changed their own vision for the future (P.13).
Subheading: Struggle for Independence in the Provinces
After the victory in the war of independent 1857 the Biritishers treated the Muslim badly due to cruel treatment
of British, a hate and distrust have been created in the Muslims hearts and souls. Muslim wanted to set
themselves free from their clutches (P.15).
Extract from Unit No: 3: Unit Name: Islamic Republic of Pakistan, Heading: Causes for the Separation of
East Pakistan and the Role of Indian Government
In the early stage India was not in a position to compliment (recognition) Pakistan and tried his best to damage
Pakistan. India created hate in the heart of Pakistani people (P.29).
Subheading: Economic Deprivation
Ill emotion was created in the hearts of East Pakistani people against west Pakistani people in all India radio
programs (P.31).
Subheading: Army Action in East Pakistan
When Pakistan came into exist with contrast of his views; they tried his best to weak and damage Pakistan. East
Pakistani Hindu excited the inhabitant against west Pakistani people (P.31).
Subheading: Hindustani Attack
The western powers were get-together with Jews to eradicate Islam and Muslim (P.32).
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