Having studied the Qur’ānic Vision of Dr. Isrār Aḥmad, the writer has arrived at a conclusion that his durūs-e-Qur’ān, as well as the brief yet comprehensive genesis Bayan al-Qur’ān, should not only be made accessible to all higher educational institutions but there is a dire need that all the Religious Leaders of mosques be motivated towards it. Dr Isrār Aḥmad’s struggle clearly reveals that a person even one not qualified in Dars-e-Niẓāmī can easily disseminate the message of the Qur’ān to humankind in an amicable manner. To do that, the requirement is that the community with modern education following his steps must first understand the Qur’ān and then transfer it to others.
However, it is quite difficult to agree with the Concept of Manhaj Inqalāb-e-Nabavī as described by Dr. Isrār Ahmad. If the methodology of Revolution as stated by him is adopted, it would culminate into nothing but bloodshed. In this document, all the weaknesses of his methodology have been highlighted. All religious parties, therefore, should follow the constitutional and legal ways and refrain from underground activities. As far as public durūs-e-Qur’ān are concerned, undoubtedly, Dr. Isrār Ahmad and his students have played a key role in uplifting the Qur’ānic Vision. However, it remains a bitter fact that under the cover of durūs-e-Qur’ān, some persons with little education have caused misunderstandings among the people. It is therefore required that such people delivering dars-e-Qur’ān must acquire basic religious knowledge and understanding of the Arabic Language to protect the general public from falling prey to misapprehensions and communal clashes.
Dr. Isrār Aḥmad advocated the concept of a “Universal Caliphate” (‘Ālmī Khilāfah) but the writer has proved with the reasoning that the establishment of such a “Universal Caliphate” is beyond any possibility. The Muslims on the other...
Praise be to Allah and peace and blessings be upon the leader of all the Prophets, upon his descendants, his disciples, and the ones who follow him to the Day of Judgment. Islam entered China as early as in the first century Hijrah corresponding to the seventh century AD, in the reign of Caliph Othman. From the beginning until current time, ten national minority groups accepted Islam. Chinese Muslim Community is the second biggest Muslim minority group in the world, but tops the chart when it comes to bearing the hardships for Islam. The Mosque in china not used only for prayer, but also a place for Muslims to learn Islamic knowledge, which has played a significant role in consolidation of faith and alleviating hardships. But unluckily most of foreigner Muslim brothers do not know about Mosque education system in china, that’s why I have chosen this topic to provide basic concept about Mosque education (Madrasa) in china. Lastly, I hope this small article would be useful and wish the readers might get the most benefits from it. Inshallah!
In Pakistan English, as a Foreign and as a Second Language, is being taught from primary classes. In such classes teaching is based on rote-memorization with little meaningful activities. Teachers provide very few opportunities to students to relate their learning with their experiences in daily life. Students are mostly asked to listen passively to the teacher or read from the textbook and copy down the answers from the blackboard or from the textbook and memorize them in order to re produce them in the examinations. The study was undertaken to explore how ESL teachers could be helped to develop their students' speaking skills in ESL multilingual classroom. Using an action research approach within the qualitative paradigm, the students were engaged in different activities, which allowed the teacher and the researcher to examine the effectiveness of the strategies employed in developing students' speaking skills in English. Data collection in this study occurred in three stages. At the reconnaissance stage, observations and semi-structured interview were conducted in order to explore the teacher's understanding, and her existing practices in developing students' speaking skills in English. At the initial implementation stage, the researcher tried and tested out some strategies recommended as effective in developing students' speaking skills in English in order to examine their effectiveness in developing students' speaking skills in the multilingual school contexts, where this research was conducted. At the second implementation stage, the participant teacher was provided with the opportunity to try out the strategies in her classroom, and see the effectiveness of the strategies in developing students speaking skills in English.