اسلامی اخلاقیات واقدار کے فروغ میں خاندانی ماحول کا کردار؛معاصرانہ چیلنجز اور لائحہ عمل The role of family environment in the development of Islamic ethics and values, Contemporary challenges, and action plan

Islamic rules and moral values are unique in all aspects. The members of Muslim Ummah have always tried to promote them. At the national level, this duty was carried out by people at different levels whether they were teachers, businessmen or lay man of the society. At international level, some rulers, business professionals and religious leaders played their role. Man's first relationship is with family. This relationship is the cornerstone in the development of a personality.  There has been a lot of change taken place in the family system. In the past, due to the limited necessities of life the financial responsibility was limited to a few people. Media was not that advanced and bold and family members were loving and respectful. With the beginning of advance era, human needs were widened and to satisfy them, women started participating in economic activities along with men. Due to which the child was shifted from his home to day care centre, while the media gave birth to the social media, the stories of compassion and care in home became the past. In the present era, there is a dire need to remove these barriers that hinder the development of Islamic values through balance between income and expenditure, positive and moderate use of media and positive attitude in family. These issues will be discussed under the answers to the following questions. What is the role of family in the development of Islamic ethics? What are the problems faced by the family in the development of Islamic moral values? What are the solutions to the present-day problems?  

Working Collaboratively With Teacher to Develop an Understanding About Linking School Mathematics and its Use in Children’S Daily Lives Experiences at Local Government School

This small-scale action research project explores the possibilities and challenges involved in facilitating a Mathematics Teacher in understanding the notion and practice of linking mathematics with students' real lives in their classroom contexts. The effort is based on the rationale that mathematics needs to be linked with real life in order to maximize the attainment of set curricular goals and objectives. However, the assumption is that in most cases the curricular goals and objectives are not satisfactorily met due to the teachers: a) limited access and understanding of curricular goals and objectives, and b) limited knowledge and expertise in effective implementation of the linking mathematics with students real lives. In this background, the project sees, linking mathematics with real life, as one of the important ways in assuring the attainment of goals and objectives of linking mathematics with students' real life experiences. To realize this aim, the action researcher worked with one secondary level secondary level mathematics teacher in a government school of Karachi, Pakistan. In this regard, the project studies the teachers existing perceptions and practice of linking mathematics with students' real lives. Subsequently, a strategic action plan was prepared and implemented to facilitate a teacher's understanding and practice of linking mathematics with real life. Subsequent planning and action remained responsive to any need for change arising out of the experiences of implementing the previous one. The data for the action process was collected through semi-structured interviews, lesson observations notes, the researcher's reflective journal and tape recordings. The gathered data was analyzed soon after each action step for reflection and further action. The study reports some possible strategies to facilitate a teacher in gaining an understanding about the notion of linking mathematics with real life. These are: 1) Using "input/training" session about "definition and theory" of linking mathematics with real life. 2) Sharing strategies for content, pedagogical and organizational linkage (i.e. mathematics with real life). For example, adding supplementary reading materials from sources other than the prescribed textbooks. At the same time and vein, the study also reports the challenges faced in the process; such as: time availability for action and its research and overemphasis on the theoretical input. The report concludes by presenting key learnings experienced as a teacher educator and an action researcher, and suggests a focus for further action research.