الہامی مذاہب میں مشترکہ اخلاقیات کا تصور

The purpose of this paper is to guide about the main reason of clashes between revealed religions in the society. We do not clarify our vision regarding religion. People do not know about the basic ethics of our religions. So, it creates moral illness in the society. We have narrow approaches about religion and took it in very conservative thoughts. For getting out of extreme level of destruction and moral degradation it is necessary to build a universal society which consists of those social values which are common in all religions. People are inclined towards ills and far away from God that is why our society is a victim of destruction. These ills made them to go far away from God and religion. In the present era the situation is the same, people do not understand the religion properly. Only through this proper understanding, destruction, prejudice, extremism and cruelty can be removed from the society. All the religions have some common features as justice, honesty, courtesy, patience etc these features are the ethical as well as religious codes of a society and if all people follow these features an ideal society can be established. This study covers revealed religions all around the world.

Professional Development of Two 5Th Grade Social Studies Teachers to Infuse Environmental Education Effectively in Their Teaching

Environmental Education (EE) is a cross-curriculum approach to learning, which helps individuals and groups in understanding the environment with the ultimate aim of developing caring and committed attitudes that will foster the desire and ability to act responsibly in the environment (Meadows, 1990). This educational project addressed the schools' needs to enhance professional development of two primary Social Studies teachers to infuse EE in their teaching. Project activities were designed on EE framework ABOUT, IN and FOR the environment (Palmer & Niel, 1994). The project was implemented in an English medium school of Karachi, Pakistan. The main activities of project for teachers' capacity-building were in the form of three workshops, four reinforcement sessions, a co-planning period, and teaching and a field visit. By participating in these activities, teachers were able to: a) enhance the pedagogical content knowledge about environmental education, b) develop the capacity to analyze the existing Social Studies textbook for identifying the context/orientation at which an environmental education dimension is presented and enriching it by infusing environmental education, c) prepare integrated lesson plans and teach them in the real classroom using effective teaching and learning strategies. The project also provided participants with ongoing opportunity to enact, reflect upon, and refine their practices, while exploring their knowledge and beliefs about EE. The project delivered substantially more than that was originally outlined, holding twice as many workshops and reinforcement sessions, as planned in the proposal. In addition, an effective deliverable in the form of a manual was developed. The project also provided an opportunity to the school to build its networking with WWF Pakistan. After implementing project, it was realized that to impart quality professional development in the area of EE in a school structure, resources such as time, finance, materials, and school administration support are needed. Besides these, teachers' self-motivation and involvement to integrate EE in their practices and willingness to improve practices is crucial. I conclude that designing and implementing infusion of environmental education projects can enhance professional development of teachers in the area of EE. Yet, in order to achieve the desired project goal, careful designing of activities, monitoring, and evaluation are crucial.