Teach inter-civilisational history to counter intolerance, scholar says

Independent scholar Sharifah Munirah Alatas has proposed teaching inter-civilisational history in Malaysian primary schools to foster patriotism, national pride, and tolerance among students. She argues that such an approach emphasizes the importance of diversity and the collective identities of various cultures, particularly Chinese, Islamic, Persian, Arab, and Indian civilizations.

Munirah contends that the current Malaysian educational system lacks the focus on inter-civilisational history and its positive impact on national cohesion. With a rise in religious intolerance among schoolchildren, she stresses the need to learn from the successes and failures of past civilisations, irrespective of their religious affiliations. She points out that civilisations thrived due to embracing diversity and achieving a balance between religious tolerance and non-religious progress.

Munirah further highlights the importance of teaching students about the coexistence of Muslim and non-Muslim communities, citing historical examples of peaceful coexistence among Muslims, Jews, and Christians under Muslim rule. She also emphasizes the role of political institutions in facilitating such harmony and calls for the Malaysian leadership to emulate these practices.

In the context of Malaysia, Munirah argues that relations between Muslims and non-Muslims, as well as Malays and non-Malays, are crucial for building national pride and patriotism. She criticizes the education ministries for focusing on racial supremacy rather than promoting a more inclusive and accurate historical narrative. She urges the government to reform the teaching profession, including headmasters, as they play a vital role in implementing progressive thinking and habits in the classroom.

Former Deputy Unity Minister Ti Lian Ker echoes Munirah's concerns about religious and ethnic intolerance among primary school children. He believes that the government should investigate the country's education system to ensure it adequately prepares the next generation for multicultural coexistence. Ti suggests setting up a government committee to address the issue and recommends measures to prevent the problem from persisting. He also dismisses claims that vernacular schools are responsible for deepening societal divisions.