تقارب عقائد کے لئے علمائے اہل سنت کی کاوشیں (ایک تحقیقی و تجزیاتی مطالعہ) The Efforts of Ahl al-Sunnah Scholars for Convergence of Beliefs (An Exploratory and Analytical Study)

There are many beliefs in the sects that are common, while the differences are very small and minor. The differences are usually of a sectarian, ijtihad and preferential nature. But the false powers are using these sectarian differences to spread extremist thinking, which is a poison for the Muslim Ummah. Closeness is essential for the survival of the Muslim faith. This unity should not be temporary but should be a message of intellectual and spiritual, material well-being, spiritual maturity and evolution of mental development and unity should be universal. No matter how much the two groups disagree, there are many commonalities. It is important for convergent beliefs to cultivate commonalities rather than divisive ones. So that the atmosphere of hatred is reduced and an atmosphere of unity is created. The history of Islam bears witness to the fact that the Imams, jurists, narrators and commentators have differed on a number of issues. Despite this difference, love, goodwill, brotherhood and unity prevailed. For such interfaith tolerance and harmony, mutual respect is also necessary. Key words: Convergence of beliefs,  Unity and solidarity,   Interdisciplinary, Shared, Sub-differences, Universal

Possible Influence of the Ssc Examination under a Public Board of Intermediate and Secondary Education on Teaching and Learning of Grades Ix and X: A Study from Teachers Perspectives

The study aimed to explore teachers perceptions on possible influence of the SSC examination under a public examination board on teaching grades IX and X across school system (public and private) in Gilgit, district of Gilgit-Baltistan. The sample for the study encompasses (n = 132) teachers 50% equally from both the system of schools, recruited through stratified sampling procedure. The researcher employed a cross-sectional survey for the study and collected data using self developed, validated and piloted research questionnaire, which was self-administered in the research field and analyzed data using the non-parametric (Mann-Whitney) test. Overall results revealed that teachers from both the system of schools perceive the SSC examination influences teaching practices while teaching to grades IX and X. However, a significant difference (p < 0.05) was found in the perceptions of teachers from private school. They strongly agreed that the SSC examination mainly assesses selected content and encourages traditional teaching methods. On comparing teachers’ perceptions on the SSC examinations’ influence on classroom teaching presented a non-significant difference [Mann Whitney U = 2022.5; n.s] in perceptions of both the system of schools. The mean value was accounted (M = 3.20; SD = .62) for public and (M = 3.31; SD = .55) for private schools. However, a significant difference (p < 0.005) was observed when the results of the construct; the SSC examinations’ influence on students learning was analysed across the system of schools. Since the current assessment practices, examinations and paper-pencil tests are used as the only technique to assess students learning, my findings indicate the significance of assessment in shaping teaching and learning perspectives and practices. It also unpacks the current standardized examination system and whether it shapes teaching practices and students learning.