Revelation in Hinduism: A Muslim Reading

Hinduism has been viewed by Semitic religions as a religion devoid of revelation. Early, Medieval and modem Muslim and Christian writings have often portrayed Hinduism as pagan even satanic while Hindus for millennia have claimed to be divinely revealed. Is Hinduism really a revealed religion and if so, what kind of a revelation does it have? In what manner does the divine reveal himself and who are the recipients of this revelation? To what extent is this concept different from ours? Does the process of revelation continue or has it been discontinued? These are some of the more significant questions that this article shall engage with. It clarifies that Hindus have books which they consider revealed and look upon much as Muslims look upon their Qur’an. The most significant of these among a majority of the Hindus are called the Vedas, literally, knowledge. It goes on to introduce the Vedas with respect to their various parts and content, what Hindus largely believe about it and how they ensured its preservation and safe transmission to later generations through various intricate and elaborate memorization techniques. The article highlights the importance of rishl, the recipients of these revelations, their kinds, characteristics and role in the process of revelation. The article contends that there is much in common between Rishland Semitic prophets with respect to their characteristics but that the similarities do not end here. Rather there is much more common ground to be explored with respect to revelation and its contents and its conveyors than meets the eye.

Analysis of Discrepancies Between Skills Acquired During Teacher Training Programs B. Ed & M. Ed and Skills Required in Actual Classroom

This research has been designed to cover the following objectives (1) To find out the perceptions of teachers, head of schools and teacher trainers about essential classroom skills acquired by the trainee teachers. (2)To identify the essential classroom skills being stressed during the teacher training program. (3)To determine if there are discrepancies between skills being developed during the teacher training program and skills actually being used in the classroom. (4) To identify the problems in acquiring and implementing the essential classroom skills by the trainees teachers. (5) To determine if there are discrepancies between the perceptions of heads, teachers, teacher trainers and researcher’s classroom observations. Technique of multistage sampling was used. At first two Provinces Punjab and K.P.K was chosen. Then five Districts were randomly chosen from the two provinces. Ten percent Govt. Secondary Schools and ten percent heads of Govt. Secondary Schools were chosen from each District. Two hundred and fifty teachers were selected as sample of convenience. Ten percent teachers were chosen from the sampled teachers for classroom observation so hundred teachers were selected for this purpose. An equal number of teacher trainers were taken from each District. . Three questionnaires were designed to get the responses of the teachers, heads, and teacher trainers about the skills acquired during the teacher training program B.Ed & M.Ed and skills required in actual classroom. A checklist was constructed to carry out classroom observation of the teachers teaching in the classroom and to see the difference of skills required and skills acquired. Data collected through research instruments was analyzed by using mean score, t- test, ANOVA and Tukey test.