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18. Al-Kahf/The Cavern

18. Al-Kahf/The Cavern

I/We begin by the Blessed Name of Allah

The Immensely Merciful to all, The Infinitely Compassionate to everyone.

18:01.
All Praise and Gratitude is to Allah - The One and Only God of everyone,
WHO has sent down The Divine Book to HIS Servant Muhammad.
And HE has not made any deviousness in it - straight and upright in terms of the perfection of its words, text, and meanings.

18:02
HE has made it a straightforward Book -
meant to warn people of severe punishment from HIM in case of their continued disbelief,
and to give the good news to the believers who practice righteousness -
that for them will be a beautiful reward – Paradise,

18:03
a. Paradise - wherein they will live forever – never to leave, never to die.

18:04
Furthermore, it is meant to warn those who allege:
‘Allah has taken to HIMSELF a son.’

18:05
They have no knowledge about it, nor had their forefathers.
It is really a monstrous assertion of blasphemy that is coming out of their mouths!
They utter nothing but an absolute falsehood against Allah.

18:06
O The Prophet!
You are aggrieved by the hostility aroused by the Divine Message among the polytheists.
Then perhaps you are going to destroy yourself with grief and anguish for their sake
if they are not believing in this Proclamation - The Qur’an.

18:07
This is a reality that WE have made all that is in the terrestrial world,
- a splendor and beauty for it so that WE may test people to see which of them is better in terms of...

مقام نبوت و رسالت: کتب مقدسہ کی روشنی میں: تجزیاتی مطالعہ

Allah used to send Prophets to deliver his message and to provide guidance to the people in every field of life. Different Prophets brought divine religions with them and make people convince to that particular religion. For the purpose of guiding people, Allah made a formal arrangement of sending down divine books. Among those, Torah, Gospel and the Holy Quran are the three books on which this paper will focus on Torah, Gospel and Holy Quran are followed by Jews, Muslims and Christians respectively. This paper emphasizes on the respect and status these books give to their prophets. As three of these have been sent down by Allah, researchers are interested in knowing the similarities in these books with reference to esteem and prestige these books offer to their holy prophets, i.e. Hazrat Moosa (A.S), Hazrat Issa (A.S)and Hazrat Muhammad (PBUH).

Science Teachers Pedagogical Beliefs and Teaching Practices in Private Nursing Schools of Karachi

The purpose of the study was to understand the pedagogical beliefs of science teachers in professional nursing education. The study also sought to understand their personal, professional beliefs and how these beliefs influenced their practices. Demographic questionnaires, along with life history interviews and classroom observations were used as key methods for data collection; life-history is used as a methodological lens for in-depth exploration of participants’ lives. Demographic data collected from 26 private, Pakistan Nursing Council (PNC) registered schools of nursing revealed that 71% of the science teachers were subject specialists with a masters’ degree in science, while the rest are doctors, engineers, pharmacists, and nurses. Based on demographic findings three subject specialists, two female and one male were selected as participants. Three life- history interviews and three classroom observations were conducted for each participant. An analysis of interviews and classroom observation data revealed that the participants entered the professional teaching context with pedagogical beliefs that developed in two contexts, their own schooling and the out of school contexts. Both of these contexts influenced their pedagogical beliefs. All the participants were nurtured differently, went to different academic institutions, were exposed to different professional development opportunities, and worked in different contexts (academic and professional institutions). Their biographies revealed that these differences shaped their experiences, perceptions, and reasons according to the ways they lived their lives, and conceptualized and practiced teaching in professional schools. The findings suggest a strong relationship between the science teachers’ experiences of teaching in professional nursing education and their developing pedagogies. The dynamic nature of their teaching and learning beliefs were affected by their personal, social, cultural, historical, and contextual influences. Participants’ understanding of the nature of science (NOS) was found to be one of the major influences in the pedagogical development and pedagogical beliefs. Cognitive dissonance was observed in their beliefs about the NOS and their reported and enacted teaching practices. The reported and the enacted beliefs of the participants imply that conceptually they are still holding a positivist view and hence positivist stance, but pedagogically they seemed inclined towards the constructivist views and positions. It was interesting to find similarities between cases that were from different contexts, yet to find differences in their professional practices when they belonged to the same profession and had similar academic backgrounds.
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