Implications of articulating peace education with Islam: an analysis of Afghanistan public school textbooks
Bibliographic record
Abstract
This study analyzes the articulation of peace with Islamic teachings in public school textbooks in Afghanistan by answering two questions: How is peace represented in the patriotism and civic education textbooks issued by the Ministry of Education of the Islamic Republic of Afghanistan? And, how is peace articulated with Islam within these textbooks? The study identifies three primary findings: First, while the textbooks briefly reference the concept of peace, their primary focus is on security and the threats posed by insecurity. Second, at the national level, the textbooks articulate peace education with a moderate interpretation of Islam that promotes positive social values. Third, concerning Afghanistan’s relationship with the Western world, the textbooks articulate peace with a confrontational Islam, one that asserts the superiority of Islamic thought over Western ideologies, condemns the economic, military, and cultural dimensions of globalization as a civilizational clash between the Islamic and Western worlds, and calls for jihad and martyrdom. This study demonstrates how each of these conceptual constructions are ruptured due to internal conflicts but negotiated into forced unities. Utilizing critical discourse analysis, the integrative theory of peace, and the concept of articulation, this content analysis examines textbooks published prior to the Taliban’s 2021 takeover.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".