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ABSTRACT
This study aims to conduct a comparative analysis of diverse moral and value-based frameworks within the context of peace education. The selected schools represent three distinct ideological orientations: secular and faith-neutral (Roots Millennium School System/RMS), faith-inspired (International Islamic University School-IIUI School System), and faith-based Deobandi Madrassa (Jamia’ Faridiyya Islamabad). Employing a comparative case study approach, the research endeavors to address several key research questions: What religious or moral-ethical philosophies underlie the distinct moral frameworks of each school system? How have these schools developed formal and informal strategies to translate these philosophies into practical implementation? To what extent are these frameworks influenced by specific religious worldviews and responsive to challenges in political, economic, or cultural spheres? What dimensions of peace education are encompassed within these values-based frameworks? The findings of the study reveal that all three types of schools possess the potential to foster peace education. However, each school employs a unique approach based on its underlying ethical framework. This study underscores the importance of considering the ethical frameworks of educational institutions when devising peace education programs and policies. Furthermore, it emphasizes the significance of cultivating an inclusive and diverse learning environment that nurtures respect for varying moral frameworks and cultivates critical thinking concerning ethical dilemmas.
Acknowledgement
The paper was first presented at a conference organized and hosted by Abdulkader Tayob (Professor of Islamic Studies, University of Cape Town) on religion and ethics in 2019, with the support of the National Research Foundation (UID 85397). The author expresses gratitude for the invaluable research assistance offered by Ms. Khazra Azam and Dr. Maryam Siddiqa at the IRD, IIUI. Additionally, the author acknowledges the valuable comments provided by the blind reviewers.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. Government Schools funded and administered by the public sector. Education after passing of the 18th Constitutional amendment is a devolved provincial subject.
2. Islamic religious schools in the private sector, run and owned by individuals, mostly funded by charities and donations. Madrassas in Pakistan subscribed to either of the following religious schools of thought: Deobandi, Barelvi, Ahle Hadith, Ahle Tashia, and the JI. Exact enrolment in Madrassas, and the total number of Madrassas in Pakistan, have always bee contested subject.
3. For example, see websites of these schools in our sample.
4. For example, Khaldunia School in Islamabad follows the vision of activist-scholar Eqbal Ahmad, see for example, https://www.dawn.com/news/1281766; Mus’ab Public School in Lahore adopted the vision of a progressive Islamic scholar Javed Ahmed Ghamidi; Tameer-e-Millat Schools are run by Shifa International Hospital are the brainchild of the moral vision of a group of medical doctors; Pak-Turk School follows the moral philosophy of Turkish scholar Fethullah Gulen.
5. Some schools were founded with an ideological commitment, for example, activists and leaders in JI established several school chains such as GET; Minhaj University of Tahir-ul-Qadri initiated a school chain called Minhaj Public Schools.
6. Ministry of Federal Education & Professional Training, Islamabad Government of Pakistan, Curriculum Supplement on Values Education: Integrating Cross Cutting Themes in the Curriculum
7. Schooling in Pakistan is deeply class based and the divisions across language, culture, geographical location and class orientation are enormous; for instance, a quick overview of these divisions would suggest prevalence of categories such as religious\secular, English\Urdu medium, etc.
Additional information
Notes on contributors
Husnul Amin
Husnul Amin (Prof./Dr.) is a Professor in Peace and Conflict Studies at the National Defence University Islamabad. He was a Fulbright Visiting Researcher (2019–20) at Stockton University, NJ and University of Pennsylvania. He was the Executive Director of an Islamabad-based think tank (2016–2022) and a postdoctoral fellow at the Berlin Graduate School Muslim Cultures and Societies, Freie University, Germany (2013–14). Dr. Amin specializes in social movements and peace and conflict studies, and he has published in peer-reviewed national and international journals. His books include Observing Variants of Post-Islamism: Intellectual Discourses and Social Movements.