66. Al-Tahreem/The Prohibition
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
66:01
a. O The Prophet!
b. Why should you prohibit for yourself that Allah has allowed to you just to please your wives?
c. Allah is Ever-Forgiving, Ever-Merciful.
66:02
a. Allah has already prescribed a way regarding the absolution of your oaths.
b. And Allah is your Protector, and
c. HE is the All-Knowing, the All-Wise.
66:03
a. And when The Prophet confided a matter to one of his wives, then she disclosed it to another and Allah made it known to him – The Prophet.
b. He made some of it known to her and passed over some of it.
c. So when he told her of it, she asked:
d. ‘Who told you of this?’
e. He responded:
f. ‘The All-Knowing, the All-Wise told me.’
66:04
a. If both of you would repent to Allah it will be good for you as your hearts are inclined towards it.
b. But if you both would support each other against him – The Prophet - then it is Allah WHO is his Protector, and so are Gabriel and the righteous among the believers, and also the angels, are his supporters.
66:05
a. O Wives of The Prophet!
b. It may well be that if he were to divorce you all, then his Rabb - The Lord would give him wives in your place - better than you: submitting, believing, dutiful, repentant, worshiping, devout - previously married as well as virgins.
66:06
a. O The Faithful!
b. Guard yourselves and your families from...
This paper deals with Shariah and Tariqat. The decrees of Shariah have two kinds. One is related to the body (which is visible) , while the other one is about the soul (in visible) . Shariah is a combination of visible and un visible decrees. Tariqat is not a separate entity, it is cm integral part of Shariah. The people who consider Tariqat as a separate entity-, as a matter offact they are misguided persons. Tariqat is nothing but a subservient to Shariah. For the purification ofsoul and to make one self abiding by the laws of Shariah, the Sufia have proposed some specific practices and activities for their followers. They asked their followers to strictly adhere to these practices. Not only for the followers hut also for the spiritual guides; it is incumbent on them to follow the rules ofShariah whether these are related to body or to the soul. Irrespective of the position of the spiritual guide, he should also abide by the laws ofShariah. His Sufipractices. supernatural events or miracles have no value and no acceptance to the Almighty - Allah. Tariqat must be under the rules of Shariah, other wise it will not be accep
With the advancing world, it is the need of the day to shift from the transmission mode of teaching towards conceptual understanding, where children can build their understanding by playing a central role. Discussion is one such process that can be used to help students construct their own understanding, and communication and thinking skills. Discussion can be incorporated in any of the teaching strategies. However, it is hardly practiced in the classroom. Recitation remains the predominant form of interactive talk. Therefore, the aim of this study was to promote discussion in the lower secondary class of a private school. The action research methodology based on Kemmis, Mc Taggart and Retallick's (2004) cyclic model was used. Different phases of the model are; identifying the general idea, reconnaissance, plan, act, observe, reflect, and then enter into the next cycle by re-planning. Data were collected through interview and classroom observation. Analysis was carried out in two steps; on-going analysis throughout the data collection and overall analysis at the completion of field work. Various teaching strategies (e.g. poster, Predict-Observe- Explain, discrepant event, etc.) and classroom organizations (e.g. whole class, group work, etc.) were used to promote discussion. Findings revealed that the use of various teaching strategies, especially POE and discrepant events encouraged the children to participate in discussion, Furthermore, children showed more interest when they were involved in discussion by linking science with daily life. A gradual shift in the level of difficulty of activities supported promoting discussion in the classroom' The study also highlighted facilitating factors (e.g daily life objects, proper planning, setting rules, etc) and challenges (e.g time, completion of syllabus, etc.) faced in promoting discussion. The study has implications for Science teachers as well as for teacher educators in their teaching of Science and in conducting professional training programmes respectively.