نقد سند و متن میں شیخ البانی کے تفردات

Shaykh Muhammad Nasiruddin Albani is known as the famous scholar of the twentieth century AD. He served in Hadith for almost 60 years. He has also some particularities in the hadith’s research in which he apposed a lot of scholars. The most important of them is that he has said that some Ahadith of Sahih Bukhari and Sahi Muslim are weak. Similarly, in contrast to the previous muhaddiseen, some weak traditions have said correct and some reliable narrators as weak. Apart from this, there are two particularities of him that are very important in the research world. One is that he has explored many of unknown Ahadith and secondly he has divided the books of Hadith into two parts; weak and accurate. Some detail of these particularities is presented in this article.

Implementing Pedagogies to Engage the Disengaged Grade V Girls’ Students in Science Learning

Science has fundamental importance in the world and it is recognised that the progress in science has led to all scientific developments. However, the development of science requires rich science learning that requires both boys and girls active engagement in science learning. However, in rural Pakistan, there are less learning opportunities for girls due to broader socio-economic conditions and school practices. Also in most rural contexts of Pakistan, students experience passive reading and copying of answers from textbook and rote memorization with an emphasis on scoring of good marks in examinations. These impersonal and transmission mode of science teaching leads towards girls’ disengagement in the learning process. Hence, this action research study was designed to; a) explore the current science teaching practices and b) to explore how engaging pedagogies could be implemented and the supporting and hindering factors in the implementation these in primary science classrooms. Data collection in this study occurred in three stages; i) pre-intervention, ii) intervention and iii) post intervention stage through semi-structured interviews, classroom observations and reflective diary. The key findings of the study reveals that engaging pedagogies like questioning, role pay, communicative puppet, including cognitive, physical and emotional tasks could lead girls towards engagement. The findings also indicates that girls are dis-engaged and passive in classroom due to i) Structured mode of teaching; ii) No focus on student learning and iii) presence of younger siblings. Girls’ engagement requires changes in pedagogies and context factors, such as seating arrangements, teachers’ appearance, and siblings’ engagement. The recommendations are that science teacher education programmes should focus on students’ engagements and learning and not only teaching strategies. Teacher education should focus on context of teaching and learning and on understanding and addressing the factors that hinder students’ engagement in science classroom.