جس دھج سے کوئی مقتل کو گیا۔۔۔۔
جس دھج سے کوئی مقتل کو گیا وہ شان سلامت رہتی ہے
یہ جان تو آنی جانی ہے اس جاں کی تو کوئی بات نہیں
میرا قائد میرا میر
Religion is considered as an integral part of individuals’ daily routine practices in the society. People perform religious obligations very rigorously and avoid all the religiously declared prohibited acts. This current study aims, to identify the role of group conformity towards adopting sectarian identities by individuals with the emphasis of exploring the practices of sectarian identities that causes an environment of inter-group disintegration in the community. This study will be significant in recommending initiatives that can create an environment of harmony between people belonging to different sectarian believers. Qualitative research method was applied to analyze group conformity and individuals’ behavior towards practicing sectarian identities. Population was based on rural setup of Manddi Faiẓ Abad. Twelve participants were selected through purposive sampling technique. Structured interview guide was used as data collection tool and themes was extracted to describe existing trends and patterns regarding group conformity and sectarian identity construction. Results revealed efficacious role of group conformity to encourage individuals towards adopting and practicing any particular sectarian identity in the society. Results highlighted that, desire of getting religious hegemony and supremacy with the courtesy of group conformity that make individuals intolerant on sectarian grounds and creates an environment of disintegration in the society. Sectarian difference not only creates religious
The purpose of this study was to find out the characteristics of both the Islamic and existentialist paradigms
of education and it was also aimed to find out the commonalities and differences between both the paradigms.
The nature of this study was narrative and comparative. Data was collected from the primary and secondary
sources. The Holy Quran and Sunnah were the basic sources for the Islamic paradigm of education.
This study will open a new dimension of research in paradigms of education and will also introduce a
comprehensive comparison between the Islamic and Existentialist paradigms of education. It will also provide
opportunity to all those who have an interest in understanding both the Islamic and existentialist paradigms
of education. It has also potential to guide educational philosophers and curriculum developers to decide
whether only the existentialist paradigm of education can fulfil the educational needs of the modern era, or
the Islamic paradigm of education has also potential to meet the educational needs of the modern era.
This study declared that there were more differences than commonalities between both the paradigms. The
Islamic paradigm of education was broader than the existentialist paradigm of education; because
existentialism was learner centered paradigm and its focuses were only on the individual. The Islamic
paradigm of education placed it focuses on the whole education system rather than any single element.
According to existentialist paradigm of education, the whole education should be revolved around the need,
interest and ability of the students. But in the Islamic paradigm of education all components are important,
especially the role, status and responsibilities of the teacher are very important along with the status, role and
responsibilities of the student.
The existentialist paradigm of education preferred student centered teaching methods more, but the Islamic
paradigm of education suggested to use all effective teaching methods. Basic religious education was
compulsory in the Islamic paradigm of education and all other fields of education were elective. The
existentialist paradigm of education placed more emphasis on humanities as compared to other subjects.
Comparative Analysis of Management Styles Used by Public And Private School Heads at Secondary