Muslim-Christian Relationship in the Context of Status of Prophet Muhammad SAW

The question of the status of Prophet Muhammad has been one of  the most crucial and controversial issue of Muslims-Christian relations since the advent of Islam. In almost every Muslim-Christian encounter, the question of Christian acknowledgement of prophet-hood of Muhammad has been raised. Muslim ask, when we accept and regard Jesus as a prophet, why you (Christian) do not recipro-cate by giving the same status to prophet Muhammad. The present        study is an attempt to analyze the points which  Kenneth Cragg has raised, In response of the Muslims, who say, why the Christian don’t give such respect to Muhammad(SAW)  as the Muslim give to Jesus. In this study I proved that Cragg’s answer is not only against the Holy Quran but also against  The teachings of Gospel and the only reason for this disregard Is prejudicial and polemical.

Problems and Prospects of Science Education at Secondary Level in Pakistan

We are living in a scientific age. The battlefields of today are not in the planes and deserts but in the educational institutions. Pakistan is a developing country. Advancement in the field of science and technology is the only alternative, which can embark upon an era of economic as well as social development. This advancement requires revolutionary improvement in the field of science education at all levels. Keeping in mind the importance of science education, the present research study was undertaken. The objectives of the study were: a) to find the facilities available in the school laboratory for science education at secondary level in the sample institutions. b) To identify the problems in science education program at the secondary level in the sample institutions c) to identify the shortcomings in the pre-service training of science teachers of secondary level. The study was descriptive in nature and survey type. The population of the study was all secondary school science teachers, headmasters, secondary class science students and science experts. The previous education policies, reports, plans, educational documents, research papers and books were also studied. Data were collected through questionnaires. For this purpose, three questionnaires were developed consisting of closed items designed on five-point Likert scale. The last two items in each questionnaire were open ended. One questionnaire was for the science teachers, one for the science students and one for headmasters and science experts. The items in all the questionnaires were mostly the same except that some items were removed from students’ questionnaires such as items on teachers’ pre- service training. Besides, the science teachers’ questionnaire contained items on lab facilities. The sample was randomly selected from ten districts of Punjab province. The questionnaires were administered to the respondents and their responses were statistically analyzed using chi-square test for homogeneity at 0.05 level of significance. The open-ended items were analyzed based on its frequency of occurrences which was converted in to percentages. The findings of the study were that the examination system emphasized on memorization and neglected the application of concepts. The science course content was lengthy and contained irrelevant material. The science course content did not meet the international standards nor did it fulfill the needs of individual and society. Activity oriented method was lacking in science teaching. The pre-service teachers’ training focused more on theory and less on the practical aspect of teaching. The major recommendations of the study were that the examination should equally emphasize recalling, understanding and application of knowledge. The science course content may be reviewed to bring it at par with the international level. Due weightage should be given to the internal assessment. The science teachers should make use of activity methods and should involve the students to participate actively in the class. The teachers may be trained in using modern teaching methodologies and conducting science practical at the required level. The science education program may be regularly monitored and supervised.