حدیثِ لولاک کا تحقیقی و تجزیاتی مطالعہ A Research Review of the Hadith e Lawlāk

The importance and authenticity of the hadiths of the Prophet (PBUH) in the Muhammadan Ummah is an undisputed fact. A large number of Muḥaddithīn and imams spent their lives in collecting and editing the hadiths of the Prophet (PBUH) and compiled a collection of hadiths. These hadiths were classified according to their health and weakness. Due to the efforts of the imams, there are hadiths narrated from the Messenger of Allah on all sciences and knowledge and issues and rulings. Among them are Hadith Qudsī, Ma‘rūf, Mawkūf, Maktū‘, Saḥiḥ, Ḥasan Za‘īf and all other types of Hadith. The same Hadith e Qudsīyyah also includes a Hadith Lawlāk "لولاک" refers to those hadiths in which the Prophet ﷺ has been described as the cause of the creation of the universe and the origin of the universe. That is the hadith in which Allah Almighty has related the Prophet (PBUH) as the reason for creating the universe and its beings. However, the words of "Hadith e Lawlāk" The authenticity of the hadith has been made a subject of discussion. Some imams have declared this hadith to be weak and some have also said that it is valid. However, a large number of scholars have agreed on the authenticity of this hadith and the hadith has been declared correct in terms of meaning and has been recorded in the books of hadith, biographies and interpretations and other subject books. In the article under review, the sayings of Imams on the health and weakness of Hadith Lawlāk have been presented and research analysis of the said Hadith has been done through simulation and rational arguments.

Teachers Attitude Towards Brain Based Learning and its Effect on Achievement Motivation of Students at University Level

This study was undertaken to explore the attitude of university teachers regarding brainbased learning and its effect on achievement motivation of students at university level. This study was intended to; explore the teachers’ attitude towards brain based learning at university level; determine the achievement motivation of students at university level; investigate the effect of brain based learning on achievement motivation of students at university level; find out the differences in demographic factors regarding teachers’ attitude towards brain based learning and achievement motivation of students at university level. This study was descriptive in nature. Multilevel mixed method sampling techniques was used. 311 teachers and 622 students were selected as a sample from both public and private universities of Islamabad. Data were collected through two questionnaires. Brain based learning questionnaire was developed by Shelly Klinek (2009) and questionnaire regarding achievement motivation was developed by Mclnerney (1997). Data were analyzed through mean, percentages, Regression, t-test and ANOVA by using SPSS. Findings of this study indicated that teachers not generally practice positive attitude towards brain based learning and students generally showed high degree of achievement motivation at university level. Teachers’ attitude towards BBL and achievement motivation of students were positively correlated with each-others. There were significant mean differences in gender, age, teaching experiences and universities of teachers while no significant mean differences were found in public and private sectors, disciplines and academic qualification of teachers regarding brain based learning at university level. Similarly, there were no significant mean differences in gender and academic qualification of students while significant mean differences were found in public and private sectors, disciplines and universities of students regarding achievement motivation at university level. Therefore, it is recommended that higher authorities may design different seminars or workshops on brain based learning and its correlation with achievement motivation of students that may help to new teachers about brain compatible classroom.