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Recent controversy focuses on the approval of a history textbook published by the Japanese Society for History Textbook Reform, which placed emphasis on the achievements of pre–World War II Imperial Japan, as well as a reference to the Greater East Asia Co-Prosperity Sphere with fewer critical comments compared to the other Japanese history ...
Sindh came to be at the forefront of the Khilafat Movement. [109] Although Sindh had a cleaner record of communal harmony than other parts of India, the province's Muslim elite and emerging Muslim middle class demanded separation of Sindh from Bombay Presidency as a safeguard for their own interests.
From a global perspective, Japanese culture scores higher on emancipative values (individual freedom and equality between individuals) and individualism than most other cultures, including those from the Middle East and Northern Africa, sub-Saharan Africa, India and other South Asian countries, Central Asia, South-East Asia, Central Asia, Eastern Europe, Central America and South America.
The emphasis of the document is not so much on the basic laws by which the state was to be governed, such as one may expect from a modern constitution, but rather it was a highly Buddhist and Confucian document that focused on the morals and virtues that were to be expected of government officials and the emperor's subjects to ensure a smooth ...
Raja Dahir of Sindh had refused to return Arab rebels from Sindh [6] [7] and Meds and others. [8] Med pirates shipping from their bases at Kutch , Debal and Kathiawar [ 8 ] during one of their raids had kidnapped Muslim women traveling from Sri Lanka to Arabia , thus providing a casus belli [ 8 ] [ 9 ] against Sindhi King Dahir . [ 10 ]
Japanese Moral Education Past and Present. Fairleigh Dickinson University Press. ISBN 0-8386-3693-4. Miyoshi, Nobuhiro (2004). Henry Dyer, Pioneer Of Education In Japan. Global Oriental. ISBN 1-901903-66-4. Shibata, Masako (2005). Japan and Germany under the U.S. Occupation: A Comparative Analysis of Post-War Education Reform. Lexington Books.
The Empire of Japan endeavored, through education initiatives and specific financial support for new shrines, to frame Shinto practice as a patriotic moral tradition. [4]: 120 From the early Meiji era, the divine origin of the Emperor was the official position of the state, and taught in classrooms not as myth, but as historical fact.
The Class VII (ages 11–12) book (Sindh Textbook Board) on Islamic Studies reads: "Most other religions of the world claim equality, but they never act on it." The Class VIII (ages 12–13) book (Punjab Textbook Board) on Islamic Studies reads: "Honesty for non-Muslims is merely a business strategy, while for Muslims it is a matter of faith."