القرآن الكريم هو الكتاب الرئيسي في الإسلام، الذي يُقدِّسه ويؤمن به المسلمون أنّه كلام الله المنزّل على نبيه محمد –صلي الله عليه وسلم -للبيان والإعجاز،المنقول عنه بالتواتر حيث يؤمن المسلمون أنه محفوظ في الصدور والسطور من كل مس أو تحريف، وهو المتعبد بتلاوته، وهو آخر الكتب السماوية بعد صحف إبراهيم والزبور والتوراة والإنجيل.كما يعدّ القرآن أرقى الكتب العربية قيمة لغوية ودينية، لما يجمعه بين البلاغة والبيان والفصاحة.وللقرآن أثر فصل في توحيد وتطوير اللغة العربیة وآدابها وعلومها الصرفية والنحوية، ووضع وتوحيد وتثبيت اللّبنات الأساس لقواعد اللغة العربية۔
قال الله تعالی:" إِنَّ عَلَيْنَا جَمْعَهُ وَقُرْآنَهُ فَإِذَا قَرَأْنَاهُ فَاتَّبِعْ قُرْآنَه (سورة القیامة : ۱۸)
كان الإعجاز القرآني خليقا أن يثير في الحياة الإسلامية مباحث على جانب عظيم من الأهمية يتصدى بها العلماء للكشف على وجوه البلاغة القرآنية.
وبذل العلماء جهودا مشكورة، وقاموا بمحاولات مضنية، لإبراز البلاغة القرآنية في صورة موحية ذات ظلال، ولكنهم وقفوا غالبا عند النص الواحد، فاقتطعوه اقتطاعا من الوحدة القرآنية الكبرى ، ودرسوه دراسة تحليلية جزئية ذهب بمعالم جمالها الذي لا يتناهى حول مشكلة اللفظ والمعنى، فكانت النزعة الكلامية تفسد عليهم تذوقهم للنصوص، وإدراكهم مواطن البلاغة والإعجاز.
قال الجاحظ في كتابه الحيوان: "ولي كتاب جمعت فيه آيات من القرآن الكريم لتعرف بها ما بين الإيجاز والحذف، وبين الزوائد والفضول والاستعارات، فإذا قرأتها رأيت فضلها في الإيجاز، والجمع للمعاني الكثيرة بالألفاظ القليلة.
اختلف العلماء -رحمهم الله تعالى- في لفظ القرآن لكنهم اتفقوا على أنه اسم فذهب جماعة من العلماء منهم الشافعي، الأشعري، ابن كثير ، الفراء، اللحياني ، الزجاج و ابن الأثير وغیر ذلک من العلماء اللغویین الذین ذهبوا إلى أنه اسم جامد غير مهموز كما ذكر الأشعري: إنه مشتق من قرنت الشيء بالشيء إذا ضممته إلیه ومنه قولهم: قرن بين البعيرين إذا جمع بينهما ومنه سمي الجمع بين الحج...
سامی ادیان میں جانوروں کی حلت و حرمت کےمتعلق احکامات کا تجزیاتی مطالعہ Dietary rules and regulations may govern particular phases of the human life cycle and may also be associated with special events. Dietary Laws are grounded into the religious thought, and anyone expects logical clarifications for the continuation and determination of these rules in light of the respective religious tradition. The Semitic religions: orthodox Jews, Christians and Muslims have undoubtedly directed their adherents about the foodstuff “meat” with particular terms and conditions. This study attempts to define the similarities and differences between Halal and Kashrut (Kosher) in the light of their religion's commandments. The study confined to the Holy Scriptures. A comparative approach has been applied to these dietary practices. Moreover, it was found that Halal constitutes a different dietary law (Shariah) than Kashrut and vice versa. Even though similarities are found but it does not permit for the statutes to be usually supposed as reflection of each other. This analytical work will provide theoretical orientation; make reference to relevant theoretical and empirical literature for adequate clarification and comprehension where needed. To avoid pointless details, only the verse number mentioned in footnotes and extracted commands are just mentioned in the article. Qualitative research methodology has been adopted about the dietary laws about animals in Semitic Religions.
This study examined how Chemistry as a subject could be made more relevant to real world of the learners. The motivation for the study was that chemistry has been seen as an unpopular and irrelevant subject in the eyes of many school students. This is, basically, due to the complications generated by Chemistry courses and textbooks in Pakistani context that are, only in name, designed to develop students' conceptual understanding of the subject. The courses require students to learn a large volume of non-contextual scientific vocabulary and process skills, without much appreciation of, how they will apply acquired knowledge in their personal or future professional lives. The society demands to see the products of Chemistry education beyond scores and grades in the daily life of students. As a result, students are often demotivated to succeed in the classroom. The purpose of this study was to present Chemistry as a relevant subject to the student's person, profession and society. The only way to create relevance between Chemistry and contextual needs was through developing relevant curriculum with contextual needs and teaching students in such a way that they could transfer scientific knowledge, skills and attitudes acquired in their daily life practice. This study is an action research to improve upon teaching concepts of industrial Chemistry at grade IX (age 14-15 years) through activity theory (AT) approach in one of private schools of Karachi. Action research methodology is based on Aalsvoort (2004) activity theory model. The study is carried out in three cycles: each cycle consists of planning, action, operations, and reflection on products. Data are collected through interview tool, classroom observations, reflections and developing relevant curriculum with activity theory approach, stimulating the environment for actions and operations through video clips and factory model and reflecting on the results and products. Various teaching strategies and classroom organizations were used to promote students' conceptual understanding and motivation towards learning concepts of industrial Chemistry. The result of this study confirms lack of curriculum relevancy especially in contents that are usually drowned in a sea of dull and abstract in which even good students/swimmers may lose sight of the underpinning Chemistry concepts. Furthermore, this study found activity theory integrated model for relevancy of teaching concepts of industrial chemistry.