Muhammad’s (Saw) Treatment of the Jewish Tribes: A Critique of Robert Spencer’s Views

It is incontrovertibly true that Islam advocates peaceful coexistence with the adherents of other creeds. The holy Qur’an, the primary source of Islamic Shari‘ah, vividly recommends freedom of conscience and religion. Similarly, the prophet (SAW), being the perfect role model for the entire humanity, preached and practiced the lofty ideals propounded by the holy Qur’an and peacefully coexisted with the followers of Judaism and Christianity. Furthermore, the four rightly guided caliphs exhibited tolerant attitude towards their Jews and Christian subjects. In the presence of these models, nonetheless, many contemporary critics of Islam are disinclined to admit this explicit reality. Robert Spencer also sees eye to eye with them. Robert Spencer is an American author and he has published twelve books. He is a member of Melkite Greek Catholic Church. He looks on Islam as a highly intolerant religion. In this connection, he singles out Muhammad’s (SAW) treatment of various Jewish tribes. He maintains that all Jewish tribes viz. Banu Na╔hir, Banu Qaiʽn┴q┐ʽ and Banu Qurai╔ah “received the wrath of Muhammad”. This brief study aims to prove that the treatment meted out to the Jews was not founded on religious prejudice and malice; it was rather commensurate with their wicked demeanor.

Bullying As a Social Problem in Secondary Schools of Khyber Pakhtunkhwa

The overall purpose of the proposed study was to analyze bullying as a social problem in Secondary Schools of Khyber Pakhtunkhwa. The objectives of the proposed study were to explore physical, verbal and social bullying in Secondary Schools of Khyber Pakhtunkhwa, to evaluate the nature of bullying among male and female students in Secondary Schools of Khyber Pakhtunkhwa, to investigate objectively the causes and effects of bullying in Secondary Schools of Khyber Pakhtunkhwa, to suggest workable anti bullying strategies in Secondary Schools of Khyber Pakhtunkhwa towards bullying and to compare ways of bullying of boys and girls in Secondary Schools of Khyber Pakhtunkhwa. The target population was all the principals, teachers and students, both male and female, from the public Secondary Schools of Khyber Pakhtunkhwa. The sample was selected through random stratified sampling techniques. A sample of 1800, (30 principals, 270 teachers and 1500 students) were selected from six districts of Khyber Pakhtunkhwa including Charsadda, Mardan Nowshera, Peshawar, Malakand and Swabi. Five (four boys and one girl), public Secondary Schools of Khyber Pakhtunkhwa were randomly selected from each selected district. From each district five (05) principals, forty five (45) teachers and two hundred and fifty (250) students participated in the study. From each school a principal, nine (09) teachers and fifty (50) students (25 each from class 9th and 10th) were selected as sample of the study. To achieve the objectives of the study, three questionnaires containing same items, were prepared one each for principals, teachers and students, to get their perception on bullying. The data was collected, tabulated, analyzed and interpreted by using Chi Square method. It has been concluded that majority of the respondents showed serious concern about bullying in Secondary Schools of Khyber Pakhtunkhwa. Physical, verbal, and social bullying is taking place everywhere in the absence of the teachers. However, the favorite places for the bullies were school canteen, washrooms, school bus and trips. Loose tempered, handsome, very bright, slow learners and physically disable students are being bullied. The victims are trying to run away from school, changing their routes to and from school frequently, do not take interest in study and become weak academically. There is a sudden increase in their school absentees, failure in examination and saying goodbye to the school for ever. In some severe cases, the child loses confidence, remains in tension and at last commits suicide. The bullied may be heard seriously, carefully and sympathetically. Good behaving students may be awarded with certificates for the motivation of the bullies to become like them. Informer may bring bullying cases into the notice of the teachers or any other concerned person. The school may arrange useful co curricular activities to utilize the energies of the students in the best possible way. Close contact between school and parents, awareness about the hard consequences of bullying through seminars, lectures and electronic media and regular anti-bullying programs in schools can minimize this unsocial behavior.