Ideology

• Ideology


  The "Science of ideas," where an "idea" is a basic concept on which a "system" is built
• Ideology


  • The set of views, values, and goals of a group or country
  • Deeply embedded in people's sense of right and wrong
  • A set of ideas, a framework for action, and a set of rules that gives life order and meaning to human actions
• The term "ideology" was first coined by French philosopher Antoine DestutLde Tracy


  Late 18th century
• Ideology


  • Looks at the current political, social, and economic processes and tries to make people aware of how they work
  • Supports or disapproves of certain actions and ideas
  • Gives a country a sense of direction and perspective
• Ideology


  • Reflects the mental state of its citizens, their feelings, dreams, aspirations, ideals, goals, and the ongoing desire to achieve those goals
  • Its value is based on how committed its adherents are to it
• Ideology of Pakistan


  • Establishment of a separate state in which Muslims of the subcontinent can preserve Islamic values and deals in accordance with the Qur'an and Sunnah
  • Ideological foundation upon which the Muslims of the subcontinent fought for their identity, rights, separate country, and national welfare
  • Pakistan was founded primarily to put Islamic teachings into practice
• Eslam's fundamental principles form the basis of Pakistani ideology, which was influenced by the economic and social hardships Muslims in colonial India endured
• From the mid-18th century until 1947, the Indian subcontinent was subject to British colonial control
• Muslims experienced numerous hurdles and disadvantages as a religious minority during British rule
• Differences faced by Muslims under British rule

  • Economic
  • Political
  • Social
• Following the War of Independence in 1857, the British were convinced that the Muslims were the main reason for the War and that they might try it again in the future
• As a result, the British were hostile towards Muslims, who continued to be economically oppressed and disregarded
• Land ownership, a critical economic resource, was transferred into the hands of the British and Hindu elites, leaving many Muslims landless and economically deprived
• Muslims' commercial and trade opportunities shrank, yet they did not renounce their ideology
• Many Muslims were landless laborers with Hindus or British landlords holding the majority of land
• Land ownership disparities resulted in economic inequality
• Muslims, particularly those in rural areas, had restricted access to contemporary education during the colonial period
• Their inability to compete for skilled occupations and access economic prospects was hampered by their lack of education, exacerbating economic inequities
• Discrimination in the workplace was pervasive in British India. Many Muslims encountered discrimination
• Some estimates suggest that India's GDP per capita in 1857 was higher than that of many Western countries, including Britain
• Using the internet and other sources, find the GDP of India when the British left India in 1947
• Muslims faced difficulties in getting government or British-controlled occupations. Their economic mobility was hampered by discriminatory employment practices and a lack of representation in administrative and economic institutions
• Communal tensions and rioting between Hindus and Muslims interrupted economic activity
• During such riots, Muslims typically suffered disproportionately, with their houses, businesses, and livelihoods being targeted, resulting in economic losses
• Muslims frequently lacked access to credit and financial resources. Muslims found it difficult to engage in enterprises or agriculture due to discriminatory lending policies and a lack of financial Institutions that catered to their requirements
• The zamindari system, which entailed intermediaries (zamindars) collecting tax from peasants on behalf of the British, frequently exploited rural Muslims. These mediators sometimes enforced excessive land rents and taxes, increasing Muslim peasants' economic problems
• These inequities shaped Muslims' socioeconomic conditions, contributing to their demands for social and economic fairness, as well as their political demands for representation
• The British advocated a "divide and rule" tactic, taking advantage of religious differences within Indian society, Muslims were frequently politically sidelined, and their representation in key administration positions significantly decreased
• The colonial administration and other communities disregarded or misunderstood Muslim cultural practices and traditions. This exacerbated feelings of cultural isolation and social alienation
• Muslims, particularly in religiously charged areas, faced social shame. Occasionally, communal tensions erupted into violence and social exclusion, producing more division and discrimination
• Following their colonization of the subcontinent, the British instituted a system of education in which the English language was important. The majority of Muslims opposed the new educational system
• Muslims frequently lacked access to credit and financial resources. Muslims found it difficult to engage in enterprises or agriculture due to discriminatory lending policies and a lack of financial institutions that catered to their requirements.
• Zamindari system

  Intermediaries (zamindars) collecting tax from peasants on behalf of the British, frequently exploited rural Muslim peasants by enforcing excessive land rents and taxes
• Inequities in the zamindari system

  Contributed to Muslims' socioeconomic problems and their demands for social and economic fairness, as well as their political demands for representation
• The British advocated a "divide and rule' tactic, taking advantage of religious differences within Indian society. Muslims were frequently politically sidelined and their representation in key administration positions significantly decreased.
• The colonial administration and other communities disregarded or misunderstood Muslim cultural practices and traditions, exacerbating feelings of cultural isolation and social alienation.
• Muslims, particularly in religiously charged areas, faced social shame. Occasionally, communal tensions erupted into violence and social exclusion, producing more division and discrimination.
• Following their colonization of the subcontinent, the British instituted a system of education in which the English language was important. The majority of Muslims opposed the new educational system.
• During the Pakistan Movement, Muslim leaders were frequently arrested and faced outrage from the Hindu-dominated Indian Congress and the British Empire, which resisted their demands for a separate Muslim state.
• The creation of Pakistan was a result of the political, social, and economic marginalization of Muslims during the British colonial rule.