Polemic Views about the Source of Qur’ān in Medieval Christian Writings with a Reflection upon Contemporary Orientalists: A Critical Review

Before the advent of Islam, there was a strong tradition of polemic writings both among the Jews and the Christians to prove the errors of adversary. But, after the advent of Islam in general, and the conquering of Roman / Byzantine empire by the Muslims in the era of Righteous Califate in specific, due to embracing Islam by a large number of local populace, the flux of Christian polemic writing was directed towards Islam. A number of polemic writings surfaced as a resort to keep their religion alive. These writings tried to belittle all basic concepts, beliefs, and creeds of Islam, and even the personality of the Prophet Muhammad (PBUH), and the Holy Qur’ān. The contemporary orientalist polemic writers have claimed that there are several accounts originating from Jewish and Christian sources which tried to allegedly prove that the Holy Prophet Muhammad (PBUH) was instructed by Jewish or Christian scholars in the composition of Holy Qur’ān, and to support this claim, they not only point out to certain Jewish or Christian sources, but have parroted their arguments as well, with the similar motives. With this, they have attempted to discredit Islam by raising doubts about the origin of Qur’ān. But despite of their efforts the fact remains firm that the Qur’ān has a Divine origin and was revealed by Allah Ta‘ālā unto Prophet Muhammad (PBUH). In this regard, the purpose of this article is to analyze the medieval polemic writings, their motives, and their rumination by the orientalists of the contemporary age. A critical approach is adopted in this analytical, and historical study, using published authentic data and literature including academic books, research papers, periodicals, dictionaries and reliable web sites also.

Facilitating Social Studies Teachers to Use Issue Based Enquiry in a Government School

This action research project aims to facilitate social studies teachers in government school to develop their pedagogical skill, especially the use of issue-based inquiry as an instructional strategy in teaching and learning of Social Studies. This study was conducted in Class 7th of one of the government school of Karachi, Pakistan. In doing so, the action research also aimed to improve the knowledge and skills as a teacher educator facilitating teachers of Social Studies. This action research involved the process of formulating a general idea, conducting reconnaissance, making a general plan of action, implementing, and evaluating it, using the cyclical process of action research. The data were collected through use of: semi-structured interviews, classroom observation, document analysis, field-notes, and feedback of my research participants. The data were qualitatively analyzed on an ongoing basis to inform each subsequent step of action and reflection. The findings of the study suggest that teachers can learn the instructional strategy of issued based inquiry, by going through different phases, such as: reading the relevant literature and engaging in discussion about enquiry with teacher and teacher educator, self-experiencing the process through conducting small-scale inquiry, demonstration of lesson by a mentor, putting their learning's into practice, receiving peer-feedback and constant follow-up by the teacher educator. The study also shows that a teacher educator can be an effective facilitator (in this regard) by: becoming self-reflective, balancing his/her role as a teacher educator and action researcher within the time frame of the study and seeking feedback from research participants. In the process, a teacher educator can face challenges such as: his own time-constraint for keeping balance in his role of action and research, as a teacher educator and action researcher.