Revelation in Hinduism: A Muslim Reading

Hinduism has been viewed by Semitic religions as a religion devoid of revelation. Early, Medieval and modem Muslim and Christian writings have often portrayed Hinduism as pagan even satanic while Hindus for millennia have claimed to be divinely revealed. Is Hinduism really a revealed religion and if so, what kind of a revelation does it have? In what manner does the divine reveal himself and who are the recipients of this revelation? To what extent is this concept different from ours? Does the process of revelation continue or has it been discontinued? These are some of the more significant questions that this article shall engage with. It clarifies that Hindus have books which they consider revealed and look upon much as Muslims look upon their Qur’an. The most significant of these among a majority of the Hindus are called the Vedas, literally, knowledge. It goes on to introduce the Vedas with respect to their various parts and content, what Hindus largely believe about it and how they ensured its preservation and safe transmission to later generations through various intricate and elaborate memorization techniques. The article highlights the importance of rishl, the recipients of these revelations, their kinds, characteristics and role in the process of revelation. The article contends that there is much in common between Rishland Semitic prophets with respect to their characteristics but that the similarities do not end here. Rather there is much more common ground to be explored with respect to revelation and its contents and its conveyors than meets the eye.

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.