غربت کے خاتمے میں قرض حسنہ کا کردار

Poverty is a global issue, particularly, related to the developing countries. The whole world is taking measures to eradicate it. People have different types of talent to earn money. Some are skilled, some have good entrepreneurship ideas and some others are good at manual work. We find that a great number of such skilled people are suffering from lack of resources in Pakistan and therefore not properly able to exert their skills to their utmost. Pakistan, being a developing country, is suffering from the issue of poverty. Many efforts were made for the alleviation of poverty during various regimes. Pakistan People’s Party introduced the Benazir Income Support Program. The same program has been maintained by the present Muslim League (Nawaz) government, due to its so-called utility. However, the fact is that its utility is not promising, as the meager amount given to the needy ones consumes in the daily expenditures and produces no lasting good. Contrary to this thesis of alms-giving, an anti-thesis is provided by the tradition of the Holy Prophet, Muhammad (S. A. W), which emphasizes the provision of interest-free loan. The loan without interest, can enable a person to run his or her business, according to his or her capacity and the person can become independent. The present paper explores the prospects that how interest-free loan is more effective in removing poverty than alms-giving on a regular basis by the government.

Facilitating Social Studies Teachers to Develop Intellectual Resources to Teach for Critical Thinking

This thesis posts the view that specific knowledge will not be as important to tomorrow's teachers, students and the society at large as the ability to subject it to critical thinking. It argues that the dominant mode of teaching in schools results only in memorization of content. Even in the subject of social studies where one of the professed long-term goals is the promotion of critical thinking, up till now, it has not become a classroom reality. The current advancements in technology and the resultant change in society have made the kind of education presently provided in schools inadequate and the reform initiatives in education must devise means of redressing this mismatch. The purpose of this research was to understand whether and how a teacher educator could facilitate social studies teachers to develop intellectual resources for teaching for critical thinking, to improve the action of both the teacher educator and the teacher, and in the process improve the situation. A qualitative study was undertaken, employing action research with two participant teachers. This involved making a strategic plan; implementing the plan and finally reflecting on the whole process in order to understand the issue before taking further action. A critical account of the findings reveals that it is possible for a teacher educator to facilitate teaching for critical thinking in a developing country context if some major obstacles are surmounted. These are lack of awareness of the nature and need for critical thinking by the teachers, and cultural constraints.