Literature through ages and its Relationship with the Sacred and the Secular in Postmodernity

Authors

  • Dr Muhammad Saeed Nasir Lecturer in English, Emerson University Multan, Pakistan Saeed125nasir@gmail.com
  • Unaiza Khudai PhD Scholar, Department of English, University Teknologi Malaysia
  • Muhammad Riaz Lecturer in English, Bahadur Sub Campus Layyah, BZU, Multan, Pakistan,
  • Abdul Rashid lecturer in English, Bahadur sub campus layyah

DOI:

https://doi.org/10.21015/vtess.v10i3.1296

Abstract

Literature is considered as a social instrument. It had engaged itself into social, political, cultural, environmental, aesthetic and religious concerns of the man. The European enlightenment is considered as the originator of the dichotomy of secular and religious. Secularism was seen as a central modern category of reference ‘to construct, codify, grasp, and experience a realm or reality that is differentiated from the religious. While on the other hand religious understanding was taken as opposite to the secular which proved a misunderstanding about the position of literature. Essentially, Literature occupies a complex affiliation with religious and secular debates equally. It holds a paradoxical and intricate connection with religion, which always inspires scholars to adopt interdisciplinary approaches to explore this intriguing phenomenon; it looks increasingly thought-provoking to explore this paradox. On this subject, scholars always take pains to reconnoitre the intersection between religion and literature, ending up with new equations as well as new lines of inquiry. The present study is a debate on the relationship between sacred and secular keeping in the demands of postmodernity

Author Biography

Abdul Rashid, lecturer in English, Bahadur sub campus layyah

Department of English, Bahadur sub campus layyah,BZU,Multan

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Published

2022-09-30

How to Cite

Nasir, D. M. S., Khudai, U., Riaz, M., & Rashid, A. (2022). Literature through ages and its Relationship with the Sacred and the Secular in Postmodernity. VFAST Transactions on Education and Social Sciences, 10(3), 65–70. https://doi.org/10.21015/vtess.v10i3.1296