مجھ پہ ہے ظلم کہ ملنا بھی گوارا نہ کیا
ملنا تو دور کوئی رسمی اشارہ نہ کیا
خاک تھی مجھ کو بھی اکسیر درِ جاناں کی
پر کسی نے بھی مرے درد کا چارہ نہ کیا
تھی مرے سامنے دنیا بھی حسیں، بانہیں بھی
پر ترے عشق نے کچھ اور گوارا نہ کیا
تیری ان سرمگیں آنکھوں نے بھی پھیری آنکھیں
مجھ پہ ٹھہری نہ نظر پاس ہمارا نہ کیا
دشتِ افسوس کے رہرو کو یوں چھیڑو نہ فضاؔ
تیرے کوچے سے کبھی جس نے کنارا نہ کیا
Seal of Prophet-hood (Khatam-e-Nabuwat) is one of the critical issues which Islam has particularly emphasized to such a degree that a person cannot enter in the fold of Islam or may remain a Muslim without it. People, who believed in Torah & Gospel also believed that a prophet of mercy will descend with clear signs of prophet-hood. He will lead the world and guide them to the righteous path and will disclose the changes in Gospel. They also believed that the Prophet Muhammad (PBUH) will reveal the prophet-hood of Jesus and confirm that Jesus is a man of Allah with bestowed miracles. The world knows that the complete code of life after Moses was given only to the last Prophet Muhammad (PBUH). The prophet-hood has been sealed with Hazrat Muhammad (PBUH) is proven from Holy Quran as well as from Torah & Gospel. Torah & Gospel openly declare the prophet-hood of Hazrat Muhammad (PBUH) as “The Stone of Corner”. So the Holy Prophet (PBUH) himself announced the seal of his prophet-hood which none of the prophets of Bani Israel claimed in their lives. The prophet Jesus (A.S) also made efforts to clarify this point in front of his followers through several parables. These parables openly depict the authenticity of Islam and Hazrat Muhammad (PBUH) being the seal of prophets. This article provides information regarding predictions about Hazrat Muhammad (PBUH) as the last and final of the prophets of Allah Almighty, through Old & New Testaments as justified by Holy Quran. It also explains the status and value of the belief of “Finality of Prophet-hood” according to the Islamic teachings.
In this exploratory Action Research, the teacher researcher aimed to study his own practice in supporting students engaged with some of the processes and skills required for undertaking effective literature reviews for their Masters Dissertations in an Islamic Seminary. The study aimed to understand, document and improve processes used by the teacher researcher to teach literature review to students. Eight Masters' Students, five males and three females, specializing in Islamic law, Islamic history and Arabic literature were introduced to thesis statements, theoretical aspects of literature review, argumentation analysis and evaluation of sources. These guidelines were derived from a literature review evaluation rubric designed by Boote and Beile (2005). Facilitation took the shape of nine group workshops interspersed with individualized face to face sessions with the teacher researcher to address any issues or queries raised by students. Findings of this insider Action Research were validated by multiple sources of data including reflective notes, student written work and correspondence, observation of student behaviors, collective and individual discussions with students and reflections of critical friends. Data revealed that engaging students with skills required to undertake literature reviews led to students' re-conceptualizing a literature review from randomly collating what others have said and taking literature at face value to using and critiquing sources in light of a conceptual framework. The dual format of workshops interspersed with individualized sessions led to enhanced understanding and opportunities for application of skills learnt. Language of instruction and pedagogy proved significant challenges for the teacher researcher. This study provides rare insight into the professional practice of a novice teacher of literature review trying to document and improve his craft, and contributes to the sparse research-based scholarship on teaching literature review.