انسانی زندگی میں جنات کے اثرات

Among different creations of Allāh, Jinnāt have their own independent existence. By essence, they neither belong to the human race nor to the angelic world. One commonality between Jinnāt and human beings is that they both are provided with consciousness and can practice their own free-will in terms of choosing what is right and what is wrong, while angles are deprived of this ability. Jinnāt are mentioned in numerous places in the Qur’ān and the Aḥādīth of the Prophet SAW, so much so that it would be unreasonable to deny their existence. Henceforth, the scholars from every period of time have acknowledged their existence and it wouldn’t be wrong to claim that they all share almost similar views on them. Likewise, every Muslim group acknowledged their existence with the exception of Jahmīyah and Mu‘tazilah. As far as Jews and Christians are concerned, they too like Muslims believe in the existence of Jinnāt. To summarize, it is proven by means of multiplicity (Tawātur) of report from all the Prophets and Messengers and therefore, every follower of the heavenly religion has some sort of belief in the existence of Jinnāt. As far as their influence on the human beings is concerned, there are three major views prevailing among Muslims.  There are those who completely deny their existence and therefore, do not in anyway acknowledge their influence on human life. Then there are those who do believe in their existence but are of the opinion that they remain aloof from human beings and therefore, have no influence on the human life. The third opinion which is the opinion of the majority of the scholars is that not only Jinnāt exist but they have the power to influence and affect human beings as well. In this treatise, the opinion of the proponents of the third view is analyzed and their evidences from Qur’ān and Sunnah are discussed.

Challenges in Teaching Mathematics at the Ecd Level: Implications for Teachers and Teacher Educators

In the current reform of Mathematics teaching, the children are required to develop their understanding of mathematical concepts and apply this understanding in real life situations. However, ECD1 children lack their basic understanding in mathematics. This study was conducted to understand the challenges in teaching Mathematics at the level of early childhood development, with the rationale to improve teaching and learning mathematics at children's early years of schooling. This study was conducted in a private ECD English medium school in Karachi, Pakistan. This study is based on Mathematics teaching and learning in classes I and II in an ECD school. The age group of children was six to eight years old. The study was qualitative in nature. The two ECD (classes II and I) Mathematics teachers' perceptions, and teaching practices and challenges for teaching mathematics were explored through semi-structured interviews, classroom observations, post observation discussions, and document analysis. Findings were compared and analyzed from all different data collection methods. The findings of this study suggest a significant influence of teachers' views on their teaching practices. The teaching practices identify different teaching strategies in school; such as group work, integrated teaching, fast teaching pace and choral responses based on rote-learning vs. meaningful learning. Findings suggest that these practices are not effective to enhance children's learning in Mathematics due to teachers' understanding of mathematics concepts and the way of teaching and learning mathematics. In teachers' perspectives, classroom discipline, preparing activities and integrated teaching are challenges for ECD teachers. This study also suggests the implications for teachers and teacher educators as well as offers recommendations for the future research.