تمھاری آنکھوں میں دلبری کے ہیں رنگ سارے فضا سے کہنا
تمھارے گالوں کے رنگ فطرت کے ہیں نظارے فضا سے کہنا
تمھارے گیسو ہیں دھوپ چھائوں کو رات کرتے، حیات کرتے
ہیں لب تمھارے کہ رات موسم کے فجر تارے ، فضا سے کہنا
تمھارے ہونے سے زندگی ہے تمھارے ہونے سے ہر خوشی ہے
تمھارے ہونے سے موسموں میں بھی ہیں نظارے، فضا سے کہنا
توُ اے پری وش! ہے خوشبو، بادل، دھنک سراپا، ہمہ گلستاں
تمھارے ہونے سے رنگ و بو میں ہیں حسن سارے، فضا سے کہنا
تو خوابِ ہستی کا ہے نظارہ، تو میرے ہونے کا استعارہ
ہے زندگانی ہماری جیسے ہوں دو کنارے فضا سے کہنا
میں پاس آکر بکھر بھی جائوں تو بڑھ کے مجھ کو سمیٹ لینا
یہ خواب پہلو امنگ کے ہیں مچلتے دھارے فضا سے کہنا
Islam has been discussed and criticized in the West by the name of Orientalism and this practice is in vogue in the modern enlightened age. While Orientalism remains to be an important chapter in the history of Islam and the West, new modes of approaching Islam, ranging from dialogue and critical understanding to confrontation and rejection, continue to make their appearances in various forms. Recently the West has started sponsoring some Muslims and ex-Muslims to criticize Islam besides the Orientalists. These so-called Muslims have been frequently appearing in the arenas of criticism for last few years. We may call these Muslims or ex-Muslims as ‘native Orientalists.’
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.