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The Impact of Religious Texts for Values Education in Higher Education Institutions of Pakistan

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Religious texts are texts which various religions consider to be of central importance to their religious tradition. Islamic texts are believed to be the sacred source of law for the entire humanity. Therefore, religious texts i.e. Quran, Hadith, Sufi text, Islamic history & culture etc. are included as a mandatory course (Islamic Studies) in the curriculum of higher education Institutions in Pakistan. Translation of the Holy Quran is also taught separately at undergraduate level in some of the provinces as a mandatory course in HEI. The core objective of such courses is to add value education and the character building of future generation. Such courses, of course, has positive impacts regarding awareness and mindfulness. However, it has some negative response regarding adoption of radicalism and extremism. The paper aims to attempt in discussing the need of value education with questions that how religious texts impacts on the students in Pakistani society, whether religious texts are shaping a moderate or radical society and how the religious texts can have more positive impacts on the students regarding value education.
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The University of Agriculture
Peshawar
Al-A z h ā r
Volume 9, Issue 2 (July-December, 2023)
ISSN (Print): 2519-6707
Issue: http://www.al-azhaar.org/index.php/alazhar/issue/view/21
URL http://www.al-azhaar.org/index.php/alazhar/article/view/473
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The Impact of Religious Texts for
Values Education in Higher Education
Institutions of Pakistan
Dr. Arshad Munir,Dr. Muhammad
Hammad Lakhvi,Dr. Naseem Akhter
Dr. Arshad Munir,Dr. Muhammad
Hammad Lakhvi,Dr. Naseem
Akhter,: ““The Impact of Religious
Texts for Values Education in Higher
Education Institutions of
Pakistan.”,”” Al-Azhār: 9 No.2
(2023):13-22
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13
The Impact of Religious Texts for Values Education in Higher
Education Institutions of Pakistan
*Dr. Arshad Munir
**Dr. Muhammad Hammad Lakhvi
***Dr. Naseem Akhter
Abstract
Religious texts are texts which various religions consider to be of central
importance to their religious tradition. Islamic texts are believed to be the
sacred source of law for the entire humanity. Therefore, religious texts i.e.
Quran, Hadith, Sufi text, Islamic history & culture etc. are included as a
mandatory course (Islamic Studies) in the curriculum of higher education
Institutions in Pakistan. Translation of the Holy Quran is also taught
separately at undergraduate level in some of the provinces as a mandatory
course in HEI. The core objective of such courses is to add value education
and the character building of future generation. Such courses, of course, has
positive impacts regarding awareness and mindfulness. However, it has some
negative response regarding adoption of radicalism and extremism. The
paper aims to attempt in discussing the need of value education with
questions that how religious texts impacts on the students in Pakistani
society, whether religious texts are shaping a moderate or radical society and
how the religious texts can have more positive impacts on the students
regarding value education.
Keywords: Islamic Studies, Pakistan, Values education, her Education
Institutions.
……………………………………………
*Professor, Department of Islamic Studies,Ghazi University, Dera Ghazi Khan, Punjab Pakistan
**Professor/ Dean, Faculty of Islamic Studies,University of the Punjab, Lahore, Punjab Pakistan
***Associate Professor, Department of Islamic Studies,Shaheed Benazir Bhutto Women University,
Peshawar, Pakistan
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1. Introduction and the significance of the study:
There are numerous categories of sacred writings with the title of scriptures,
holy books, canons, and apocrypha having slightly variations in content and
purpose. However, the word “scripture” is the most commonly used word for
religious texts. "Scripture" (or "scriptures") is a subset of religious texts
considered to be "especially authoritative"(Goldingay: 2004, pp: 184).
There is an extensive list of religious texts from Ancient Egyptian religion
(Pyramid & Coffin Texts), Sumairian religion (Enlil & Kesh Temple Hymn),
Babylonian religion (Enūma Eliš & Epic of Gilgamesh), Ancient Greek religion
(Aretalogy & Argonautica) to East Asian (like The Four Books and Five Classics
of Confucianism and Daozang of Taoism), Iranian (Avesta of Zoroastrianism),
Indian (Tipitaka & Vinaya Pitaka of Buddhism and Vedas & Mahābhārata of
HInduism) and Abrahamic(Bible of Christianity and The Tanakh of Judaism)
religions.
It can be stated without exaggeration that Religion is a positive factor for it goes
a long way to maintain peace and invoke harmony and integration for humanity
(S Bhutto, A Munir: 2014, pp: 31). Religious texts has much significance either
for individuals or for societies throughout the globe. It serves several tasks to
contribute to individual, societal, and traditional aspects of life. There are several
factors by which the religious texts can effect on the students that includes but
no limited to individual's beliefs, social background, and the context in which the
texts are offered. However, it is a truth that religious texts are considered
important due to their spiritual guidance, moral and ethical outline, communal
cohesion, social Identity and tradition etc.
i. Purpose of Religious Texts:
Religious texts are a written literature that deals with spiritual or supernatural
matters. Their commanding communications guide believers on how to live and
act. Also, these texts serve as records of religious history. One of the core
objective of such texts is its use as a vehicle for transferring and conveying
religious faith from one generation to the next. Therefore, religious texts use to
regulate ceremonial rituals and systems of law as well as (seek to) regulate moral
conduct and direct spiritual ambitions (Charles: 2003, p: 668).
ii. Religious Texts of Islam
The Islamic holy books are certain religious scriptures that have valid divine
significance and are considered to be revealed by God. The Torah was revealed
to Moses (AS), the Gospel was revealed to Jesus (AS), The Quran was revealed to
Muhammad (PBUH), the Psalms was revealed to David (AS) and scrolls of
Abraham (AS). Muslims has belief that the Holy Quran was revealed to Prophet
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Muhammad through Archangel Gabriel during twenty-three years (Roy
&Michael 2012, p: 194). Since the earliest days of Islam, the Quran has been
considered the foundation of all knowledge and moral behaviour (Jane: p: 205).
Hadith refers to what most Muslims believe to be a record of the words and
actions of the Holy prophet Muhammad (PBUH). It is one of the sources through
which Muslim gets information about the practices of Prophet Muhammad and
thus, constitute second source after the Holy Quran for law, ritual and creed.
(Sayeed: 2023).The following 06 books (Kutub al-Sittah) containing collections
of hadith are considered the most authentic;
1. Sahih Bukhari, collection of Imam Bukhari(RA)
2. Sahih Muslim, collection of Imam Muslim (RA)
3. Jamia Tirmzi, collection of Imam Trimzi(RA)
4. Sunan Abi Dawood, collection of Imam Abu Dawood (RA)
5. Sunan Nasai, collection of Imam Nasai(RA)
6. Sunan ibn Majah, collected by Ibn Majah(RA)
iii. Importance of Values Education:
Education is the important tool for our life which helps in the progress of human
development. It plays a key role for all individuals in the society and permit the
community to prosper both socially and economically by enabling it to grow
mutual culture and values. Value Education is so important especially for our
youth to make them able to recognize moral values and demonstrate decent
behaviour and attitude towards society. The value education able to develop
physical and emotional mechanisms, teach mannerism, create a sense of
brotherhood as well as installation of a loyal spirit and religious tolerance. It holds
significant importance for students regarding Character Development, moral and
ethical Foundation that focuses on imparting constructive values such as honesty,
integrity, responsibility, and compassion as well as purposes to foster universal
development. Students acquire learning about virtues such as sympathy,
humanity, tolerance, humbleness, and gratefulness. These virtues contribute to
the growth of well-rounded people & personalities. A solid base in values can act
as a preventative measure against destructive behaviours such as abuse,
oppression, substance and wrongdoing. Students are more likely to make choices
aligned with positive values. Students equipped with strong values are better
prepared for adulthood. They are more likely to navigate challenges, make
comprehensive conclusions, and contribute confidently not only for themselves
but also to their families, workstations, and people. (I wattu and Y Farooq: 2021,
PP: 99)
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In short, value education is crucial for cultivation of well-rounded individuals
who not only shine academically but also contribute clearly to humanity, show
resilient moral character, and navigate life's challenges with pliability and
honesty.
2. Method & Methodology:
This is a literature review research study. Compulsory course of Islamic studies
and translation of the Holy Quran at undergraduate level was selected as religious
text. The researchers accessed a number of local & international journals,
newspaper and research papers in order to study and analyse the impact of
religious texts regarding promotion of value education in Higher Institutions of
Pakistan.
i. Purpose of the Study:
To study the introduction and importance of Religious texts and values
education.
To study the positive and negative impacts of religious texts on students.
To make recommendation regarding promotion of values education in
connection with religious texts.
ii. Literature Review:
Values education is similar to character education, which is related to moral
education as well….and it must be remembered that the overall aim of education
is to help students become virtuous individuals with values (Sillay:2019, pp: 225)
Many people gets the moral codes for their life from religion ( Rietveld &
Hoogendoorn: 2021, pp:1309). Islam recognized the efforts to get virtue against
evil or sin as the major or internal Jihad (Munir, A & Odeh: 2014, pp: 63)
The compulsory teaching of the Holy Quran Bill 2017 was approved by the lower
legislative house of Pakistan on April, Wednesday, 2017. According to the bill,
Teaching of the Holy Quran will be compulsory for Grade one through Grade
twelve students in all federal educational institutions of the Pakistan(Bilal: 2017).
The Punjab Compulsory Teaching of the Holy Quran Act 2018 was also
approved by the Provincial Assembly of the Punjab province on May 16, 2018
making for the Muslim students, teaching of the Holy Quran compulsory in all
educational organizations. The Punjab government with a notification, made
teaching of the Holy Quran with translation mandatory also for all the
undergraduate students studying in the universities(Dawn:2020).
Sabir argued that the subject of Islamic Studies has been offered as a compulsory
course from grad first to bachelor level since 1977(Sabir & Nasir: 2011). Riaz
writes that Islamic education should not only be offered till the lower classes, but
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also should be compulsory for all classes under the Islamization of the whole
curriculum (Riaz: 2014). Dehraj says that society adopts sense of responsibilities
and communal sacrifice through Islamic education ultimately emerging love for
the people (Dehraj & Mahesar: 2018, p: 34).
According to Aziz, Arabic language skills are necessary to learn the Islamic values
well. (Aziz et.all:2016).
Farooq suggests that the syllabus of Islamic studies should be shaped keeping in
view the current challanges (Farooq: 2021, p:34).
Farooq’s results shows that positive attitude and character building can be shaped
by Islamic education among students (Farooq, Feroze & Kai: 2017, p: 1446)
Ali concludes that the educational system of Pakistan stimulates intolerance and
disregard against religious diversity. It also supports militancy, violence and
discrimination towards public (Ali et.al: 2022, p: 1153).
Ayaz recommends that the practical aspects of Islamic teachings along with
theoretical knowledge should be focused to acquire value education. (Ayaz:
2018, p: 161).
3. Compulsory Islamic Studies course/ subject
The Government of Pakistan declared Islamic Studies as compulsory subject in
1978 at all levels of education up to the first degree. The goals regarding teaching
of the Islamic Education clearly mentions in Pakistan Education Policy (1998-
2010) that the citizens should be able to spent their lives under the the
instructions of Islam through education and training as mentioned in the Holy
Quran and Sunnat to become practicing Muslims (Razzaq & Nasir 2011, p:20)
The students of Islamic Studies generally use to acquire theoretical concepts with
limited opportunities of practical teaching and tours having deep linkage with
Islamic tradition and culture of the Country. The Departments of Islamic Studies
tries to foster brotherhood and to develop the students with a strong Muslim
identity and moral character as well as integrating Islamic knowledge with human
values in a constructive mode. One of the core objectives of Islamic studies
Departments is to produce Islamic scholars by incorporating the qualities of faith,
knowledge and good character to serve as moderator for sustainable
development in and outside of the Country.
i. Objectives of the Islamic Studies Course:
The Curriculum of the Islamic Studies course was developed under the
supervision of Higher Education Commission of Pakistan by the respective
subject specialists and experts with focusing (i) provision of Basic information
about Islam, (ii) enhancing ability of the students for understanding of issues
related to belief and religious life (iii) enhancing understanding about Islamic
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Civilization. (iv) and improving Students skill to accomplish prayers and other
worships.
ii. Outlines of the Course:
Higher Education Commission prepared the outlines of the Islamic Studies
course with permission to modify/ amend the outlines as per requirement of the
discipline/program/ university including: Study of introduction and Selected
Text of Holly Quran and Hadith, Introduction to Sunnah and Seerah of the Holy
Prophet (PBUH), Introduction to Islamic Law & Jurisprudence, culture &
Civilization, Social, Political and Economic System of Islam, History of Islam and
Islam & Science.
iii. Compulsory Teaching of the Holy Quran:
As cited above, the Compulsory Teaching of the Holy Quran with translation
was made compulsory in the country and would be taught separately from the
subject of Islamic Studies, which is already being taught in all the institutions.
However, it has been implemented in all the educational institutions (schools &
universities) in Punjab province of Pakistan.
4. Result & Discussion:
Values are meant to reflect our sense of right and wrong and help us in growing
and development. The actions and decisions we make in our daily life are a
reflection of our values. Values keep us motivated, focused, engaged and help
you in decision-making as well as to gain self-respect. Distinct values which
contain eagerness, originality, modesty and personal fulfilment are the reflection
of our life to see how we spent our lives and what we consider significant for our
own egotisms. Social values including integrity, liberty, respect, community,
and responsibility are reflection of our relations to society. Social values are also
called character values which are source of positive and good relationship among
communities and reflect a moral, noble and tolerate society. Relationship values
like honesty, trust, generosity and caring are reflection of our relations to other
people in our life like family & friends, teachers & managers etc. Theoretically,
values and religiosity are perceived to be considerably related to each other.
(Saroglou et al., 2004, p: 721). Religious teaching make the people able to like
diversity and promote diverse understanding and respect by enhancing moral,
cultural & social abilities. Religious texts can be source of relief, direction, and a
sense of purpose, donating to their mental and emotional well-being. Religious
texts, especially the Holy Quran and Hadith plays a vital role to shape the values,
attitude, beliefs etc. in Pakistani society. (Y Farooq and I Ghauri: 2017, pp:34)
It is very hard and complex to decide the impact of the religious texts regarding
shaping a society as moderate or radical due to several elements, including
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understandings of religious teachings, socio-political conditions, educational
systems, and traditional impacts. It is pertinent to mention that religious texts
themselves are open to different explanations, and persons may select to
highlight different aspects based on their understanding and beliefs. The Holy
Quran also describes that the understanding of an individual about a thing, action
or task take him to the decision accordingly. The Quran narrates, Allah leads
astray many and guides many to the right way by the same thing. And He leads
astray only those who disobey Allah” (Quran: 2, 26). Syed Maududi explains that
Those who do not wish to understand things and are not motivated by the urge
to seek the truth become enmeshed in superficial questions relating to the Book
of God, draw altogether erroneous conclusions when they encounter references
to apparently insignificant things such as gnats, and are thereby thrown further
and further away from the Truth. Those who seek the Truth and possess true
perception, on the other hand, penetrate through these superficialities and
perceive the gems of wisdom that they embody. This appreciation makes their
hearts attest that such wisdom could have no other source than God Himself
(Tafheem ul Quran: 1991, pp: 59). According to Al-Saadi that Nevertheless,
these Qur'anic verses cause trial, surprise, misguidance and increase in evil for
some people and reward, mercy and increase in their good deeds for some
people(Al-Sa'adi:2008).
Some results shows that noble habits and moral values are inculcated among
children due to Islamic education. (Farooq, Feroze & Kai: 2017, p-1449), and
respondent agreed that Islamic education contribute significant part in character
building and becoming a good citizens (Dehraj & Mahesar: 2018, p-42)
However, it is argued that Translation of the Holy Quran and the subject Islamic
Studies have less weightage in teaching program and curriculum. Unqualified and
unexperienced teachers are also a reason behind the failure. Therefore, the
results shows that Students of even grade 10-12 are unable to recite the Holy
Quran properly. Parents of the students are not satisfied with Islamic studies
subject regarding the contents of the course and development of moral
behaviour. More than 80% parents are agree not to teach Islamic studies as a
major subject to their children. (Ayaz: 2018, p-156-158)
Studies also shows that students use to face more divisive teaching methods
compared to past. Textbooks are representing radicalism and misinterpretation.
The religious diversity of the state is overlooked in textbooks (Ali et.al: 2022, p-
1158). Students should be equipped with authentic knowledge to compete the
current challenges like naturalism, atheism, humanism, Marxism etc. under
harmonise environment to enhance human dignity and societal peace(Farooq:
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2021, p-28) Lack of/less interest from Parents and teachers, negative role of
media, dissociation of Islamic values from the syllabus etc. are main causes of
the ineffectiveness of the course of Islamic studies (Sabir & Nasir : 2011, p-27)
Teacher own interpretations of the Holy Quran because of his/ her sect is core
reason behind discordant in the society. (Qadir: 2016). It is also argued that
young generation is not taking care of the efforts and pains faced by the parents
and becoming selfish but even egoistic related to their future, considering
themselves more intelligent and smart in comparing to their parents(N Akhter,
A Munir:2017, pp: 40)
Recommendations:
Religious texts can have a constructive impression on students regarding value
education by providing a moral and ethical charter which leads to their
behaviour, building character outlines their values, respect for diversity, and
fosters a sense of responsibility, Sense of Purpose and Meaning, Self-Reflection,
Personal Development as well as Emphasis on Empathy and Compassion.
Religious teachings highlight the significance of community and mutual welfare.
Students may develop a sense of responsibility towards their societies and work
towards the common good. It is necessary to attract their study through a
balanced and inclusive perspective with recognition of the variety of
interpretations and explanations within a given religious tradition to maximize
the optimistic impact of religious texts on value education. Furthermore, tutors
may use to encourage critical thinking, open dialogue, and the presentation of
ethical principles among the students in real-life conditions. Here are some
recommendations in which religious texts contribute to positive value education:
1. The curriculum of Islamic studies as compulsory subject may be updated by
including more material related to value education and modern challenges.
2. Introduction and reputation of other religions and their sacred (books, places
& personalities) may be highlighted from the teachings of Holy Quran.
3. Principles of tolerance, peace, universal brotherhood and human rights
should be emphasized in the curriculum and training of teachers.
4. Early Time table of Islamic studies class should preferably be managed by
emphasising on attendance and make lecture more interesting.
5. Religious texts should be included in every entry test so that students
consider it an important subject.
6. Departments of Islamic Studies either may fix a day or even a one hour period
in a month to discuss, debate, share and exchange the ideas related to religion
and value education.
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The research paper aims at to analyze and determine the role and scope of religion for maintaining peace and harmony all across the world. We can state without exaggeration that Religion is positive factor for it goes a long way to maintain peace and invoke harmony and integration for humanity. A brief glance at the religions of the world reveals that all religions of the world have their own rights and stand for the peace in the world. Buddhist moral and spiritual teachings to great extent stand for brotherhood and harmony throughout the world. Similarly, Islam recognizes the fact that each religious teacher has faith in his own mission and wants to establish peace for mankind. Both religions are a living organization of peace and harmony for humanity. Hence in the light of religions and their teachings, both are aim at for betterment of humanity as well as propagate the message of love, equality, brotherhood, justice and equity.
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