CHAPTER I

SECTION I

1.1 INTRODUCTION

We are now all Pakistanis--not Baluchi’s, Pathan’s,

Sindhi’s, Bengali’s, Punjabi’s and so on--and as Pakistanis

we must feet behave and act, and we should be proud to be

known as Pakistanis and nothing else. (Reply to the Civic

Address presented by the Quetta Municipality on 15th June,

1948.)

Merriam-Webster’s Collegiate Dictionary defines

patriotism as love for or devotion to ones country.

Patriotism means of course to have love for ones homeland,

their country, to support, serve and defend, to be inspired

by, to change for the better and to care deeply for their

fellow countrymen.

Usually there is no need to put posters or write on huge

billboard that please be united and show that you are

sincere to your country. It is believe that patriotism is

something that can grow in people, it’s a feeling which is

there 24/7 throughout one’s life time. Patriotism is to be

proud of where one is from, and to love everyone around him

whether they are natives of his country or not. Patriotism

is not to have hate for anyone that’s foreign, or to think

that his own country is better or strong then others for no

reason. It also means to appreciate one’s own country with

all the faults in it.

According to researcher’s point of view lack of

patriotism is the root cause of all the other problems.

Corruption, dishonesty, lack of responsibility, lack of

civic sense are all due to lacking of patriotism. One should

think for a second before doing any act that they are all

representatives of their country and whatever they do, it

reflects on their country. Other people won’t say that this

act or mischief is done by Mr. or Miss ABC, they will say

he/she is a Pakistani and all Pakistanis are like this.

Which is actually not true.

Therefore it is very necessary that on any platform he

/she is working, should be honest with their work, duties

and responsibilities. Because they are the representatives

of their country first besides being an individual. And

country’s prestige honors and respect should be foremost in

all the circumstances.

In the society, every day one or the other minister or

reputable personalities are giving statements, without

knowing or even thinking that they are actually damaging the

image of their country and Islam also.

Being Muslims it’s our religious duty and responsibility

to pay homage to our country. Our forefathers had scarified

their lives, families, properties, everything for the sake

of this country and gifted us this beautiful country. Now

what we are doing? Are we boosting the image of our country?

Are we working hard for the development of our country? Are

we working or even thinking for the prosperity of the people

of Pakistan? If the answer is yes then salutes to those and

if the answer is no then why? Just because we don’t need to

do any struggle for our freedom. Samuel Adams point out,

“A thoughtful mind, when it sees a Nation’s flag, sees

not the flag only, but the Nation itself; and whatever may

be its symbols, its insignia, he reads chiefly in the flag

the Government, the principles, the truths, the history .The

liberties of our country, the freedom of our civil

Constitution, are worth defending at all hazards; and it is

our duty to defend them against all attacks. We have

received them as a fair inheritance from our worthy

ancestors: they purchased them for us with toil and danger

and expense of treasure and blood, and transmitted them to

us with care and diligence. It will bring an everlasting

mark of infamy on the present generation, enlightened as it

is, if we should suffer them to be wrested from us by

violence without a struggle, or to be cheated out of them by

the artifices of false and designing men.”

1.2 STATEMENT OF PROBLEM

Today’s students are far away from the civic sense and

patriotism. They don’t have any idea that what sacrifices

their forefather had given to achieved this beloved country.

Now a day they are becoming more and more complaining and

self centered. They only want that country should give them

freedom, all their rights towards society but in turn they

are not willing to do anything .They don’t believe in give

and take. As a matter of fact they received best education

here and move abroad to get more money and fame. Students

have lots of habits which are not many constructive and good

for their future as mentioned in the previous habits. But

all these activities they are very patriotic and always they

talk about the future of Pakistan. Every Pakistani student

is very much worried about the corruption, bad political

circumstances, and other very depressive situations. They

always making plans and discussing with their friends and

fellows about how they can solve the problems of students.

But when they started their professional career they forgot

all their plans of student life to solve Pakistan’s

problems.

1.3 BACKGROUD STUDY

The younger generation is the key to door of development

for any country. As future of their country is in their

hands and they will lead their country in the upcoming

years. Therefore it is becoming very important to find out

the reasons for lack of patriotism in them and also the ways

to rectify the problem, the future leaders should be loaded

with high spirit of competition and enthusiasm to serve

their country to the best of their abilities. On the

contrary today the youths are involved in more and more non

patriotic act which shows that the spirit of patriotism is

deeming among the youths who were born after independence.

They don’t realize the great sacrifices made by their

ancestors because they are having a very easy life and they

don’t need to fight for their rights and sovereignty as our

leaders like Quaid-e-Azam, Allama Iqbal, and all the

numerous leaders did.

Many researches were also conducted to highlight this

issue. According to a research conducted by Mr. Ahmad Shah

Pakeer Mohamed Officer Prime Minister Department of

Malaysia, the actual problem lies with their attitude. They

do express their patriotism but more or less their way of

expression is not acceptable, sometimes in society. Acts of

civic participation are viewed by political theorists as

central to national identity in democratic countries and

constitute what is seen as normative behavior for a “good”

citizen (Conover, Searing, and Crewe 2004). But on the

contrary we had witnessed this on many occasions our youths

are the first one to trigger any unwanted situations. May be

because they are not properly guided how to express their

agitations in a peaceful manner. And what had seen in the

past that they easily became puppets in the wrong hands and

not only destroy their own country’s image but also cause

damage to the public and private properties.

The above matter can only be tackled permanently at grass

root level like many studies support the idea to introduces

civic education and history in school education like Mr.

Haynes, document the way Australian schools, especially

primary schools sought to develop different views of

patriotism through teaching history, moral and social

education. Mr. Hand and Pearce make a number of claims about

schooling and also conducted a survey of London school’s

teachers and students. They witnessed that school is the

right place to inculcate in young generation the true love

and affection for one’s country. And also in school they can

learned how to behave rationally.

Today’s world is information age so one cannot denies the

impact of media on their lives especially the younger

generation. Nowadays our younger generation is spending most

of their time on chatting, messaging, socializing on face

book, twitter and other social networks. The way people

reacts or express their feelings on such social networks,

although that’s purely their individuals opinion but that

again misinterpreted and further exaggerate the matter.

According to Mahatma Gandhi,

“One of the objects of a newspaper is to understand the

popular feeling and give expression to it; another is to

arouse among the people certain desirable sentiments; the

third is fearlessly to expose popular defects.”

Media impact can be worse if they project violence, bias

and sensational news, which now a day’s more or less seen.

Lip Man, who first observed this function in the 1920s,

pointed out that the public reacts not to actual events, but

to the pictures in our head.

The media can play a vital role by projecting act of

patriotism or repeatedly showing the movies like Jinnah, or

struggle made by our ancestors to get the freedom not only

on independence day or defense day. That could be an eye

opener for our younger generation. Also print media can play

their role by printing stories of freedom fighters from

history. This also helps the new generation to not only come

across the struggles and efforts made by their ancestors but

they will also learned the mistakes which they should avoid

in future. Thus it is evident from the studies that efforts

are needed in this regards.

1.4 JUSTIFICATION

People are now a day’s becoming heartless and careless.

They just look for their interest and benefits. They don’t

bother whether whatever act they do, is according to the

constitution of their country, their faith or in favor of

their community. They just keep personal motives and

interest in front of them and to achieved their goals they

cross all the limits. In every walk of life corruption,

dishonesty, lack of civic sense is very common. People are

not sincere to their duties and responsibilities. Everybody

is in the race of getting richness. No matters how?

In this situation it’s very necessary to rule out the

problems which are responsible for lack of patriotism at

grass root level. So there is a need to work for students as

they are future leaders and they had to lead the country in

near future. In this study we will try to identify the

factors for lacking of patriotism and also try to give some

recommendations to teacher, parents, management etc. to

overcome this problem.

1.5 PURPOSE OF STUDY

1.5.1 GENERAL PURPOSE

The general purpose of the study is to find the reasons

for lack of patriotism in today’s students.

1.5.2.1 PECIFIC PURPOSE

1. Find out why students lack patriotism?

2. To find the ways to inculcate in them civic sense

and patriotism.

3. How educational institutions especially primary

and secondary schools play their role in this

regard?

4. To find the impact of print and electronic media

on our students regarding patriotism.

1.6SCOPE

This study will be beneficial for the students, teachers, schools and the managements etc.

1.7 LIMITATIONS

The following limitations are expected to be faced by

researcher

1 The questionnaire might not be understood by the students

and teachers.

2 Other social factors (not directly related to the topic)

can affect the data.

3 Resistance from the students, teachers, management or

parents to fill the form is expected.

4 Limited resources and less availability of data.

1.8 Research Questions

1. How educational institutions can play their role in

inculcating patriotism in students?

2. What are the reasons for the lack of patriotism in

students?

3. Does print and electronic media has any impact for

lacking of patriotism in students?

4. Find out the possible ways to inculcate patriotism and

civic sense in students?

1.9 DEFINITION OF KEY TERMS

Patriotism: love and support for one's country.

Civic Sense: the environmental protection and reducing the bad habits in our self like spitting on roads, smoking in public place etc...

Devotion: a feeling of strong or constant regard for and dedication to someone.

Corruption: a sinking to a state of low moral standards and behavior.

Mischief: playful, reckless behavior that is not intendedto cause serious harm.

Prestige: having a good reputation.

Respect: a feeling of great approval and liking.

Homage: a formal expression of praise.

Prospect: to go into or range over for purposes of discovery.

SECTION II

Research Methodology

1.2.1 Strategy

Researcher will do survey based research.

1.2.2 Population

Private schools of Saddar and Garden Area will be included.

The sample for this study consists of 100 boys and girls and

50 teachers only who come from two private schools. It

includes the students of Grade 9 and 10 considering only

those students between the ages of 13 and 14

1.2.3 Sampling

Name of School Class Number of students01

Education Trust NasraSecondary Morning SchoolSaddar

IX Group of 25 students (12 boys and 13 girls)

02

Aga Khan School Garden IX Group of 25 students(13 boys and 12 girls)

03

Education Trust Nasra Secondary School Saddar

X Group of 25 students(Boys)

04

Aga Khan School Garden X Group of 25 students (girls)

1.2 Table showing Sample of teachers under taken for data collection.

Name of School Class

Male Female

01 Education Trust Nasra Secondary Morning School Saddar

IX 05 08

02 Aga Khan School Garden IX 04 0803 Education Trust Nasra

Secondary School SaddarX 05 08

04 Aga Khan School Garden X 04 08

1.2.4. Research instrument.

Questionnaire

Section-III

Plan of Data Analysis

Data collection procedure

Questionnaires would be filled by randomly selected

students and teachers of the schools mentioned above and

will be analyzed quantitatively and qualitatively.

3.1 Plan of Data Analysis:

Data analysis procedure:

Data would be analyzed statistically.

3.2Data collection procedure

Questionnaires would be filled by randomly selected students

and teachers of the schools mentioned above.

CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Brief background of word Patriotism

Controversy has surrounded the terms patriot and patriotism

since almost the first moment that they made their

appearance in the English language more than 400 years ago.

According to the Oxford English Dictionary, the term patriot comes

into English most immediately from the Middle French word

patriote which means “fellow countryman.” However, the roots of

the term can be traced back to the Latin patriota and the

ancient Greek πατριώτης. Both the Latin and Greek terms come

from the word for “father” and thus the term originally

implied a kinship or blood relationship rather than a

specifically political relationship. In fact, the Ancient

Greeks used the term πατριώτης to refer to the barbarians

who possessed a common πατρίς, whereas they used the term

πολιται to refer themselves because they possessed a common

πολις. For the Romans, on the other hand, the terms patria and

patriota implied both the shared activity of politics and the

blood kinship of a people who trace their origins to a

common founder. Thus, from the beginning there is present in

the term patriotism two separate and sometimes contradictory

strands: one representing a relationship of blood and birth

and the other representing a relationship of common action

and choice. The term patriot in English was originally used

primarily to mean “fellow countryman” or “compatriot.” When

it was used to signify someone who serves his or her country

well, it was generally accompanied by some descriptive

adjective such as “good” or “true” or “faithful.” The OED

maintains that using the term patriot to mean a lover of his or

her country is rare before 1680. Oxford English Dictionary, Online

ed., Dec. 2008 draft revision, s.v. “patriot.”

2.2 Definition of Patriotism

Patriotism is a cultural attachment to one's homeland,

excluding differences caused by the dependencies of the

term's meaning upon context, geography and philosophy. In a

generalized sense applicable to all countries and peoples,

patriotism is a devotion to one's country.

It is a related sentiment to nationalism. The English

term patriot is first attested in the Elizabethan era, via

Middle French from Late Latin (6th century) patriota

"countryman", ultimately from Greek πατριώτης (patriōtēs)

"countryman", from πατρίς (patris), "fatherland". The abstract

noun patriotism appears in the early 18th century.

The above mentioned is the definition of patriotism

provided in most of the dictionaries but still there is a

lot confusion and debate on the meaning of this particular

word. So let’s discuss this particular term.

2.3 What is Patriotism?

"What do I mean by patriotism in the context of our

times? ... a sense of national responsibility ... a

patriotism which is not short, frenzied outbursts of

emotion, but the tranquil and steady dedication of a

lifetime" Adlai Stevenson

The standard dictionary definition reads “love of one's

country.” This captures the core meaning of the term in

ordinary use. Stephen Nathan son (1993, 34–35) defines

patriotism as involving:

1. Special affection for one's own country

2. A sense of personal identification with the

country

3. Special concern for the well-being of the country

4. Willingness to sacrifice to promote the country's

good

There is little to complain about here. There is no

great difference between special affection and love, and

Nathan son himself uses the terms interchangeably. Although

love (or special affection) is usually given expression in

special concern for its object, that is not necessary. But a

person whose love for her/his country was not expressed in

any special concern for it would scarcely be considered a

patriot. Therefore the definition needs to include such

concern. Once that is included, however, a willingness to

make sacrifices for one's country is implied, and need not

be added as a separate component. Identification with the

country, too, might be thought implied in the phrase “one's

country.” But the phrase is extremely vague, and allows for

a country to be called “one's own” in an extremely thin,

formal sense too. It seems that if one is to be a patriot of

a country, the country must be his in some significant sense;

and that may be best captured by speaking of one's

identification with it. Such identification is expressed in

sensational feelings: in pride of one's country's merits and

achievements and in shame for its lapses or crimes (when

these are acknowledged, rather than denied).

Accordingly, patriotism can be defined as love of one's

country, identification with it, and special concern for its

well-being and that of compatriots. This is only a

definition. A fuller account of patriotism is beyond the

scope of this article. Such an account would say something

about the patriot's beliefs about the merits of his country,

his need to belong to a group and be a part of a more

encompassing narrative, to be related to a past and a future

that surpass the narrow confines of an individual's life and

its routine concerns, as well as social and political

conditions that affect the ebb and flow of patriotism, its

political and cultural influence, and more.

2.4 Patriotism and Nationalism

Discussions of both patriotism and nationalism are

often marred by lack of clarity due to the failure to

distinguish the two. Many authors use the two terms

interchangeably. Among those who do not, quite a few have

made the distinction in ways that are not very helpful. In

the 19th century, Lord Acton contrasted “nationality” and

patriotism as affection and instinct vs. a moral relation.

Nationality is “our connection with the race” that is

“merely natural or physical,” while patriotism is the

awareness of our moral duties to the political community

(Acton 1972, 163). In the 20th century, Elie Kedourie did the

opposite, presenting nationalism as a full-fledged

philosophical and political doctrine about nations as basic

units of humanity within which the individual can find

freedom and fulfillment, and patriotism as mere sentiment of

affection for one's country (Kedourie 1985, 73–74).

George Orwell contrasted the two in terms of aggressive

vs. defensive attitudes. Nationalism is about power: its

adherent wants to acquire as much power and prestige as

possible for his nation, in which he submerges his

individuality. While nationalism is accordingly aggressive,

patriotism is defensive: it is a devotion to a particular

place and a way of life one thinks best, but has no wish to

impose on others (Orwell 1968, 362). This way of

distinguishing the two attitudes comes close to an approach

popular among politicians and widespread in everyday

discourse that indicates a double standard of the form “us

vs. them.” Country and nation are first run together, and

then patriotism and nationalism are distinguished in terms

of the strength of the love and special concern one feels

for it, the degree of one's identification with it. When

these are exhibited in a reasonable degree and without ill

thoughts about others and hostile actions towards them, that

is patriotism; when they become uncontrolled and cause one

to think ill of others and act badly towards them, that is

nationalism. Conveniently enough, it usually turns out that

we are patriots, while they are nationalists.

There is yet another way of distinguishing patriotism

and nationalism – one that is quite simple and begs no moral

questions. We can put aside the political sense of “nation”

that makes it identical with “country,” “state,” or

“polity,” and the political or civic type of nationalism

related to it. We need concern ourselves only with the

other, ethnic or cultural sense of “nation,” and focus on

ethnic or cultural nationalism. In order to do so, we do not

have to spell out the relevant understanding of “nation”; it

is enough to characterize it in terms of common ancestry,

history, and a set of cultural traits. Both patriotism and

nationalism involve love of, identification with, and

special concern for a certain entity. In the case of

patriotism, that entity is one's country; in the case of

nationalism, that entity is one's nation (in the

ethnic/cultural sense of the term). Thus patriotism and

nationalism are understood as the same type of set of

beliefs and attitudes, and distinguished in terms of their

objects, rather than the strength of those beliefs and

attitudes, or as sentiment vs. theory.

To be sure, there is much overlap between country and

nation, and therefore between patriotism and nationalism;

thus much that applies to one will also apply to the other.

But when a country is not ethnically homogeneous, or when a

nation lacks a country of its own, the two may part ways.

2.5 Islam and Patriotism

The question is quite often asked and comes to one’s mind,

what does Islam say about Patriotism i.e. love of one's

country?

So, the very basic thing that we all need to know is that

the centre of all our love and liking must be the true love of

Allah and His Prophet and striving in His cause and any

feeling of love that supersedes these things is a grave sin.

Allah Almighty says in the Holy Qur'an:

"Say: If it be that your fathers, your sons, your

brothers, your mates, or your kindred; the wealth that ye have

gained; the commerce in which ye fear a decline: or the

dwellings in which ye delight - are dearer to you than Allah,

or His Messenger, or the striving in His cause;- then wait

until Allah brings about His decision: and Allah guides not

the rebellious." (Qur'an 9:24)

So, we can easily understand that if the love of one's

country supersedes his love for Allah, His Messenger and

striving in Allah's cause then this is a sin and Allah will

question him for that. This can happen in a way that if the

people of one's country let the country and its sources being

used against the Commandments of Allah and the person out of

his blind love of his country and people defends the crime

committed he is actually practically testifying that he cares

more about his people and country and not for Allah and His

commandments.

But if it does not happen and a person keeps his love for

country, which actually is a natural thing, at its place then

there is nothing wrong in it. I say that love of one's land is

a natural thing and in itself there is nothing wrong in it

because this is what happened with the Holy Prophet (PBUH)

even. In the city of Makkah he had to go through different

troubles but he still proclaimed his love for his city, his

birth place. At the time of emigration to Medina he said to

the city of Makkah:

“What a nice town you are! How dear to me! Were it not

that my people expelled me from you, I would not live anywhere

besides you.” (Jami' Tirmidhi. Hadith 3952)

But in this statement alone the whole discussion is summed

up. Holy Prophet (PBUH) loved his birth place but when

practicing the commandments of Allah became impossible and the

people of the city created hurdles in the way of practicing

Islam he left his land and shunned his people and displayed

that his love for Allah overwhelms any other love and liking

he had. He left the city to dwell at a place where it was much

easy to practice Islam.

But still this was not the end of Prophet's connection

with Makkah, for eight years he worked and maneuvered in a way

that he was able to take over the city and make the practice

of Allah's commandment easy and plain there. For eight years

the core of all his strategy was to eventually get back to

Makkah. So this was in fact Holy Prophet's love for Makkah

that he after all conquered the city and made it the center of

Islam.

In the same way if we love our county and yearn to make it

a place where Islam can flourish then there is nothing wrong

in it; in fact it’s a great virtue in itself.

Let's put it in another more simple way. If I say that I

love Pakistan and Pakistan is my passion then if these

feelings of mine lead me to justify and blindly support

everything that people and government of Pakistan do even when

it is in direct clash with the teachings of the Islam then it

is big a sin. It is Asbiyyah :

Allah's Messenger (PBUH) was asked; what is Asbiyyah

(nationalism)? He replied: "That you should help your people

in wrongdoing." (Sunan Abu Dawud Hadith 5100)

And this is when it becomes what Iqbal says; 'In taza khudaoun me

bara sub se watan hai' i.e. 'State is greatest of modern deities.'

And such a blind 'love' is even, at a level, shirk. Similarly

if such feelings make me feel superior and indifferent to

other Muslims living around the globe then it is again a great

sin as the Holy Prophet (PBUH) said:

"People should give up their pride in nations because this

is a coal from the coals of hell-fire." (Sunan Abu Dawud

Hadith 5097)

And this is when the state becomes what Iqbal puts up as,

'jo pairahan is ka hai wo mazhab ka kafan hai.' i.e. 'it’s cloak is

the shroud of the faith (Islamic fraternity).'

On the other hand if my love for Pakistan urges me to work

for making Pakistan a truly Islamic state and to strive to

make it the center of Islamic Revival and the base for

Khilafah then there is nothing wrong about it and it is in

itself an Ibadah and such a love ought to be the part our

faith. And this is exactly the feeling Holy Prophet (PBUH) had

for Makkah.

2.6 Society and Patriotism

Patriotism of the past contained an element that is worthy

of consideration. Love of country generally embraced God as the

One who gave us our nation and all the benefits we enjoyed. But

we have progressively separated God from country. Patriotism

without love for God is more likely to be devoid of humanity,

allowing self-love to overshadow responsibility and duty.

Citizens who express reverence and respect toward God would

also live by a code that guides social and domestic conduct.

Were society and culture to follow religion and Quran,

patriotism would gain direction and substance.

The Quran is a book that outlines a way of life that is not

controlled or formulated by interest groups, religious

denominations or any other man-made factors. Prophet Muhammad

(PBUH) did not teach against patriotism; rather, He gave it

context and direction. He taught that His followers were to be

subject to the authority of their country. That authority is to

be respected and its laws obeyed so long as they do not

conflict with Allah‘s laws.

If patriotism could be channeled first toward Religion and

the Quran then the result would be greater love and respect for

our physical country, and a more unified society and culture

living more peacefully, and experiencing a more positive

physical life. In Patriotism, Morality and Peace, Stephen Nathanson

writes, “Most people think of patriotism as a trait that is

valuable and worth encouraging. … They expect other citizens to

care about and support the country and assume that patriotism

is a virtue… No society can endure and flourish without some

degree of commitment to its overall good” (Nathanson 3). Thus,

patriotism is often viewed as a commitment necessary for the

strength and growth of a community, in this case, a national

community.

August 14, the independence day of Pakistan, is undoubtedly

one of the most festive and celebrated days in the Pakistani

calendar. The entire country goes green, with firecrackers,

fireworks, candles, decorative lights and flags of all sizes

seen almost anywhere one goes. Patriotic songs can be heard on

all radio stations and markets, and Iqbal and Jinnah make their

routine rounds in the media. This high of displaying love for

the motherland is energizing, poignant, and meaningful on this

day, but the question arises: does it really qualify as

patriotism?

Whereas celebration is certainly necessary for happiness

and well-being of a nation, it is also important for the spirit

of the Independence Day to sustain throughout the year and

transpire into action. There are so many people in Pakistan

that celebrate its independence and show their love for their

country not only by waving a flag, but also through their hard

work; and in the process, they inspire and motivate their

spheres of influence to work for betterment in our country

through the examples they set.

The first of the three guiding principles that the founding

father of our nation prescribed to us is unity. Unity seems to

be of utmost importance today as we see ethnic nationalism on

the rise, with a few separatist movements already pacing up.

However, apart from rhetoric calling for unity in the

federation, it is important to respect the ethnic differences

that Pakistan comes with rather than trying to impose

uniformity, and at the same time respect the federation and its

essence in uniting us despite our differences.

An excellent example of unity was displayed by over 5000

Pakistanis that gathered in our multicultural metropolitan,

Karachi, this August 14th to set the world record for the most

people singing a national anthem together; and interestingly,

our national anthem is also composed of a range of different

languages – a symbol of national unity and diversity.

In the aftermath of the 2005 earthquake and the 2010 floods

inspiring instances of unity were again displayed by the

Pakistani nation. People of all ages, backgrounds, ethnicities,

and religions came together to help fellow countrymen in need

of help. One of the most beautiful displays of religious

harmony was in a flood affected village in Charsadda, Khyber

Pakhtunkhwa, where Christian and Islamic charities had worked

together to reconstruct damaged houses. After the Marriott

blast in Islamabad, it was witnessed scores of people who had

come to donate blood being turned back from hospitals because

an overwhelming number of people had already responded in a

timely manner. These instances reaffirm faith in the unity of

Pakistanis, as the nation always comes together upon each

crisis – effectively dismissing all assertions of disunity and

strife in the country.

Just as mutual affection binds the members of a family,

similarly, spirit of patriotism binds the diverse people of a

nation into a strong bond most of the time, patriotism lies

dormant. But the moment there is a threat to the nation from an

enemy or an act of aggression takes place, the patriotism of

the people is aroused.

2.7 Patriotism and Education

It is evident that a sense of national identity is vital

for nation building and political integration (Mc. Sweeney,

1999; James, 1996; Smith, 1995; Hill & Fee, 1995; Momrnsen,

1993; Bloom, 1990). Smith (1995, p.195) stressed that the

development of national identity is essential for any

collectives in satisfying the "needs for cultural fulfillment,

rootedness, security and fraternity" of those who inhabit a

particular national state. He asserted that no other identities

can substitute it in offering "the qualities of collective

faith, dignity and hope" (Smith, 1995, p.159). Subsequently, he

defined national identity as follows:

The continuous reproduction and reinterpretation of the

pattern of values, symbols, memories, myths and traditions that

compose the distinctive heritage of nations, and the

identifications of individuals with that pattern and heritage

and with its cultural elements. (Smith, 2001, p.18)

According to Bloom ( 1990, p.52), "national identity describes

that condition in which a mass of people have made the same

identification with national symbols – have internalized the

symbols of the nation - so that they may act as one

psychological group when there is a threat to, or the

possibility of enhancement of, these symbols of national

identity". He stressed that identification with one's nation is

a major dynamic in nation building. It was "the process whereby

the inhabitants of a state's territory come to be loyal

citizens of that state" (Bloom, 1990, p.55).

In line with Bloom, Mommsen (1993) argued that there would

be no durability of any political system if people living in

the system lacked a specific national identity. Commenting on

the 'modernist' and 'post-modernist' views on nationalism,

Smith (1995, p.55) pointed out the undeniable fact that "modern

nations are legitimated through a universally applicable

ideology, nationalism." Following Snyder's (1976, p.136)

observation on what he called 'new nationalism' as "the same

basic psychological drive, seeking security in the system of

homelands, fatherlands and motherlands", Omen (1997, p.187)

concluded that the emotional attachment to one's nation "is not

free-floating and homeless, but firmly anchored to an

attachment to a homeland". There must be a territory that can

be genuinely felt by the people at large.

The national community is also considered to be "the

ultimate domestic context" in promoting civic learning in Hong

Kong. The Guidelines (CDC, 1996) stressed the importance of one's

national identity in defining one's civic identity and stated

that "nationalism and patriotism is essential not only for

one's national identity and sense of belonging, but also for

the cohesion and strength of one's own nation" (p.23). To

prepare "participative" and "contributive" citizens for a more

prosperous and stable Hong Kong society and to achieve a smooth

transition from a colony to a special region in China, the

Guidelines urged the adoption of a new national identity among

our young citizens. In view of the destruction caused by

nationalism in the last century, some suggest that nationalism

should be "tamed" by promoting democratic citizenship along

with the development of the national sentiments. Habermas

(1995, p.258) stressed that the meaning of the term nation

should assume "a constitutive role in defining the political

identity of the citizen within a democratic polity". In this

way, "This nationalism was able to foster people's

identification with a role which demanded a high degree of

personal commitment". He asserted that "Only democratic

citizenship can prepare the way for a condition of world

citizenship which does not close itself off within

particularistic biases, and which accepts a worldwide form of

political communication" (p.279).

The importance of education as a vehicle for promoting

social cohesion was recognized by Emile Durkheim in the

early 20th Century. Durkheim (1925) summarized three

desirable outcomes achieved by formal education. They are a

sense of discipline, a feeling of attachment to the social

groups of which one is a member and justification for one's

group membership and obedience to its rule. Gus John (1998)

observed that there has always been serious debate about the

role of schooling and education in promoting social cohesion

in most western societies. But he argued that the view that

education should be ideologically neutral should be

abandoned. Towards the end of the 20th Century, Feinberg

(1998) also observed that the official role of the public

school in US was and still is to foster a common, public

identity. To him, the development of national identity and

the transmission of American values have always been the

major concern of the public schools. In view of the

conflicting demands from pluralism and multiculturalism,

Feinberg maintained that "the common school was and

continues to be the instrument for providing the technical,

conceptual, and cultural skills that enable individuals to

think of themselves as belonging to the fictive, invisible

community called the nation" (p.44). Similarly, Carrington

and Short (2000, p.183) also argued that in every society,

"school curricula are necessarily imbued with assumptions,

both tacit and explicit, about national identity". However,

they regret that, from the literature, little is known about

how children develop a sense of national identity though it

is vital to political socialization. Jenness (1990), being

dissatisfied with current approaches to citizenship

education, advocated a political education that goes beyond

a nation-state and government-oriented focus. Dynneson and

Gross (1991) also expressed their dissatisfaction with

social studies as a major vehicle for achieving the civic

mission of schools. They proposed that the subject should

incorporate a more globally-oriented programme of study.

Braungart and Braungart (1994) reported that citizenship

education in the US in the 1990s was widely criticized for

being ineffective, dry and dull and failing to enhance

students' understanding of history and civics. But the

findings of their study reveal that young Americans can

develop positive identification with their country and its

fundamental.

Patriotism is a growing concern in our nation today. One

of the ways to teach children patriotism is to have them in

an informative play or program. Many schools and teachers

are looking for programs to fit this description that are

easy to put on and take very little practice time to

present. With all the teaching and testing that teachers are

required to do for the "No Child Left Behind" idea. It has

left them with little time to do the creative programs for

their students. Even though these are the activities that

children will remember they are the ones that are being

eliminated from schools.

Patriotic programs also need to teach and educate

students in a creative way about their country. The programs

or plays show them just what a priceless gift freedom is for

them to celebrate and embrace. Teaching them about respect

for their flag, country and other patriotic symbols such as

the Minar-e-Pakistan, The Quaid-e-Azam Monument, and the

Lincoln Memorial is important for patriotism to take root in

young children.

There are many holidays that students could participate

in patriotic programs. Just a few are Pakistan Day in March,

Defense Day in September and of course August 14th . All of

these times are special events that call for some patriotic

program and it helps us appreciate our freedom more.

Nothing instills patriotism more than a good patriotic

song. There are so many on the market today that it is not

hard to find something to fit any patriotic program. Another

must for a patriotic program is a good power point

presentation showing our flag. A good power point can make

students feel how important that flag really is to them.

It is evident that a sense of national identity is vital for

nation building and political integration (McSweeney, 1999;

James, 1996; Smith, 1995; Hill & Fee, 1995; Momrnsen,1993;

Bloom, 1990). Smith (1995, p.195) stressed that the development

of national identity is essential for any collectives in

satisfying the "needs for cultural fulfillment, rootedness,

security and fraternity" of those who inhabit a particular

national state. He asserted that no other identities can

substitute it in offering "the qualities of collective faith,

dignity and hope" (Smith, 1995, p.159). Subsequently, he

defined national identity as follows:

The continuous reproduction and reinterpretation of the pattern of values,

symbols, memories, myths and tradition that compose the distinctive heritage

of nations, and

the identifications of individuals with that pattern and heritage and with its

cultural

elements. (Smith, 2001, p.18)

According to Bloom ( 1990, p.52), "national identity describes that

condition in which a

mass of people have made the same identification with national symbols – have internalized the symbols of the nation - so thatthey may act as one psychological group when there is a threat to, or the possibility of enhancement of, these symbols of national identity". He stressed that identification with one's nation is a major dynamic in nation building. It was "the process whereby the inhabitants of a state's territory come to be loyal citizens of that state" (Bloom, 1990, p.55). In line with Bloom, Mommsen ( 1993) argued that there would be

no durability of any political system if people living in the

system lacked a specific national identity. Commenting on the

'modernist' and 'post-modernist' views on nationalism, Smith

(1995, p.55) pointed out the undeniable fact that "modern

nations are legitimated through a universally applicable

ideology, nationalism." Following Snyder's ( 1976, p.136)

observation on what he called 'new nationalism' as "the same

basic psychological drive, seeking security in the system of

homelands, fatherlands and motherlands", Omen ( 1997, p. 187)

concluded that the emotional attachment to one's nation "is not

free-floating and homeless, but firmly anchored to an

attachment to a homeland". There must be a territory that can

be genuinely felt by the people at large.

The national community is also considered to be "the ultimate

domestic context" in promoting civic learning in Hong Kong. The

Guidelines (CDC, 1996) stressed the importance of one's national

identity in defining one's civic identity and stated that

"nationalism and patriotism is essential not only for one's

national identity and sense of belonging, but also for the

cohesion and strength of one's own nation" (p.23). To prepare

"participative" and "contributive" citizens for a more

prosperous and stable Hong Kong society and to achieve a smooth

transition from a colony to a special region in China, the

Guidelines urged the adoption of a new national identity among our

young citizens.

In view of the destruction caused by nationalism in the last

century, some suggest that nationalism should be "tamed" by

promoting democratic citizenship along with the development of

the national sentiments. Habermas ( 1995, p.258) stressed that

the meaning of the term nation should assume "a constitutive

role in defining the political identity of the citizen within a

democratic polity". In this way, "This nationalism was able to

foster people's identification with a role which demanded a

high degree of personal commitment". He asserted that "Only

democratic citizenship can prepare the way for a condition of

world citizenship which does not close itself off within

particularistic biases, and which accepts a worldwide form of

political communication" (p.279).

To summarize some of the most important parts for a

patriotic program is:

Take the time to do a patriotic program at least one

a year.

Talk about the symbols that represent our country.

Choose an appropriate day to celebrate.

Include patriotic music.

Include pictures.

The question is quite often asked and comes to one’s mind, what

does Islam say about Patriotism i.e. love of one's country?

So, the very basic thing that we all need to know is that the

centre of all our love and liking must be the true love of Allah

and His Prophet and striving in His cause and any feeling of love

that supersedes these things is a grave sin.

Allah Almighty says in the Holy Qur'an:

"Say: If it be that your fathers, your sons, your brothers, your

mates, or your kindred; the wealth that ye have gained; the

commerce in which ye fear a decline: or the dwellings in which ye

delight - are dearer to you than Allah, or His Messenger, or the

striving in His cause;- then wait until Allah brings about His

decision: and Allah guides not the rebellious." (Qur'an 9:24)

So, we can easily understand that if the love of one's country

supersedes his love for Allah, His Messenger and striving in

Allah's cause then this is a sin and Allah will question him for

that. This can happen in a way that if the people of one's country

let the country and its sources being used against the Commandments

of Allah and the person out of his blind love of his country and

people defends the crime committed he is actually practically

testifying that he cares more about his people and country and not

for Allah and His commandments.

But if it does not happen and a person keeps his love for country,

which actually is a natural thing, at its place then there is

nothing wrong in it. I say that love of one's land is a natural

thing and in itself there is nothing wrong in it because this is

what happened with the Holy Prophet (PBUH) even. In the city of

Makkah he had to go through different troubles but he still

proclaimed his love for his city, his birth place. At the time of

emigration to Medina he said to the city of Makkah:

“What a nice town you are! How dear to me! Were it not that my

people expelled me from you, I would not live anywhere besides

you.” (Jami' Tirmidhi. Hadith 3952)

But in this statement alone the whole discussion is summed up. Holy

Prophet (PBUH) loved his birth place but when practicing the

commandments of Allah became impossible and the people of the city

created hurdles in the way of practicing Islam he left his land and

shunned his people and displayed that his love for Allah overwhelms

any other love and liking he had. He left the city to dwell at a

place where it was much easy to practice Islam.

But still this was not the end of Prophet's connection with Makkah,

for eight years he worked and maneuvered in a way that he was able

to take over the city and make the practice of Allah's commandment

easy and plain there. For eight years the core of all his strategy

was to eventually get back to Makkah. So this was in fact Holy

Prophet's love for Makkah that he after all conquered the city and

made it the center of Islam.

In the same way if we love our county and yearn to make it a

place where Islam can flourish then there is nothing wrong in it;

in fact it’s a great virtue in itself.

Let's put it in another more simple way. If I say that I love

Pakistan and Pakistan is my passion then if these feelings of mine

lead me to justify and blindly support everything that people and

government of Pakistan do even when it is in direct clash with the

teachings of the Islam then it is big a sin. It is Asbiyyah :

Allah's Messenger (PBUH) was asked; what is Asbiyyah (nationalism)?

He replied: "That you should help your people in wrongdoing."

(Sunan Abu Dawud Hadith 5100)

And this is when it becomes what Iqbal says; 'In taza khudaoun me bara

sub se watan hai' i.e. 'State is greatest of modern deities.' And such

a blind 'love' is even, at a level, shirk. Similarly if such

feelings make me feel superior and indifferent to other Muslims

living around the globe then it is again a great sin as the Holy

Prophet (PBUH) said:

"People should give up their pride in nations because this is a

coal from the coals of hell-fire." (Sunan Abu Dawud Hadith 5097)

And this is when the state becomes what Iqbal puts up as, 'jo

pairahan is ka hai wo mazhab ka kafan hai.' i.e. 'it’s cloak is the shroud

of the faith (Islamic fraternity).'

On the other hand if my love for Pakistan urges me to work for

making Pakistan a truly Islamic state and to strive to make it the

center of Islamic Revival and the base for Khilafah then there is

nothing wrong about it and it is in itself an Ibadah and such a

love ought to be the part our faith. And this is exactly the

feeling Holy Prophet (PBUH) had for Makkah.

2.6 SOCIETY AND PATRIOTISM

Patriotism of the past contained an element that is worthy of

consideration. Love of country generally embraced God as the One

who gave us our nation and all the benefits we enjoyed. But we have

progressively separated God from country. Patriotism without love

for God is more likely to be devoid of humanity, allowing self-love

to overshadow responsibility and duty. Citizens who express

reverence and respect toward God would also live by a code that

guides social and domestic conduct. Were society and culture to

follow religion and Quran, patriotism would gain direction and

substance.

The Quran is a book that outlines a way of life that is not

controlled or formulated by interest groups, religious

denominations or any other man-made factors. Prophet Muhammad

(PBUH) did not teach against patriotism; rather, He gave it context

and direction. He taught that His followers were to be subject to

the authority of their country. That authority is to be respected

and its laws obeyed so long as they do not conflict with Allah ‘s

laws.

If patriotism could be channeled first toward Religion and the

Quran then the result would be greater love and respect for our

physical country, and a more unified society and culture living

more peacefully, and experiencing a more positive physical life..In

Patriotism, Morality and Peace , Stephen Nathanson writes, “Most people

think of patriotism as a trait that is valuable and worth

encouraging. … They expect other citizens to care about and support

the country and assume that patriotism is a virtue… No society can

endure and flourish without some degree of commitment to its

overall good” (Nathanson 3). Thus, patriotism is often viewed as a

commitment necessary for the strength and growth of a community, in

this case, a national community.

August 14, the independence day of Pakistan, is undoubtedly one of

the most festive and celebrated days in the Pakistani calendar. The

entire country goes green, with firecrackers, fireworks, candles,

decorative lights and flags of all sizes seen almost anywhere one

goes. Patriotic songs can be heard on all radio stations and

markets, and Iqbal and Jinnah make their routine rounds in the

media. This high of displaying love for the motherland is

energizing, poignant, and meaningful on this day, but the question

arises: does it really qualify as patriotism?

Whereas celebration is certainly necessary for happiness and

well-being of a nation, it is also important for the spirit of the

Independence Day to sustain throughout the year and transpire into

action. There are so many people in Pakistan that celebrate its

independence and show their love for their country not only by

waving a flag, but also through their hard work; and in the

process, they inspire and motivate their spheres of influence to

work for betterment in our country through the examples they set.

The first of the three guiding principles that the founding

father of our nation prescribed to us is unity. Unity seems to be

of utmost importance today as we see ethnic nationalism on the

rise, with a few separatist movements already pacing up. However,

apart from rhetoric calling for unity in the federation, it is

important to respect the ethnic differences that Pakistan comes

with rather than trying to impose uniformity, and at the same time

respect the federation and its essence in uniting us despite our

differences.

An excellent example of unity was displayed by over 5000

Pakistanis that gathered in our multicultural metropolitan,

Karachi, this August 14th to set the world record for the most

people singing a national anthem together; and interestingly, our

national anthem is also composed of a range of different languages

– a symbol of national unity and diversity.

In the aftermath of the 2005 earthquake and the 2010 floods

inspiring instances of unity were again displayed by the Pakistani

nation. People of all ages, backgrounds, ethnicities, and religions

came together to help fellow countrymen in need of help. One of the

most beautiful displays of religious harmony was in a flood

affected village in Charsadda, Khyber Pakhtunkhwa, where Christian

and Islamic charities had worked together to reconstruct damaged

houses. After the Marriott blast in Islamabad, it was witnessed

scores of people who had come to donate blood being turned back

from hospitals because an overwhelming number of people had already

responded in a timely manner. These instances reaffirm faith in the

unity of Pakistanis, as the nation always comes together upon each

crisis – effectively dismissing all assertions of disunity and

strife in the country.

Just as mutual affection binds the members of a family,

similarly, spirit of patriotism binds the diverse people of a

nation into a strong bond most of the time, patriotism lies

dormant. But the moment there is a threat to the nation from an

enemy or an act of aggression takes place, the patriotism of the

people is aroused.

2.7 PATRIOTISM AND EDUCATION

The importance of education as a vehicle for promoting social

cohesion was recognized by Emile Durkheim in the early 20th

Century. Durkheim ( 1925) summarized three desirable outcomes

achieved by formal education. They are a sense of discipline, a

feeling of attachment to the social groups of which one is a

member, and justification for one's group membership and obedience

to its rule. Gus John (1998) observed that there has always been

serious debate about the role of schooling and education in

promoting social cohesion in most western societies. But he argued

that the view that education p should be ideologically neutral

should be abandoned. Towards the end of the 20th Century,

Feinberg ( 1998) also observed that the official role of the

public school in US was and

still is to foster a common, public identity. To him, the

development of national identity

and the transmission of American values have always been the

major concern of the

public schools. In view of the conflicting demands from

pluralism and multiculturalism,

Feinberg maintained that "the common school was and continues to

be the instrument for

providing the technical, conceptual, and cultural skills that

enable individuals to think of

themselves as belonging to the fictive, invisible community

called the nation" (p.44).

Similarly, Carrington and Short (2000, p.183) also argued that

in every society, "school

curricula are necessarily imbued with assumptions, both tacit

and explicit, about national

identity". However, they regret that, from the literature,

little is known about how

children develop a sense of national identity though it is vital

to political socialization.

Jenness (1990), being dissatisfied with current approaches to

citizenship education,

advocated a political education that goes beyond a nation-state

and government-oriented

focus. Dynneson and Gross ( 1991) also expressed their

dissatisfaction with social studies

as a major vehicle for achieving the civic mission of schools.

They proposed that the

subject should incorporate a more globally-oriented programme of

study. Braungart and

Braungart (1994) reported that citizenship education in the US

in the 1990s was widely

criticized for being ineffective, dry and dull and failing to

enhance students' understanding of history and civics. But the

findings of their study reveal that young Americans can develop

positive identification with their country and its fundamental

Patriotism is a growing concern in our nation today. One of the

ways to teach children patriotism is to have them be in an

informative play or program. Many schools and teachers are looking

for programs to fit this description that are easy to put on and

take very little practice time to present. With all the teaching

and testing that teachers are required to do for the "No Child Left

Behind" idea. It has left them with little time to do the creative

programs for their students. Even though these are the activities

that children will remember they are the ones that are being

eliminated from schools.

Patriotic programs also need to teach and educate students in a

creative way about their country. The programs or plays show them

just what a priceless gift freedom is for them to celebrate and

embrace. Teaching them about respect for their flag, country and

other patriotic symbols such as the Minar-e-Pakistan, The Quaid-e-

Azam Monument, and the Quaid-e-Azam Residency, in Ziarat, Quetta,

Wazir Mansion in Karachi, Allama Iqbal ‘s tomb are important for

patriotism to take root in young children.

There are many holidays that students could participate in

patriotic programs. Just a few are Pakistan Day in March, Defence

Day in September and of course August 14th . All of these times are

special events that call for some patriotic program and it helps us

appreciate our freedom more.

Nothing instills patriotism more than a good patriotic song.

There are so many on the market today that it is not hard to find

something to fit any patriotic program. Another must for a

patriotic program is a good power point presentation showing our

flag. A good power point can make students feel how important that

flag really is to them.

It is evident that a sense of national identity is vital for

nation building and political

integration (McSweeney, 1999; James, 1996; Smith, 1995; Hill &

Fee, 1995; Momrnsen,

1993; Bloom, 1990). Smith (1995, p.195) stressed that the

development of national

identity is essential for any collectives in satisfying the

"needs for cultural fulfillment,

rootedness, security and fraternity" of those who inhabit a

particular national state. He

asserted that no other identities can substitute it in offering

"the qualities of collective

faith, dignity and hope" (Smith, 1995, p.159). Subsequently, he

defined national identity

as follows:

The continuous reproduction and reinterpretation of the pattern

of values, symbols, memories, myths and tradition that compose the

distinctive heritage of nations, and

the identifications of individuals with that pattern and

heritage and with its cultural

elements. (Smith, 2001, p.18)

According to Bloom ( 1990, p.52), "national identity describes that

condition in which a

mass of people have made the same identification with national

symbols - have

internalised the symbols of the nation - so that they may act as

one psychological group

when there is a threat to, or the possibility of enhancement of,

these symbols of national

identity". He stressed that identification with one's nation is

a major dynamic in nation

building. It was "the process whereby the inhabitants of a

state's territory come to be

loyal citizens of that state" (Bloom, 1990, p.55).

In line with Bloom, Mommsen ( 1993) argued that there would be

no durability of any

political system if people living in the system lacked a

specific national identity.

Commenting on the 'modernist' and 'post-modernist' views on

nationalism, Smith (1995,

p.55) pointed out the undeniable fact that "modern nations are

legitimated through a

universally applicable ideology, nationalism." Following

Snyder's ( 1976, p.136)

observation on what he called 'new nationalism' as "the same

basic psychological drive,

seeking security in the system of homelands, fatherlands and

motherlands", Oommen

( 1997, p. 187) concluded that the emotional attachment to one's

nation "is not

free-floating and homeless, but firmly anchored to an attachment

to a homeland". There

must be a territory that can be genuinely felt by the people at

large.

The national community is also considered to be "the ultimate

domestic context" in

promoting civic learning in Hong Kong. The Guidelines (CDC, 1996)

stressed the

importance of one's national identity in defining one's civic

identity and stated that

"nationalism and patriotism is essential not only for one's

national identity and sense of

belonging, but also for the cohesion and strength of one's own

nation" (p.23). To prepare

"participative" and "contributive" citizens for a more

prosperous and stable Hong Kong

society and to achieve a smooth transition from a colony to a

special region in China, the

Guidelines urged the adoption of a new national identity among our

young citizens.

In view of the destruction caused by nationalism in the last

century, some suggest that

nationalism should be "tamed" by promoting democratic

citizenship along with the

development of the national sentiments. Habermas ( 1995, p.258)

stressed that the

meaning of the term nation should assume "a constitutive role in

defining the political

identity of the citizen within a democratic polity". In this

way, "This nationalism was able

to foster people's identification with a role which demanded a

high degree of personal

commitment". He asserted that "Only democratic citizenship can

prepare the way for a

condition of world citizenship which does not close itself off

within particularistic biases,

and which accepts a worldwide form of political communication"

(p.279).

To summarize some of the most important parts for a patriotic

program is:

Take the time to do a patriotic program at least one a year

Talk about the symbols that represent our country

Choose an appropriate day to celebrate

Include patriotic music

Include pictures

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2. 8 Patriotism and Electronic and Print Media

One of the objects of a newspaper is to understand the popular

feeling and give expression to it; another is to arouse among the

people certain desirable sentiments; the third is fearlessly to

expose popular defects. –( Mahatma Gandhi)

Communication, the process of creating shared meaning through

sending and receiving information, is vital for understanding and

providing knowledge to people. It enables people to understand and

appreciate their environment, and facilitate relationships between

and among individuals and societies. Communication can be oral or

written; formal or informal; verbal or non-verbal; traditional or

modern. Whatever form it takes, communication is meant to convey

information from one party to another. The source, message, medium,

receiver and effects are the main ingredients of communication.3

Communication between a mass medium and its audience is mass

communication.4 There are multiple ways by which communication is

made, and these are collectively known as the “media”.

The word “media” comes from the plural of the Latin word

medium, and it is used as a collective noun to refer to television,

radio, newspapers, magazines, films, the International Network

(Internet), etc. The media can be examined either in terms of

broadcast media, or print media. Further, a medium is described as

hot, meaning a high definition channel of communication, such as

print or radio, which focuses on a single sensory receptor. It is

cool, meaning a low definition channel of communication, such as

television, which stimulates several different senses and requires

high sensory involvement.

In certain instances, the word “press” is used to refer to the

print media, while in other instances the word “journalism” is used

to describe the business or practice of writing and producing news.

The phrase “mass media” is sometimes used to describe the

collective entity of the media.

Pakistanis need to be sensitized on the role of the

Government, its functions, and structure, as well

as awareness regarding their rights guaranteed by

the constitution. So many misinformed Pakistanis are

tricked into bribing corrupt state officials every

day, and so many suffer due to lack of cooperation

from Police when registering cases. There are

remedies available for such misdemeanor, but very

few are aware of them. The media, with its

widespread outreach, can play a fundamental role in

bringing about this paradigm shift in attitudes as

well as duties.

Thirdly, the mass media is capable of leading a

campaign to present a representative image of Pakistan

internationally. Not only can Pakistan be a tourist

haven, but it is being cited as favorable for doing

business as well. Therefore, the media can play a role

in informing investors of the prospects of good

business here. Pakistanis as individuals can also play

their own role through social media in portraying the

real image of Pakistan to those abroad through the

internet. This can be done in two ways: by giving

direct information, and by setting an example of

themselves.

Whereas a good image of our country important, it

should be supplemented by an explanation of the

importance of Pakistan in the international arena as

well. With our geo-strategic importance, as well as

resources such as gas, coal, gold, rivers,

agriculture, and most importantly, human resource,

Pakistan is a country that is of international

significance. Adding to this is our nuclear power,

which, apart from being an asset, is a matter of

concern as well. Radicalization has also led to many

quarters in the international community to increase

assistance to Pakistan. With all the international

focus and attention on our country, it is up to us

to make best use of it, and take a rational approach

towards future progress, rather than radical stances

that compromise our development.

However, we should not halt efforts to become self-

sufficient in lieu of the international assistance

and focus. To truly progress as a nation, we have to

collectively work on capacity-building that enables

us to survive independently. This will be most

beneficial and effective if taken up at two levels.

Firstly, at an individual level, where each

Pakistani is able to survive on his/her own through

hard work and planning; and on a national level

where the nation works hard to create assets that

are of utmost use and importance for future

generations to sustain. We have shining examples of

selfless service to the nation on a mass scale in

the form of several institutions led by visionary

individuals: the Edhi Foundation, the Shaukat Khanum

Hospital, Namal College, Akhuwat Foundation, etc.

Now the future of Pakistan is really in our hands.

Are we to follow those who worked hard and

progressed to create an impact on the lives of many

in the future, or are we to remain lazy and depend

on others to help us get through with our lives? It

is this fundamental choice that will determine the

future of Pakistan, and luckily, more and more

instances of the former are surfacing for all of us

to be inspired and motivated by. Let the spirit of

August 14, 2011 not die, and let us persevere and

rise as a nation, just like the 5,847 rain-drenched

but motivated Pakistanis that sang the national

anthem.

The media should play an important role in producing

citizens who love their country or basically just

patriotic citizens. Electronic media for example,

should broadcast more stories with patriotic themes

at all times and not only during the month of

independence or anniversary of the country itself20.

For example, the movies Hati Malaya 1957, Bukit Kepung,

Pasir Salak and many more. When movies like these are

always broadcasted, it will indirectly open the eyes

of the citizens, especially teenagers, on how

difficult people from those times struggled to fight

for the country’s independence. Printing media

should also publish more stories regarding the

country’s history, whichever possible to instill

patriotism. History plays an important role to

nurture patriotic spirit to love the country. With

the existence of history, people will learn from the

previous mistakes. Other than that, by understanding

and appreciating history, it will indirectly create

the feeling of appreciation among teenagers.

Therefore, various methods and approaches were done

by the media in Malaysia to help the government in

teaching to increase their awareness and then later

increase patriotic spirit, especially in youth21.

Examples of approaches used:-

i. Film – Leftenan Adnan, Hati Malaya 1957, Bukit Kepong, Pasir

Salak, Natrah

ii. Advertisement –In commemoration of the

Independence Month; advertisement in the Public

transports and in public places

iii. Television Shows –“Suara Siswa” Program (RTM), 3R

(TV3), “Remaja”

iv. Radio Show – “Gagasan 1 Malaysia” song composing

competition (Malaysia 1 Faizal Tahir)

The “wave your Jalur Gemilang, Rukun Negara, Voting Mass

Communication Campaigns are a process of spreading

information and entertainment to the people. Through

mass media such as books, movies, television, radio,

newspaper and online media, various informations can

be obtained. The capacity of mass media is ahead of

human, regardless where they are, making it very

influential. The process of channeling information

through communication mass is a complex process

which involves the roles of actors like media

institution, media user, advertiser and people from

various backgrounds. Mass media is also a mechanical

intermediate which contains, saves and transmits

messages. Besides that, mass media consists of

institution which uses the intermediate to channel

messages. Basically, mass media consists of 2

fields, they are publishing media and electronic

media that involves media organization, individuals

in media industry, policies and technologies which

are involved in mass communication distribution22.

Examples of publishing media are newspapers,

magazines and books, whereas electronic media

consists of radio, films, recordings, television and

computer.

Nowadays, a newer media is categorized under

electronic media which covers social websites such

as blogs, you-tube, face book, friendster, twitter

and usage of short messaging system (SMS).

With the existence of intermediate media (publishing

media and electronic media), messages can be

channeled towards a wide range of people. The

distance between the sender and the receiver is no

longer a barrier because information can be

channeled and received from mass media in matter of

seconds. Other than that, mass media is an

information network or web that is topped with speed

of changes in today’s technology. Psychological

media can be defined as searching for understanding

regarding how people see, interpret, use and respond

through media. In applying it, psychological media

can identify its potential benefits and probable

problems as well as increase building the media23.

Learning psychological media exist as an academic

and professional discipline due to social and

commercial demand to apply psychological theories

and media impact research as well as media

technology which is growing well through the

academic as well as non academic field. Psychology

is the fundamental to understand the effect towards

individuals and integrated media technology group in

our community. This field covers all angles of human

experience-including thoughts and actions

influencing media in activities, events, theories

and habits’.

CHAPTER 3

METHODOLOGY

3 Introduction

This chapter involves the details of the quantitative

research methodology adopted to investigate the problem as

well as the entire procedure of the research. Definition of

the research design, formulation of the questions, design of

study, selection of sample, gathering data will discuss in

this chapter.

3.1 STRATEGY

The over all strategy of the present study was survey

3.2 RESEARCH INSTRUMENT

After specifying the population and drawing the sample,next step was to collect

data for solving the problem under study. A wide variety oftechniques for collection of

data are available, these techniques in include,questionnaire and Interview.

3.3 POPULATION

The population of the study consisted of two private schoolsof Karachi.

1. Education Trust Nasra (Saddar Campus)2. Aga Khan School garden..

3.4 SAMPLE

1.1 Table Showing the sample of students taken under for

collection of data.

Name of School Class

Number of students

01 Education Trust Nasra Secondary Morning SchoolSaddar

IX Group of 25 students (12 boys and 13 girls)

02 Aga Khan School Garden IX Group of 25 students(13 boys and 12 girls)

03 Education Trust Nasra Secondary School Saddar

X Group of 25 students((12

boys and 13 girls)

04 Aga Khan School Garden X Group of 25 students 13 boys and 12 girls)

IXIXxX

Educ

atio

n Tr

ust

Nasr

a Se

cond

ary

Morn

ing

Scho

ol S

adda

r

11.5 12 12.5 13 13.5

Students Sample Chart

FemaleMale

1.2 Table showing Sample of teachers under taken for data collection.

Name of School Class

Male Female

01 Education Trust Nasra Secondary Morning School Saddar

IX 05 08

02 Aga Khan School Garden IX 04 08

03 Education Trust Nasra Secondary School Saddar

X 05 08

04 Aga Khan School Garden X 04 08

IXIXxX

Educ

atio

n Tr

ust

Nasr

a Se

cond

ary

Morn

ing

Scho

ol S

adda

r

0 1 2 3 4 5 6 7 8 9

Teacher's Sample Chart

FemaleMale

3.5 DATA ANALYSING

The questionnaires were collected from the respondent and

the data was presented in

form of tables after editing. Simple percentages were

calculated to make the interpretation of the data easier.

At the end conclusion were drawn recommendation were given

accordingly

CHAPTER 4

ANALYSIS OF DATA

4.0 Introduction

As it is mentioned in the last chapter that this research

involves total of 100 secondary school girls and boys of

class IX and X. Researcher had also collected data from 50

teachers including male and female. This chapter consist, of

tables and analyses of data. The results of the completion

of the questionnaire will also be explored in this chapter.

The explanation of the each questionnaire will also take

place whether assumptions are accepted or rejected.

4.1 ANALYSIS OF DATA COLLECTED THROUGH QUESIONAIRE FROM STUDENTS

In order to collect data from students questionnaire was developed.

Q1. Do you think that present curriculum is helpful in inculcating patriotism in individuals?

Table 4.1 showing responses for if present curriculum fulfils the need of patriotism in students.

Responses Yes Not Sure No  

Students

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

               Girls 22 44.00% 24 48.00% 4 8.00% 50boys 12 24.00% 18 36.00% 20 40.00% 50total 34 34.00% 42 42.00% 24 24.00% 100

46%

26%

28%

YesNot SureNo

The above statistic shows that 42% of boys and girls are notsure about it and 34% boys and girls agree that present

curriculum helps to inculcate patriotism in them. Whereas24% students disagree with this statement.

Q2. Do you believe that patriotism is must for a citizen?

Table 4.2 Showing responses for patriotism is must for citizen.

Responses Yes Not Sure No  

Students

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

               Girls 48 96.00% 2 4.00% 0 0.00% 50boys 30 60.00% 4 8.00% 16 32.00% 50total 78 78.00% 6 6.00% 16 16.00% 100

46%

26%

28%

YesNot SureNo

The data shows that 78% boys and girls agree that patriotismis very essential for a citizen.6% students were not sure

about it and 16% students denied that patriotism is important.

Q3. Do you feel patriotic about your country?

Table 4.3 Shows responses for patriotic feelings of students.

Responses Yes Not Sure No  

Students

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

               Girls 40 80.00% 6 12.00% 4 8.00% 50boys 18 36.00% 10 20.00% 22 44.00% 50total 58 58.00% 16 16.00% 26 26.00% 100

46%

26%

28%

YesNot SureNo

It is evident from above data that 58% students agree that they feel patriotic for their country, whereas 26% disagree

and said they don’t feel patriotic for their country and 16%said they are not sure about their feelings.

Q4. Do you know any national song?

Table 4.4 Shows responses about how many students know any national song.

Respons

es Yes Not Sure No  

Students

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

               Girls 46 92.00% 2 4.00% 2 4.00% 50boys 30 60.00% 4 8.00% 16 32.00% 50total 76 76.00% 6 6.00% 18 18.00% 100

46%

26%

28%

YesNot SureNo

The above data shows that 76% girls and boys know national songs and 18% students said they don’t know any national song and 6% were not sure about it.

Q5. Do you feel proud for your country?

Table 4.5 Shows responses of students if they feel proud for their country.

Responses Yes Not Sure No  

Students

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

               Girls 36 72.00% 10 20.00% 4 8.00% 50boys 26 52.00% 18 36.00% 6 12.00% 50total 62 62.00% 28 28.00% 10 10.00% 100

46%

26%

28%

YesNot SureNo

This is evident from the above data that 62% girls and boys agree that they do feel proud of their country and 10% saidthey do not feel proud for their country and 28% students were not sure about their feelings.

Q6. Do you really enjoy celebrating 14th August and Defence day?

Table 4.6 Shows the responses about how they feel celebrating National Days.

Responses Yes Not Sure No  

Students

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

               Girls 38 76.00% 8 16.00% 4 8.00% 50boys 24 48.00% 8 16.00% 18 36.00% 50total 62 62.00% 16 16.00% 22 22.00% 100

46%

26%

28%

YesNot SureNo

The above statistics reveal that 62% boys and girls enjoy celebrating National Days like Independence Day, Defence Dayetc. 22% students denied and said they don’t like to

celebrate these days and 16% students are not sure about their feelings.

Q7. Do you enjoy reading articles about patriotism ?

Table 4.7 shows responses for liking to read patriotic article.

Responses Yes Not Sure No  

Students

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

               Girls 30 60.00% 10 20.00% 10 20.00% 50boys 30 60.00% 4 8.00% 16 32.00% 50total 60 60.00% 14 14.00% 26 26.00% 100

46%

26%

28%

YesNot SureNo

It is evident from the relevant statistic that 60% students enjoy reading patriotic articles, whereas 14% are not sure whether they would enjoy or not and 26% said they do not enjoy reading patriotic articles.

Q 8. Do you think that electronic and print media helps you develop patriotism?

Table 4.8 Shows the responses for role of print and electronic media in developing patriotism

Responses Yes Not Sure No  

Students

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

               Girls 26 52.00% 18 36.00% 6 12.00% 50boys 20 40.00% 8 16.00% 22 44.00% 50total 46 46.00% 26 26.00% 28 28.00% 100

46%

26%

28%

YesNot SureNo

The above data reveal that 46% students agree that print andelectronic media are playing their due role in inculcating patriotism in students and 26% said they are not sure about it and 28% said they don’t agree that print and electronic media are plying their due role.

4.2 ANALYSIS OF DATA COLLECTED THROUGH QUESIONAIR FROM TEACHERS

To show the level of agreements of the teachers for each

statement, the investigator had added strongly agree (SA=5)

and agree (S=4) and for disagreement, strongly disagree

(SD=1) and disagree (D=2) are added. For to some extent

responses researcher has counted (SX=3) for all the

statements.

In order to collect data from teachers questionnaire was developed.

Q1 The present curriculum fulfills the requirement of teaching patriotism to students.

Table 4.2.1 Shows responses for if present curriculum is teaching patriotism .

Responses Agree To some extent Disagree  

Teachers Frequency Percentage

Frequency

Percentage

Frequency

Percentage

               Female 24 75.00% 6 18.75% 2 6.25% 32Male 5 27.78% 6 33.33% 7 38.89% 18Total 29 58.00% 12 24.00% 9 18.00% 50

The above statistic indicates that 58% male and female teachers agree that our current curriculum is supporting to inculcate patriotism in young generation or our students. Whereas 9% totally disagree with this opinion and 12% teachers said that to some extend this present curriculum helps to inculcate patriotism in students.

Female Male Total0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

AgreeTo some extentDisagree

Q2. The students respond to the curriculum. Table 4.4.2 Shows do students response to the curriculum.

Responses Agree To some extent Disagree  

Teachers Frequency Percentage

Frequency

Percentage

Frequency

Percentage

               Female 25 78.13% 5 15.63% 2 6.25% 32Male 11 61.11% 1 5.56% 6 33.33% 18Total 36 72.00% 6 12.00% 8 16.00% 50

The above statistic reveals that 72% male and female teachers agree that yes students do response positively to the curriculum they have been taught, 16% teachers totally disagree with this assumption and 6% teachers said that to some extent students do response.

Female Male Total0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%100.00%

AgreeTo some extentDisagree

Q3. The student respond is positive.

Table 4.2.3 Shows positive respond of the students.

Responses Agree To some extent Disagree  

Teachers Frequency Percentage

Frequency

Percentage

Frequency

Percentage

               Female 25 78.13% 4 12.50% 3 9.38% 32Male 7 38.89% 4 22.22% 7 38.89% 18Total 32 64.00% 8 16.00% 10 20.00% 50

This is evident from above table that 64% teachers agree with that students do respond positively to the curriculum whereas, 16% teachers said to some extent students show response and 20% totally disagree with this assumption.

Female Male Total0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

AgreeTo some extentDisagree

Q4. The academic environment provided by the school help flourish patriotism in students. Table 4.2.4 Shows do schools play role in flourishing patriotism in students?

Responses Agree To some extent Disagree  

Teachers Frequency Percentage

Frequency

Percentage

Frequency

Percentage

               Female 20 62.50% 5 15.63% 7 21.88% 32Male 6 33.33% 3 16.67% 9 50.00% 18Total 26 52.00% 8 16.00% 16 32.00% 50

The data in above table show that 52% teachers agree that yes schools do play a positive role in inculcating patriotism in students. At the same time 32% teachers disagree with this assumption and they said that schools do not play any role whereas 16% said that to some extent schools do play their role.

Female Male Total0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

AgreeTo some extentDisagree

Q5. The majority of students lack patriotism.

Table 4.2.5 Shows that students lack patriotism

Responses Agree To some extent Disagree  

Teachers Frequency Percentage

Frequency

Percentage

Frequency

Percentage

               Female 20 62.50% 7 21.88% 5 15.63% 32Male 10 55.56% 3 16.67% 5 27.78% 18Total 30 60.00% 10 20.00% 10 20.00% 50

From the above table it is evident that 60% teachers agree that yes now a days students lack patriotism and 20% disagree with this assumption whereas 20% said to some extent yes students lack patriotism.

Female Male Total0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

AgreeTo some extentDisagree

Q6. The system is responsible for lack of patriotism in students.

Table 4.2.6 Shows either system is responsible or not for lack of patriotism in students.

Responses Agree To some extent Disagree  

Teachers Frequency Percentage

Frequency

Percentage

Frequency

Percentage

               Female 23 71.88% 3 9.38% 6 18.75% 32Male 12 66.67% 2 11.11% 4 22.22% 18Total 35 70.00% 5 10.00% 10 20.00% 50

This is quite clear from above table that 70% teachers including male and female agree that yes our system is responsible for lack of patriotism in students and 10% denied and 10% said to some extent ,yes system is responsible for this.

Female Male Total0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

AgreeTo some extentDisagree

Q7. The students themselves blame for lack of patriotism.

Table 4.2.7 Shows either students themselves are responsible or not for lack of patriotism.

Responses Agree To some extent Disagree  

Teachers Frequency Percentage

Frequency

Percentage

Frequency

Percentage

               Female 12 37.50% 10 31.25% 10 31.25% 32Male 8 44.44% 3 16.67% 7 38.89% 18Total 20 40.00% 13 26.00% 17 34.00% 50

The above table shows responses for either students should be blame for lack of patriotism or not and it is evident that 40% teachers agreed that yes they are sole responsible and 26% said to some extent students do responsible , whereas 34% teachers totally disagree with this assumption.

Female Male Total0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

AgreeTo some extentDisagree

Q8. The students and teachers have a good relationship (communication).

Table 4.2.8 Shows that do students and teachers have goodcommunication.

Responses Agree To some extent Disagree  

Teachers Frequency Percentage

Frequency

Percentage

Frequency

Percentage

               Female 30 93.75% 1 3.13% 1 3.13% 32Male 9 50.00% 0 0.00% 9 50.00% 18Total 39 78.00% 1 2.00% 10 20.00% 50

The above data shows that 70% teachers including male and female agree that yes teachers and students do have good communication with each other, whereas 20% disagree with it and 2% teachers said to some extent, yes teachers and students have good communication.

Female Male Total0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

AgreeTo some extentDisagree

Q9. Teachers are capable to communicate the message of patriotism to students positively.

Table 4.2.9 Shows whether teachers can communicate the message of patriotisms to students or not.

Responses Agree To some extent Disagree  

Teachers Frequency Percentage

Frequency

Percentage

Frequency

Percentage

               Female 30 93.75% 2 6.25% 0 0.00% 32Male 8 44.44% 2 11.11% 8 44.44% 18Total 38 76.00% 4 8.00% 8 16.00% 50

The data from above table show that 76% teachers agree thatyes teachers are capable to communicate the message of patriotism to students positively, whereas 8% said that to some extent teachers are capable and 16% said no teachers are not capable to communicate the message of patriotism positively.

Female Male Total0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

AgreeTo some extentDisagreeDisagree

Q10. Print and electronic media is playing their positive role in inculcating patriotism in students.

Table 4.2.10 Shows the role of print and electronic media for flourishing patriotism in students.

Responses Agree To some extent Disagree  

Teachers Frequency Percentage

Frequency

Percentage

Frequency

Percentage

               Female 28 87.50% 2 6.25% 2 6.25% 32Male 9 50.00% 3 16.67% 6 33.33% 18Total 37 74.00% 5 10.00% 8 16.00% 50

The above table shows that 74% teachers agree that yes printand electronic media are playing their positive role in inculcating patriotism in students and 10% said they are playing their role to some extent and 16% said no print and electronic media are not playing positive role.

Female Male Total0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

AgreeTo some extentDisagree

Table 4.2.11 Shows percentage of responses of yes in highest to lowest order from data collected from students questionnaire.

Sno.

Statements Girls %

Boys%

Total%

2 Do you believe that patriotism is must for students?

96 60 78

4 Do you know any National song? 92 60 765 Do you feel proud of your country? 72 52 626 Do you really enjoy celebrating 14th

August and Defence Day?76 48 62

7 Do you enjoy reading articles about patriotism?

60 60 60

3 Do you feel patriotic about your country?

80 36 58

8 Do you think print and electronic mediahelps you to develop patriotism?

52 40 46

1 Do you think that present curriculum ishelpful in inculcating patriotism in individual?

44 24 34

The conclusion derived from above table is that majority of girls and boys i.e. 78% , agree with the fact that patriotism is very essential for them. 76% students said they knew national song or they listen national songs. 62%

students said that they feel proud to be Pakistani and they also enjoy celebrating National Days. 60% students reponse that they do read patriotic articles. 58% girls and boys said they have patriotic feeling for their country. 46% saidthat print and electronic media are playing their due role to develop patriotism and 34% girls and boys said that curriculum is helpful to develop patriotism.

Table 4.2.12 Shows percentage of responses of yes in highest to lowest order from data collected from teachers questionnaire

.Sno.

Statements Female %

Male%

Total%

08 The students and teachers have a good relationship (communication).

93.75 50 78

09 Teachers are capable to communicate the message of patriotism to students positively.

93.75 44.44 76

10 Print and electronic media is playing theirpositive role in inculcating patriotism in students.

87.5 50 74

02 The students respond to the curriculum. 78 61.11 7206 The system is responsible for lack of

patriotism in students.71.88 66.67 70

03 The student respond is positive. 78.13 38.89 6405 The majority of students lack patriotism. 62.5 55.56 6001 The present curriculum fulfills the

requirement of teaching patriotism to students.

75 27 58

04 The academic environment provided by the school help flourish patriotism in students.

62.50 33.33 52

07 The students themselves blame for lack of patriotism.

37.5 44.44 40

The above table showing the responses can be interpretate inthis way that 78% teachers including male and female agree to this point that students and teachers both communicate with each other very well and at ease. 76% are sure that that they positively deliver the message of patriotism to their students. 74% said that print and electronic are playing positive role in inculcating patriotism in our younger generation. 72 % teachers said that students respondto curriculum. 70% suggest that our system is responsible for the lack of patriotism. 64% teachers said students respond positively to curriculum.60% teachers agree that majority of students lack patriotism. 58% teachers said thatour present curriculum is quite healthy for nurturing patriotism in students. 52% teachers said that schools are providing environment for flourishing patriotism in studentsand 40% teachers including male and female teachers said that students themselves are responsible for lack of patriotism in them.

Table 4.2.12 Shows summary of questionnaire filled by Teachers (including Male and Female).

NOTE (Kindly refer excel sheet attached separately. Sorry for inconvenience)

CHAPTER 5

SUMMARY, CONCLUSION AND

RECOMMENDATIONS

5.0 SUMMARY

5.1 SUMMARY

This research was concluded to know the opinion of secondary

school teachers and students about the lack of patriotism in

younger generation.

The first chapter consists of the introduction, statement of

the problem, justification, purpose of the study, basic

assumptions, the explanation of the keywords in order to

make the discussion more explanatory, scope of the study and

limitations.

In second chapter, researcher has first explained what is

patriotism?, historical background of patriotism, importance

of patriotism in the existing secondary school curriculum,

what is the role of parents , role of school, teachers, our

system and last but nit least role of print and electronic

media etc.

In chapter three firstly researcher has defined the

population and sample selected for research then research

tool and steps in instrument designing and lastly researcher

check the validity and reliability.

In fourth chapter, the data was gathered then analysied and

then has been presented in the form of tables and charts

(pie chart for students data representation and bar graph

for teachers data), using simple percentages.

In fifth chapter, in the light of this research the

researcher has presented the summary, finding of the

research, after this the researcher has presented the

recommendations for the teachers, for the school, for the

parents ,print and social media. Researcher took help from

different books. Journals etc are mentioned in bibliography.

CONCLUSION:

It is revealed from the data that majority of students

and teachers agree that present curriculum helps in

inculcating patriotism in students and most of the teachers

also agree that students also shows positive respond to the

curriculum as well. Half of the teachers involved in data

collection were agreed that schools do help in promoting

patriotism in students. The 60% of the teachers also believe

that majority of the students lack patriotism among

themselves. Although students believe that they believe that

patriotism is very important value for a patriot. But only

58% students said that they feel patriotic for their

country. About 70% teachers said that that our system is

responsible for lack of patriotism in students. 40% teachers

blame students themselves for not been patriotic. 78%

teachers agree that they have the ability and can

communicate very well the message of patriotism to

students.74% teachers agree that print and electronic media

plays a positive role in flourishing patriotism in students

whereas, only 46% students agree with this .

RECOMMENDATION FOR SCHOOLS AND TEACHERS:

Teachers should make the students to learn tolerance,

patience and to respect difference of opinion.

The schools need to teach knowledge and social skills

and not there to turn over their students with what a

curriculum deems as important values relating to political

or religious matters.

Etiquette and tolerance of others is a must in social

development but enforcing things such as political or

religious ideals seems too much . this should be avoided

Teach children about the basics and let them choose to

learn more about subjects when they get to the stage of

independently picking their subjects. This will help them to

differentiate between what is right and wrong in their

practical life.

At early childhood education, children should have

been taught patriotic songs where the goal is to generate a

generation that knew their nation’s origin.

To give education and understanding, the role of an

educator in the means of instilling patriotic spirit is very

important. As an impact, in their minds are instilled with

much of love and passion towards the country.

Schools should encourages to revive training programs

like boys and girls scouting and NCC( National Cadet Corps)

training , which were given in the past but SINCE 2002 due

to some reason discontinued.

Encouraging students to participate in campaigns, in

community cleanup events, and in local government meetings

permits children to gain an understanding of patriotism in

action. 

The educators can further teach patriotism to children

through discussion and dialogue.  Community forums, or

school debates, allow children the opportunity to hear

issues, and to participate in the discussions about

important concerns. 

Essay assignments or contests permit students to put

their understanding into written form.  Each opportunity to

formalize those ideas helps a student to further develop

their patriotic sentiment

Study Trips or visits for the students to historical

places and museums may be

arranged at least once in ayear.

RECOMMENDATION FOR PARENTS:

parent's responsibility is to educate their children..

But if a child is taught nothing in those years prior to

first going to school, the child will not be fit for a

classroom at all. Many people have children without proper

thought about the responsibility that they are thereby

undertaking, and they fail in their duty to teach their

children.

Children need to feel a sense of belonging too, in

their family, their classrooms and in their country. They

will thrive in an environment of respect, compassion and

stability. If the parents teach their kids to love, honor,

show compassion and respect for their country as well as for

their fellow man, they will not only be graced by a sense of

patriotism, they will become better citizens, and in turn

role models for their future generations.

Children learn by example, particularly when it comes

to patriotism.  Love of country does not develop on its own,

but through instruction and demonstration, parents,

educators and leaders of the nation can instill a sense of

pride in the young people who will one day take their own

places in those same roles. There are many ways to instill

national pride into our young people like paying due respect

to our flag and respecting our national anthem.

There have been great books, music and movies over the

years that help build a feeling of patriotism. A good book

to start with is The Sole Spokesman: Jinnah, the Muslim

League, and the Demand for Pakistan; by Ayesha Jalal,

Jinnah: Creator of Pakistan, by Hector Bolitho. Dramas and

Movies like drama serial on soilders who received Nishan-e-

Haider, The Jinnah, are fun to watch together with a little

popcorn and lemonade. And there is a lot of patriotic music

from Mehdi Hassan, Madam Noor Jehan and lots more from

golden classic era to latest pop that can be played in

home. A little dose of patriotism from books, movies and

music can help build a spirit of patriotism at home.

Visiting Minar-e-Pakistan, Historic Museums in vacation

with children will prove to be a remarkable opportunity to

teach respect for country and history. Seeing historic sites

is a good way to build feelings of patriotism.

Recommendations For Media:

The media should play an important role in producing

citizens who love their country or basically just patriotic

citizens. Electronic media for example, should broadcast

more stories with patriotic themes at all times and not only

during the month of independence or anniversary of the

country itself.

When the movies and dramas showing the pre and post

partition problems will always broadcasted, it will

indirectly open the eyes of the citizens, especially

teenagers, on how difficult people from those times

struggled to fight for the country’s independence

Printing media should also publish more stories

regarding the country’s history, whichever possible to

instill patriotism. History plays an important role to

nurture patriotic spirit to love the country. With the

existence of history, people will learn from the previous

mistakes. Other than that, by understanding and appreciating

history, it will indirectly create the feeling of

appreciation among teenagers.

Media freedom is fundamental in democracy therefore it

should be non-negotiable.

Media must report the truth without undue

misrepresentation of facts, sensationalism, propaganda and

bias.

In reporting, the media must take cognizance of

national security and the welfare of the people.

Media practitioners must not be influenced by the

interests of ownership, both government and corporate.

Ownership of the media should be spread to avoid the

monopoly of a few, powerful individuals, corporations or

governments.

Display or transmission of pornographic and violent

media materials should be controlled to reduce negative

influence on societies.

More media outfits should be established in rural

communities to facilitate development and provide them more

access to information.

Media Institutes should be established to coordinate

the activities of both domestic and international media in

order to reduce the incident of false or negative reporting.

TITLE OF STUDYLACK OF PATRIOTISM IN TODAY’S GENERATION

Name of the Research Scholar

SHAMSAH SHAHBUDDIN

A Research Report submitted in partial

fulfilment for the Master of Education Degree

from Hamdard University.

Under the supervision ofDr . KAMAL HAIDER

PRESENTED TO

Hamdard University of education and social sciences

HAMDARD UNIVERSITY

JULY 13

Acknowledgments All the appreciations are for Almighty Allah, the most compassionate and merciful and all blessings for the Holy Prophet Sallallahu Alaihi Wasallam whobrought a torch of knowledge and message of peace and happiness for the whole humanity.

At the completion of my dissertation I feel honor

to express the heartiest gratitude to my venerable

research supervisor Prof Dr. Kamal Haider for his

kind supervision, constructive comments, sincere

advice and patronage loving attitude in organizing

and generating the required information for this

study. I will also express my special thanks Dr Syed

Abdul Aziz. Director Hamdard University of Education

and Social Sciences, Whose sincere support and guidancehave been a content source of encouragement from throughout

the academic year at Hamdard University.

A warm feeling of great gratitude goes towards my husband Muneer Didarali Rajan for his sincere help towards my research work, who encouraged and guidedme at various steps of this study especially his

assistance is related in composing my dissertation.This endeavor would not have been possible without his kind assistance. Acknowledgements are also due to Our Med Co-

ordinator Madam Nusrat. for her support in most

crucial circumstances and being a source of

inspiration and guidance and also for their

countless love and wishes and I would like to thank my

teacher Prof. Dr. Ahmed Sayeed for his great effort,guidance and support in completion of this dissertation.

Words are unable to render the same feelings of

appreciation, which I have towards my family,

kids, sibblings especially my brother Nooruddin

Shahbuddin, who supported me in this dissertation

and made it possible to submit in a present form.

I am also thankful to all of them for their

constant love, enormous encouragement and

confidence in me which always proved to be a

morale booster. Last but not the least I am also

obliged to my dear friend Shaista Zulfiqar for

devoting her valuable and precious time to help me

in completing this dissertation.

ABSTRACTThis research project attempts to establish the fact that

patriotism is lacking in today’s younger generation. The

purpose of this study was to examine the reason for

lack of patriotism in younger generation. The

development of the country will inevitably involve the

development of the current younger generation who will

eventually be taking over the leadership of the country.

Here, the generation that needs to be focussed upon is the

youth, the ones who will be leading the government as well

as the country in the future. The youth should not be

ignored in the country’s development scheme plan. Therefore,

this research will help to concentrates on reasons, the

elaboration and suggestions on how to develop patriotic

spirit in youth.

The scope of the study was limited to secondary

schools of Karachi. This investigation cleared that

through an effective educational system values like

patriotism and civic sense can be transferred in

the new generation. For this purpose our curriculum

for all levels should be prepared in the light of

patriotism especially the compulsory subjects of

secondary (9th and 10th classes) level, which is

the important stage of human development and these

values are essential for individual moral and

social training.

The population of this study were the students of

secondary (9th and 10th classes) level of Karachi

city. By random sampling 2 schools had been

selected. 100 respondents including 50 male and 50

female students were selected for collecting data

with the help of questionnaire ,consisting of 8

items. The researcher had also taken the opinion

of the different scholars. The data was collected

with the help of research tools questionnaire

(consisted of 10 items), and the researcher

presented the statistical analysis by the means of

simple percentage. Some recommendations had also

been presented to solve the problem with the help

of collected data.

In the light of conclusions it was

recommended that Children learn by example,

particularly when it comes to patriotism.  Love

of country does not develop on its own, but

through instruction and demonstration, parents,

educators and leaders of the nation can instill

a sense of pride in the young people who will

one day take their own places in those same

roles.

There are many ways to instill national pride

into our young people like paying due respect

to our flag and respecting our national

anthem. Encouraging students to participate in

campaigns, in community cleanup events, and in

local government meetings permits children to

gain an understanding of patriotism in action. 

Appendix twoQuestionnaires

Dear teachers and educators,

I am M.Ed. student of Hamdard University of Karachi. I have

under taken a research project in education which is a

requirement of Hamdard University. The topic of my research

is;

“An investigation of the opinion of the trained and

untrained secondary school teachers regarding the effects of

their using problem solving method on the learning of the

students”.

I would like your cooperation to complete the questionnaire

which is essential part of my research. Please add any

suggestions or comments where it is required. Please

complete each item.

Thank you

Shamsah Muneer

Students Questionnaire

Name:___________ Gender:________ Class: _____

Note: Please tick mark ( ) any one column (Yes / No), best suitable for your answer.

Q. No.

Question Yes

Notsure

No

1

Do you think that present curriculum is helpful in inculcating patriotism in individuals?

2 Do you believe that patriotism ismust for a citizen?

3 Do you feel patriotic about your country?

4 Do you know any national song?

5 Do you feel proud for your country?

6 Do you really enjoy celebrating 14th August and Defence day?

7 Do you enjoy reading articles about patriotism?

8Do you think that electronic and print media helps you develop patriotism?