أثر الروابط الاجتماعية في تحقيق الأخوة الإسلامية في عهد النبوة

This research addresses Islam's view of the social ties that man creates by virtue of his living among the people or in which he borns as its member, and aims to answer several questions about the relationship of these social ties with the Islamic brotherhood bond that Islam has brought. Does Islam recognize the social ties? On which basis does Islam recognize them and why? What is their position in front of Islamic brotherhood? How does Islam invest these ties to achieve religious, psychological and social security? Are there any conditions that Islam has developed to recognize and nurture these ties? The answer to these questions comes through the Qur’ānic texts, the prophetic Hadiths and the events of the Prophet's biography, based on open and direct reference, and away from the ambiguous interpretations or weak evidences; in order to clarify this matter clearly, and to check the validity of the results of the study.

Reflective Dialogue for Teacher Development

Much has been said and written about reflective practice, and in particular reflective dialogue but this has largely been limited to the West. Reflective dialogue is still very much an unexplored area in teacher education in Pakistan. This study, therefore, set out to explore what effects, if any, reflective dialogue has on teachers in a private school in Karachi. The study engaged four teachers from both primary and secondary schools in the process of reflective dialogue. It then looked at the teachers' responses to the process of reflective dialogue and its corresponding effect on them. Data on the uptake of reflective dialogue by these teachers and its effect on them was collected through observations, interviews, dialogue journals and oral reflective sessions. Findings from the study indicate that reflective dialogue is an alternative teacher professional development strategy. In addition, the study reveals that certain personal and professional characteristics are prerequisites for teachers to engage in reflection. These are open-mindedness, wholeheartedness, responsibility, a willingness to take risks, and accessibility to alternate ways of teaching. Furthermore, the study shows that teacher improvement is dependent on both the acquisition of pedagogical skills and the ability to reflect. The study illustrates that reflective dialogue does not only improve classroom practice, but also has an impact on the teacher's person. The study also highlights the significance of the role played by those who help teachers to become reflective (reflective coaches). It identifies what kind of functions the reflective coach would be expected to play in a context like the one that was under study. Recommendations for further inquiry in reflective dialogue as well as, by which reflective dialogue can become a reality in our schools, have also been suggested.