Children’s Literature Festival: ‘Textbooks full of lies and conspiracy theories’

Published: November 1, 2013
Young school girls paint together on a canvass at the Children’s Literature Festival on Thursday. PHOTO: SHAFIQ MALIK/EXPRESS

Young school girls paint together on a canvass at the Children’s Literature Festival on Thursday. PHOTO: SHAFIQ MALIK/EXPRESS


The textbooks and curriculum in Pakistan’s schools not only discourage critical thinking, but foster intolerance and hatred, said speakers at a panel discussion at the Children’s Literature Festival on Wednesday.

“When emotional and sentimental content, as opposed to objective fact, is added to the curriculum it adds a sense of intolerance, bias and even hatred. That is how our curriculum is designed,” said Pakistan Minorities Teachers’ Association Chairman Professor Anjum James Paul at the discussion on ‘Curriculum and textbooks: do they promote critical thinking?’

Prof Paul said the curriculum did not encourage critical thinking either. “We don’t ask ‘how’ and ‘why’ in our classrooms. We focus on asking ‘who’ and ‘when’,” he said.

Journalist Zubeida Mustafa said that the poor quality of textbooks, together with language difficulties, adversely affected the thinking capabilities of children. “If you take away the ability to understand, it limits critical thinking as well,” she said.

“Right from the start, our textbooks promote hatred and conspiracies,” said Zubair Torwali, executive director at the Institute for Education and Development in Swat. He said the textbooks taught lies and discouraged independent thinking. “They are designed in a manner that makes it boring and unimaginative for children to learn,” he said.

Primary education should be in the child’s mother tongue, said Neelam Hussain, founding member and coordinator at Simorgh Women’s Resource and Publication Centre. “How can we expect children to start talking in a language alien to them?”

Hussain added that textbooks were written not by educationists but by government officials, making them “largely useless”.

Tanveer Jahan, executive director at the Democratic Commission for Human Development, said unless the textbooks were based on truth, they would fail to encourage critical thinking. “Is the purpose of our curriculum to produce good Muslims or good citizens?” she asked.

Raheela Akram, principal at the Sanjan Nagar School, said that both teachers and-students were confused about textbooks and curriculum. “Our books are knowledge-based but they fail to address critical thinking,” she said.

Ameena Saiyid, managing director at the Oxford University Press, said that examinations were based on textbooks and not the curriculum. “Students are merely required to reproduce content verbatim. How is that going to promote critical thinking?”

Punjab Curriculum Authority Chairman Saleem Kiyani was the sole speaker to strike an optimistic note. He conceded that there were “certain exaggerations” in Pakistani history books, “particularly relating to conspiracies”.

He said while the textbooks needed to be improved, teachers also needed to be trained to inculcate critical thinking in children. “While I agree the situation isn’t as good as it should be, it isn’t as bad as it was and we are open to dialogue and recommendations,” he added.

Published in The Express Tribune, November 1st, 2013.

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Reader Comments (9)

  • Nosherwan
    Nov 1, 2013 - 12:28PM

    Way to go!


  • Gemini
    Nov 1, 2013 - 2:20PM

    Our language Urdu starts from Mir Dard and Ghalib then what someone can expect from students, obviously they will use these poetry in their personal lives as well. This Dil Jalay type poetry should be banned. Second please add Charles Dickens in English Literature.


  • Burjor Rustomji
    Nov 1, 2013 - 2:32PM

    What we have here in Pakistan is plain brainwashing referred to as “education”. We do not wish children to ask uncomfortable questions, we don’t want children to know the truth, we dont want children to know why we are, where we are after 66 years of independence, why other nations have gone ahead, while we are still held back. We still do have the courage to face the truth, to face the world, to face our neighbours, to face people who do not agree with what we wish to think. We wish to build an intolerant nation, to the extent that when children grow into adults they cannot contribute in a positive manner to nation building, to be able to communicate, to be able to think, speak, and write rationally.


  • Moiz Omar
    Nov 1, 2013 - 3:33PM

    The only class I have ever seen hatred in during my school years, has been Islamiat (Religious studies). Otherwise no class ever said anything that I think would promote hatred. English? Ok. The science classes? Ok. Math? Ok. Urdu? Ok. Visual arts? Ok. P.E? Ok.


  • A Reader
    Nov 1, 2013 - 4:49PM

    What a question from Tanveer Jahan, executive director at the Democratic Commission for Human Development:
    “Is the purpose of our curriculum to produce good Muslims or good citizens?”

    Does she even comprehend what really a good Muslim is?


  • Sense
    Nov 1, 2013 - 6:48PM

    @A Reader: No, only you have that knowledge. Recommend

  • Hasan
    Nov 1, 2013 - 6:50PM

    a country that looks for its identity in conspiracies, in lies, in hatred, in animosity can only teach the same to its children… no doubt we are the epicenter of global troubles… Recommend

  • Izhar
    Nov 3, 2013 - 1:16AM

    Amazingly all people who contribute to article and comment are really sick minded liberals who want to have the life of nudists who do want to obey any rule in life.

    What kind of hatred in our education? You people are really ill minded and secular people. Please leave our country as we want to live Islamic Life in this country not secular or liberal life.


  • Aamna Hassan
    Nov 4, 2013 - 11:49PM

    Couldn’t agree more. For instance, we are taught Kashmir faced Indian army’s intervention just because Maharaja Hari Singh ‘conspired’ against Ummat e Muslimah. Not many people know that Liaqat Ali Khan sent militants from FATA to Kashmir valley so as to create insurgency in Poonch. Driven by insecurity, Hari Singh acceded to India. Another example is Bangladesh. We are taught that Indian intervention was a prime cause of East Pakistan’s secession. Why aren’t we taught how West Pakistani power hungry politicians like Zulfiqar Ali Bhutto mistreated Bengalis?
    History is twisted here. It is biased and doesn’t at all promote critical thinking. Same is the scenario with all Science books.


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