Fostering FaithBased Understanding: Comparative Religion in Pakistan’s Educational Institutions

Abstract

In a diverse country like Pakistan, where multiple faiths coexist yet religious tensions persist, there is a growing need for faith-based understanding within education. This article argues that introducing comparative religion courses—taught in a respectful, academically neutral way—can foster tolerance, national cohesion, and critical thinking among students. Grounded in Islamic principles such as قُلْ يَا أَهْلَ الْكِتَابِ تَعَالَوْا إِلَىٰ كَلِمَةٍ سَوَاءٍ (“Say, ‘O People of the Book, come to a word that is equitable between us.’”) (Q. 3:64), and وَلَنْ يَرْضَىٰ عَنكَ الْيَهُودُ وَلَا النَّصَارَىٰ حَتَّىٰ تَتَّبِعَ مِلَّتَهُمْ (“…And never will the Jews or the Christians approve of you until you follow their religion.”) (Q. 2:120), the article presents a timely argument for curriculum reform. Drawing on recent studies, policy developments like the Directorate General of Religious Education (DGRE), and comparative institutional practices, this article proposes a model for integrating comparative religion into schools and madrasas in Pakistan that nurtures mutual respect while reinforcing Islamic identity.