النورسي ومعالجته النقدية الايجابية البناءة للقضايا

From the very first day, the scholars of the Ummah, Particularly from the time of Im฀m Sh฀f฀ movements of Islamic thought originated, which affected not only the Arabic world but the whole Islamic world. There had been movements of severe revenge and bloodshed and a lot of people were killed. Im฀m Nawras฀ is one of those unique people who served the Islamic thought from such dangerous storms. Day and night he made selfless efforts. He criticized the falsehood and injustice. The period of Im฀m Nawras฀ was plagued with severe gales of argumentations. This became the cause of Invitational, reformative and renewing movement of Im฀m Nawras฀. It faced the western and European attacks which appeared after Industrial and ideological revolutions of Europe. Before starting the movement, he did deep study of current affairs, Islamic thought and history. He studied the reasons due to which chaos of Islamic thought began. It was necessary to study all the situations and to fight with the contemporary Atheistic thought and wipe out its effects. So this article discusses intellectual contributions of Im฀m Nawras฀. He is great in handling the critical situation, and his conservative positive criticism is excellent. He is one of those luckiest persons who survived and got a chance to serve humanity. He was unique in handling intellectual issues away from dialectical demagoguery. Im฀m Nawras฀ really worked great for Islam. His principles regarding intellectual positive criticism, his philosophical thoughts, his criticism on mystic issues are presented here in this article. It is important to study and analyze Nawras฀ ’s amazing ability and his critical positive approach and treatment of constructive issues away from the ego.

Evaluation of the Instructional Supervisors Role in Promoting Effective Teaching Practices in Girls High Schools of Khyberpukhtunkhwa

Supervision is a positive process in which the major focus is upon quality student learning resulting from a long-term investment in the growth and development of the professional teaching staff. Supervision of instruction is multifaceted interpersonal process dealing with teacher‟s behavior, curriculum, grouping of students and teachers utilization of all skills for set targets. In Pakistan the instructional supervision is the duty of school principals, headmasters and the education officers in addition to their administrative role of maintaining school discipline and provision of physical facilities. This study was conducted to assess the role of instructional supervisors in promoting the effective teaching practices in girl‟s high schools of Khyber Pakhtunkhwa. The major objectives were: (1) to investigate the present teaching practices in government schools; (2) to explore the qualities, efforts and efficiencies of instructional supervisors; (3) to determine the allocated time and supervisors priorities about instructions; and (4) to investigate teachers views about supervisors strategies, level of interest for the improvement of teaching learning process The Population of the study consisted of 25 District Education Officers of Khyber Pakhtunkhwa, 274 principals of Girls high schools, 2084 Senior English Teachers of these high Schools and all the 71999 female students of class 9th and 10th enrolled in these274 schools for female in the province. The sample was randomly selected. Seven District Education officers, 95 high school principals,468 teachers working against SET (general) posts in selected schools from each category in Khyber Pakhtunkhwa, and 2440 students being taught by teachers, were selected as sample for the study. Data were collected by the researcher through personal visits to the sample schools. District Education officers were interviewed and three close-ended questionnaires for principals, teachers and students were distributed and recollected afterwards. The collected data were organized, tabulated. The Percentage and Chi-Square test was applied to get reliable results through the SPSS program. Major findings of the study indicated that all the education officers were well aware about their role and responsibilities as instructional supervisors and they had proper knowledge and skills to perform their role as Instructional leaders but due to their hectic schedules, they could not manage to supervise the schools properly. There was no proper way to communicate the knowledge of instructional objectives to the school principals and to the subject teachers due to lack of ways and time for interaction. The present teaching practices in schools were mostly traditional and due to lack of resources and interest, teachers were reluctant to use new teaching methods and adopt new techniques. Most of the teachers and the instructional supervisors were aware of the standards of teaching for effectiveness to some context. They were not implementing these standards properly and the supervisors were not using evaluation techniques properly. Students and teachers were found highly motivated for teaching and learning system of giving reward was not effectively implemented and parental involvement in the teaching learning process was not found. Students‟ performance and achievements were the criteria used mostly to judge the effectiveness of the teaching and the same criteria was adopted by the education officers to measure the performance of school principals as instruction supervisors.