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غلام رسول مہر ؔ

غلام رسول مہرؔ
غلام رسول مہر صاحب کی زندگی کا آغاز صحافت سے ہوا، وہ ایک زمانہ تک اخبار زمیندار کے عملہ ادارت میں رہے، پھر مولانا ظفر علی خاں سے اختلاف کی بنا پر عبدالمجید سالک سے مل کر انقلاب کے نام سے اپنا مستقل اخبار نکالا، جو اپنے دور کا مشہور اخبار تھا، اس میں اور زمیندار میں نوک جھونک چلتی رہتی تھی، انقلاب کے فکاہات جو سالک صاحب کے قلم سے ہوتے تھے، خاص چیز تھے، اس کو لوگ بڑے ذوق سے پڑھتے تھے، مہر صاحب تنہا صحانی ہی نہیں تھے، ان کا علمی و تحقیقی ذوق بھی بلند تھا، انھوں نے حضرت سید احمد شہید بریلوی اور غالب پر بڑی مبسوط اور محققانہ کتابیں لکھیں، ان کے علاوہ بھی بعض چھوٹی چھوٹی کتابیں ہیں، دارالمصنفین سے ان کو خاص تعلق تھا، ان سے کبھی کبھی خط و کتابت ہوتی تھی، ان کی موت سے ایک نامور اہل قلم اٹھ گیا، اﷲ تعالیٰ ان کی مغفرت فرمائے۔ (شاہ معین الدین ندوی، دسمبر ۱۹۷۱ء)

 

ریاستی پائیدار ترقی اور مذہبی رواداری کا اسلامی تصور : ایک تحقیقی جائزہ

For the development of the interior Nation tolerance, peace, prosperity, ethical and spiritual development is very necessary. Islam is the religion of peace and safety. There is no scope for oppression and aggression in Islam. In Islam sustainable development is a process in which real income and per capita income of country increase as well as self-esteem, freedom of action and religious activity also increase. People should make best use of country’s means of production to create better conditions than the past. A great harden in society’s development is religious prejudice. Religious tolerance means to treat the follower of other religious without hurting their feeling and without any mistreatment just because of their views. We should not hate other religious and their follower although we do not agree with their philosophies and views. We should accept and fulfil their rights as human beings which God has bestowed with high status. We can understand breadth and depth of tolerance by the saying of Holy Prophet. In twenty-one century Europe ideas of tolerances have different meaning than Islam. This paper provides a literature review on this subject in the light of Holy Quran and Seerah of Holy Prophet.

Facilitating Teachers to Enquiry in Social Studies Classrooms

The aim of Social Studies education is to develop democratic citizens. The current teaching and learning practices in Social Studies classrooms in Pakistani schools are not meeting the aims of Social Studies education due to the transmission mode of teaching. Consequently, it has failed to develop the necessary knowledge, skills and disposition which are prerequisitse for democratic citizenship. The reasons for this state of Social Studies education are: firstly, teachers lack of knowledge about effective approaches of teaching and learning this subject; a and secondly, in the case of teachers' knowledge, use does not fully materialize in the classroom, as in spite of their exposure to the theory, they have little support in converting it into effective practice. This action research project was conducted with two Social Studies teachers teaching the said subject in a private English medium secondary school. The major purpose of this study was to enhance my own understanding and practices of the process of facilitating teachers to use the enquiry strategy in their classrooms, with the aim to develop teachers' knowledge, skills and attitudes, so that the objective of teaching and learning Social Studies could be realized. In the process of facilitating teachers to use the enquiry strategy at their workplace, I employed coaching with the view that it can be an effective strategy, particularly in facilitating experienced teachers' learning. I first introduced the teachers to the theory and process of enquiry strategy by conducting a session on enquiry with them. In the light of the reflections on the session, I further engaged the teachers in joint planning to prepare them to use the enquiry approach. However, I realized that one teacher was dominating the sessions; and furthermore, their needs and realities were distinct. Therefore, from then onwards, I facilitated the teachers individually by engaging each one separately in preparing lessons and supporting them in actualizing the plans. Moreover, I demonstrated to them certain stages and activities, whenever I found the teachers perplexed and confused. Teaching was followed by engaging the teachers in post-lesson discussions, during which I encouraged them to reflect on the process, issues, and critical incidents of the instruction and provided them constructive feedback for further improvement. The study found that the teachers' learning could be enhanced at their workplace by engaging them in planning, asking critical questions, challenging their assumptions and beliefs, supporting them in the real classrooms through demonstration/ modeling, where
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