M.H. Panhwar as a Historian

The scope of this article is to find out the strengths and weaknesses of M.H. Panhwar’s historical work and to compare it with other scholars of Sindh. He is the initiator of scientific history writing of Sindh and the only historian who tried to uncover the face behind the social organisation of Sindh. According to him, ‘History is the history of production, control over the means of production and production to its final distribution’. The history is more about people than that of the ruling class as people are makers of history. He had vision to analyze things in their correct historical perspective and, in this context, he took support of archeology, as it is the source of scientific truth. Writing history with data acquired through carbon testing is a new phenomenon in Sindh, which was locally introduced by M. H Panhwar.1 M. H. Panhwar, therefore, was one of the pioneers in giving a new meaning to history by including both ruling elites and the common folk, progressive science, crop technology, forest, wildlife, etc.2 He was the first to throw light on areas which were ignored by other historians. According to him, history written before him is full of the accounts of the rulers’ role in relation to their nobles and foes, battles they fought, attacks, palace plotting, mausoleums, folklore, fiction and so on. Accounts regarding contemporary climate, environments, diversion of rivers, courses and the resultant ruination of irrigation systems, migrations, shifting of people, occupations, social life of the populace etc. Found little room in written histories. For instance changes in production and its means, administration and justice, agriculture, land, animal husbandry, irrigation sources and methods of mining, metallurgy, industry and industrial goods, matrimonial institutions, family and children, houses and interiors, art, architecture, archaeology, personal appearance, dresses, ornaments, foods and drinks, taxes, coins and currency, science and technology, foreign contacts, international trades and traders, routes of trades, religious beliefs, philosophy, hygiene, medicine and doctors, superstitions, common citizens, economic conditions, historical geography of bygone ages, classes of work and their relation with one another, household life, customs, entertainments, pastimes, leisure, attitude of man to nature, languages, literature, literary contacts with outside word, learning and thoughts, status of women and children in affluence and extreme poverty.3 Hence, in real sense M.H Panhwar was scholar of Haig’s Raverty’s and Lambrick’s calibre.

The Perceptions and Practices of Social Studies Teachers About Enquiry-Based Teaching in Karachi, Pakistan

This study was conducted to examine the perceptions and practices about enquiry based teaching held by Social Studies teachers in private English Medium schools in Karachi (Pakistan). 257 teachers participated in the survey. They were asked to share their perceptions and practices about enquiry-based teaching. The results of the study showed that the Social Studies teachers in private English medium schools have a poor understanding about the nature of enquiry-based teaching. They also lack the appropriate pedagogical skills and competencies which are probably due to the low quality of training that they received. However, it is important to note that Pakistani teachers do make efforts to use enquiry in their Social Studies classrooms. While implementing an enquiry approach, the teachers recognize that enquiry has a positive impact on students' learning in terms of knowledge, skills, and attitudes. The teachers identify some challenges of implementing enquiry based teaching as well. As a solution, professional development of the teachers has been proposed as a solution. In addition, calls for enquiry materials and efficient support from all school stakeholders have been raised.