The major problem of Pakistan since its formation is huge difference among religious conservatism and liberalism. Both perceive the formation of Pakistan according to their views but, this rivalry is not new. During British India, such ideologies were working against each other and Muslim society had been divided into two schools of thought: the Aligarh and the Deoband. Aligarh School of thought motivated Indian Muslims regarding getting western education as solution of their current socio-political problems, while Deoband School of Thought found this solution in religious education.
This article highlights the difference among ideologies and practices of both the school of thoughts with special reference to Pakistan, and solution of this difference according to the theories of Sir Syed and Allama Iqbal. Both the scholars found the reason of Muslims backwardness is far from the modern education. If Sir Syed gave the concept of rationalism in religion for the purpose of getting rid off from orthodox and rigid behavior, Allama Iqbal focued upon the need of ijtehad and reconstruction of religious thoughts that is a solution of all the modern issues and problems. Both the point of views are discussed in this article.

This study aimed to investigate the effects of cultural conservatism, basic democratic government endorsement, common good democratic endorsement and national militarism on the moral judgment competence. Data (N=96) of bachelor, master and m.phil students was collected from 2 universities and 1 postgraduate college in southern part of Punjab province, Pakistan. Culture conservatism scale, Basic Democratic Government Endorsement Scale, Common Good Democracy Endorsement Scale and National Militarism (War Politics) Scale were used for measuring cultural conservatism, basic democratic government endorsement, common good democracy endorsement and national militarism. The Urdu version of Moral Judgment Test was used to measure moral attitudes and moral judgment competence. The finding showed no relationship with cultural conservatism, basic democratic government endorsement and common good democracy endorsement, while there is a significant negative correlation with national militarism (r = -.27, p< .05) with moral judgment competence. The postconventional arguments also showed a negative correlation with moral judgment competence. These findings are discussed according to the prevailing political conditions in Pakistan.

Educational system in British India was in fact, a plan of control. British government wanted to facilitate Hindus therefore this system was destroying Muslim identity and recognition. Although, one of its prime objectives was to promote Christianity and western culture in Indo-Pak Subcontinent but its other features were covering interests of Hindus. Therefore, Muslims had been forced to give up getting education.
This article highlights all the seven educational plans which are called seven terms of British educational system in India, introduced by the British Government according to the need of time. Impacts of every term are also presented here while characteristics of British educational system are covering the whole tenure of British educational policies in Indo-Pak Subcontinent from 1813 to 1947. The socio-political consequences of this system after the formation of Pakistan are also discussed here.