Jacob Martin
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I was out of this thread, but your post deserves a response: The burden of proof lies on the party making the claim. If anyone claims objectionable material in Pakistani textbooks, then it is up to them to provide the primary reference source. Pakistanis themselves are fine with the books being taught to their children, and if they have any objection, they have a perfectly valid due process to follow in making any changes agreed upon.
That proof has been discharged, dear Haider bhai. In evidence, there is no fixed burden. The onus of proof keeps shifting from one party to the other. Once the initial burden of proof has been discharged, then the onus shifts to the other party to a) disprove the evidence adduced, b) adduce their own evidence to support their claims. Our side has provided enough evidence for the onus of proof to shift on to the persons claiming otherwise. So far, all that we have gotten in return are bland denials and refutation. That does not amount to a discharge of the burden of proof and the onus does not shift onto us. The great researcher is wrong in asking us to PROVE everything. After we gave our references, it is for the great researcher to DISPROVE, and that cannot be done by simply saying, "Reject! Reject!! Reject!!!"
Look, in order to support your contention that there is a valid process for making changes, you gave two references, including a list of parties who are supposedly involved in the consultation process for setting the curriculum. I personally think that @Asif Durrani rightly pointed out that a) merely having a process is no safeguard in a system rigged at inception, and b) the parties mentioned are as likely as any to meddle with the syllabus to its detriment. But notwithstanding what I think, point is, at least you did give some references to prove your argument, as opposed to the great researcher who simply relies on the self-proclaimed greatness of her clever ideas.