Dr Ko Ko Gyi @ Abdul Rahman Zafrudin Burmanized the Malaysian article written by Sharifah Munirah Alatas in FMT Free Malaysia today, ” Teach inter-civilisational history to counter intolerance, scholar says”
Teach inter-civilisational history to counter intolerance, scholar says
An independent scholar has called for the introduction of inter-civilisational history in primary schools, saying it could foster patriotism, instil pride in the nation’s shared history, and help curb religious and ethnic intolerance among students.
According to the scholar, inter-civilisational history focuses on how different cultures, faiths, and kingdoms interacted peacefully throughout Myanmar’s history, rather than propagating divisions.
Drawing from the history of Bama kingdoms, the scholar highlighted how religious and ethnic minorities played vital roles in royal courts and society. Hindu Brahmins served as Ponnas (both fair and darker-skinned) functioning as trusted advisor-ministers, royal astrologers, and palmists. Similarly, Christian Portuguese soldiers and Muslim guards served as loyal royal troops defending the crown.
Furthermore, historical monarchs consistently practiced religious pluralism by appointing relevant religious leaders to manage their respective intra-religious community affairs, and generously granted land for Muslims, Christians, and Hindus to build places of worship. Notably, King Mindon famously donated a rest house in Mecca for pilgrims from Myanmar.
Beyond Myanmar’s borders, the scholar pointed to broader historical precedents of pluralism, such as how Muslim Mughal rulers allowed other religions to flourish across India, and how coexistence thrived under Muslim rule in medieval Spain, parts of Europe, and the Middle East.
The scholar lamented that modern educational frameworks—specifically pointing to monastery education systems and Yin Kae Lain Mar (culture and manners) schools—risk brainwashing Buddhist children to harbor animosity toward Islam. This institutionalized bias allegedly extends even into professional state institutions, noting that government servant training schools, the Defence Services Academy (DSA), and the Officers Training School (OTS) have suffered from systemic Islamophobia and Rohingyaphobia.
Emphasising the need for systemic reform, the scholar called for these rich historical experiences of multiculturalism and coexistence to be brought into classrooms to help children better appreciate mutual respect.
“In the context of Myanmar, harmonious relations between Buddhists and religious minorities—including Muslims, Christians, and Hindus—are key to building true patriotism and national unity,” the scholar said.
