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Retrieving an Educational Praxis for Pakistan’S Education THE MERGING OF PHILOSOPHIES, METHODOLOGIES, AND THE TRACING OF TRANSITIONS IN MY GENEALOGY: RETRIEVING AN EDUCATIONAL PRAXIS FOR PAKISTAN’S EDUCATION by Shahid Habib M.A. (English Literature), Punjab University,(Pakistan),1988 Research Project Submitted in Partial Fulfillment of the Requirements for the Degree Master of Arts In the Individual Program of Education Faculty of Education © Shahid Habib 2012 Simon Fraser University Summer 2012 All rights reserved. However, in accordance with the Copyright Act of Canada , this work may be reproduced, without authorization, under the conditions for “Fair Dealing”. Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. Approval Name: Shahid Habib Degree: Master of Education Individual Program Title of Project: The Merging of Philosophies, Methodologies, and the tracing of Transitions in my Genealogy: Retrieving an Educational Praxis for Pakistan’s Education Supervisory Committee: First Reader/Project Supervisor: Dr. Geoff Madoc-Jones, Associate Director, Graduate Program, Faculty of Education Dr. Michael Ling, Senior Lecturer Second Reader Dr. Fred Renihan, Dean of Education, Director of Education, and Deputy Minister of Education in Saskatchewan Reader [External] August 27, 2012 Date Approved: ii Partial Copyright Licence iii ABSTRACT This project fuses the conceptual frameworks of Taylor’s Theory of Modern Social Imaginary, Foucault’s Archaeology and Genealogy, and Gadamer’s Hermeneutics that merged in the Fusion of Horizons. I adopt an amalgam of the Hermeneutic Approach and Auto ethnography for methodology frameworks. The people of Pakistan are embedded in three contesting social imaginaries as a result of three parallel education systems. These strands reflect class-based system of education. Pakistan’s education systems can be divided into the Elite School System, the Government Schools and the Madrassa Schools (Seminaries). I present and interpret my own example as a schema for the middle classes and how the transitions from the religious embeddings of my grandfather shifted to dualism in my father, and finally how I acquire the liberal worldview due to the modern education. I retrieve the liberal traditions and a workable model for Pakistan. These retrievals may help develop a fusion of divergent horizons. Keywords : The Social Imaginary; Foucault’s Archaeology and Genealogy; Hermeneutic of Self; Auto ethnography; Pedagogical praxis; the Fusion of Horizons. iv DEDICATION To My father who serves as a beacon light that guides and illuminates my paths. v ACKNOWLEDGEMENTS I owe my indebtedness to my supervisor Dr. Geoff Macdoc-Jones who introduced Charles Taylor, Foucault and Gadamer that led to the widening of my horizons, and thus the incorporation of these concepts, theories and philosophies into this project that ultimately led to the transition of my own social imaginaries during the writing process. My thanks are also due to his incessant and constant encouragements and support that I received since our first meeting and finally that support culminated in the making of this project. He stands out for his love to his students. I appreciate the involvement of Dr.Michael Ling for showing his willingness to work as a Second Reader in reading of this project with his positive and constructive feedback. I am grateful to Dr. Fred Renihan for acceding to the request of my supervisor to become an External Examiner at a very short notice. I feel indebted to all who are likely to be involved in this project for editing and proofreading. I also thank Simon Fraser University for providing training and education to people all over the world. Shahid Habib vi TABLE OF CONTENTS Title Page.........................................................................................................................i Approval Page.................................................................................................................ii Partial Copy Right License..............................................................................................iii Abstract...........................................................................................................................iv Dedication........................................................................................................................v Acknowledgements..........................................................................................................vi Table of Contents............................................................................................................vii CHAPTER 1. INTRODUCTION . ..........................1 Statement of the Problem . ..............2 What is the Lens of Modern Social Imaginary? . ...........2 Foucault’s way: Archaeology versus Genealogy. .................4 Gadamer’s Philosophical Hermeneutics: The Fusion of Horizons………………............5 The Fusion of Three Theories.........................................................................................7 Auto ethnographic Approach: Methodological and Analytical Frameworks....................7 My Role; Hermes: How I plan to do Hermeneutic of Self………………………..............8 The Data Collection.........................................................................................................9 2. THE HISTORICAL CONTEXT ...................................................................................................11 Backgrounder.................................................................................................................11 The Models of Governance in India...............................................................................11 The Arab Model..............................................................................................................11 The Turkish Model..........................................................................................................12 The Persian Model..........................................................................................................12 The British Raj’s Model...................................................................................................13 The Muslims’ Dilemma after the advent of the British.....................................................15 An Analysis of the Muslim’s Loyalties..............................................................................16 The Causes of the Present Governance Crisis in Pakistan: Why is it so?.......................17 vii 3. PAKISTAN’S EDUCATIONAL SCENARIO ............................................................................19 Backgrounder ...................................................................................................................19 Three Education Systems..................................................................................................19 The Strands-1The Elite Schools.........................................................................................21 The Strand-2 Urdu Medium Schools (Vernacular) or Government Schools......................21 The Madrassa System........................................................................................................23 The Sectarian Divide among the Madrassas......................................................................23 4. THE GENEALOGICAL STUDGY OF SELF AS AN EXAMPLE OF THE MIDDLE CLASS’S PATH IN PAKISTAN ....................................... .........................................26 Archeological Narrations of Intergenerational periods: A Note on Personal Naming............26 Grandfather (1890-1962)........................................................................................................27 Habib-ur-Rehman-My Father (1936-1997).............................................................................28 Shahid Habib (1962-Today)....................................................................................................30 The Genealogical Analysis of the Dominating Themes...........................................................32 The Personal Naming Theme..................................................................................................32 The Economic Theme..............................................................................................................33 The Religious and Cultural Themes.........................................................................................34 The Educational Themes..........................................................................................................35 The Political Themes.................................................................................................................39 5. THE FUSION OF HORIZONS IN MY GENEALOGY .................................................................42 Backgrounder..........................................................................................................................42 The Dialogical Interpretations of the text in Gadamer’s Terms...............................................44 The Fusion of Horizons...........................................................................................................45 The Moments of Tension in the Movement of Social Imaginaries...........................................47 A Synthesis of my Genealogical Evolution.............................................................................48 6.
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