امنا عائشة ملكة العفاف رضي االله عنها

This research aims to explore various features of Syyidah some highlights paper This. Personage noble s'(ر الله عا) ishah‘A’ distinguished aspects of her biographical account, her extraordinary intelligence, eminent rank amongst other wives of the Prophet Muḥammad (r), excellence over women of the world and being mentioned in the Qur’ān for her praiseworthy character. The scholarly areas, in which, she outshone others in Islamic intellectual heritage, include the Quranic exegesis, Ḥadīth narratives, jurisprudence, scholastic reasoning: analysis of jurisprudential methodology and principles of deduction of rulings and opinions. She adopted multifarious modes in this regards including explicit, direct, generalized, inductive and analogous approaches in the Islamic intellectual scholarship. By acknowledged was (ر الله عا) ishah‘A of grandeur The the companions of the Prophet, her scholarly point of view in conciliation of the problems of the Qur'ān and Ḥadīth made her stand out amongst all. She was a keen researcher, peaceful preacher and the greatest scholar of Islām of all times. Her knowledge and command over religious and social matters made her one of the most reliable experts of the Qur'ān, Ḥadīth and Fiqh. Such was her stature as the archangel Jibrā’īl presented his salutation to her.

Implementing Discussion As an Instructional Strategy to Facilitate Students Learning in a Social Studies Classroom in Pakistan

The national curriculum for social studies (2002) states that like most countries of the world, the purpose of teaching social studies in Pakistan is citizenship education. It also recommends teachers to use innovative ways of teaching such as, activity-based approach, question-answer strategy, discussion and others; which could enable students to be active and democratic citizens of Pakistan. However, in real practice most of the social studies classes are based on the teacher's lecturing or dictating notes. These strategies serve transmission and learning of the content, but do not facilitate development of the knowledge, skills and attitudes required for democratic citizenship. This small scale action research is an attempt to improve my practices of the strategies of discussion in order to facilitate students in their learning of social studies. In this study, I played the dual role of a teacher and an action researcher. The data was collected through observation, reflective journals and informal talks with the principal, with the teacher and the students. The findings suggested that it takes time for a teacher to become proficient in conducting effective discussions. It indicated that lack of discussion skills and lack of sufficient background knowledge of the topics discussed could affect students' participation in discussion. Teacher's questioning and creating a nonthreatening environment are facets that further improve students' participation. Furthermore, it was found that discussion develops students' thinking, communication skills such as, active listening and agreeing or disagreeing in a constructive manner. On the basis of these findings, recommendations are drawn to suggest teachers and schools to effectively implement the discussion strategy in their classrooms.