الروائع البلاغية للتذييل في النثر، والشعر

The Holy Qur’ᾱn is the Last book of Allᾱh and a great miracle of the Holy Prophet (SAW) the like of which could not be produced by any of all times. The Language of the Qur’ᾱn is Arabic known for its brevity and eloquence. The reality of the Arabic Language can be summoned by acquaintance with “Tadhīīl” and eloquence. Neology is a part of eloquence and communication is a component of neology, encompassing many discernments and points of wisdom. The same is corroborated in galore in poetry along with Qur’ᾱn and Hadîth. This illustrates the text and defines the aim and purpose. The purpose aimed at embraces eneomism and eulogy, didactics and exhortations and felicitations. The dictionary and literary meaning of “Tadhīīl”, types of “Tadhīīl” and use of places has been stated. The examples of Qur’ᾱn, prose and poem have also been given, Where the word “Tadhīīl” has been used.

Enquiry - Based Teaching: Heart of Critical Thinking

Critical thinking (CT) is one of the important dimensions and goals of education which is expected of the students. It has been studied and reported that due to traditional teaching strategies, students think in ‘black and white’ (Dean, 2007) and rote memorisation has become part of our education system (Aly, 2007). Critical thinking requires an environment where students are engaged in different challenging and thoughtful tasks. There are different strategies to engage students in activities like; discussion, debate, reading, problem solving and enquiry. To study how enquiry-based teaching facilitates students’ CT, an action research was conducted with Grade VIII science students in Ibn-e-Sina Government High School, Karachi, as part of my M.Ed. course at AKU-IED. There were 32 students in the class and 26 of them willingly participated in this study. Pre and post interviews of five of the participants, one class observation and six teachings were the data collection steps of this study. The data revealed that the existing teaching practises in that class were more teacher-oriented which hindered students’ critical thinking. However, the data at the intervention stage indicates that enquiry facilitates CT of students by developing their skills of data collection and data evaluation, argumentation and questioning, and also shifting their attitude from teacher dependency to self-learning. It is important to provide students with opportunities to learn by experiencing and sharing their ideas fearlessly. This study data informs that enquiry enhances students’ autonomy to learn from each other and on their own. There is an intense need to shift the teaching and learning process from teacher centredness to learner centredness to make them critical thinkers, and enquiry is one of the most effective teaching and learning processes which ensures learners’ centrality. However, teachers’ CT and pedagogical skills are indispensable to implement enquiry-based teaching in real and large classrooms.