Re: Re: Re: Re: “Pak Studies” was taught in a very very biased way.
Agent Smith,
My reply here is going to make you look so bad, you know about the chullu bhar paani…:hehe:
Read this ->> http://www.dailytimes.com.pk/default.asp?page=story_29-3-2004_pg7_19
this ->> Daily Jang: Urdu News - Latest Breaking News update Pakistan - jang.com.pk
this ->> Daily Jang: Urdu News - Latest Breaking News update Pakistan - jang.com.pk
this ->> Daily Jang: Urdu News - Latest Breaking News update Pakistan - jang.com.pk
and
this ->> Daily Jang: Urdu News - Latest Breaking News update Pakistan - jang.com.pk
Some snippets
There is an integrated curriculum for classes I to III. To lessen the burden on young children, various disciplines are integrated into one textbook and it is compulsory reading for every child. This means that every child must study Islamiat, whatever its faith. All children are forced to memorize Qur’anic suras, the Kalimas, and to learn Islamic rituals like namaz and wuzu (prayers and ablutions) and saying Bismillah before meals, etc. This requirement violates a fundamental right of non-Muslim students
“He [as a Hindu] had only been taught never to have pity on Muslims, to always bother the neighbouring Muslims, to weaken them to the extent that they forget about freedom, and that it was better to finish the enemy off. He remembered that the Hindus tried to please their goddess Kali by slaughtering innocent people of other faiths at her feet…”
By no definition is this mere denigration. It is pure and simple creation of hate. And, this is just one of many specific quotations from the curriculum and textbooks given in the report. Now imagine a Pakistani Hindu student being forced to read this text. How can this not offend and alienate the child from our society and the country. Who would disagree that this amounts to subverting the society from within? Our report derives the title “The Subtle Subversion” from this realization.
The report deals specifically with three subjects: social studies or Pakistan studies, Urdu and English, which are compulsory for all students. It notes that though Islamiyat is not compulsory for non-Muslim students, they are taught it through other subjects. Many non-Muslim students end up taking Islamiyat anyway because they have the incentive of 25 percent extra marks.
“One may get an impression from these textbooks that Pakistan is for Muslims alone because Islamiyat is taught to all students whatever their faith, including a compulsory reading of the Holy Quran,” says the report.
It also says that the indoctrination of Pakistan’s ‘ideology’ creates hatred against Hindus and India and that students are urged to take part in jihad and die as martyrs.
“The process of equating Muslim and Pakistani identities starts at early stages of school education. For example, the most recent National Early Childhood Education (NECE) curriculum released in March 2002 stressed the need ‘to nurture in children a sense of an Islamic identity and pride in being Pakistanis.’ There is no mention that this is to be done among Muslim students alone. The suggested material under this objective is Islamiyat, that is to be read by students of all religions,” says the report.
The curricula for all the compulsory subjects require every Pakistani, irrespective of his or her faith, to love, respect, be proud of and practice Islamic principles, traditions, customs and rituals, says the report.
The report says the most recent Urdu textbooks in the Punjab and Islamabad have Islamic contents in the following proportion: four out of 25 lessons in Class I, eight out of 33 lessons in Class II, 23 out of 51 lessons in Class III, 10 out of 45 lessons in Class IV, seven out of 34 lessons in Class V, 14 out of 46 lessons in Class VI, 16 out of 53 lessons in Class VII, 15 out of 46 lessons in Class VIII and 10 out of 68 lessons in Class IX-X.
Similarly, Class III social studies textbooks have at least four chapters on personalities, which are invariably Muslim personalities. In Class III, the chapters are on the prophets Adam, Abraham, Jesus and Muhammad (peace be upon him); in Class IV, there are chapters on the prophet Muhammad (peace), Hazrat Abu Bakr, Hazrat Umar and Hazrat Khadija; and in Class V, there are chapters on Hazrat Fatima, Muhammad Bin Qasim and Shah Waliullah. **“Thus all non-Muslim students in the mainstream education system are taught Islamic studies compulsorily,” says the report. **
**The curriculum also forces non-Muslim students to read the Quran, not in Islamiyat classes, but in Urdu classes. Urdu textbooks for classes I to III contain lessons on reading the Quran, which violates the rights of religious minorities and the Constitution, says the report. **
The report says that the phrase ‘Ideology of Pakistan’ had no historical basis in the Pakistan Movement. “It was coined much later by political forces which needed it to sanctify their brand of politics, especially by those who had earlier been against the creation of Pakistan. It is no wonder that the Jamaat-e-Islami and people akin to the politics of the Jamaat use this phrase excessively,” says the report.
The textbooks contain military heroes, narrations of battles in which the heroes had fought, narrations of the glorious victories and victors from the Islamic history, as well as poems urging Jihad.
Pakistani students are still being taught that “Hindus worship in temples which are narrow and dark places, where they worship idols. Only one person can enter the temple at a time. In mosques, on the other hand, all Muslims can say their prayers together” and that “the religion of the Hindus did not teach them good things. Hindus, who have been opportunist, cooperated with the English.” The post-1979 curriculum is also inundated with the concepts of ‘Jihad’ and ‘Shahadat’ (notions that are hard to find in the pre-1979 curricula).
The moral of the story is you are the one who doesn’t know anything. I can give you 2000 links from Pakistanis, with page numbers, test books, subjects and everything to show every one of my claims as correct.
How does it feel to be soooo wrong?