Course: Textbook Development Part-II (6553)

Semester: Autumn, 2020

Assignment No.1

Q.1 Criticaly analyzes the major language issues in secondary level textbooks.

The Pakistani textbooks controversy relates to the reported inaccuracy of some Pakistani textbooks and
the

Existence of historical revisionism in them. The content of Pakistan’s official textbooks has often been

Criticized by several sources including many within Pakistan for sometimes promoting religious
intolerance

And Indophobia, leading to calls for curriculum reform.

Background

According to Hussain Haqqani, only oflicially published textbooks are used in Pakistan’s schools and

Colleges since the era of Ayub Khan. This is used by Pakistani govermment to create a standard narrative
of

Pakistan’s history. During the rule of General Muhammad Zia-l-Haq a program of Islamization” of the

Country including the textbooks was started. General Zia’s 19 education policy stated that “the highest

Priority would be given to the revision ot the curmcula witba yiew to reorganizing the entire content
around

Islamic thought and giving education an ideological onientátioh so that Islamic ideology permeates the

Thinking of the younger generation and helps them with the fecessary convieton and ability to refashion

Society according to Islamic tenets

According to the Sustainable Development Poliey Institute, sinee the 1970s Pakistan’s sehool textbooks
have

Systematically inculcated hatred tovards India and Hindus hrough bistorical sevisionism. There is no
Mention of Islamic conquests ahd conversion of Hindus. Many texts give an imptession that ancient
Indian

Heritage was not destroyed by Atehans and Turks but Muslimhenitage yas destroyed by Indians, which

Supposedly contradicts the theory of mainstream historians

Criticism

In a 1995 paper published in the International Jougaliof Middle East Studies, historian Ayesha Jalal
stated

That “Pakistan’s history textbooks amongst the best available sourees for assessing the nexus between
power

And bigotry in creative imaginings of a national past. She pomts out authors whose “expansive pan-
Islamic

Imaginings” detect the beginnings of Pakistan in the birth of Islam on the Arabian peninsula. A Text Book
of

Pakistan Studies claims that Pakista “came to be established for the first time when the Arabs under

Mohammad bin Qasim occupied Sindh and Mụlta, by the thiteenth century Pakistan had spread to
include

The whole of Northern India and Bengal and hen under the Khiljis, Pakistan moved further south-ward
to

Include a greater part of Central India and the Deccan’. The spinit of Pakistan asserted itself, and under

Aurangzeb the ‘Pakistan spirit gathered in strength’; his death ‘weakened the Pakistan spirit” Jalal points
out

That even an acclaimed scholar like Jameel Jalibi questions the validity of a national history that seeks to

“claim Pakistan’s pre-Islamic past” in an attempt to compete with India’s historic antiquity. K. Ali’s two

Volume history designed for BA students traces the pre-history of the “Indo- Pakistan’ subcontinent to
the

Paleolithic Age and consistently refers to the post-1947 frontiers of Pakistan while discussing the
Dravidians

And the Aryans.

Anti-Indian sentiments, coupled with anti-Hindu prejudices have existed in Pakistan since its formation,
Alternated with military dictatorship, and India being a secular state with a civilian government.
According

To Tufts University professor Seyyed Vali Reza Nasr, Indophobia in Pakistan increased with the
ascendancy

Of the militant Islamist Jamaat-e-Islami under Sayyid Abul Ala Maududi. Indophobia, together with Anti-

Hinduism and racist ideologies, such as the Matial Race theory, were the driving factors behind the re-

Writing of school textbooks in Pakistan (in both “secular” schools and lslamic madrassahs) in order to

Promote a biased and revisionist historiography of the Indian subcontinent that promulgated
Indophobic and

Anti-Hindu prejudices. These naratives are combined with Islamist propaganda in the extensive revising
of

Pakistan’s history. By propagating concepts such as jihad, the inferiority of non-Muslims, India’s
perceived

Ingrained enmity with Pakistan, etc., the textbook board publications used by all government schools

Promote an obscurantist mindset.

According to the historian Professor Mubarak Ali, textbook “reform” in Pakistan began with the

Introduction of Pakistan Studies and Islamic studies by Zulfiqar Ali Bhutto in 1971 into the nationalT

Curriculum as a compulsory subject. Former military dictator Muhammad Zia-ul-Haq, under a general
drive

Towards Islamization, started the process of historical revisionism in earnest and exploited this initiative

The Pakistani establishment taught their children right from the beginning that this state was built on
the

Basis of religion- that’s why they don’t have tolerance for other religions and want to wipe-out all of
them

According to Pakistani physicist, Pervez Hoodbhoy, the Islamist tvisionism of Pakistan’s schools began in

1976 when an act of parliament required all government and private schools (except those teaching the

British O-levels from Grade 9) to follow a curriculum that incudes learing outcomes for the federally

Approved Grade 5 social studies class such as: Acknoivledge and identity forces that may be working

Against Pakistan, “Make speeches on Jihad, Colect pictires of policemen, soldiers, and national guards
And ‘India’s evil designs against Pakistan.

Likewise, Yvette Rosser criticizesakistani textbooks for propagating jingoist and iredentist beliefs about

Pakistan’s history and culture, and being négationist in its depiction of peiicasislam and the treatment of

Minorities in Pakistan, such as Hindus and Chmistians.redentism is manitested through claims of

“eternal

Pakistan” (despite the country being created fom BritishIndia only in 194 narow and sectarian

Interpretation of Islam, downplaying the tolerant aspectsothe religion and focusing on Islamic

Fundamentalist interpretations (stichas all banking beine un-slamic)and making accusati ons ot dual

Loyalty

According to Pakistani professoranq Rahman, Pakistani textbooks eanpot mention Hindus without
calfing

Them cunning, scheming, deceptive or somethingequally insulting The textbooks ignore the pre-Islamic

History of Pakistan except to put the Hinde predecessors in neeave light.

Another Pakistani historian Khúrsheed Kamal Aziz similay hás criticized Pakistani history textbooks. He

Stated that textbooks were full ofhstorical errorand sugeested that mandatory study amounted to
teaching8

“prescribed myths”. After examinig 66 textbõoks jased at various levels of study Aziz argued that the

Textbooks supported military rule in Pakistan, promoted hatred for Hindus, glorified wars and distorted
the

Mnornty ndus an

Hrisians

Pakistan.

On

History
Pakistan.

Pre

1947

Of

A study by Iftikhar Ahmad of Long lsland University published in Current Issues in Comparative Education

In 2004 drew five conclusions from content analysis of the social studies textbooks in Pakistan.

First, the selection of material and their thematic sequence in the textbooks present Islam not simply as
a

Belief system but a political ideology and a grand unitying worldview that must be accepted by all
citizens.

Second, to sanctify Islamic ideology as an article of faith, the textbooks distort historical facts about the

Nation’s cultural and political heritage.

Third, the textbooks offer a biased treatment of non-Muslim citizens in Pakistan.

Fourth, the main objective of the social studies textbooks on Pakistan studies, civics, and global studies,
is to

Indoctrinate children for a romanticized Islamic state as conceptualized by Islamic theocrats.

Fifth, although the vocabulary in the textbooks underscores Islamic virtues, such as piety, obedience,
and

Submission, little is mentioned about critical thinking, civic participation, or democratic values of
freedom

Of speech, equality, and respect for cultural diversity.

A study by Nayyar & Salim of the Sustainable Development Policy Institute concluded in 2003 that there
is
An increasing trend where children are taught Pakistan Studies as a replacement for the teaching of
history

And geography as full fledged disciplines. Previously, children were taught the very early pre-Islamic
history

Of South Asia and its contribution to rich cultural diversity of modern-day Pakistan. This long historical

Perspective of Pakistan is absent these Pakistan Studies textbooks. Instead, children are now taught that
the

History of Pakistan starts from the day the first Muslim set foot in India. The study reported that the

Textbooks also had a lot of gender-biased stereoty pes and other perspectives that “encourage
prejudice,

Bigotry and discrimination towards fellow Pakistanis and other nations, especially against religious

Minorities, as well as the omission of concepts that could encourage critical self awareness among

Students”

Rubina Saigol, a US educated expert, said “I have been arguing or the longest time that, in fact, our state

System is the biggest Madrassah, we keep blaming madrassahs for everything and, of course, they are
doing

A lot of things I would di sagree with. But the state ideologies of hate and a kiolent, negative nationalism
are

Getting out there where madrassahs cannot hope to reach.

Referring to NCERT’s extensive review of textbooks in Indiain 2004, Verghese considered the erosion of

Plural and democratic values in textbooks in India, and the distortion of history in Pakistan to imply the
need

For coordination between Bangladeshi, Indian, and Pakistani historians to producea composite history of
the

Subcontinent as a common South Asian reader

However, international scholars also warn that any fémpt for edcational refoat Ander intemati onal

Pressure or market demands should not overlook the specific expectationsof the people akJocal levels.

Reform

Efforts
In 2011 Fazalur Rahim Marwat, the chai man of Textbook board of Khyber Pakhpunkhwa stated that
refom

Of textbooks was being ndertaken in the state. Marwat stated that pteviousy, school books played a key

Role in spreading hatred against ron-Muslims, parfieularly against Hindus and distorted the history. Such

Material had now been removed from the tokbooks úsed in the state. Professor Marwat had previously

Blamed General Zia for “sowing seeds of discordin society on teligious and ethnic lines by stufting school

Curricula with material that přomoted hatied now manifested in the shape of extremism, intolerance,

Militancy, sectariani sm, dogmatism and fañaticismIi addition he stated “After the Indo-Pakistani War of

1965 countless lessons and chapter were iniroduced that spread hatred among the students and
portrayed

India as the biggest enemy of the Muslims That stuff should be done away with.”

Q.2 Discuss status of social studies textbooks in today’s and tomorrow’s perspective.

Social studies, like science, is more a collection of information and skills drawn from a set of related

Disciplines than a subject to be taught. History and geography form the core, but archaeology,
anthropology.

Economics, sociology, political science, and psychology also contribute content to the social studies

Curriculum.

The scope of knowledge is immense and constantly changing. In no subject area has technology,
particularly

Television, played a greater role. CNN’s Newsroom, Whittle Communications, PBS, the Learning Channel,

Satellite links, and even school-basedTV production provide a virtually inexhaustible supply of new social
Studies material daily.

Countries interactions in terms of social, economic, political and cultural increased with the changing life

Conditions and developing technology. With this interaction while solid things have become fragile in
the

Modern world, changing has emerged rapidly (Bauman, 2005). People have gained some new values by

Imitating other members (gar, 1996). For modern human who is surfing around the world with only one

Click, imitative behavior has occurred on global basis. Some changes and transformations have been in
the

Beliefs and value judgments of individuals living in different society and formed in accordance with
changes

In social structures (Durkheim, 1995). This cultural transtormation in the modem world weakened social

Bonds and sense of responsibility in people (Hökelekli, 2002). Values are elements that sustain society

(Gömleksiz, 2007). The future of society depends on welltrained and good charactered people (Ekşi,
2003).

Education of the people who have a good character is not left the chance. In a country like Turkey where

People of ditferent ethnic, faith and beliets live, training of common values is very important to ensure
the

Peace, weltare and continuity, To bring in common values those individuals is possible with taking part
of

Common values in the curriculum and so in the textbooks which are prepared accordance with this

Curmiculum. Ts contribution to ensuring continuity of the comnunty reveals importance of values

education

(9en, 2007).

The concept of “value means that abstract measure for deteriining the importance of something, asset

Owned by a thing; high and useful quality (Arslan & Yaşar, 2007). According to Bolay (2007) “value”

Means something that people give value and purSue to dchieve. Desire strongly to get In social studies

Curriculum, the notion of value is deltined as the comon thought, purpose, basie moral pmneiples or
beliets
Which are accepted to be correct and necessary by the majority of the membeisot community or a
social

Group to ensure its continuity, process, unity and existence (Sen. 2007)brng fndividuals in those basic

Moral principles and objeetives with a fomaway l be through eduation Notrcing certain values,

Producing new values from some vahues, adopfing the values prodiced by themselvas and shaping own

Personality taking measures to these values and transformingheseinto behayior take place with
education.

This educati on is expressed in the literaqúre as “values edtcatioo (YesilAydp. 2007). Values education

Is a clear and conscious actempt to teach values (Keskon.2005). Accotling to laylor, values eduçation 15
an

Education encourages to people that the idea of wde variety oseleetion, revealing the opportunities,

Commitment to the résponsibilites and developingindividualis value of preference, managing his

behaviors

And attudes (cited inThornberg, 2008cordng to Slater 2002), Values education is a new umbrella

Concept to classity of common proga expenences suchaS moral, social and cultural education, personal

And social training, multi culturaistapti-racistredučation; themes in the program beyond, particularly

Citizenship, personal environmentand healthspintua care, ethic of school, activities added to the
program,

Broad community connections, common worsihip, meeting school life as a leaming community (Cited in

Keskin, 2008). To fulfill the expectatións o the community and school’s own responsibility, the school’s

Activities practiced for the value acquišition or values development of the youth, are called “values

Education’” (Katılmiş, 2010), Individuals, in the early stages of development, begin to gain values in the

Family which is a social institution (Baloglu & Balgamış, 2005). According to the state for approval of

Behaviors, in the family, they learm truth and wrong, good and evil. The values given child consciously or

Without a plan by the family may vary from family to family, region to region according to cultural, social

And economic characteristics of family

Q.3 What are some of the common controversies in religious textbooks? Explain the review criteria

For textbooks in the religious context of Pakistan

Contemporary societies are increasingly diverse in terms of religions and beliefs despite the fact that

Throughout history many states have sought to achieve unity through a dominant religion. In most
cases,

Minority religions have lived alongside dominant religions with varying degrees of freedom.1
Furthermore,

Ditterent schools and tendencies often emerged within the same religion, sometimes giving nse to
conticts,

Including schisms, religious wars, and the like. With the rise of globalization, the multüplicity of world
views

And religious practices that individuals confront has also increased

Criticism on Religious books:

Religious discrimination in Pakistan is a serious issue in modern day Pakistan. Christians, Hindus,

Atheists and Ahmadi Muslims among other religious groups in Pakistan are routinely discriminated
against.

Hey are at mes retused jobs, loans, housing and onCT Stmilar things simply because ot their chorce ot

Rengrous tatn. Hnstan churcnes and Anmad mosaeana tneir worsnippers are orten atacked. At the

Time ot Pakistan s creaton the hostage theory hadpeSpoused

According to this theory the Hindu minority inastan was to be given a fair deal in Pakistan in order to

Ensure the protection of the usbm minort ndia. Khawaja Nazimuddın, the 2 nd Pime Minister of

Pakistan, stated: “I do not agree that religiona privaeattair of the individual nor do I agree that in an

Islamic state every citizen hasfdentical tights no mattecwhat his caste, creed or faith be”.

According to Farahnaz Ispabani, media fadviso0 ie presi dent of Pakistan from 2008 to 2012, the

Population of Pakistan’s religigU orities adeclined from23% in 1947 to around 3-4% of the

Population today.

In 1999 the United Nati ous iagtan Righis Ouncil approOved the first resolution against defamation of

Religions. However these resoletionshave been severely criticized by the United States, various
European

Nations and treedom egion psas these resoluions contained language which could be used to
Discriminate against oority reuos, and in March 2010 the UN refüsed to enact the most recent

Resolution.

In 2011 religious intolerance was reported to be at its height, hundreds of minorities, women.
Journalists and

Liberals were being killed by Islamist fundamentalist extremists, while the Govermment remained
mostly a

Silent spectator, often only making statements which condemned the ruthless acts ot violence by the

Extremists but taking no real concrete action against them.

Progress on religious freedom is being made gradually as Pakistan uansíti ons to democracy from Zia’s

Legacy, in 2016 Sindh with Pakistan’s largest Hindu minority passedabil that outlawed forced
conversions.

The bill was tabled by a faction of the Pakistan Muslim Leagueich in Sindh is led by Sufi leader Pir

Pagara, called PML-F, Pakistan Muslim Leaguecuona

Violence aganst

Ities

On religious minorities in Pakistan have clmed humdrs of lives of religious minorities,

Such as Pakistani Ahmadis. Iinaus. SuIs anons

In the aftermath of the Babri Masid demolition Paastani Hiaufaced riots. Mobs attacked five Hindu

Temples in Karachi and set tire to 25 temples s across teprOvince of Sundh Shops owned by Hindus

Were also attacked in Sukkur. Hindu homesand emples weealso attacked in Quetta

In 2005, 32 Hindus were killed by firiigrom the gemment side near Nawab Akbar Bugti’s residence

During bloody clashes between Bugi tuibesnen and patmilitary forces in Balochistan The firing left the

Hindu residential locality near BugtSestdence badiyehit.

Following the 2010 Lahore massacre, United Nations Secretary-General Ban Ki-moon said “Members of

This religious community have faced continuous threats, discrimination and violent attacks in Pakistan.

There is a real risk that similar violence might happen again unless advocacy ot religious hatred that
Constitutes incitement to discnimination, hostility or violence is adequately addressed. The Government
must

Take every step to ensure the secunty of members of all religious minonties and their places of worship
so as

To prevent any recurrence of today’s dreadful incident. Ban’s spokesperson expressed condemnation
and

Extended his condolences to the families of the victims and to the Government.

Education system

Public school textb0oks used by all children often had a strong Islamic orientation,

Public school and madrassa teachers had limited awareness or understanding of religious minorities and

Their beliefs, and were divided on whether religious minorities were citizens;

Teachers often expressed very negative views about Ahmadis, Chnstians, and Jews, and successtully

transmitted these biases to their students,

Interviewees' expressions of tolerance often were intermixed with neutral and intolerant comments,

leaving some room for improvement.

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Q.4 Why religion textbooks are changed give arguments with examples.

The Pakistani textbooks controversy relates to the repotedit

existence of historical revisionism in them. The lcontent of Pakistan's official textbooks has often been

criticised by several sources including many within Pakistan tor sometimes promoting religious
intolerance

and Indophobia, leading to calls fof eurriculum reform.

According to 2019 study conducted by Saba Hanif and Majid Alh, in Pakistanbigher thereligiosity lower
the

tolerance level that's how Ievel of tolerance towards pluralisni dywinde from private imedium education
to

public education to Madsasa edicatio

In Pakistan since 19808 1slamiyat (slamism) is a compulsory sibject for gveryedúcational levels (91 Since

2018 Punjab province o Pakistan proyided for Nazrah Quren (recitatiou 9 the Arabic text) to be taught

from class I to V and readna trarslation ofthe Ouor classeg V äs been made mandatory as per

the Punjab Compulsoty Teachingof thdHoly QuragAef 2018

In Punjab Pakistan a board reprèsenting Islamic elergy called Mutahida Ulema Board, Punjab already had

right to censor educational content aCurieulum and Tecaböok Board (Amendment) Bill 2020 passed

unanimously gave additional rights of pre screening any Islam related content in all of textbooks
including

those of Islamiat, Pakistan Studiess Históry, Urdu dinérature. With another Governor's in June 2020
decree

made passing of Quranic examination betøre receving any University degree mandatory. According to

Baela Raza Jamil, June 2020 legislative changes in Punjab Pakistan would compromise upon freedom for

inquiry based learming and critical thinking in education in Pakistan. Huma Yusuf expressed surprise
over

misplaced priories in Pakistani education where in right-wing-washing of educational content is being

prioritised over education of Science, Technology, Engineering, Mathematics and critical thinking

A voluntary body of educationists Working Group on Inclusive Educati on (WGIE), expressed its serious
reservations about legislative measures in Punjab Pakistan compromising nght of religious freedom and

diversity

According to study of Muhammad Azeem Ashraf at Hunan University Changsha, China, Most of
teaching8

faculty in Pakistan believe since Pakistan is Islamic country Islam has to be associated with nationalism
so

curacy of most Pakistani textbooks and the

only Islam can be introduced through religious education, and practically only includes Sunni Islam, that

virtually leads to exclusion of minority religious thoughts from Pakistaní citizenship and human rights.

Criticism

In a 1995 paper published in the International Journal of Middle East Studies, that focused on a newly

Invented subject of Pakistan Studies, historian Ayesha Jalal notes large extents of creative imagining in
the

Creation of the state historiography, to carve out a national-past based on hegemonic values. She
remarked of

Pakistan’s history textbooks to be among the best available sources for assessing the nexus between
power

And bigotry, in the regard and noted of a ngid state state-controlled education system and curriculum,
which

Imbibed this revisionist history among the masses, to satisty its national ideology.

Authors vary widely, as to establishing a time-frame of the evolution of the nation-state, in what Jalal
deems

As priceless examples of narrative confusions flowing from tensions between the ideology of Muslimn

Nationalism and the geographical limitations of the Pakistani nation-state. Whilst some pan-Islamic

1deologists locate the time-frame to correspond with the birth of Islam on the Arabian peninsula and
choose
Ignore the spatial and temporal distance between the two non-concerted happenings, others opt for a
sub-

Continental approach. An Introduction to Pakistan Studies, (a popular text-book which is compulsory

Reading for first and second year college students studying for an FA degree in history), claims of
Pakistan

Being an Islamic State which 1s govemed by Allah and is not a iere geographical entuty but an ideology

Retlecting a unique civilization and culture, that was borne of an etfort to resist the imposition of Hindu

Nationalism on Muslim masses and ward the unethicali practices of Hindusm. Another textbook – A Text

3ook of Pakistan Studies claims that Pakistan “came to be established for the first time when the Arabs

Under Mohammad bin Qasim occupied Sindh and Multan” and thereafter equates the Indian

Subcontinent with Pakistan, whose greatest rufer s sub sequently deemed to be Aurangzeb. Anti-

Indian sentiments, coupled with an-finda prejudices compounds these issuesAlr’s two volume history

Esigned for B.A. students, even whilst tracing the pre-history of the hdesPakistan subcontinent to

The Paleolithic Age and discussing the Dravidians and the Aryans, Consistehtly refer to the post-1947

Frontiers of Pakistan. At the end, he supports the ekistence of the ganion-state, başed oareligious
ideology,

In light of a need to immunize themseves from (alleged) Hipdubošhlity displayedo the Musims during

The Independence struggle and the tac that the subcontinentvas ruled bMuslins for centuries Scholars

Like Jameel Jalibi questions the validity of any nationa bistory hat entions Pakistan’s “pre-lslamic

Past” Jalal notes Ati’s ašsertions to establish reactive Treligious bigoras a basis of Pakistan’s statehood.

Secularism, Communism et al áre painted as Vi threats

Wherein Zulfikar Ali Bhutto was described as drunkardcharacterless and an un-Islami-minded man,

Courtesy his sociopolitical leapihgs towards communism but Zia ul Hak and his dictatorial martial regime
is

Extensively praised for his abidanee ba islámic ideolomes[15] In light of the Balochs, Sindhis et al being

Increasingly vocal about their regopal culture one textbook identifies regionalism as a “very dangerous

Episode”. It goes on to mention that effons to adyance ‘regional dialects and lores’ was an attack on the
very

Foundations of the state and that Punjabisn shall never be allowed to replace the Islamic culture,
because it’s
Patron figures had waged wars against Istamic rulers. Textbooks frequently denote Urdu to be superior
to

Regional dialects, a tlag-bearer of collective Islamic identity.

All these narratives, though offering arguments of varying dimensions and scope, ultimately support the

National policy for the slamization of the state and the principle of the two-nation theory, wherein the

Trifecta of Muslims, Islam and Pakistan can’t be challenged. Jalal accuses them of discarding Jinnah’s
calls

Tor secularism, the opposition of numerous Muslims to the partition and subjugation of regional

Tbe state and Jalal notes a textbook

Communities per their own convenience. She notes a broader purpose in educating the future
generations to

Reject anything in their regional cultures that fails to qualify as “Islamic’ and strive for a spiritual and
cultural

Hegemony, in the name of Islam.

Anti-Indian sentiments, coupled with anti-Hindu prejudices compounds these issues.

According to Tufts University professor Seyyed Vali Reza Nasr, Indophobia in Pakistan increased with the

Ascendancy of the militant Islamist Jamaat-e-lslami under Sayyid Abul Ala Maududi, [l6] Indophobia,

Together with Anti-Hinduism and racist ideologies, such as the martial race theory, were the driving
factors

Behind the re-writing of school textbooks in Pakistan (in both “secular” schools and Islamic madrassahs)
in

Order to promote a biased and revisionist historiography of the Indian subcontinent that

Promulgated Indophobic and anti-Hindu prejudices. These narratives are combined with Islamist
propaganda

In the extensive revising of Pakistan’s history. By propagating concepts such as jihad, the inferiority of
non-

Muslims, India’s perceived ingrained enmity with Pakistan, etc., the textbook board publications used by
al
Government schools promote an obscurantist mindset.

According to the historian Professor Mubarak Ali, textbook “reform” in Pakistan began with the

Introduction of Pakistan Studies and Islamic studies by Zulfiqar Ali Bhutto in 1971 into the national

Curriculum as a compulsory subject. Fomer military dictator Muhammad Zaa-ul-Haq, under a general
drive

Towards Islamization, started the process of histoncal revisionism in earnest and exploited this initiative

The Pakistani establishment taught their children right from the beginning that this state was built on
the

Basis of religion -thať’s why they don’t have tolerance for other relhgions and want to wipe-out all of
them.

According to Pakistani physicist, Pervez Hoodbhoy, thelslamist revisionism of Pakistan’s schools began in

1976 when an act of parliament required all government and private schools (except those teaching the

British O-levels from Grade 9) to follow a curriculum that ineludes learning outcomes for the federally

Approved Grade 5 social studies class such as:Acknowledge and identify forces that may be working

Against Pakistan, “Make speeches on JihadCollect pictures of policemen,soldiers, and national guards,

And ‘India’s evil designs against Pakistan. Likewis

Propagating jingoist and iredentist beliets abou Pakistan’s history andcuiare, and bemg negationist in its

Depiction of political 1slam and the treatment of minoritiein Pakistan schas Hindus and

Christi ans. Irredentismismanifested through claims of “eterna Paststan” (despite the country being
created

From British India only in 1947), narew and sectarian interpretation ofslam downplaying the tolerant

Aspects of the religion and tocusing oslamic undaientalst interpretations (such as all banking being un-

Islamic), and making accLsati ons ot duat ioyalty on minonty Hindus andhristians n Pakistan.

According to Pakistani professor fariq Rahman Pakistani textbooks cannot mention Hindus without
calling

Them cunning, schemine deceptive or something equally suling. The textbooks ignore the pre-Islamic

History of Pakistan exceptto put the indu predecessoginiegative light.

Another Pakistani historian Khushéed Kamal Azz simarly has criticised Pakistani history textbooks. He
Stated that textbooks were full of hstorical erors and suggested that mandatory study amounted to
teaching

“prescribed myths”. After examining 66 testhooks used at various levels of study Aziz argued that the

Textbooks supported military rule in Pakistan. Promoted hatred for Hindus, glorified wars and distorted
the

Vette Rosser crit čines Pakistani textbooks for

Pre 194/ history of Pakistan

A study by Ifikhar Ahmad of Long Island University published in Current Issues in Comparative

Education in 2004 drew five conclusions from content analysis of the social studies textbooks in
Pakistan.

First, the selection of material and their thematic sequence in the textbooks present Islam not simply as
a

Belief system but a political ideology and a grand unifying worldview that must be accepted by all
citizens.

Second, to sanctify Islamic ideology as an article of faith, the textbooks distort historical facts about the

Nation’s cultural and political heritage.

Third, the main objective of the social studies textbooks on Pakistan studies, civics, and global studies, 1s
to

Indoctrinate children for a romanticised Islamic state as conceptualized by Islamic theocrats

Forth, although the vocabulary in the textbooks underscores Islamic virtues, such as piety, obedi ence,
and

Submission, little is mentioned about critical thinking, civic participation, or democratic values of
freedom

Of speech, equality, and respect for cultural diversity

A study by Nayyar & Salim of the Sustainable Development Policy Institute concluded in 2003 that there
is
An increasing trend where children are taught Pakistan Studies as a replacement for the teaching of
history

And geography as full-fledged disciplines. Previously, children were taught the very early pre-Islamic
history

Of South Asia and its contribution to rich cultural diversity of modern-day Pakistan. This long historical

Perspective of Pakistan is absent in the Pakistan Studies textbooks. Instead, children are now taught that
the

History of Pakistan starts from the day the first Muslim set foot in India. The study reported that the

Textbooks also had a lot of gender-biased stereotypes and other perspectives that “encourage
prejudice,

Bigotry and discrimination towards fellow Pakistanis and other nati ons, especially against religious

Minorities, as well as the omission of conceptsthat could encourage critical self awareness among

Students

Rubina Saigol, a US educated expert, said “1 have been arguing r the longest time that, in fact, our state

System is the biggest Madrassah, we keep blaming madrassahs tfor eerything and, of course, they are
doing

A lot of things I would di sagree with. But the state ideologies ofhate anud a violent, negative
nationalism are

Getting out there where madrassahs cannot hope to reach.

Referring to NCERT’s extensive review of textbooks in Indiain 2004, Verghese considered the erosion of

Plural and democratic values in textbooks in India, and the distortion of history in Pakistan to imply the
need

For coordination between Bangladeshi, Indian, and Pakistani historians to Poduce a composite history of

The subcontinent as a common South Asian reader.

However, international scholars also warm thit any fempt for edicational refonnsAnder intemational

Pressure or market demands should nooverlook the specific ekpegtationof the prople atocal levels.

Q.5 Criticaly examinethe emergence theory of intelligent lesign” Ao discuss how this theory is

Helpful for biology textbooks?

The Definition of Iatelligent Design

Intelligent design refers toa scleific research progrim as yell as community of scientists, philosophers

And other scholars who seek evidence of desi gn ip nature. The theory of intelligent design holds that
certain

Features of the universe and of livin thingsare besiexplained by an intelligent cause, not an undirected

Process such as natural selectione hovgh the suidy nd analysis of a system’s components, a design

Theorist is able to detemine whether various hatural structures are the product of chance, natural law,

Intelligent design, or some combination thereof Such research is conducted by observing the types of

Information produced when intelligent dgents act. Scientists then seek to find objects which have those
same

Types of informational properties which we commonly know come from intelligence. Intelligent design
has

Applied these scientific methods to detect design in irreducibly complex biological structures, the
complex

And specified information content in DNA, the life-sustaining physical architecture of the universe, and
the

Geologically rapid origin of biological diversity in the fossil record during the Cambrian explosion

Approximately 530 million years ago.

Emergence theory of intelligent design for biology textbooks

Although evolutionary biology is replete with explanations for complex biological structures, scientists

Concerned about evolution education have been forced to confront “intelligent design” (1D), which
rejects a

Natural origin for biological complexity. The content of ID is a subset otf the claims made by the older

“creation science” movement. Both creationist views contend that highly complex biological adaptations

And even organisms categoricaly cannot result trom natural causes but require a supermatural creative
agent.

Historically, ID arose from efforts to produce a form of creationism that would be less vulnerable to legal

Challenges and that would not overtly rely upon biblical literalism. Scientists do not use ID to explain
nature,
But because it has support from outside the scientific community, ID is nonetheless contributing

Substantially to a long-standing assault on the integrity of science education.

Nature is full of complex biological adaptations such as the camera eye, the bird wing, the bacterial

Flagellum, the mammalian immune system, or the complex traps of orchid tlowers. Evolutionary biology

Continues to make progress in explaining such tascinating structures through the scientific process of

Positing natural explanati ons and testing them against the natural world. Nevertheless, in recent years

Scientists have been forced to confront a resurgence of opposition to evolution in the political realm of

Public education. This new antievolutionism is called “intelligent design” (D). Is proponents allege that it

1s a revolutionary new scientific explanation for complex adaptations, that it is purely secular and
definitelyy

Not creationism, and that it is theretore pedagogically and legally appropriate for public school biology

Classrooms. However, an analysis of ID shows that in both content and history, it is a subset of an earlier

Antievolution movement known as creation scienceL DNL.U

Training module for improving the formative assessment techaiques of secondary level teachers in

Activity A: What is formative assessment

The different types and purposes of assessment Start this activiey with a group discussion about the
diferent

Types and puposes of assessment. You might like to luse the quiestions here as a starting point

Why do you assess students?

What different purposes do your assessiments serve? Make a list. Thei istof reasons might include:

Diagnosing difficulties; celebrating achievement; moivating students selectingsdents for classes;

Maintaining records to keep teacherand pareñts informed ot progress; to asses fCaching methods. To

Summarnse, there are two ma pupOsesot assessment:

Summative assessmento sliumanes and record overaachievenent atehe end of a course for

Promotion and certification Most hgh stakes’ tests andsexternalb exaninations are designed for this
Purpose. Summative assessmentalso use to evaluate the relatectectiveness of a particular course,

Teaching method, or éVen an insti rütion. Stmniative dsséssmeat is somemes called Assessment of
Learming

Formative assessmentto recognise aghievenients and ditculies at the beginning or during a course, so

That teachers and students can take ppropdiafe action hiýpe of assessment forms an integral part of all

Teaching and learning. FormativeasessTent is sometimaš called Assessment for Leaming. The potential
of

Formative assessment to improveleaming Biety nention the research evidence that sets out the case for

Fomative assessment. This is summarised bya Black and Wiliam in several accessi ble publications for

Teachers (see p. 2), most of which are Treey downloadable from the Internet. These researches set out
to

Find out whether or not improving formative assessment improves learming “We checked many books
and

Nine years’ worth of more than 160 journals, and earlier reviews of research. This process yielded S80

Articles or chapters to study. We prepared a review using material from 250 of these sources. All..
studies

Show that… strengthening.. formative assessment produces significant, and often substantial, learming

Gains. These studies range over ages, across several school subjects, and over several countries.. “ (Black

And Wiliam, 1998)

This module will examine the implementation of formative assessment, based on this and other
research.

Give the teachers each a copy of Handout 1: The importance of formative assessment. Note that this
handout

Includes reference to one of the four research publications on page 2 of this guidance. You might like to

Refer to the other three in your discussions.

Activity B: Teachers’ own experiences of formative assessment

What do teachers know about their students and what action do they take as a consequence? Ask
participants
To work in pairs for this activity. Ask them to think about the following questions and to discuss their

Responses with their partners.

What strategies do you use to find out what your students know and understand?

Think of two students in your class, one who is particularly strong and one who is finding the work very

Difficult. Take it in turns to describe the students’ strengths and difficulties to your partner, in as much
detail

As possible.

How did you become aware of these strengths and difficulties? On what evidence do you base your

Judgments? Test results? Memories of oral responses during lessons?

Observations of the student working? Written work?

In what ways do your assessments of these students affect your lesson planning? Give examples. What

Difficulties do teacher encounter? Issue participants with copies of Handout 2: Difficulties with formative

Assessment and ask them to work through the difficulties on the handout in the same pairs. They can
make a

Note of their responses to the following questi ons on their handout

How far are the difficulties on the handout valid in your context?

If any are, then what may be done about them?

How would you answer a teacher who asks the following What approachès would you suggest that they

Use?

T know it makes sense to assess Students as we goalongbut how can I, in the midst of a lesson, know

What each of my 30 students is thinking?

References

Cauley, K, M. MeMillan, H. (2010)Formalive Asessmeit Tedhhiques e Clearing House

83 (1): 1-6. Doi: 10.1080/00098650903267784. ProQuest 48217350.

Harlen, Wynne James Mary1997). “Assessment and beaming differeaces and relationships

Between tormatve and summave assessmentASssment intdacaion, Principles, Policy&

Ractice. 46) 5-379, dor: 10 T080/0969599970s0

Nicol, David Macfarlane-Dick. Debra 05Rethinkngkom.ative Assessment fin Hea

Theoreti cal model and seven principles of goad feedbadk practice Quality Assurance Agency för

Higher Education.