ہیومنزم کے نظریہ پر تنقید و تحقیق: اسلام کی روشنی میں

Humanism is a philosophical and ethical stance that empha-sizes the value and agency of human beings, individually and collectively, and generally prefers critical thinking and evidence (rationalism and empiricism) over acceptance of dogma or superstition. Humanism as a philosophy today can be as little as a perspective on life or as much as an entire way of life; the common feature is that it is always focused primarily on human needs and interests. Humanism is a rational philosophy informed by science, inspired by art, and motivated by compassion. Humanism derives the goals of life from human need and interest rather than from theological or ideological abstractions, and asserts that humanity must take responsibility for its own destiny. Humanism is a democratic and ethical life stance which affirms that human beings have the right and responsibility to give meaning and shape to their own lives. It stands for the building of a more humane society through an ethics based on human and other natural values in a spirit of reason and free inquiry through human capabilities. It is not theistic, and it does not accept supernatural views of reality. Islam rejects the basic philosophical premise that humans rather than God are the measure of all things and that all intrinsic moral values are derived from human desires and needs. Islam, like other Semitic religions, teaches that God is the ultimate source of all moral values. Humanistic psych-ology concepts are too vague. Critics argue that subjective ideas such as authentic and real experiences are difficult to objectify; an experience that is real for one individual may not be real for another person. For this reason, critics believe that conclusions drawn from subjective experiences are almost impossible to verify, making research in humanistic psych-ology unreliable. In addition, critics claim that humanistic psychology is not a true science because it involves too much common sense and not enough objectivity.

Role of Heads of Teaching Departments in the Promotion of Communication at Postgraduate Level

Communication plays a very important role in the management of an educational institution. It is the soul of an organization. An institution cannot be run without proper communication. The purpose of the study was to investigate the role of heads of teaching departments in the promotion of communication at postgraduate level. The population of the study consisted of all heads and teachers in universities and postgraduate colleges in Khyber Pakhtunkhwa, Pakistan. For this purpose, eight universities and eight postgraduate colleges were randomly selected by the researcher as a sample. The sample consisted of 441 (148 heads and 293 teachers) respondents. A questionnaire consisted of 27 items was utilized for data collection. Mean, t-test, and One-Way ANOVA were used for data analysis. The role of heads of teaching departments was positive in all aspects of communication. Type of institute of the heads did not differentiate the two groups of heads in their opinions about their role in the promotion of communication. Insignificant difference was found between the views of heads of natural and social sciences departments about their role in the promotion of communication. A significant difference was found between heads and teachers’ views regarding the role of heads in the promotion of communication. Insignificant difference was observed between the views of universities and postgraduate colleges’ teachers, teachers from natural and social sciences departments, and between male and female teachers about the role of heads in the promotion of communication. Insignificant difference was found among the views of heads by age, qualification, experience as a chairperson, and total length of service in the present department regarding their role in the promotion of communication. Teachers were not differentiated by qualification, designation, age and experience in their views. It viis concluded that heads of teaching departments play positive role in the promotion of communication at postgraduate level. Demographic characteristics of the heads, i-e, age, qualification, total length of service in the present department, experience as a chairperson, type of institute and nature of department do not affect their role in the promotion of communication. This is also evident from the views of teachers that heads promote communication in their respective institutions. To make heads more effective in the process of communication, a course of communication skills may be arranged for newly inducted as well as for those heads who are already working as heads of teaching departments. For this purpose communication training institute may be established in every university. For the development of language proficiency of the heads and teachers, a language laboratory may be established in every institution of higher education.