معاصر مسلم تعلیمی حالت اور مستقبل کے چیلنجز: پاکستان کے تناظر میں

The history of Muslim Education reveals that there was no difference of materialistic and religious education in the past. However, for the last two centuries, Muslim world divided into many ideologies which consequently produced separate educational institutions for every ideology. In the secular/modern educational institutions, religious and metaphysical studies are missing while, on the other hand, religious seminaries focus on the pure religious education. In such a situation, two kinds of students are graduating from our educational institutions which do not have congruence in practical life with each other. Present Muslim world in dire need of a comprehensive educational system combining the modern secular and religious subjects in an appropriate manner. Currently, if Islamic world is distressed technologically at one hand, it is divided in many sects, on the other. Therefore, acquisition of scientific and religious, both kinds of education are required for Muslims. In the present paper, the responsibilities of Muslim world are discussed to face the current and future challenges from educational perspective in order to portray a true picture of Islam and its followers.

Incorporation of Social and Morel Values Through Secondary School Curriculum: A Content Analysis

This study was conducted to explore incorporation of social and moral values through the secondary school curriculum in Khyber Pakhtunkhwa, Pakistan. The study revolved around the following research questions: What are the social and moral values included in the secondary school textbooks? What are the important social and moral values missing in the secondary school textbooks? What are the benefits of inclusion of social and moral values in the textbooks at secondary school level? Data were collected from two sources: Secondary school textbooks and Secondary School Teachers. Four textbooks of the compulsory subjects (Urdu, Pakistan Studies, English and Islamiat) of the secondary classes and Secondary School Teachers of district Mansehra who taught compulsory subjects comprised the population of the study. The sample of the study consisted of twenty four lessons from the textbooks and twelve Secondary School Teachers. To collect data about social and moral values from Secondary School Teachers semi-structured interviews were used. Textbooks of secondary classes and transcribed interviews of twelve secondary school teachers were examined in the light of the operational definitions of social and moral values by applying qualitative content analysis technique. The entire data were coded and categories were formed from the codes. Codes were grouped into categories: social and moral values. Peer/expert debriefing was used to review and assess the data to enhance the validity and reliability of the analysis process and findings. The findings of the study revealed that the secondary school textbooks contained social values like equality, human rights, service of humanity, regard for one‟s family, dignity of labour and charity. The textbooks also contained moral values like truth, honesty, obedience, faith and sacrifice. Social and moral values were associated with human behaviour on the xvi basis of which good or bad behaviour of individuals and their adjustment in a society can be judged. Some important social and moral values, however, seemed lacking in the books. These include values such as responsibility, hard work, obedience to the law, unity, patriotism and universal brotherhood and moral values such as virtue, good manners, submission, moderation and patience. The study, therefore, recommends that these values may be incorporated in the secondary school textbooks for a more wholesome education and character development of the students.