SO as a reward Sonia Congress makes India's other cheek read for a slap--Sonia-NCP-Muslim League--UPA Congress government opens India for a loot by Pakistan terror networks and gang lords--India opens FDI from Pakistan.
A long desired goal of Pak Mafia kings who extract money from Indian business people and control India's underworld will find a legit way to turn color of their poison money --Islamists will have a easy way to finance to destroy Hindu majority India and turn it into a de-facto Islamist country.
It may be mentioned that Hindus and Sikhs who had not left their homes and livelihood even in the wake of communal riots following Partition and the three wars between India and the land of their domicile are fleeing in hordes. It seems that the powers that be are quietly encouraging a cleansing of the minorities even as the talks are coated in brotherhood and neighbourly concern is continued to be held with India.At a time when Pakistan is plagued by terrorism, its official academia has been unable to stop the inclusion of hate material targeting Hindus, Christians and Sikhs and fanning sectarian hatred in school curriculum.
The presence of the hate text has been unearthed by an non-governmental organisation National Commission for Justice and Peace (NCJP). In a carefully penned report it points out that that text books which had one time no such inflammatory material are carrying such material.
Topics fannning religious intolerance are aimed to be injected in the minds of the Muslim teenagers.
The text books for Urban and Pakistan Studies are peppered with hate text. They mostly occur in the books for classes VII, VIII, IX and X, thereby poisoning the young minds towards those whom they considered to be their playmates and brothers till such “academic brainwashing”.
Lines containing hate materials vary from 15 to 56 in these classes, the NCJP report stated. The latest text books contain more hate-stuff than previously, the report entitled “Education or Fanning Hate” pointed out. While 45 lines containing hate material were carried in text books published in Punjab between 2009 to 2011, it rose to 122 lines this year.
Altogether 22 lessons containing hate material are part of the curriculum of primary and secondary schools. The old Urdu text book for class VIII had no one such lesson; the present one has three.
In 2009, Urdu text books for class IX and X, the Pakistan Studies text book for class IX., the history text book for class VI and social studies text book for class VII had no hate content. But the latest editions of these books have for chapter spewing hate against minorities.
Diplomatic activities notwithstanding, the cracks between the majority and minority in the Pakistani society can no longer be papered over. The exodus to India is a clear pointer that communal tolerance and amity in Pakistan exists only in Indo-Pak diplomatic papers.
Pakistan today is indeed a far cry from what its founder Mohammad Ali Jinnah had dreamed when he struggled heart and soul for this unwieldy nation to be carved out of India. Shortsightedness of its had already dismembered it; unless the powers that be in Pakistan decide to change its policies towards minorities within its borders and give a back seat to religion, it will be known as a rogue state in the days to come.
'Hindu, Enemy Of Islam' These are extracts from government-sponsored textbooks approved by the National Curriculum Wing of the Federal Ministry of Education.
How is it that no one asks why jehad and references to Quran should find mention in bio textbooks?
Asked to explain his outpouring in the contest, the 14-year-old boy said, "We hate Hindus because they are Hindustanis and the number one enemies of both Islam and Pakistan. We know it all through our history and Pakistan Studies books. We learn what happened years ago all the time at school."
Qasim's explanation illustrates vividly the inimical impact of school textbooks, where history is manipulated to foster national chauvinism, where knowledge becomes a vital tool in the construction of national identity, where the sense of nation is promoted through veritable lessons in bigotry, hatred and gross misrepresentation of history. The textbooks taught in government schools demonstrates how the ruling establishment, under the aegis of President Pervez Musharraf, is misusing books to develop an anti-India, anti-Hindu mindset—and also fan sentiments against Christians, Jews and the West. The regime's control over the education system is exercised through Lt Gen (retd) Javed Ashraf Qazi, who heads the federal education ministry. Head of the ISI between 1993 and 1995, Qazi supervised the recruitment of students from Pakistan's madrassas for constituting the extremist Taliban militia.
These textbooks came under the scanner following a story in the Los Angeles Times highlighting the tilt against non-Muslims.
LA Times expressed surprise that such lessons were being taught in schools of a country whose leader was an ally of the US.
"Thousands of Pakistani children learn from history books each year that Jews are tight-fisted moneylenders and Christians are vengeful conquerors," the newspaper said. It expressed astonishment that such lessons are taught not in madrassas but in government schools of a country whose leader (Musharraf) is an ally of the US in the war against terror. The LA Times report prompted the US administration to voice its grave concern over the textbooks to Islamabad. US State Department spokesman Sean McCormack told a news briefing last August, "The issue is a matter of serious concern for Washington and the Bush administration would like the Pakistani leadership to effectively address it."
Minister Qazi subsequently claimed efforts were afoot to revise and reform the public school curriculum. But the gargantuan nature of the task can be illustrated through the mindset dominant in the Islamabad-based National Curriculum Wing (NCW). Functioning directly under Qazi's ministry, the NCW sets the guidelines for the four provincial textbook boards which publish course material for government schools. The NCW issued a directive in 2002 laying out the following objectives: nurture in children a sense of Islamic identity and pride in being a Pakistani and regard Pakistan as an Islamic country and acquire deep love for it. Ignored was the possibility that a child in school could be non-Muslim and might feel alienated because textbooks equate the Pakistani with Muslim. Although the subject of Islam, or Islamiat, is compulsory only for Muslims, the directive awarded an extra 25 per cent marks to a non-Muslim student should he or she opt for the course.
The NCW under Qazi ignores that a non-Muslim student could feel alienated.
The 2002 directive was issued a month after then education minister Zubaida Jalal had directed the NCW to revise history books taught in public schools.
Scientist and educationist Dr Pervez Hoodbhoy feels the ongoing redefinition of education, first initiated under President Zia-ul-Haq, will have profound illiberal implications for Pakistan. "A new concept of education now prevails, the full impact of which will probably be felt when the present generation of schoolchildren attains maturity."
Not only have the Pakistan rulers divorced education from liberal and secular ideals, they also view it as essential for Islamising society and forging a new national identity. Hoodbhoy explains, "Important steps have already been taken in this direction: enforcement of chador in educational institutions; organisation of congregational afternoon prayers during school hours; compulsory teaching of Arabic as a second language from Class VI onwards; introduction of reading the Quran as a matriculation requirement; alteration of the definition of literacy to include religious knowledge; establishment of an Islamic university in Islamabad; introduction of religious knowledge as a criterion for selecting teachers; and the revision of conventional subjects to emphasise Islamic values."
Renowned historian Dr Mubarak Ali says the westernised liberal elite, which had inherited power from the British, had given to education a basically secular and modern character.
American math for Pak kids: 'If a man has 5 bullets and 2 go into heads of Russians, how many are left?'
"However, the self-seeking and opportunistic elite in independent Pakistan simply abandoned liberal values because of political and economic exigencies," explains Dr Ali, adding that this trend has impacted adversely on the education system.
The debilitating role of the political class in Islamising the education system can best be illustrated through an example. In March 2004, the Muttahida Majlis-e-Amal (MMA), the fundamentalist alliance of five religious parties, disrupted the National Assembly proceedings and staged a walkout claiming that a certain reference to jehad as well as other Quranic verses had been excluded from the new edition of a state-prescribed biology textbook. The MMA threatened to launch a protest movement if the Quranic verses were not reinstated. However, then education minister Zubaida Jalal clarified that no chapter or verses relating to jehad (holy war) or shahadat (martyrdom) had been deleted from textbooks, and that the particular verse referring to jehad had only been shifted from the biology textbook for intermediate students (Classes XI and XII, that is) to the matriculation level course (Class X). The education ministry never bothered to inquire—as most people familiar with the discipline of biology logically would—why there were references to jehad in the biology textbook in the first place.
The illiberal nature of Pakistan's education system was brought out in pitiless detail by the Sustainable Development Policy Institute (SDPI), Islamabad, in its report 'The Subtle Subversion: The State of Curricula and Textbooks in Pakistan'. Authored jointly by A.H. Nayyar and Ahmed Salim, the 140-page SDPI report illustrates, through examples, how the education system is contributing to the culture of sectarianism, religious intolerance and violence.
Some of the important findings of the SDPI are: the current curriculum and textbooks are "impregnating young and impressionable minds with seeds of hatred" to serve a self-styled ideological straitjacket; substantial distortion of the nature and significance of actual events in Pakistan's history; insensitivity to the existing religious diversity of the nation; promotion of perspectives that encourage prejudice, bigotry and discrimination towards fellow citizens, especially women and religious minorities and other nations; a glorification of war and the use of force; and incitement to militancy and violence, including encouragement of loaded concepts like jehad and martyrdom
A long desired goal of Pak Mafia kings who extract money from Indian business people and control India's underworld will find a legit way to turn color of their poison money --Islamists will have a easy way to finance to destroy Hindu majority India and turn it into a de-facto Islamist country.
HATE HINDUS :
TEXT OF PAK SCHOOL BOOKS
At a time when Indian Prime Minister, Manmohan Singh paid a visit to Pakistan to raise bilateral amity, those entrusted with education in this troublesome border state which is waging a proxy war on India are bent on a sinister design. Targeting Hindus, Christians, Sikhs hate material is being included in school curriculum.It may be mentioned that Hindus and Sikhs who had not left their homes and livelihood even in the wake of communal riots following Partition and the three wars between India and the land of their domicile are fleeing in hordes. It seems that the powers that be are quietly encouraging a cleansing of the minorities even as the talks are coated in brotherhood and neighbourly concern is continued to be held with India.At a time when Pakistan is plagued by terrorism, its official academia has been unable to stop the inclusion of hate material targeting Hindus, Christians and Sikhs and fanning sectarian hatred in school curriculum.
This hate materials included in text books being used in Punjab and Sindh provinces mainly targets the country's religious minorities Hindus, Christians and Sikhs and India and Westerners, says the NGO National Commission for Justice and Peace.
HATE TEXT
The trickle from across the border is threatening to become a flood. For it is included in the school text in regions mainly inhabited by Hindus and Sikhs namely Punjab and Sindh.
The presence of the hate text has been unearthed by an non-governmental organisation National Commission for Justice and Peace (NCJP). In a carefully penned report it points out that that text books which had one time no such inflammatory material are carrying such material.CATCH THEM YOUNG
The kind of history and religious text books prescribed in countries like Saudi Arabia and Pakistan indicate that the authorises there believe that patriotism and nationalism are best preached by poisoning the young minds. The textbooks must instil in the youth an unambiguous message that the Muslims are ‘different’ from all the ‘others’ and encourage them to be implacably hostile towards the non-believers. After being instilled with hate towards ‘others’ all through the school education, it should not be difficult for the students to gravitate towards an even more extreme philosophy of hate and brutality preached by terrorists. Literally millions of children are being groomed for religious violence and worse.Topics fannning religious intolerance are aimed to be injected in the minds of the Muslim teenagers.
The text books for Urban and Pakistan Studies are peppered with hate text. They mostly occur in the books for classes VII, VIII, IX and X, thereby poisoning the young minds towards those whom they considered to be their playmates and brothers till such “academic brainwashing”.
QUANTUM OF HATE
Lines containing hate materials vary from 15 to 56 in these classes, the NCJP report stated. The latest text books contain more hate-stuff than previously, the report entitled “Education or Fanning Hate” pointed out. While 45 lines containing hate material were carried in text books published in Punjab between 2009 to 2011, it rose to 122 lines this year.Altogether 22 lessons containing hate material are part of the curriculum of primary and secondary schools. The old Urdu text book for class VIII had no one such lesson; the present one has three.
In 2009, Urdu text books for class IX and X, the Pakistan Studies text book for class IX., the history text book for class VI and social studies text book for class VII had no hate content. But the latest editions of these books have for chapter spewing hate against minorities.
ROAD AHEAD
Diplomatic activities notwithstanding, the cracks between the majority and minority in the Pakistani society can no longer be papered over. The exodus to India is a clear pointer that communal tolerance and amity in Pakistan exists only in Indo-Pak diplomatic papers.Primers Of Hate
History or biology, Pakistani students get anti-India lessons in all their textbooks
'Hindu, Enemy Of Islam' These are extracts from government-sponsored textbooks approved by the National Curriculum Wing of the Federal Ministry of Education.
When Mohammad Qasim stepped out to participate in the declamation contest held to celebrate Pakistan's Independence Day, the topic he was to speak on was: 'Why Islam and Pakistan are integral to each other'. Instead, this Class XI student of Lahore's Government Central Model School lashed out against the Hindus, giving vent to inexplicable anger and hatred. This was particularly shocking because the Hindu community, constituting an infinitesimal percentage of Pakistan's population, hasn't been an aspect of Qasim's life.
How is it that no one asks why jehad and references to Quran should find mention in bio textbooks?
Asked to explain his outpouring in the contest, the 14-year-old boy said, "We hate Hindus because they are Hindustanis and the number one enemies of both Islam and Pakistan. We know it all through our history and Pakistan Studies books. We learn what happened years ago all the time at school."
Qasim's explanation illustrates vividly the inimical impact of school textbooks, where history is manipulated to foster national chauvinism, where knowledge becomes a vital tool in the construction of national identity, where the sense of nation is promoted through veritable lessons in bigotry, hatred and gross misrepresentation of history. The textbooks taught in government schools demonstrates how the ruling establishment, under the aegis of President Pervez Musharraf, is misusing books to develop an anti-India, anti-Hindu mindset—and also fan sentiments against Christians, Jews and the West. The regime's control over the education system is exercised through Lt Gen (retd) Javed Ashraf Qazi, who heads the federal education ministry. Head of the ISI between 1993 and 1995, Qazi supervised the recruitment of students from Pakistan's madrassas for constituting the extremist Taliban militia.
These textbooks came under the scanner following a story in the Los Angeles Times highlighting the tilt against non-Muslims.
LA Times expressed surprise that such lessons were being taught in schools of a country whose leader was an ally of the US.
"Thousands of Pakistani children learn from history books each year that Jews are tight-fisted moneylenders and Christians are vengeful conquerors," the newspaper said. It expressed astonishment that such lessons are taught not in madrassas but in government schools of a country whose leader (Musharraf) is an ally of the US in the war against terror. The LA Times report prompted the US administration to voice its grave concern over the textbooks to Islamabad. US State Department spokesman Sean McCormack told a news briefing last August, "The issue is a matter of serious concern for Washington and the Bush administration would like the Pakistani leadership to effectively address it."
Minister Qazi subsequently claimed efforts were afoot to revise and reform the public school curriculum. But the gargantuan nature of the task can be illustrated through the mindset dominant in the Islamabad-based National Curriculum Wing (NCW). Functioning directly under Qazi's ministry, the NCW sets the guidelines for the four provincial textbook boards which publish course material for government schools. The NCW issued a directive in 2002 laying out the following objectives: nurture in children a sense of Islamic identity and pride in being a Pakistani and regard Pakistan as an Islamic country and acquire deep love for it. Ignored was the possibility that a child in school could be non-Muslim and might feel alienated because textbooks equate the Pakistani with Muslim. Although the subject of Islam, or Islamiat, is compulsory only for Muslims, the directive awarded an extra 25 per cent marks to a non-Muslim student should he or she opt for the course.
The NCW under Qazi ignores that a non-Muslim student could feel alienated.
The 2002 directive was issued a month after then education minister Zubaida Jalal had directed the NCW to revise history books taught in public schools.
Scientist and educationist Dr Pervez Hoodbhoy feels the ongoing redefinition of education, first initiated under President Zia-ul-Haq, will have profound illiberal implications for Pakistan. "A new concept of education now prevails, the full impact of which will probably be felt when the present generation of schoolchildren attains maturity."
Not only have the Pakistan rulers divorced education from liberal and secular ideals, they also view it as essential for Islamising society and forging a new national identity. Hoodbhoy explains, "Important steps have already been taken in this direction: enforcement of chador in educational institutions; organisation of congregational afternoon prayers during school hours; compulsory teaching of Arabic as a second language from Class VI onwards; introduction of reading the Quran as a matriculation requirement; alteration of the definition of literacy to include religious knowledge; establishment of an Islamic university in Islamabad; introduction of religious knowledge as a criterion for selecting teachers; and the revision of conventional subjects to emphasise Islamic values."
Renowned historian Dr Mubarak Ali says the westernised liberal elite, which had inherited power from the British, had given to education a basically secular and modern character.
American math for Pak kids: 'If a man has 5 bullets and 2 go into heads of Russians, how many are left?'
"However, the self-seeking and opportunistic elite in independent Pakistan simply abandoned liberal values because of political and economic exigencies," explains Dr Ali, adding that this trend has impacted adversely on the education system.
The debilitating role of the political class in Islamising the education system can best be illustrated through an example. In March 2004, the Muttahida Majlis-e-Amal (MMA), the fundamentalist alliance of five religious parties, disrupted the National Assembly proceedings and staged a walkout claiming that a certain reference to jehad as well as other Quranic verses had been excluded from the new edition of a state-prescribed biology textbook. The MMA threatened to launch a protest movement if the Quranic verses were not reinstated. However, then education minister Zubaida Jalal clarified that no chapter or verses relating to jehad (holy war) or shahadat (martyrdom) had been deleted from textbooks, and that the particular verse referring to jehad had only been shifted from the biology textbook for intermediate students (Classes XI and XII, that is) to the matriculation level course (Class X). The education ministry never bothered to inquire—as most people familiar with the discipline of biology logically would—why there were references to jehad in the biology textbook in the first place.
The illiberal nature of Pakistan's education system was brought out in pitiless detail by the Sustainable Development Policy Institute (SDPI), Islamabad, in its report 'The Subtle Subversion: The State of Curricula and Textbooks in Pakistan'. Authored jointly by A.H. Nayyar and Ahmed Salim, the 140-page SDPI report illustrates, through examples, how the education system is contributing to the culture of sectarianism, religious intolerance and violence.
Some of the important findings of the SDPI are: the current curriculum and textbooks are "impregnating young and impressionable minds with seeds of hatred" to serve a self-styled ideological straitjacket; substantial distortion of the nature and significance of actual events in Pakistan's history; insensitivity to the existing religious diversity of the nation; promotion of perspectives that encourage prejudice, bigotry and discrimination towards fellow citizens, especially women and religious minorities and other nations; a glorification of war and the use of force; and incitement to militancy and violence, including encouragement of loaded concepts like jehad and martyrdom
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