The document provides an introduction to a unit on developing religious textbooks. It discusses the objectives of studying religious textbook development, which include understanding the history and reforms of religion textbooks, comparing religious textbooks from other parts of the world to Islamic textbooks, and improving the design of religious textbooks for more effective learning. It also outlines some of the key topics covered in the unit, such as religious rights and textbook controversies, criteria for evaluating religious textbooks, examples of Christian and religious textbooks from India, and the goals and aims of Islamic studies textbooks.
The document provides an introduction to a unit on developing religious textbooks. It discusses the objectives of studying religious textbook development, which include understanding the history and reforms of religion textbooks, comparing religious textbooks from other parts of the world to Islamic textbooks, and improving the design of religious textbooks for more effective learning. It also outlines some of the key topics covered in the unit, such as religious rights and textbook controversies, criteria for evaluating religious textbooks, examples of Christian and religious textbooks from India, and the goals and aims of Islamic studies textbooks.
The document provides an introduction to a unit on developing religious textbooks. It discusses the objectives of studying religious textbook development, which include understanding the history and reforms of religion textbooks, comparing religious textbooks from other parts of the world to Islamic textbooks, and improving the design of religious textbooks for more effective learning. It also outlines some of the key topics covered in the unit, such as religious rights and textbook controversies, criteria for evaluating religious textbooks, examples of Christian and religious textbooks from India, and the goals and aims of Islamic studies textbooks.
(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….??
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