حسین بن منصور حلاج اور ان کی صوفیانہ تعلیمات کا علمی وتحقیقی جائزہ

A Sufi poet, teacher and philosopher, Hallaj was executed on the orders of an Abbasside caliph for uttering these words, taken to mean Hallaj as claiming himself to be God. After more than a decade of imprisonment, Hallaj was eventually executed publically in Baghdad in the year 922. He is seen by many as a revolutionary writer and teacher of his time, when practices of mysticism were not meant to be shared publically. Yet he remains a controversial figure, revered by Rumi, hated by many, he was labeled an intoxicated Sufi and is still read today. After his arrest in Sūs and a lengthy period of confinement (c. 911–922) in Baghdad, al-Ḥallāj was eventually crucified and brutally tortured to death. A large crowd witnessed his execution. He is remembered to have endured gruesome torture calmly and courageously and to have uttered words of forgiveness for his accusers. In a sense, the Islāmic community (ummah) had put itself on trial, for al-Ḥallāj left behind revered writings and supporters who courageously affirmed his teachings and his experience. In subsequent Islāmic history, therefore, the life and thought of al-Ḥallāj has been a subject seldom ignored. Here we get a realistic overview about him and his teachings.

Secondary School Science Teachers’ Conceptions About the Nature of Science

The nature of science (NOS) is an important area in teaching and learning science. Teachers’ conceptions of the NOS have a direct influence on their classroom teaching and thus influencing the students’ conceptions. Therefore, “exploring teachers’ conceptions about the NOS” is considered as one of the important areas of research in science teaching and learning process. This study aims to investigate secondary science teachers’ conceptions about four selected aspects of NOS, which are, empirical nature of science, tentativeness, scientific theories and laws and scientific method. It was a qualitative exploratory study and conducted in a private school in Karachi on a sample of three science teachers. Data was collected using a questionnaire, interviews and classroom observations. Two types of research tools, Views of Nature Of Science (VoNOS) and Nature Of Science Research Protocol (NOSRP) were employed to collect data. For data analysis each participant was considered as a separate case and data obtained through questionnaires, interviews and classroom observations were used to develop three separate cases. These cases are cross cased to compare and contrast the three participants’ views about four selected aspects of NOS. The findings revealed that teachers possessed mixed views about the empirical NOS and tentative NOS. Similarly, these teachers possessed inadequate conceptions about scientific theories and laws and scientific method. Furthermore, it also became evident that teachers did not translate their NOS conceptions in their classroom teaching in an explicit way. Their teaching, however, sometimes reflected NOS teaching in an embedded form. These findings have implications as they may provide practical and contextual information about teachers’ conceptions and their classroom practices related to NOS. The findings may help teacher educators and professional organizations in designing science teacher programs that may address the component of NOS.