مذاہب التفسیر الاسلامی کی روشنی میں مستشرق گولڈ زیہرکےاعتراضات کا علمی جائزہ A Critical analysis of Goldzehr's objections in the light Maẓahib al-Tafsīr al-Islāmī.

Goldziher 1850-1921 is a Jewish Orientalist. His interest in the study of Islam took him to the famous Syrian scholar Sheikh Tahir Al-Jazāirī and after spending a long time in his company he moved to Palestine and then to Egypt. Where he benefited from the scholars of Aẓhar University. Among the Orientalists who have formally and fundamentally debated the Qur'anic text and recitations is Gold Poison. He is known for his objections to Hadith and Qur'anic recitations. Dr. Abdul Haleem Al-Najjar, a lecturer at Cairo University, has translated the famous book Muslim Studies of Goldziher into Arabic concerning the different methods and methods of recitation, tafsir, and tafsir of the Holy Quran. This translation was first published by Maktab al-Khanji in Cairo, Egypt in 1955 and reached the hands of the masters of science and literature and became popular. This book is a unique and brand new work of its kind in presenting various topics of the Quran and important aspects of Islamic culture and history in an excellent manner and style. Goldziher proved his meticulous study of the religions of Tafsir al-Islami and his in-depth study of Islam. But there is a difference between a Muslim and a non-Muslim studying Islam, this difference is visible in this book. Goldziher did not describe all the methods of commentary in this book. In addition, the author, like other Orientalists, has erred in interpreting some religious sentiments. Some Muslim scholars call such objections to Goldziher scientific errors. And some see it as part of a deliberate Zionist Orientalist conspiracy. However, the aspects of Tafseer which Goldziher has written about are very important, and much more needs to be written about them. Goldziher's investigation into the Qur'anic text has opened up new avenues for other Orientalists.The said article will present an analytical study of the Qur'anic text, Goldziher's objections to various recitations, and the contents of the book.

Effect of Pq4r Study Strategy on Scholastic Achievement of Secondary School Students in Punjab Pakistan

In teaching learning process, emphasis is laid mostly on teacher centered approach, whereas it is responsibility of learner to learn the material. Teacher’s job is to teach the students learning methods and strategies. Cognitive psychologists emphasize to use the cognitive and metacognitive strategies for learning. There is a variety of study strategies being used in the West, to understand, store, retrieve and use information. PQ4R study strategy is one of them. However, in Pakistan, no evidence could be found in the area of research regarding this study strategy. The present study was an attempt to investigate the effect of PQ4R study strategy on scholastic achievement of secondary school students in the subject of Pakistan Studies. The accessible population of the study was 10th grade girls students studying in Govt. Girls Secondary Schools in District Rawalpindi. The sample school was selected out of 121 schools of District Rawalpindi through random sampling, and a sample of 104 girl students was randomly selected out of 390 girls students studying in the school. It was a pre-test post-test control group design of study which involved two variables. The independent variable was the PQ4R study strategy and the dependent variable was the scholastic achievement of students. The main objectives of the study were to measure the scholastic achievement of students at secondary school level before the experiment, to expose the experimental group to PQ4R method of study, to teach the control group through traditional method without using PQ4R method, to measure the scholastic achievement of experimental group and control group after the treatment, to compare the scholastic achievement of experimental group and control group after the experiment and to compare the scholastic achievement of high achievers and low achievers of experimental group and the control group after the treatment. The high achievers and low achievers were identified by using first and third quartiles. The data collected through pre-test and post-test were summarized through the use of measures of central tendency and variability. Significance difference between both the comparison groups in pre-test and post-test was analyzed by using t-test at 0.05 level of confidence. How the comparison groups were alike and unlike each other was analyzed through overlapping between the two. The Study results indicated that PQ4R was any effective study strategy that improved the scholastic achievement of students. Both the high achievers and low achievers improved in their scholastic achievement, however, high achievers took more advantage than the low achievers. These results are in line with the results of some previously conducted research studies such as Salim (2010); Rahim, et al. (2010); Bagherpour, Abdollahzadeh and Valipour (2009); Rodil (2009); Lee (2004); Ping (2000); Katayama and Robinson (2000); King (1992) and Faryal (2005). Teachers are recommended to teach the students the use of PQ4R learning strategy while teaching the content, students are recommended to use this strategy while studying the material. Curriculum designers are suggested to use this strategy in designing the curriculum, and this is much neglected but rich area for future researchers.