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Islamic Education in Secular Societies (Urdu) ‫ﺳﯿﮑﻮﻟﺮ ﻣﻌﺎﺷﺮوں ﻣﯿﮟ‬

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     

: 
*

 
      
  
 
  
    
    
  
        
       

     
        

   
  
    


      
             
    
  
    (Secular)  (Religious)
 
     
     
 (Secularism) 
   
  
  
 
  
    
    
  
  
 
 (Renaissance) 
 (Rationalism)   

   
    
   
 (Reason & Logic)   
 
 (Ground Realities) 
    (Spiritual World)
  

         
    
  
        
   

   
 (Religiousity)            

     (Humanism) 
 
  (Martin Luther:1483-1546)   

 
     
 (Reason)      
 (Reformation)

(Doctrine of Two Kingdoms)        (Faith)

    
 *

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     

   (Spiritual)   (Secular)  

    
      
(Rene Descartes:1596-1650)    
    
  
    (Logical Necessity)   
(Galileo:1564-1642) 
  
         (Newton:1642-1726)  (Kepler:1571-1630)  
  
   (Logicism)   
 (Rationalism)  
     
(Age of           
   
 ( En lig h t e n me n t ) 
        R e a s o n )

   (Atheism)  (Skepticism)
 
 
  (Hume:1711-1776)  (Voltaire:1694-1778)  

                     

 
 (Feuerbach:1804-1872)  
      (Nietzshe:1844-1900)
 
 
   (Karl Marx:1818-1883)      
  
   (Sigmund Freud: 1856-1939) 
    
  
 
  
 
  

 
  
 
   
       

 (Graem Smith)  

Secularism emerged in conjuction with modern society.....
Christianity declined because it could not survive modern
life....the emergence and development of secularism occured
because it was intellectually superior to Christianity and so
convinced more people of its truth. In particular, science was
able to marginalize Christian theology as an explanation for
the way in which the world functioned.(6)
 
  
    
    
   

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     


 
The arrival of reason and science push religion out of the
public square and into the realm of private opinion. (7)
    
(George Jacob     
The English Secularism: a confession of   Holyoake:1817-1906)
       
    
      
        Faith
 
       
    
    
 
   
Secularism espouses the cause of the world versus
Theology; of the secular and temporal versus sacred and
ecclesiastical. Secularism claims that religion ought never to
be anything but a private affair,.....Secularism divides life into
what is secular and what is religious and would consign all
matters of religion to sphere of private interests.(8)
 
  
Secular instruction is known by the sign of separateness. It
means knowledge given apart from Theology. Secular
instruction comprises a set of rules for guidance of industry,
coomerce, science, and art. Secular teaching is distanct from
Theology as a poem from a sermon. (9)
 
  
 
     

     
  
  
 
 
Secular instructions implies that the proper business of the
school-teacher is to impart a knowledge of the duties of this
world, and the proper business of Chapel and Church is
explain the duties relevant to another world, which can only
be done in a second-hand way by the school teacher. (10)

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     

      

    
      
  
     
      
   
   
 
(Colonial  
       
     
  
          
   Period)
  
  
     

   
   
          
        
  
 
         
 (Post-colonial Period) 
 
   
 
  
 

       
  
  
       
    
  
  
           
 
   
   
   
     
 
 
         
  
       
       

            
        

   
     
       

  
 
 
    
          
            

        
         
  
  
   
    

 
      
     
     

  
    

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     

                 
   
       
  
   
   
  

 
  
            (Formal Education) 
                           
   
     
    




             
      
      
     
      (Good and Evil) 
      

    
(Proto Type)  

       
   
    (Clay Tablets)       (Hymns) 

    
          (Vedas)
   
  
       
        

  
      
              
 
   
   
      

            

           
    
 
   
 
        
                            
 
        
 


            
    
 
             
    

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     

           

     
    
 
     
   
  

   
           
     
  
      

     (Modernity) (Tradition)

  
                     
 
 
          

      

 
 
    
           
 

    
     

 

 
       
          

   

 
 
          
  
  
  
  
       
(Thomas Hobbes: 1588 - 
    
 
   
  
 (Leviathan)     
     1679)
 (Necessary Evil)
  
  
          
   
 
 (Welfare State)   
 
   

 
  
            
    
       
 
     
   
  

In the 20th century, concepts of state ranged from anarchism,
in which the state was deemed unnecessary and even harmful
in that it operated by some form of coercion, to the welfare
state, inwhich the government was held to be responsible for
the survival of its members, guaranteeing subsistence to those

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     

lacking it......In its more thoroughgoing form the welfare state

provides state aid for the individual in almost all phases of his
life—“from the cradle to the grave”—(18).
 
 

    
    
 

 
      
    
  
   

   
             
   
       

            
               
       
      
             
            
              
 
   
      
     
  
               
                         
 
       
   
 
           
         
  
 
   
  
     
      
       
 
     
   
         
  
        
   

  
        
 
     
  ( M o d e l s a n d M o d u l e s )       
   
(New Educational    
 (Educational Institutes)   

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     

(Pluralistic   (Global W orld)   Exp er imen t)

  
      
    Societies)
 
     

    
            
 
    
   
   
 
   
  
(Two  
            

(Formal & Non-formal    Parts of Education)
 
 
        Education)
  
         
     
 

 
 
   
          

          
 
  
         

          

  
    
   

           
 
  
  

  
      
  
       
       
  
     
  

   
      
      
 
 
 
    (Two Aspects of Education)       
 (Technical Education)(Theoretical Education)
    
         
      


              

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     

 
  
  
        
     


            
   
               
 
    
       
   
  
 
    
 

 
   (Five Stages)   
   
   
(Women 
 (Primary, Intermediate & Higher) 
   
     
  & Adult Education)
           
   
       
  
    
    
    
     
     

  

(Philosophy     
  
   
     
  
 of Education)
      
    
 
     
      
(Objectiv es of              
 (Methods of Education)   
     
 
Education)

     (Teacher) 

     
  (Syllabi & Courses)     
  

 
  (Student & Learner)   

(Healthy     (John Locke) 
 
   (Rousseau)      mind in a healthy body)

 
   (Francis Bacon)   
    (Growth of natural abilities)

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     

      (Adam Smith)    (Empowerment) 


     (Comenius)    
(Education for production)    
 
 (Human Instruments)    
  

    (Survival of the fittest)     (Darwin)
     
  
(Market)  

    (Industry)  (Comodity) 
 
 
 
 

      (Producers and Cutomers)  
     

   (Compitition)    
 
 (Tool of Pwer)  
      (Education for Employment) 
           
     
 
       

(Domination)
 
    
  

     
  
        
   
 
      
      
    
     
    
   (Reason)   (Senses)
 (Revelation  (Intuition) 
 
  
 
  
    
      
   

  
 
      
    
   

           
              

   
        
 
           
    

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     

             

     
            
        
   
  
         
 
      
  
 
    
   
     
     
         
  
  

      
   
    
 
  
 
    

     
       
     
  

             
  
 
  

 

    
       
   
 

    
     
  
       
             
      
            
   
     
     
  
    


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
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   
Guthrie, W. K. C., The Sophists (New York: Cambridge University Press, 1977),

262-263.

   
Jakob Andreae and Martin Chemnitz, The Book of Concord

(Jermani1580).

   
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from the Objections and Replies (revised ed.). (Cambridge University

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Nicholas P. Leveillee "Copernicus, Galileo, and the Church: Science in a

Religious World," INQUIRIES 05 (2011): 211-13

www.icr.org/article/science-man-god-johann-kepler,Retrieved on

4/12/2016, at: 2.20 PM.

William H. Austin"Isaac Newton on Science and Religion" ,Journal of the

History of Ideas, 4 (October - December 1970): 521-542



   
Shane Andre "Was Hume An Atheist?" , Hume Studies, Hume Society

1(April, 1993): 141-166.

Dan Graves, Scientists of Faith, (Kregel Resources: Grand Rapids, MI

1996), 86.

  
Morgan, George Allen., What Nietzsche Means (USA: Harvard University

Press 1941), 36.

Gooch, Todd, "Ludwig Andreas Feuerbach", The Stanford Encyclopedia

of Philosophy (Winter 2016 Edition), Edward N. Zalta (ed.),

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https://plato.stanford.edu/archives/feurbach Marian Evans, trans., The

Essence of Christianity by Feurbach (London: J. Chapman, 1854).

"Feuerbach (1804-1872): Religion and Humanistic Atheism" accessed

December 5, 2016, www.

people.bu.edu/wwildman/WeirdWildWeb/Ludwig Feurabach

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2008), 20.

7. Graeme Smith, A Short History of Secularism, 8.

8. George Jacob Holyoake, The English Secularism: a confession of Faith,

(The Open

Court Publishing Company, Chicago 1896),13-14.

9. George Holyoake, The English Secularism, 56.

10. George Holyoake, The English Secularism, 57.


    
Robert Briffault, The Making of Humanity (London: G. Allen & Unwin

ltd.1919), 189-90.

Philip K. Hitti, History of the Arabs (New Yark: Macmillan 1970), 3-5.
  
   

   
Grimbly, Shona, Encyclopedia of the Ancient World (Chicago : Fitzroy Dearborn
Publishers 2000), 216.
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(University of California, 2000), 29.
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     

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 
    

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Commonwealth Ecclesiastical and Civil: The Original Edition Of 1904 (Henkea

2016)

  
Hebrew Bible, Job 41: 1, 41: 34  

  
Thomas Paine, Common Sense ( USA: Dover Publications 1997). 

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
 
   
  
           
        


    
http://www.spaceandmotion.com/Philosophy-Education.htm, accessed on
December 5, 2016.
       
      

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