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Chapter 1: Works of Shāh Walī Allāh and his Decedents

Life of Shāh Walī Allāh

Shāh Walī Allāh has written an article titled “al- Juz’ al- Laṭīf fī tarjamat al- ‘Abd al-Ẓa‘īf” in his book “Anfās al ‘Ārifīn” in which he has described his life history. Following are the events of his life as narrated by him:

            “I was born on Wednesday 4thShawwāl, 1114 A. H at sunrise… Parents and other saints had received the intuitions about me even before and after my birth. I was sent to Maktab at the age of five and when I was about seven my father made me offer prayers and commanded me to observe fast. In the same year, circumcision was done and after having finished the Qur’ān I took up studying books in Arabic and Persian. At the age of ten, I was going through “Sharaḥ Mullā” and during that time the field of studies opened up for me. I was married at fourteen as my father had desired an early wedding…. I gave my hand to my father’s hand at the age of fifteen and got busy taking up Ashghāl-e-Ṣufīah, especially the Mashā’ikh-e-Naqshband. I set up my spiritual discourse after having sought their attention and motivation to acquire the grooming about norms of religious practices and spiritual uplift through Sufiism. In the same year, I studied a part of Beḍāvī Sharīf and then my father arranged a general feast where he accorded me permission to deliver dars. In short, I learned all the disciplines of that area (‘Ulūm-e-Mutadāwalah) at the age of fifteen and went through all the books linked with these fields in chronological order. In the field of Ḥadīth, leaving aside its part from Kitāb al-bay‘ upto Kitāb al-ādāb, I went through the remaining complete Mishkāt, Ṣaḥīḥ Bukhārī upto Kitāb al-ṭahārah...

معروف معالجاتی اقسام کا اسلامی تعلیمات کی روشنی میں تحقیقی و تجزیاتی مطالعہ

Kindness is the attribute of Almighty Allah, which is mentioned many times in the Holy Quran. Prompt relief a disease is also an aspect of the kindness of almighty Allah. Treating an ill person is appreciated and preferred significantly in Islam. This article discusses the Islamic jurisdiction of the various forms of treatment and medication, prevailing in the society. Prior to the juristic discourse, the paper gives detail of the medications including the verdicts of renowned scholars along with their parameters and valuable. Cure and timely is concern of every individual of the society. It is obviously significant to educate the masses about the nature and various religious issues regarding medication practices with regard to teachings of Islam.

An Analytical Study of Questioning Leading to Critical Thinking in Classrooms

Questioning is one of the most commonly used techniques at the disposal of teachers during teaching to check students’ level of understanding about the concepts. Questioning technique assists teachers to communicate them about the level of understanding of their students. Questions are promoting students’ creativity in classroom interaction. Without higher order, thought provoking questions, learning become little more than memorization. Questions, if asked intelligently not only elicit information and develop cognitive thinking processes but also develop analytical and critical thinking. Perhaps a few studies have been carried out on this vital issue in the Pakistani classroom situation. The overall purpose of the proposed study was to investigate questioning leading to critical thinking in the classrooms setting. It was focused to determine the levels of questions keeping in view the Bloom’s Taxonomy. The study was also focused to analyze lower and higher order questions and to explore convergent and divergent questions at secondary and tertiary levels. The study was an observational type of the descriptive method. The target population composed of 21965 teachers at Secondary Level and 3000 teachers at Tertiary Level in Khyber Pakhtunkhwa. Using proportional allocation of population (Walpole, 1968), 176 Secondary School teachers and 24 Tertiary level teachers were observed in their classrooms during their teaching. Using simple random sample technique, the study was conducted in districts Peshawar, Kohat, D.I.Khan, Mansehra, Mardan, Malakand, and Swat. To achieve the objectives of the study, the instrument “observation guide using Bloom’s Taxonomy” was used. A total of two hundred observations were made at both the levels. During the observation the researcher xii noted down the questions asked by the teacher and was also audio recorded. The questions were then categorized on the observation sheet as knowledge, comprehension, application, analysis, synthesis and evaluation. The study results revealed that teachers practice of asking questions was very weak, majority of the teachers asked dominantly lower order and convergent questions at secondary level which could not help to develop the habit of critical thinking among students at secondary level. There were variations in terms of classroom time duration and number of asked questions by teachers. The results of the study showed that no question was asked by teachers in some of the classes at secondary level. The asked questions were predominantly lower order and convergent questions with a very low asking ratio and, not encouraging critical thinking at tertiary level among students. The teachers both at secondary and tertiary level provided very short wait time to students to respond. There found no awareness of teachers regarding the positive impact of increasing wait time and getting divergent answers. The results also concluded that there is no significance difference between type of teachers’ questions at secondary and tertiary level. The observations in the study revealed that teachers at secondary and tertiary level employed almost similar type of questioning technique while teaching in order to check student’s level of understanding. Of all the questions asked in the study, lower order and convergent questions elicited the greatest number of responses from the students. Teachers rarely posed questions at the application, synthesis and evaluation levels. Teachers generally preferred to pose simple questions that would accelerate the teaching learning process and would need little efforts on the part of students to answer the questions. xiii It was recommended that the use of multiple types of questions in the classroom is crucial for promoting students’ critical thinking. In teaching, it is necessary for the teachers to plan questions for students learning, as well as for promoting students’ higher level of thinking process.
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