بین المذاہب ہم آہنگی اور عصر ی تقاضے : الہامی تعلیمات کی روشنی میں تجزیاتی مطالعہ

Inter-Faith Harmony and Contemporary Demands: An Analytical Study in the Light of Divine Teachings Abstract Over the course of time and with the rapid increase in human population need for mutual relations become crucial. Resultantly on behalf of this closeness, separation, anti-standpoints and comparisons also emerged. As the time passed by hatred and hypocrisy and other social vices spread on large scale. Thus human society was waiting for such liberator who may lead and work for the betterment of this society. With the dawn of Islamic civilization all such issues were not only resolved but also provided with a model for containing the difference of opinion and multiple traditions under its unique worldview. Islamic History presents itself as a model where the minorities were provided with the opportunities of participating in political, social, educational and collective affairs. Thus in a society where tyranny, injustice, un-forbearance, religious intensity, terrorism and the activities of violating the human rights were very common, were substituted by the Islamic ideal  of forbearance. It is argued here that the solution of all these issues was only in religion contrary to what is being claimed about an idea of social harmony where religion is not given its due position. Today it’s our dire need to develop a sense of harmony, modesty, affection and peacefulness among the masses of various religions of Pakistani society. It is further argued that for this very noble cause all the religious scholars and their followers can come forward playing their pertinent role. Keywords: Interfaith harmony, present era, divine books, religious personalities, Peace

Integrating the Concepts of Social Justice in Mathematics Teaching in Grade Ix in a School Located in Karachi, Pakistan

The National policy of Pakistan 2009 provides the vision for education in Pakistan that is, quality education being a means for recognizing the individuals’ potential for societal development. This vision needs to be actualised in classroom learning and teaching. In a way, mathematics for social justice can provide an opportunity to individuals to implement this vision in the classroom teaching of mathematics. This study, therefore, explored the teaching and learning processes of mathematics for social justice of Grade 9 students in a school of Karachi, Pakistan. To understand the processes, an exploratory action research was conducted in the qualitative paradigm. In the study, semi-structured interviews conducted from the students and the mathematics teacher, classroom observations, the reflective diary, and the analysis of students’ work were used as data collection tools. The study has three action research cycles which in turn have eight lessons on the topic of ratio and proportions, with the integration of wastage of food at the consumption level. The study has found out that mathematics for social justice requires using critical dialogues, critical questioning and creation of critical problem-posing questions. These elements create a learning environment that improves the mathematical and social justice education scenario. First, the use of dialogue opens up a useful discussion to analyse the social issue critically. Second, questioning explores the use of mathematical concepts in understanding the social issue. Third, problem-solving questions themselves provide an opportunity to students to apply mathematical knowledge and skills and enable them to ponder on social issues and critically apply their knowledge to seek opportunities for social justice. This study can help teacher and educators to use the pedagogy of mathematics for social justice in their classroom and explore other areas of mathematics for social justice in the Pakistani context.