تبرکات نبوی ﷺکے انہدام سے متعلق حضرت عمر فاروق کی طرف منسوب روایت کا تحقیقی جائزہ

Almighty Allah has stated the nature of man that everything He loves towards the one He loves is dear to Him. For this reason, in every age human being has been attached to the remains of his beloved thing. The stories of the former Ummah are contained in the holy Qura᾽n, in which their remnants are proven to be safe after they passed away. This last Ummah also appears to meet these natural requirements. Therefore, just as this Ummah loves his Prophet (peace be upon him). Therefore the sacred Islamic ancient relics have extraordinary significance, which are attributed to the holy Prophet. Muslims get peace by them and kept protecting and persevering such relics during every period. The companions of the Prophet (PBUP) have kept them safe too and they organized particular arrangements for preserving them. But there is also a theory which those who believe these are considered as a prohibition of Islamic Sharia, and they present their arguments on the basis of a “Hadith” attributed to Ḥaḍrat ʻUmar Fārūq (R.A). It is narrated from Ḥaḍrat ʻUmar Fārūq, that the he used to give an importance to the memorandum of Muhammad (PBUH). In the light of such “Riwāyās”, the mentioned “Hadith” would be suspicious. It is essential that he research of this “Hadith” should be reviewed, how its status is? In this article, research has been studied by this “Hadith” that it is clear that this “Hadith” could not be narrated by Ḥaḍrat ʻUmar Fārūq (R.A). Therefore, the concept of demolition of such scared ancient relics could not be supported by the above mentioned “Hadith”.

Critical English Language Learning for Pakistani Graduate Students: Challenges and Possibilities

This study explores the possibilities and challenges of introducing the critical dimension of English language teaching in a graduate classroom in the Pakistani public education sector. It addresses the issue of a lack of critical consciousness among Pakistani graduates and attempts to expose the inadequacies in the prevalent English language teaching set up for developing such awareness. The need of fostering critical consciousness among learners and the reasons that may account for the lack of this important human resource have been thoroughly analyzed besides looking for the possibilities of fostering critical language awareness through English language learning. The major focus is on employing Critical English Language Teaching (CELT), based on Fairclough’s notion of Critical Language Study (CLS) (1993), through an action research in a Pakistani Graduate classroom. CELT serves as a practice of helping students achieve not just critical thinking but more appropriately critical consciousness that requires a harmonious development of all the aspects of a human personality; which may include physical, emotional, cognitive, creative, critical, moral, spiritual, aesthetical, intrapersonal as well as interpersonal skills. With CELT focus, a balanced development of personality necessitates the creation of a meaningful curriculum that relates to the reality of the students. On the one hand, the study observes the effects of a mode of CELT on the students as well as the learning environment in a Pakistani context. While, on the other hand, the challenges faced by a teacher and a student in the adoption of a critical mode of language learning as well as the adaptations needed in the existing setup have been analyzed at length. Critical English language learning has been found to contribute to language development in a socially and culturally relevant environment by integrating oral knowledge with the text book knowledge through engaging students in creative and critical discussions.