The Rise of Greek Philosophy in the Muslim World and Imam Ghazali’s Tahafat-ul-Falasafah (An Analytical Study)

Imam al-Ghazali has criticized not the logical principles but their misuse and incompetence of philosophers. In addition, Imam al-Ghazali's objective position on philosophy and science in the objectives of the philosopher is highlighted that he had no problem with mathematics and in his view the difference in logic is actually the terminology. Imam al-Ghazali's personality has been debated in various contexts in the context of religion, philosophy and science, and even today new aspects of it keep coming to the fore. The reason for this is on the one hand Imam Sahib's intricate personality and on the other hand Imam Sahib's versatility. Modern studies have made Imam al-Ghazali an enemy of philosophy and science. Along with Orientalist wisdom, modern Islamic scholars also studied Imam al-Ghazali on the methodology of Enlightenment, due to which they too came to the same conclusion that Imam al-Ghazali is the biggest obstacle in the way of philosophy and science in Islamic civilization. Following in his footsteps, our traditionalist scholars now present Imam al-Ghazali as the victorious philosopher. No, but absorbed it. In this article, we have tried to make it clear that integration is a prominent element of Ghazali's philosophy of thought. Rejection of philosophy has become the identity of Imam Ghazali while passion for philosophy is a sign of his greatness of thought. Imam Ghazali's critique of Tahafat-ul-Falasfa defines the nature and scope of this critique. The main target of Imam Sahib's criticism was the theological conclusions of Muslim philosophers which contradicted the basic tenets of Islam. In addition, Imam al-Ghazali's objective position on philosophy and science in Maqasid al-Falasfa highlights that he had no problem with mathematics and in his view the difference in logic is in fact terminology. There is truth and falsehood in physics. We have to think about it. Yes, there is a lot of falsehood in theology. Imam al-Ghazali is the guarantor of the life of philosophy in theology. This article examines in detail the nature of the relationship between Imam al-Ghazali and philosophy, and how philosophy has influenced Imam Sahib's overall thought. The influence of philosophy on his theology, ethics, theology and principles of jurisprudence has been highlighted. At the same time, the effects of Imam Ghazali on philosophers and philosophers on Imam Ghazali are also presented with examples.

Development of Reflective Practice Through In-Service Teacher Education Program: A Case Study of a Participant

The English language is the number one language in the world so far as its influence and number of speakers are concerned. Unfortunately, in Pakistan, the effective teaching of this language has been neglected at levels. As a result, the written & oral comprehension has gone down to the lowest ebb. While the general situation of education is dismal enough, that of learning/teaching of English invites pessimism. Despite its importance and influence teaching of English in Pakistan has not received the serious academic attention it deserves. Learning new ways of teaching is a long term process. Teacher development looks beyond initial training and deals with the on-going professional development of teachers, particularly, through in-service education programs. Some in-service programs go beyond teaching techniques at the classroom level to develop the participants as self-directed learners. One of the most important ways to achieve that is their development as reflective practitioners through critical thinking. Do the teachers who attend such programs become better reflective thinkers and practitioners than others? What methods do they use to inculcate reflective practice in them, if at all? Using interviews and descriptive observation, a case study was made of the reflective practice of an in-service program participant in the contexts of the teacher-education institute and the school. Most of the research was carried out in the in-service context of the teacher (the classroom). Still, some ADELT sessions were also attended to see how praxis was being translated from theory. I explored the successes and failures of in-service teacher education program with regard to the development of reflective practice. This study describes how an in-service teacher education program helps teachers become reflective practitioners. I have made an attempt to investigate what reflective practice means to the teachers and how it helps improve their classroom practice. Teachers are mostly reluctant to implement what they learn from in-service teacher education programs. Their challenges, and constraints have also been discussed. The study concludes that self-directed learning if implemented well, motivates participants to learn on their own and from each other.