Playing the typical Indian tactic of diversion and keep the issues stuck to Islam and Pakistan so their own issues are never addressed (or presented). Head in the sand, much?
Its True Humayun's tomb and Taj Mahal is a good example of this.It incorporates many aspects of ancient Hindu Rajput architecture.These are all well known facts.
It quotes Arabs, not South Asian Muslims, influenced by the local architecture (although, Taj Mahal looks nothing like Khajuraho
)
Chinese architecture influenced mosques in China but I won't be sharing pictures now as it will be too irrelevant and might burden your brain, too much.
In India there are many other sects of Islam who believes in sixth,Seventh or even ten pillars of Islam.
We cannot teach the children narrative that suites the majority.We must also teach about the beliefs of Shiites.And they do include "J" word as a tenant.Unlike you we are a secular state.
I would like actual proof of this non sense because no one includes that in their tenets and the religion cannot be taught as you perceive and what suits your liking. If a Muslim is saying that it is not, and so are scholars and every other secular or neutral book available on the subject, then it should be of no question, that it isn't.
This has been the first time I heard this non-sense after hearing all the misconceptions floating around in the internet. I've heard things like the Qur'an's first line teaches that you should kill everyone who doesn't believe in their religion. That was fantastic (root word: fantasy), but this is even worse because not only is it written in the way it has, it is being defended by you.
No other country in the world, that teaches world religions teaches this as they prefer to teach what people actually believe and not what they want to portray as them believing it.
By defending that non-sense, you are trying to impose illogical bullsh!t in the textbook on people. It's like me telling you believe the sky is green, when you don't believe that and then, one of my followers starts defending you believing that.
And the mention of Shiites only goes to show that your source of information is Indian media's talking points against Pakistan.
The Shiite agitation is active in Lebanon, Iraq, Syria, Iran, Bahrain, Yemen and Saudi's province of Qatif. It's a regional cold-war being played out and not something that you can cleverly shove down our throats.
BTW, I will wait for you to prove that it is a tenet in other sects and I will laugh at you being refuted because Shiites don't even believe in such a concept starting with "j"
I only played along to let you think you were able to actually get into a purposeful debate but you weren't.
Greeko Roman books were widely translated in those days.I don't know it they were done by Indian Hakeems.
Along with not knowing that it wasn't Indian Hakeems, you also don't know that it's Greco-Roman and not "Greeko Roman".
Furthermore, you also don't know that the word
Hakeem was not introduced into Indian society till after the Turkic invasion. Therefore, we don't even know what this means in the Indian context?
What does it mean when it says Hakeem? Are we referring to Indian Sants, Gurus, Pandits? Who are these Hakeems?
And the last point on this nonsensical argument is that it is widely known by all secular sources that the European Renaissance was triggered by the Arabs in Spain (I don't glorify Arabs as I am not of their ethnicity - I am only reporting history).
It was done because of their access to Roman literature that the Europeans had rejected during their "Dark Ages".
It was the Jews and Muslims in Spain who had their "Golden Age" due to this literature.
No such reference is ever made to Indian involvement or inclusion in this - even before.
Haroon al-Rashid and Mamoon al-Rashid were ruling in the 8th century and no such contact has ever been reported with the Indians.
Arabs didn't contact Indians until much later but even that wasn't close enough because it was the Turkic people who ruled and not the Bedouins.
The best relations Indians have ever had with Arabs throughout history, is now.
Even Pakistanis didn't have relations with them till the '70s and 80's.
Also, no proof is present of Indians being in contact with Greco-Roman literature except for Porus and Alexander but no historical fact shows that they were present in Haroon al-Rashid's courts.
Therefore, it is not possible for one to accept an argument only made by someone who heard it just recently and is defending it because of delusional national pride.
I could've shared information about Ottomans using Russian Cossacks to fight against the British in Westminster Abbey where Indian snake-charmers settled the disputes and you would have started defending that, too.
Considering the fact that Caliph Haroon-al- Rasheed even had extensive relations with Charlemagne dynasty,I don't see why is that not possible.If you wanna know more about his court read Thousand and one nights.
He had contacts with the Romans because they were neighbours and most of the traveling at the time was done through land, horses, camels and not elephants.
I think you're taking my criticism in the religious sense or assuming that the difference in religion is the issue here so I will be more self-critical to prove to you that this is an issue of inaccurate fact reporting and not of Indian national pride, etc.
Pakistanis have claimed that Jats guarded the treasures of Caliph Hazrat Umar RA
The person writing was a Jat and wanted to promote his ethnic background in this way but nobody can possibly believe this non-sense.
Lastly, I realized that you were joking this entire time because One Thousand and One Nights are fairy tales translated and passed on over the entire world (with local adding their own twists in the plot).
People don't even know what the real fables were because they were changed as they were passed. If fantasy stories and fairy tales, themselves are not even passed on to different parts of the world, in one piece, how can anyone in their right mind prove anything relevant historically, through them?
It's like saying, 100 years from now, Harry Potter stories should be used to understand the British monarchy
'People of other religions busy in useless activities during religious festivals': So say Pakistan's school books
LAHORE: National Commission for Justice and Peace (NCJP) has conducted a content analysis of the revised curriculum of Punjab and Sindh textbooks for 2012-2013 for inclusion of biased and discriminatory content against religions other than Islam.
The findings reveal excessive use of the words Hindu, Christian and Jew while discussing the history of Pakistan and Islamic Studies, which portray the said faiths in a negative light.
For example, an Islamic Studies book of Sindh board for class 5, in a chapter on Eid (religious festivals), includes a line saying, “People of other religions usually stay busy in useless activities during their religious festivals. There is no concept of God or submission among them.”
The chapter “Pakistan, an Islamic State” in the same textbook of Punjab board includes this line: “Hindus harmed Muslims in every way.”
The content analysis has been published in Urdu to generate a debate on how the inclusion of discriminatory content in curriculum sows seeds of hatred, and to ensure that the review reaches maximum people.
Number of chapters with biased content
PUNJAB:
Class 1: General Knowledge – 1 out of 30 chapters (3.33%)
Class 5: Pakistan Studies -–1 out of 11 chapters (18%), Urdu – 2 out of 33 chapters (6.06%)
Class 6: History – 2 out of 5 chapters (20%)
Class 7: Pakistan Studies – 1 out of 10 chapters (10%)
Class 8: Urdu – 3 out of 43 chapters (6.9%), Pakistan Studies – 4 out of 13 chapters (30.76%)
Class 9 and 10: Urdu Grammar – 3 out of 9 chapters (33.3%)
Class 9: Pakistan Studies – 3 out of 4 chapters (75%)
Class 10: Urdu compulsory – 1 out of 32 chapters (3.12%), Pak Studies – 3 out of 10 chapters (30%)
Total number of chapters with biased and discriminatory content: 28 out of 204, which make up for 13.7% of the content.
SINDH:
Class 2: Urdu – 1 out of 39 (2.6%)
Class 5: Islamic Studies – 3 out of 4 (75%)
Class 6: Islamic Studies – 1 out of 5 (20%), Urdu – 3 out of 33 (9.09%)
Class 7: Pakistan Studies – 2 out of 9 (22.2%), Islamic Studies – 2 out of 5 (40%)
Class 8: Urdu – 7 out of 40 (17.5%), Pakistan Studies – 1 out of 9 (11.1%)
Class 9 and 10: Urdu – 1 out of 25 (4%), Pakistan Studies – 1 out of 10 (10%)
Total number of chapters with discriminatory content: 22 out of 179, which make up for 12% of the content of curriculum.
Comparison between revised curricula of 2009-11 and 2012-2013
SINDH:
The NCJP analysed that the syllabus being taught at government schools in Sindh includes a higher number of mentions which can be categorised as discriminatory. Number of chapters with discriminatory content in 2009-11 was 11, but in 2012-13 there are 22.
The marked increase is due to the addition of mentioned content in syllabus of Urdu for classes 9, 10, 8, 5, 6. However, the Islamic Studies book of class 7 and Pakistan Studies of class 8 do not include the discriminatory content from the 2009-2011.
PUNJAB:
In Punjab, the number of chapters with discrimination towards minorities has increased from 11 in 2009-11 to 22 in 2012-13.
The analysis shows that in 2009, the number of lines with religious bias was 45 and in 2012 the number is 122. Urdu and Pakistan Studies syllabus for classes 10, 9, 8 and 7 show a marked increase in discriminatory content.
In 2009, Urdu and Pakistan Studies books of the said classes included 15 lines with discrimination towards religious minorities, but in 2012, the number of such lines went up to 86, the NCJP reveals. Islamic Studies and Urdu syllabus include more content with religious bias. The Islamic Studies textbook previously did not include chapters with such content but now have three chapters each.
Recommendations
The content analysis recommends that students should be taught the role of religious minorities in Pakistan’s creation. Religious teachings should ideally be passed on to children at home through families.
In case, it is impossible for the state to exclude Islamic Studies from school curriculum, then the minority children should have a right to religious teachings as well, as per the Article 20 and 22 of Constitution of Pakistan. Therefore, the latter should be allowed to study teachings of their respective faiths instead of ethics.
‘People of other religions busy in useless activities during religious festivals’: So say Pakistan’s school books – The Express Tribune
Post this in the Pakistani section. This is not that section, is it?
Also, what does Pakistan have to do with the topic at hand?
You say that Pakistanis should take India as an example and not the other way around, but you are preaching the opposite, now, why?
LOL.
NO Indian school text book teaches hate against anyone!
That cartoon just shows what BR Ambedkar faced criticism because he took too long to draft the constitution!
You would be wise to infact copy Indian NCERT text books verbatim and teach them in Pakistan. It would solve much of your country's problem of intolerant jihad loving kids.
You shouldn't use Pakistan's example of anti-minority "hate" to justify your own hate for minorities in school textbooks.
It's like saying if Cuba has hate for capitalism in their books, so you will start teaching that in Indian textbooks, too.
