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ڈاکٹر محمد مصطفےٰ زرقاء

ڈاکٹر محمد مصطفےٰ زرقاء
گزشتہ دنوں عالم عرب کے ممتاز ماہر فقہ ڈاکٹر محمد مصطفےٰ زرقاء نے بھی اس جہاں فانی کو خیر باد کہا، اناﷲ وانا الیہ راجعون۔
ڈاکٹر صاحب اسلامی فقہ وقانون میں سند کا درجہ رکھتے تھے، ان کی کتاب المدخل الفقھی العام اصول فقہ میں نہایت بلند پایہ خیال کی جاتی اور مرجع و ماخذ کی حیثیت رکھتی ہے، وہ اپنی غیر معمولی فقہی بصیرت کی بنا پر شام میں وزیر انصاف کے عہدہ پر بھی فائز ہوئے۔ ان کے عالمانہ و محققانہ مضامین کے اردو رسالوں میں ترجمے برابر چھپتے رہتے تھے معارف کو بھی ان کے مضامین کے ترجموں کی اشاعت کا فخر حاصل ہے۔ مجلہ البعث الاسلامی لکھنو میں ان کے متعدد مضامین شایع ہوئے ہیں۔ فقہ کے علاوہ دوسرے اسلامی علوم خصوصاً تفسیر و حدیث سے بھی ان کو خاص مناسبت تھی۔ الولدسرلابیہ کے مصداق ان کے فرزند ارجمند ڈاکٹر محمد انس زرقا بھی فقہ اسلامی کے ممتاز اسکالر ہیں جن کے بعض مضامین کا ترجمہ معارف میں شایع ہوچکا ہے۔ اﷲ تعالیٰ علم و دین کے اس خادم کی مغفرت فرمائے۔ آمین!! (عارف عمری، اگست ۱۹۹۹ء)

 

KRISIS DISIPLIN PENDIDIKAN ISLAM: ANTI PLURALISME

This article discusses the problem of Islamic education from a theological and sociological point of view. The emergence of normative and verbalist Islamic education curriculum distorts the universality of Islam. Islam that is contextual in space and time, always in contact with sociological aspects, should be understood as something that can change its partiality dynamics continuously, even though there is a universal thing that is maintained as a normative belief. On the other hand, the failure of education to produce educational output that is dignified and virtuous has caused some people to distrust the world of education in developing the character and ethics of children. The vote of disbelief is getting stronger with the emergence of the National curriculum model which gives a greater portion of general subjects than religious subjects. This paper is a criticism of the development of the world of education in Indonesia, with the hope that education stakeholders make changes to the education system and the applicable curriculum.

Exploring the Use of Literary Texts to Develop Moral Values in Grade Six of a Private School in Karachi, Pakistan

English literature teaching and learning practice can transform individual understanding, appreciation, and eventual practice of moral values. Research in this area indicates the ever-present dichotomy of how reading literary texts for moral learning should ensue, through William Bennett's teacher-centred, transmission approach, or through a more transactional approach between reader and text, as elaborated in Louise Rosenblatt's Reader Response Theory. Dr Darcia Narvaez builds upon Rosenblatt's theory, considering it a more active approach to MTC that can foster practical moral learning practices, which do not work through top-down transmission but rather ensue from the students themselves, regardless of their individual reading ability. An exploratory, qualitative study to discover how Grade Six students read, interacted and identified with the literary texts taught in class was conducted, using the methods of semi-structured individual and focus group interviews, document and textbook analyses, and classroom observations, and the collected data were carefully analyzed through pattern forming, identifying themes, developing major categories and planning each category under a code to generate explicit findings. Findings that emerged were that Grade Six students are aware of their moral selves and basic moral values, equating morality with a system of rewards and punishments, or a system of right and wrong actions. The major finding is that students willingly identify with the moral messages inside literary texts when it is presented through a personal approach, rather than through a didactic text. The intention of this research is to inform interested stakeholders such as curriculum planners, English Literature teachers, and the general teaching body, parents, and, most essentially, all the readers of Literature, be it in any language or from any culture, of the integral moral message that literature hopes to convey, so that through active reading, discussion and interaction with the literary text, we can all enhance our moral attitudes and practices, to lead our lives successfully and safely into this new century and A consequently through our living and learning, pass forward a rich legacy to future readers of literature, to carry forward the torch of moral enlightenment into the next century.
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