جدید قانونی تصورات پر مذہب اور اخلاق کا اثر: مغربی اور اسلامی تناظر میں ایک تقابلی و تنقیدی جائزہ

Authority is the centerpiece of the law as well as legal system. It cannot be properly understood without adequate understanding of the structure of authority that underlies it. The role of moral and religious values in the law has been a vital issue in classical as well as contemporary legal philosophy. Discussion about the theoretical foundation of the law remains a key issue in the modern legal thinking as a legal system is considered to have emerged from cultural contexts. Western legal systems are broadly grounded in to the Judo-Christian and Greco-Roman cultures. Though a fundamental change took place in the Western Europe as cultural traditions which affected the very nature of law both as a political institution and as an intellectual concept. The creation of modern legal systems was, in the first instance, a response to revolutionary change within the church and its relation with the secular authority. It led to bifurcation of social morality and religion in the modern law. Now most of the modern theories are based on this concept. The present paper presents a study of the origins of the Islamic law as well as the contemporary western legal thought in connection with religion and ethics. The conflict about moral and religious values reflects their code of life and concept of religions. In Islamic law authority-which is at once religious and moral is the will of the creator which is basic source of Islamic law, However, Fuqahᾱ differentiate between legal and moral values

Using Questioning for Formative Assessment in a Lower Secondary Class in a Community School in Pakistan

This study set out to help one secondary school, science teacher on the use of questioning for formative assessment in the class. During the data collection period, I worked very closely with him, working in a community school, to introduce the use of questioning for formative assessment in chemistry in class eight. I collected data for this study over a period of seven weeks. I gathered the data through classroom observation, unstructured interviews and informal discussions. I also kept a journal throughout the period of data collection where I noted important points, my feelings, and new questions that emerged concerning questioning for formative assessment. I reflected deeply on my role as a teacher educator, change agent, and learner. The dissertation contains thick descriptions of planning, teaching and post teaching interactions that highlight the delicate relationship the researcher had with the research participant. Findings of the study show improvement in questioning skills for formative assessment of my research participant. He improved on question distribution, seeking opinions from other students, probing, sharing learning intentions with his students at the beginning of the sessions and providing feedback to the students. Also, the findings show numerous possible challenges that a teacher might face during the use of questioning for formative assessment. The challenges were time, the number of students in the classroom, a noisy class, the problem of students cramming (rote memorization), and practical knowledge of the teacher. Likewise, the researcher faced a number of challenges that ranged from a lack of expertise in co-planning, co-teaching and lack of competence for conducting action research.