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The consequences of colonial education
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Civic Education in Pakistan
Pakistan is a post-colonial nation-state. Since 1947 this large Muslim nation has not been able to introduce a liberal democratic model of civic education in its schools that could have promoted democratic values, tolerance, gender equality and civic participation skills. Several factors are responsible for impeding the progress in civic education: a garrison culture, the Cold War exigencies, religious extremism, and feudalism.
Introduction
Like most post-colonial nation-states Pakistan also recognized the central role of civic education in creating a patriotic citizenry. Paradoxically, as the civic education curriculum in government schools emphasized the construction of a distinct Muslim citizen identity, it eschewed the transmission of universal democratic values such as individual liberty, gender equality, critical thinking, and respect for religious and cultural diversity. By failing to recognize the utility and advantages of the basic principles of liberal democratic model of civic education, Pakistan suffered irreparable losses: it disintegrated into two countries, lost national unity and receded into the past (Jahan, 1972; Oldenburg, 1980). What may be responsible for thwarting the liberal democratic model of civic education in Pakistan is a question that warrants a careful examination. This paper argues that four independent variables kept the liberal democratic model of civic education curriculum at bay: the primacy of a garrison nation-state, the Cold War exigencies, religious extremism, and feudalism. The following is a discussion on the role of these four variables.
A Garrison State
First, Pakistan is a garrison state in that since its independence in 1947, it has been pre-occupied with national security (Jalal, 1991). Hence the main objective of civic education curriculum in schools has been the preparation of a warrior citizen (Binder, 1963). A warrior citizen or Mujahid is a person who is willing and prepared to participate in war or jihad against the infidels. To this end the social studies textbooks glorified the past Muslim warriors including Saladin Ayubi, an Arab warrior who fought the Crusaders in Jerusalem, Tipu Sultan who fought the British imperialists in India, and contemporary Pakistani military heroes who died in three wars against India.
Moreover, because for most of its history the military ruled the country, the dominant social class in Pakistan has been the military (Cohen, 1984). The military is considered a privileged class and, therefore, military values of conformity, regimentation, and masculinity are underscored in society in general and in the educational institutions in particular.
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It is crucial to recognize the critiques of this religious accommodation to fully understand its implications. The states interest in educating every child is a legitimate one as education leads to effective and intellectual participation in the open political system which otherwise would be compromised. Education also ensures that the child becomes a self-reliant and self-sufficient membe...
Bibliography Yousafzai, Malala, and Christina Lamb. I Am Malala: The Girl Who Stood up for Education and Was Shot by the Taliban. N. p. : n.p., n.d. print.
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Mehta, Jal. "Why American Education Fails." Foreign Affairs 2013: 105-16. MasterFILE Main Edition. Web. 31 Jan. 2014. .
Tesco has net profits (before tax) of around £3 billion. Tesco 's primary aim is 'to serve the customer '. Keeping existing customers happy is important, as they are more likely to return. This is more cost effective for the business than acquiring new ones. In the UK Tesco now has over 2,200 stores ranging from the large Extra hypermarket style stores to small Tesco Express high street outlets. Tesco 's original product range of grocery and general merchandise has diversified to include banking, insurance services, electrical goods as well as telephone equipment and airtime. This move towards 'one stop shopping ' means customers can meet all their purchasing needs from one place. Tesco has also expanded its customer base through its Tesco.com website which attracts one million regular users. As the company has grown, so has its workforce. From one man and a stall, Tesco now has approximately 280,000 employees in the UK and over 460,000 worldwide. To serve its widening markets it needs flexible and welltrained staff that can recognise the needs of the
In the contemporary world, characterized by democracy, educators have the role of not only passing necessary skills for employment purposes, but also teaching values that will enhance citizenship. In other words, educating the whole child entails passing instructions that enhances patriotism and good citizenship, leading to poverty eradication through development, instilling morals and values, while enhancing co-existence among people in the society. As illustrated by Noddings (2005), in the democratic society schools have the obligation of going beyond teaching fundamental skills if the endeavor of educating the whole child is to be met. Importantly, it is apparent that learning institutions are secondary agents of socialization where children learn important virtues and values that are essential in the society as they spend the most part of their childhood in school. In this regard, educating the whole child means transmitting values through extra-curriculum activities where both genders are integrated and also via clubs and societies where children are taught to be responsible. As well, the education curriculum should educate the whole child through transmitting of vital cultural values that enable them to avoid stereotypes when they grow into their adulthood (Lumpkin, 2008). This is because education for the whole child enhances the development of cognitive skills, which enable the child to have an understanding of causal relationships and demonstrating tolerance towards other individuals (Preston & Andy,
Teen pregnancy has become an epidemic in the United States alone. Today, more than half of all teenagers report having had sexual intercourse at least once before leaving high school (Glazer, 1993). Each year, almost 750,000 U.S. women, aged 15–19 become pregnant (Guttmacher Institute, 2011).
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Zakaria, F. (2007). The Future of Freedom: Illiberal Democracy at Home and Abroad (Revised Edition). New York: W. W. Norton.
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Ghosh, Palash. "Pakistan’s High Illiteracy Rate Threatens Its Fragile Democracy." International Business Times[New York] 18 APRIL 2013. Web. 22 Nov. 2013. Retrieved from .
According to www.cdc.gov, in 2013, a total of two hundred and seventy-three thousand, one hundred and five babies were born to women fifteen to nineteen years of age. Though this is low for the typical rate of teen- child births, the U.S. teen pregnancy rate is substantially higher than in other western industrialized nations. There are many stories of teen mothers who feel like they have their lives together, and consider their stories “success stories”. What most teens don’t understand, is the difficulties of being a mother, especially at such a young age. Teen pregnancy has more negative outcomes than positive outcomes, as shown by a girl named Haley in her teen pregnancy story. The best way to prevent teen pregnancy is through information
Approximately one million teens get pregnant and give birth every year in the United States. Eighty percent of those births are to unmarried teens (ProQuest). There are serious consequences for teen pregnancy for the child as well as for the mother. The opportunity to a bright future dwindles down with such a high responsibility; a child. Many teens who end up pregnant do not finish high school and are less likely even consider going to college. Another effect of teen pregnancy is that both mother and child become apt to health issues. Infants are more likely to suffer from low birth weight and other health problems. Most teens do not have health insurance therefore it becomes harder to provide adequate healthcare for themselves and their babies. Not only are children of teen parents more likely to be unhealthy physically but sometimes emotionally as well. A teen cannot provide the fostering environment that a baby needs to develop. Although teen pregnancy rates declined throughout the 1990s, a 3 percent jump in births to teen mothers between 2005 and 2006 raised alarm that sex education programs and campaigns to reduce teen motherhood were failing (ProQuest). Various methods of contraceptives and the righteous yet difficult choice of abstinence are among possible solutions Preventing teen pregnancy is an issue in the United States of utmost importance and society as a whole must convince teens in a more innovative , extreme way and they must push forward now.
A number of teens do not want to become pregnant, although some are not opposed and other has ambivalent attitudes (Bruckner, Martin, & Bearman, 2004, p. 535-557). Therefore having a healthy understanding of factors associated with a desire for pregnancy among teens, health care providers may better predict the most at risk teens. Many teenagers from the age of 15-19 carry mixed feelings concerning childbirth. Although the optimistic teens increase the risk to unprotected sex, and some were negative against the spectrum to protect against early pregnancy. A careful details study on attitudes indicates a small number of adolescents embraced pregnancy in the future; a large group of teenagers is unsure about becoming pregnant.