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اسلامی عقاید اور دیگر مذاہب

اسلامی عقاید اور دیگر مذاہب
اعتراض نمبر۷۴
ڈریپر صاحب (معرکہ علم و مذہب) میں لکھتے ہیں ، بحیرہ راہب نے بصریٰ کی خانقاہ میں محمد ﷺ کو نسطوری عقاید کی تعلیم دی۔آپ کے نا تربیت یافتہ لیکن اخاذ دماغ نے نہ صرف اپنے اتالیق کے مذہبی بلکہ فلسفیانہ خیالات کا گہرا اثر قبول کیا۔بعد میں آپ کے طرز عمل سے اس امر کی شہادت ملتی ہے کہ نسطوریوں (عیسائیوں کے ایک مذہبی فرقہ کا نام ہے) کے مذہبی عقاید نے آپ پر کہاں تک قابو پا لیا تھا۔( سیرت النبی۔ج ۱ ص۱۱۸)
جواب:بحیرہ راہب والی روایت پیچھے درج ہوئی ہے جس سے کوئی ادنیٰ سا اشارہ بھی نہیں ملتا جس سے ظاہر ہو کہ آپؐ نے راہب سے تعلیم حاصل کی۔ حجر و شجر کا سجدہ کرنا، بادل کا سایہ کُناں ہونا ، مہر ِ نبوت کا ذکر کرنا اور بوسہ دینا، درخت کی شاخوں کا جھک کر آپ پر سایہ کرناوغیرہ یہ وہ باتیں ہیں جو راہب نے کہیں اور سب سے بڑھ کر ببانگ دہل یہ کہا کہ ’’ تمام جہانوں کے پروردگار کی طرف سے رسول ہیں، اللہ تعالیٰ ان کو تمام عالم کے لیے رحمت بنا کر مبعوث کرے گا اور یہ تمام عالم کے سردار ہیں‘‘ لیکن یہ نہیں کہتا کہ اس کی تعلیم کی ذمہ داری میری ہے ۔میں اسے تعلیم دوں گا ، مجھے ان کی تعلیم کے لیے حکم دیا گیا ہے۔ اس قسم کی کوئی بات راہب نہیں کہتا ‘مگر ادھر مستشرقین ہیں کہ ان کی جان پر بنی ہوئی ہے وہ یہی رٹ لگائے جاتے ہیں کہ اس راہب سے آپﷺ نے مذہب کے اسرار و رموز سیکھے۔اسے کہتے ہیں مدعی سست گواہ چست۔
دوم:آپ ؐ کی اس وقت عمر مبارک قریباََ ۱۲ سال تھی۔ اس عمر کے لڑکے کو راہب نے مذہب کے تمام حقائق اور...

ASSESSMENT PRACTICES OF SPEECH AND LANGUAGE PATHOLOGISTS FOR COGNITIVE COMMUNICATION IMPAIRMENT AFTER TRAUMATIC BRAIN INJURY

Background of the Study: The aim of the present research was to examine the assessment practices of Speech-Language Pathologists for Cognitive Communication Disorders after Traumatic Brain Injury. Methodology: It was a cross-sectional survey method, a convenient sampling technique. Research was carried out from January 2021 to June 2021. The sample size was n=21, out of which n= 9 (42.8%) participants, each from Rawalpindi and Islamabad n= 3 (14.4%) participants from Lahore filled in their responses. Medium; being Online, the questionnaire was distributed either through email, WhatsApp or Facebook MessengerApp. SLPs who were undergraduates or who had no experience working with TBI clients were excluded. Questionnaire included 12 items. Responses of research participants were recorded using Google Forms and presented in the form of n (%). The data were analyzed using descriptive analysis, and chi-square analysis was performed to confirm the association between settings, city of practice and years of experience through Statistical Package of Social Sciences (SPSS) Version 22.0. Results: Speech-Language Pathologists reported that they routinely assessed (62% each) Receptive and Expressive communication. However; less than half of the participants routinely evaluated domains like verbal pragmatic skills (43.3%), functional communication (33.3%) and phonemic awareness (33.3%). SLPs assessed their clients by employing tests like MoCA (55.62%), Quick Aphasia Battery (18.75%), Cognitive Assessment (LOTCA Protocol) (14.35%) and a combination of Formal (48%) and Informal (52%) clinical interviews. Conclusion: Informal discourse assessment is incorporated more frequently as compared to informal discourse evaluation in assessment practices of Speech-Language pathologists of Pakistan for cognitive communication impairment followed by traumatic brain injury.

Understanding Education Faculty Members Efms Experiences and Perspectives on the B. Ed. Honors Programme at a Public International University Piu in Northern Pakistan

Despite many reforms, teacher education in Pakistan, especially its pre-service component suffer from multiple issues, which have collectively affected its ability to produce graduates for the 21st century Pakistan. Overall, there is little or no improvement in teacher education, teaching and students' learning. Education reforms in Pakistan have been predominantly foreign funded and full of paradoxes in terms of policies and processes, curriculum designing, and infrastructure and sustaining quality programmes. This particular qualitative case study with a phenomenological bent examined the newly introduced BEd.Honors (BEI-1), as one such reform initiative. Conceptually, the study is located within the discourse of teacher education reform as global (western) best practice, via policy borrowing and lending (PB& L). Methodologically, the study explored the programme's objectives, rationale, value, and challenges, and ways of improvement from the lived experiences and perspectives of 8 education faculty members (EFMs) (five male and three female) at a public university in northern Pakistan. The findings showed two paradoxical perspectives: at the talk level the BEd.Honors was seen as a welcome transformative shift in pre-service teacher education, emphasizing research, student —centeredness, theory —practice blend, relevance, flexibility, quality and responsive to the 21st century teachers' profiles and students' needs. At the actual implementation level, serious issues, such as lack of material and human resources, practicality, quality, cultural compatibility, sustainability, were highlighted. EFMs presented contesting views about borrowing of the BEH and its being international good practice. None was able to view the borrowed and contextualized BEH as a culturallyinvasive, intellectually- depriving and strategically-shaping the minds and bodies of Pakistani perspective teachers in a way that might be more towards more global market rather than needs of independent Pakistan. Their criticality was limited to the implementation issues. This study confirms the complexity of teacher education reform and of the borrowing of the global best practices as solutions. It raises questions for future studies around how solution to Pakistan' teacher education should come from within.
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