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Promoting Moral Values in the Social Studies Classroom

Thesis Info

Author

Rahim, Mohammad

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2000

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727967287

Similar


Generally people perceive moral education as vital for the overall development of children as well as essential for the welfare and development of the country they live in. Venkatiah (1998) says A nation with atomic power is not a strong nation, but a nation with strong character is indeed a strong nation. If a nation is to be strong, then the character of the people of the nation needs to be elevated. (p.12). Though there are various sources to equip children with good morals including parents, media, etc. however, the role of a teacher is considered essential by various educational thinkers and well- meaning people of society. In the context of Pakistan, people have divergent views about the teachers' roles. A majority of these people seem to be satisfied with their performance with specific reference to promote children's moral values. I thought I would ascertain the teachers' perceptions and their instructional strategies focussing on the social studies' classroom. The underlying purpose is that teachers, including myself, can devise more effective strategies keeping in view the existing practices in school. The study was carried out in a private school in Karachi and two teachers of secondary level were my respondents. The qualitative paradigm of research was used with the aim to subsume teachers' theories and practices as well as students' views and make meaning which could meet the purpose of my study. It was largely found in the process of the study that the teachers give a lot of importance to imparting moral values and try to impart them by taking help from religious sayings. They can use some strategies which are also considered effective in literature but they largely use those techniques they had learnt from their teachers and parents. Not being exposed to any professional program focusing moral values, dilemmas of syllabus completion seem to be seen to be the major hindrances in the field of teaching moral values.
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4۔قتل بسبب

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جو کوئی شخص کسی کو ہلاک کرنے یا نقصان پہنچانے کی نیت کے بغیر کوئی ایسا غیر قانونی فعل کرے جو کسی دوسرے شخص کی ہلاکت کا سبب بن جائے تو وہ قتل بسبب کا مرتکب کہلائے گا۔ 208
خلاصہ کلام انسانی جسم پر کسی زیادتی کی صور ت میں قصاص و دیت کے قوانین جاری ہوتے ہیں ۔ انسانی جسم پر زیادتی کا بدلہ لینا اس شخص کا حق ہے جس کے ساتھ زیادتی ہوئی ہے۔ متضر ر کی موت کی صور ت میں ورثاء کا بدلہ لینا حق ہے۔ مدعی قصاص و دیت کی صورت میں مجرم کو معاف بھی کرسکتا ہے، اس لیے اسے حق العبد کہا جاتا ہے۔ قصاص کے جرائم دو طرح کے ہیں : ایک عمداً قتل کرنا اور دوسرا عمداً زخمی کرنا ۔ ان دونوں کے بدلے میں جو سزا بطور قتل یا اس کے علاوہ جسمانی طور پر دی جائے ، وہ قصاص کہلاتی ہے ۔ دیت کے جرائم میں قتل عمد سے مشابہ ، قتل خطاء اور ان زخموں کا مالی تاوان ہے جن کا بعینہ مجرم کو لگانا ممکن نہ ہو، شامل ہیں ۔ اسی طرح قصاص کے متضرر کی طرف سے دیت کا مطالبہ ہو تو اس کی بھی دیت ہے۔ قتل کی اقسام مالکی ، حنفی، شافعی اور حنبلی مذہب میں مختلف ہیں لیکن قتل عمد اور قتل خطا ء ہر فقہی مسلک میں مشترک ہیں ۔ قتل عمد میں قصاص ہے اور قتل خطاء میں دیت ہے جو کہ سو اونٹ ہیں ۔ اس کے علاوہ سونے او رچاندی کے ذریعے بھی دیت ادا کی جاسکتی ہےیا ان کی قیمت کو معیا ر بنایا جا سکتا ہے ۔ قتل کے علاوہ انسانی جسم کو جو زخم لگایا جائے تو اس کا بھی قصاص ہے ۔ فقہائے کرام نے ایسے زخموں کو مندرجہ...

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Exploring the Efficacy of Specially Designed Hands-On Activites Using Predict, Observe and Explain Poe to Develop Conceptual Understaniding of Heat and Temperature in Grade Vii Students

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