The Moral Imperative of Modernization
This chapter considers the pedagogical instantiation of literature as a disciplined practice, with particular emphasis on the arguments for reformed educational policy, often anchored in fears of fanaticism as a counterpart to the moral force of modernization. It discusses the role of education in the writings of colonial administrators Lord Cromer and Alfred Milner, both of whom associate learning to read with the cultivation of sensibilities necessary to the supposedly virtuous ends of liberal government. Drawing from distinctions between taʻlīm (instruction) and tarbiyah (cultivation), as well as opinions versus prejudice, the chapter examines the role of reading as part of a broader conceptualization of education, civic participation, and the colonial Egyptian state.
Princeton Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.
To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us.