The Last of the Mughals Islam denies any non-Quranic knowledge-

the logic is that if it is not in the book then it is not TRUE.

If is already there , then you do not need to look for it anywhere but in the books.

so, every other non-Islami knowldge is useless.

Allahu!!

The Last of the Mughals BS,

None of the scientific achivements can be credited to Islam, quran or Sunnah.

Infact, the muslim scientists were able to make progress DESPITE Islam.

Shadow of the Crescent These people have personally gained from the ill begotted money of the Generals , ISI and dictators.

It is time these generals were tried for the coups.

These Generals must be hanged .

Their supporters abroad must be extradited back to Pakistani and their money laundering exposed!!

Shadow of the Crescent It is time the money launderers of ISI in US must be exposed and arrested!!

Shadow of the Crescent this is what Pakistanis are taught in their curricullum about Maa Kaali.-

"[A story “The Enemy Pilot�, about a captured Indian pilot, presumably of Hindu
faith] He had only been taught never to have pity on Muslims, to always bother
the neighbouring Muslims, to weaken them to the extent that they forget about
freedom, and that it is better to finish off the enemy. He remembered that the
Hindus tried to please their Devi Kali by slaughtering innocent people of other
faiths at her feet; that they regarded everybody else as untouchables. He knew
that his country India had attacked Pakistan in the dead of the night to bleed
Pakistani Muslims and to dominate the entire Subcontinent.107"

The Bhaands of Paki Ulemmas and Jernails have planted these negative representation and created hatred towards hindus!!

shame on the bhaands of Ulemas and Army dictators!!

Shadow of the Crescent Curriculum documents state the following as the specific learning objectives:
[The child should be able to] understand the Hindu and Muslim differences and
the resultant need for Pakistan98
Develop understanding of the Hindu Muslim Differences and need for Pakistan99

Hindu-Muslim Differences in Culture, .. India’s evil designs against Pakistan (the
three wars with India)100
Identify the events in relation to Hindu-Muslim differences, which laid the
foundations for Pakistan101
The textbooks then respond in the following way to the above curriculum instructions:
Hindu has always been an enemy of Islam.102
The religion of the Hindus did not teach them good things -- Hindus did not
respect women...103
Hindus worship in temples which are very narrow and dark places, where they
worship idols. Only one person can enter the temple at a time. In our mosques,
on the other hand, all Muslims can say their prayers together.104
‘ … the social evils of the Hindus’105
Hindus thought that there was no country other than India, nor any people other
than the Indians, nor did anyone else possess any knowledge106.
[A story “The Enemy Pilot�, about a captured Indian pilot, presumably of Hindu
faith] He had only been taught never to have pity on Muslims, to always bother
the neighbouring Muslims, to weaken them to the extent that they forget about
freedom, and that it is better to finish off the enemy. He remembered that the
Hindus tried to please their Devi Kali by slaughtering innocent people of other
faiths at her feet; that they regarded everybody else as untouchables. He knew
that his country India had attacked Pakistan in the dead of the night to bleed
Pakistani Muslims and to dominate the entire Subcontinent.107
The Hindus who have always been opportunists cooperated with the English.108
…but Hindus very cunningly succeeded in making the British believe that the
Muslims were solely responsible for the [1857] rebellion.109
Nehru report exposed the Hindu mentality.110

Shadow of the Crescent IDEOLOGY OF PAKISTAN IS THE BASIS OF HATRED AGSINST NON MUSLIMS AND HINDUS-
This is what the bahnds and band masters of mullahs and jernail mamus like Riaz have implanted in the minds of millions of now jehad professing young pakistanis-

"Hate Material
Associated with the insistence on the Ideology of Pakistan has been an essential component
of hate against India and the Hindus.

For the upholders of the Ideology of Pakistan, the existence of Pakistan is defined only in
relation to Hindus, and hence the Hindus have to be painted as negatively as possible.
That the pathological hate against Hindus is only because of adopting the so-called Ideology
of Pakistan is borne out by the fact that the pre-Ideology (before the 1970s) textbooks of
Pakistan did not contain this hatred. Although a lot of animosity towards Hindus might well
have been expected in the newborn Pakistan because of the bloody riots of the partition,
the early textbooks in Pakistan, many written after the partition, were free of the
pathological hate that we see in textbooks today. For example:
1. The early history books contained chapters on both the oldest civilizations Moen Jo
Daro, Harappa, Gandhara, etc., but also the early Hindu mythologies of Ramayana
and Mahabharata and extensively covered, often with admiration, the great Hindu
and Buddhist kingdoms of the Mauryas and the Guptas.
2. The books indeed showed biases when discussing the more recent history of the
politics of independence, but still one found school textbooks with chapters on Mr.
M. K. Gandhi, using words of respect for him and admiring him for his qualities.
3. Even in the somewhat biased history of politics of independence, the creation of
Pakistan was reasoned on the intransigence of the All India Congress and its
leadership rather than on ‘Hindu machinations’.
4. Some books also clearly mentioned that the most prominent Islamic religious
leaders were all bitterly opposed to the creation of Pakistan.
Such was the enlightened teaching of history for the first twenty five years of Pakistan
even though two wars were fought against India in this period. The print and electronic
media often indulged in anti-Hindu propaganda, but the educational material was by and
large free of bias against Hindus.
Then came the time when Indo-Pakistan History and Geography were replaced with
Pakistan Studies, and Pakistan was defined as an Islamic state. The history of Pakistan
became equivalent to the history of Muslims in the subcontinent. It started with the Arab
conquest of Sindh and swiftly jumped to the Muslim conquerors from Central Asia.
Simultaneously, there started a trend in the 1970s of stressing the so-called Ideology of
Pakistan. This involved creating an ideological straitjacket in which history of Pakistan,
especially that of the Pakistan Movement was to be re-written. Pakistan was told to have
been created to establish a truly Islamic state in accordance with the tenets of Qur’an
and Sunnah. The Ulema who had bitterly opposed the creation of Pakistan were turned
into heroes of Pakistan movement. The Quaid-i-Azam was represented as a pious
practicing Muslim. And hate and denigration was created for Hindus."

Shadow of the Crescent PAKISTAN FOR MUSLIMS ONLY IS THE BASIS OF IDEOLOGY OF HATE THAT GENERATION HAVE BEEN TAUGHT BY THE BHAANDS OF MILTARY AND ULEMA MAFIAS THAT RIAZ-UL-HAQ PROMOTES-

"To create sentiments for the protection of the Ideology of Pakistan, love for the
country, …91
Be able to propagate the important values and traditions of Islam, … and adopt
national values in accordance with the Ideology of Pakistan92
To create sentiments for love of the country, safeguarding the Ideology of Pakistan,
…93
deepening the awareness of the Ideology of Pakistan94
enable the students to become a responsible, confident and patriot towards the
Ideology of Pakistan95
To explain Ideology of Pakistan; meaning and nature of Ideology of Pakistan. To
demonstrate the faith in Ideology of Pakistan 96
While writing the textbooks, material contrary to the Ideology of Pakistan which may
injure the feelings of different sects, or which may create hatred against any Muslim
leading personality may be avoided97
We have included so many quotations not for their diversity but for the diverse curriculum
documents in which they appear so repeatedly. The purpose seems to be to establish sanctity of
the term ‘Ideology of Pakistan’. No other political idea has ever been accorded such sanctity.
The only beneficiaries of this exercise have been the orthodox Islamic political forces whose
politics gets an undue advantage over the others.
It is to be granted that any political force has a right to define the future of the country as suits its
political ideology. In this respect, the religious political ideologues are quite in their right to claim
that Ideology of Pakistan should be as they define it, and should be the basis of all the policies of
the country. What, however, is completely unjustified is (1) to present it as a historical truth,
distorting history for this purpose, and (2) making education subservient to their politics.
The problem with stating that the Ideology of Pakistan was inherent in the founding premise
of Pakistan is not just that it is historically untrue. An emphasis on it gives a message to non-
Muslim Pakistanis that Pakistan is only for Muslims and that they do not have a place in it."

Shadow of the Crescent Here is more from the way the likes of Riaz-ul-Haq have destroyed millions and generations of Pakistani young blood by preaching curriculum of hate with Islami hatred as the basis of "IDEOLOGY OF PAKISTAN"-.

"It was during the Islamization era of General Zia-ul-Haq that the use of the term was
consolidated and made to appear in every aspect of the educational material. A sample of
quotations from curriculum documents below shows how this has been sanctified and turned
into an article of faith.
The Ideology of Pakistan be presented as an accepted reality, and be never
subjected to discussion or dispute74
The Ideology of Pakistan be presented as an accepted reality, and should never
be made controversial and debatable.75
Attempt is made to make the curriculum more representative and responsive to
the Ideology of Pakistan and societal needs76
… so that the Ideology of Pakistan could permeate the thinking of young
generation …77
Demonstrate an appreciation of the Ideology of Pakistan78
find pleasure in the protection of the Ideology of Pakistan, …79
Understand Islam and Ideology of Pakistan, and feel them deep in heart80
To promote understanding of socioeconomic and socio-cultural aspects of
Pakistani society, the Ideology of Pakistan and struggle for Pakistan81
Care be taken in the composition and editing of the essays that there ought to come
out an angle of propagation of Islam and the Ideology of Pakistan82
For speeches, writings and discussions, such topics be chosen that represent
positive thinking about Islam and Pakistan, and those topics be avoided that negate
or denigrate Islamic values and the Ideology of Pakistan.83
Teachers must thoroughly study the Ideology of Pakistan84
Understand Islam and Ideology of Pakistan, and feel them deep in heart85
Essays creating deep love for Islam and Ideology of Pakistan86
To develop a sense of love for the Ideology of Pakistan87
Love for Ideology of Pakistan88
Enhance a sense of respect for Cooperation and preservation of the Ideology of
Pakistan89
Cognitive objective: Knowledge of the Ideology of Pakistan90

Shadow of the Crescent Money laundering Bhaand of Pakistani army!!

Shadow of the Crescent "..Though regrettable, their loss of liberties and lives during dictatorships allowed them to pull hundreds of millions of their people out of poverty,.."

Ah, lovely, the typical argument to create the propaganda for NO ALTERNATIVE to nizam-e-mutafa-e-army !!

I feel Pakistan is in grave danger and a dictator is being ready to be propped by the likes of Riaz-ul-Haq!!

Shadow of the Crescent All these regressive Islami bhaands of mullahs and dictators must be tried in the US for their role in supporting the coups and army dictators.

they must be immediately investigated for the laundery they have been doing!!

Shadow of the Crescent "..benevolent but occasionally repressive dictatorships and then made smooth transitions into working democracies. "

Aaa gaye yeh Jernail aur kernail chachu aur mamu ke bhaand.

with all their band baja singing praises of their dictator family members!!!

These compradors are the last link in the Pakistani army's agents who have been laundering their ill begotten money.

I am sure this zina-ul-haq's band master must have made money in laundering those kick backs and percent cuts of their Jernail mamu and chachus in silicon valley!!

Shadow of the Crescent Mian Riaz ul Haq-

human sacrifices and blood letting is typical of this Islami ritual that is promoted by the mullah Islam that you follow.

The ideology of terror and enslavement in the name of Islam has now been exposed.

The hideous ideology of Islam is now open for all to see.

Shadow of the Crescent Or,
To educate and train the future generations of Pakistan as a true practicing
Muslim44
Or,
To develop a sense of pride in being Muslim and Pakistani45
Or,
Knows that national culture is not the local culture or local customs, but that it
means the culture the principles of which are laid down by Islam46
The textbooks then pick up from this point and express these requirements as follows.
The class II Urdu book has a lesson on “Our Country�, the first sentences of which read:
Our country is Pakistan. We live in our country. Pakistan is an Islamic country.
Here Muslims live. Muslims believe in the unity of Allah. They do good deeds. ..47
The Class 6 book says:
Who am I? I am a Muslim. I am a Pakistani. I love my country and I love my
people. … You know that you are a Muslim and your religion is Islam.48
It conveys the message that being a Pakistani is equated with being a Muslim, and that only
Muslims are true Pakistani citizens. Patriotism has been equated with Islamic zeal. The way
it has been said clearly alienates religious minorities.
Compulsory Teaching of Islamiat to Non-Muslim Students
The educational material attempts to teach Islamiat to all the students irrespective of their
faith through the compulsory subjects of Social/Pakistan Studies, Urdu and English.
Although non-Muslims are not required to take the fourth compulsory subject of Islamiat,
there is an extraordinary incentive for them in the form of 25% additional marks for learning
and taking examinations in Islamiat.
The curricula of all these subjects require every Pakistani, irrespective of his (her) faith, to
love, respect, be proud of and practice Islamic principles, traditions, customs, rituals, etc.,
Both the curricula and textbooks are enlightening in this respect. The National Early
Childhood Education Curriculum (NECEC) would like to impart to the primary school
children, and not just to Muslim children, the following ‘life skills’49:
�􀀃 Use greetings such as Assalam-o-Alaikum
�􀀃 Know when to say “Bismillah�
�􀀃 Recite the first Kalemah and understand its meaning
�􀀃 Name the five daily prayers
�􀀃 Learn about Ramadhan and Eidain

Shadow of the Crescent Mian Zina ul Haq's pillu saheb. This is what happened to your Paki curriculum-

Muslim majoritarianism in Pakistan amounts to creating an environment for non-Muslims in
which (1) they become second-class citizens with lesser rights and privileges, (2) their
patriotism becomes suspect, and (3) their contribution to the society is ignored. The result is
that they can easily cease to have any stake in the society.

For orthodox Islamists, non-Muslims in an Islamic society that is governed by Islamic laws
are dhimmis, liable to be levied protection money, jizyah, absolved of any military duty,
Jehad, and doomed to live in an environment of limited rights. Within this belief system,
therefore, equal national identity can be denied to religious minorities in Pakistan. The
educational process in the form of curricula and textbooks reinforces this denial.
The program of study that was designed under Islamization was in keeping with the
philosophy of education of one particular school of Islamic thought which asserts that the
entire source of knowledge is what was revealed by Allah and that worldly knowledge must
be in the context of the revealed knowledge. It has been argued by Syed Abul A’la Maudoodi
of Jama’at-e-Islami that in an Islamic society all that is taught would be in the context of the
revealed knowledge, therefore every subject would become Islamiat. A direct outcome of
this philosophy of education has been the following basic principle that recurs repeatedly in
the Pakistani curriculum documents:
In the teaching material, no concept of separation between the worldly and
the religious be given; rather all the material be presented from the Islamic
point of view.39
Much of the educational material prepared during the Islamization period was based on this
principle, and it continues to guide the educational philosophy and practice even today.40
This paper deals specifically with three educational subjects – Social Studies /Pakistan
Studies, Urdu and English – which students of all religions are required to learn. Islamiat is,
of course, also compulsory, but for Muslim students alone.
These themes are discussed in Part A below. The detailed listing of material from curriculum
documents and textbooks is given in Part B.

Four themes emerge most strongly as constituting the bulk of the curricula and textbooks of
the three compulsory subjects.
1. that Pakistan is for Muslims alone;
2. that Islamic teachings, including a compulsory reading and memorization of Qur’an,
are to be included in all the subjects, hence to be forcibly taught to all the students,
whatever their faith,;
3. that Ideology of Pakistan is to be internalized as faith, and that hate be created against
Hindus and India; and
4. students are to be urged to take the path of Jehad and Shahadat.
We shall elaborate on them one by one.
Pakistanis as Muslims Alone
The process of equating the Muslim and Pakistani identities starts in very early school
education. For example, the most recent National Early Childhood Education (ECE)
curriculum41 released in March 2002 requires as an objective
To nurture in children a sense of Islamic identity and pride in being
Pakistani.42
There is no mention that this is to be done among Muslim students alone. The suggested
material under this objective is all Islamiat that is to be read by pupils of all religions.
For Class IV and V students, the Urdu curriculum requires that
A feeling be created among students that they are the members of a Muslim
nation. Therefore, in accordance with the Islamic tradition, they have to be
truthful, honest, patriotic and life-sacrificing mujahids (janbaz mujahid)43