معاصر خانقاہی نظام میں خانقاہ سراجیہ کے امتیازات

Mawlānā abu Sa'ad Ahmed Khan's sincerity, piety, adherence to the sunnah of the prophet and simplicity in his lifetime made this monastery a unique city in the subcontinent and a centre of universal growth and guidance. Gave after him Mawlānā Abdullah Ludhianvi, Khwaja Khan Muhammad and Khwaja Khalil Ahmad continued his mission. In addition to reforming the human population, the shuyūkh of this monastery has been following the sunnah of the prophet, reforming society, promoting education, preserving the belief at the end of prophethood, patronage of madrassas and religious parties, charitable work and promoting Naqshbandiyya.  And the emperors and officials have done their best to play their role in the implementation of the Islamic system and the establishment of the justice system in the country. Mashaikh of the monastery broke the intellectual statement of the religious schools by imparting practical training, Self-purification, spiritual asceticism, religious support, prophetic politics and modern insights. On the other hand, volunteer religious services and selfless sacrifice to bring the right path to the people, as well as the public meetings, strong character and perseverance religious influenced by source. Through his voluntary religious services and selfless sacrifices, he tried to bring them to the right… In this way, these gentlemen addressed the masses through Zikr, strong character and religious perseverance, influenced by source.

Questioning As a Strategy for Developing Critical Thinking

Heavy reliance of teachers on questions that are aimed to recall the information memorized tends to suppress students' thinking and frame it within a textbook content. To break this practice there is a need to develop teachers' understanding of questions that will help students think beyond the content of textbook. This study was aimed to understand the practice of myself, as a teacher educator, in facilitating the development of teachers' knowledge, skills and dispositions to ask High Order Questions (HOQs) questions that can help students to not only comprehend information, but also to analyze, synthesize and evaluate it. It is believed that sustained practice of Higher Order Questioning (HOQ) could scaffold the development of students' critical thinking, which is necessary in preparation of informed, cognizant and critical citizens for open, free and democratic society. The findings of the study reveal that if sufficient time is invested in development of teachers' understanding of HOQ, the practice of HOQ will be more effective and sustainable. Since the approach used in conducting this study was action research and the time allocated for the study was not sufficient, it was not possible to see the practice of the developed understanding of HOQ in classes.