TEXT BOOK DEVELOPMENT 11

CC 6553

UNIT 3
RELIGION TEXTBOOK

Prepared By: Shahzada Alamgir

(MPhil Education, PhD scholar)
 INTRODUCTION OF UNIT
 Basically religious education is a part of social
studies, so the textbook development and designing
criteria of religion or Islamiat textbook is same as of
the social studies textbook.
 The unit is divided into two parts:
◦ 1. The religious rights and the content vise textbook
controversies have been discussed in the 1st part.
◦ 2.The religious rights and the content vise textbook
controversies have been discussed in the 1st part.
Activities and self-learning exercises are given for the
reinforcement of learning. Bibliography and list of
websites are also provided.
OBJECTIVES OF UNIT
After studying this unit you will be able
to:
1. Know about the history and reforms
in the religion textbooks;
2. Open a world scenario of the religion
textbooks to our Islamic books; and
3. Change the designing of the religion
textbooks for more effective learning.
1. Religious Rights and
Textbooks
There are several points have in
religious book :
1.1- Textbook controversy
1.2- Christian Textbooks
1.3- Religion Textbooks in India
1.4- Islam and the Textbooks.
1.5- Activity and Self-Learning Exercise
No.1
Religious books in Subcontinent
The first textbook in the sub-continent was a
religious book ever published for the
Christian missionaries to preach and teach.
Ethics and Islamic Studies were the basic
subjects even in the British period of the sub-
continent. After Independence Islamiat is a
compulsory subject in Pakistan.
The non-muslims can take an alternate
subject “Ethics”. “Islamiat” is now divided
into “For Sunny” and “For Shia” students.
1.1-Textbook Controversy
The Gablers were among the first to recognize just how
influential textbooks can be. As they put it,
"Textbooks mold nations because they determine how a
nation voes, what it becomes, and where it goes.“
 Religion now claims both high public visibility and
currency with curriculum committees in schools.
 Religion textbooks are basically reading material and
never designed to improve learning or inculcate basic
understanding to the students.
 Islam, its values, teaching and points of view are observed
in the other social subjects.
 Islamization of these subjects in Pakistan was done by the
orders of General Zia ul Haque.
. Criteria for religious Textbooks
 Some criteria is used to check the religious textbooks.
1. Authority:
◦ The sense of history portrayed is modern, accurate, and
linked to authoritative research.
◦ Historical methods are described accurately and
understand the purposes of historical reasons for studying
history.
2. Interpretation:
◦ Historical knowledge is neither eliminated, muted, nor
given undue emphasis in response to parochial pressure.
3. Significance:
◦ Basic concepts and major turning points, events, and
people are treated in sufficient depth to enable students to
develop an understanding.
 4. Context:
. ◦ Terms, practices, ideas, and quotations are embedded clearly in the
historical contexts of place and time; presentation is avoided.
5. Representativeness:
◦ Pluralism, equity and a full sense of identity are apparent in the
textbooks; stereotypes and simplism are avoided.
◦ The history presented to students acknowledges the experiences and
contributions of representative individuals and groups.
6. Perspective:
◦ The text engages students in exploring what it means and has meant
to be a citizen.
◦ Origins and consequences of major events and topics in history are
presented evenly and without under glorification and condemnation.
7. Engagement:
◦ The textbooks study tasks (e.g., activities, e.g; lions, projects) engage
students intellectually and emotionally.
8. Appropriateness:
◦ The text is well written, It is stimulating. interesting and
challenging; it is not boring.
1.2- Christian Textbooks
 The religion is now a question to be answered in
the textbooks of the west since 1985.
Christian textbooks are believed to
have arrogant attitude towards other religion.
Christian Protestant fundamentalists,
who believe that the only way to find salvation is
to accept God's word as revealed in the Bible.
 A Beka's history textbook has the following to
say about African religions: "Their religious
beliefs have been the major cause of the
continent's lack of cultural and material
progress and political instability and repression.
Continue 1.2- Christian Textbooks
 The book "Biology for Christian Schools instructs:
"If the conclusions contradict the Word of God, the
conclusions are wrong no matter how many scientific
facts may appear to back them.
 "Jews are blamed for the crucifixion of Jesus.
Muslims, Buddhists and Hindus are ridiculed”.
 “And Catholic-bashing is an acceptable and
seemingly indispensable method of instruction."
1.3- Religion Textbooks in India
Under the Constitution, India is a secular state.
The
 Indian government's 2001 census, the most-recent data
available, shows Hindus make up 82 percent of the
country's population.
Muslims follow with 12.12 percent; and Christians with 2.34

percent.
References to beef eating, which is prohibited by Hinduism,

and cattle sacrifices were deleted.
Details of the execution of Sikh Guru Tegh Bahadur by

Muslim rulers were deleted.
Another reference to the plundering by the Jat community

rulers of the area Bharatpur was also taken out.
In the BJP-ruled Gujarat state, for instance, high school

textbooks praised Hindu culture to the detriment of others.
1.4- Islam and the Textbooks
 Islam is universal religion. Islam presents complete code of life to
live. Islamic textbook’s have contents and topics from the
QUEARN and SUNNAH of Prophet Muhammad(S.W.A).
 The Islamic textbooks are a reading material rather than a
pedagogical apparatus.
 As Pakistan is Islamic Country, so, all textbooks to developed in
accordance with Islamic values and cultures. The Islamic history
book contains major part on the Khalfat and Islamic social values.
 Since the Govt. of Zaia-ul-haq 1980’s, up till now at graduation
level Islamic education subject has become the compulsory part of
slaybus.
 1.4.2-Conclusions
On controversial subjects, world history textbooks make an effort
to circumvent unsavory facts that might cast Islam past or present
in anything but a positive light.
Islamic
 achievements are reported with robust enthusiasm.
Textbooks
 use language and concepts so similar to Islamic
content guides or reading material that it appears they are
lifting content broadly and uncritically from them.
Either
 they or ignorant staff writers are taking these guides to be
authoritative and factually correct.
The
 texts stress that Islam is tolerant and egalitarian that its
body of laws (the Sharia) established a high standard of
morality and ethics.
The
 textbooks on Islam as religion must have the basic contents
of prayers/believes/functionalities of daily routines. the
contribution towards Knowledge and civilization, dealing with
the nature of every process and product
 2. EVALUATION AND RATING
RELIGION TEXTBOOK
Religion textbook is concerned it must be treated by two
aspects:
1. The content should based upon the common practices:
◦ As we evaluate our religion/Islamic textbooks, these seem not
fulfilling the above criteria and fall in the domain of Islamic
teaching material or literature and only reading faculty of the
students is addressed in these textbooks
2. The presentation should be according to the principles
of textbook development and designing.
◦ Human pictures of photographs are seldom given in these
textbooks,
◦ Treatment of the content do not have the interactive or other
pedagogical elements.
2.1- Rating of Textbooks
Quality religious education textbooks are an
essential tool for effective faith formation.
Islamic textbook are rated when it contents
in accordance with Quran and Sunnah.
Islamic textbook are highly rated which have
ethics, values of Islam, and non controversy
material.
2.2- Agenda for Reforms: Islamic
textbooks designing may illustrate Islamic
point of views.
An Islamic Text Book
3. THE GOALS OF ISLAMIC
STUDIES
To develop in pupils an understanding and appreciation of Islam.
The Islamic value system, principles and practices become an
ingrained and natural part of their lives as they grow towards maturity
and adulthood.
To achieve the above goal, the following Aims have been formulated:
Fundamental beliefs of Islam
Concept of Ibadaht (worship)
Concept of al-din (religion)
Social system of Islam
Moral system of Islam
Political system of Islam
Economic system of Islam
Spiritual system of Islam
3.1 GOALS of Islamic studies
I. To cultivate in the pupil a reverence for, and a love for
Allah, Creator of the Universe.
II. To acquaint the pupil with the basic teachings of Islam as
laid down in the Holy Qur'aan and exemplified in the life
and conduct of Muhammad (Sollallahu 'alayhi was-
Sallam).
III. To develop within the pupil the qualities which make for a
well-alanced Muslim.
IV. To teach the pupil the daily practices with regard to
worship and general conduct as befits a Muslim.
V. To make the pupil aware that he is part of a greater
Muslim community.
VI. To acquaint the pupils with the contributions made by
Muslims to human progress
 (ii) GENERAL AIMS
The syllabus is intended to:
Promote an enquiring, critical and sympathetic
approach to the study of Islam,
Introduce students to the challenging and varied nature
of Islam.
Help pupils to identify and explore questions about the
meaning of life and to consider such questions in
relation to Muslim traditions.
Encourage students to reflect on Muslim responses
to moral issues;
Enable students to recognize and appreciate the
contribution of Islam in the formation of patterns
of belief and behavior.
Any Question….??

THANK YOU…