زرتشت ازم کے شعائر، رسوم اور روایات: اسلامی تناظر میں اجمالی جائزہ

Zoroastrianism is an ancient Iranian religion founded by an Iranian Prophet and scholar Zoroaster. It is claimed by some foremost scholars that this is the most ancient religion of the world which influenced the other major religions of the world like, Judaism, Christianity and Islam. The main source to know the Zoroastrianism is Avesta, Denkart and Bundahishn (sacred books) from which we know the terminologies and traditions of this religion. Main two spirits are Ahura mazda (god of pleasure and goodness) and Ahriman (god of evil) and seven more main spirits which are called as angels are Amesha spentas which show the actual spirit and direction of this ancient religion. Some of the concepts and traditions are same which exists in Islam but with different names and features, like prayers and matters after death, heaven and hell. In this article, main focus is on tradition and terminologies of this ancient religion to know its actual spirit to get the basic information and main themes for initial reader of this religion from Islamic theological pers-pective. No doubt, Zoroastrianism is one the amended religions exist on earth yet because of the similarity of various rituals with Islam. However, Zoroastrianism is being considered reve-aled religion and Zoroaster as true prophet of Allah.

Classroom Action Research and Teacher Development

Action research is one of the educational research paradigms which, according to educational literature, seem to be winning the hearts of many educationists. It is a research approach which is increasingly becoming valued in in-service teacher education. Success in implementing action research in education has been recorded from some of the large scale projects done in developed countries, usually involving many participants and lasting for long periods of time. But there is no evidence to suggest that strategies used in these projects could be replicated without adaptation in developing countries like Tanzania. This study was carried out in Pakistan, a developing country, in which the socio-economic and educational situations are different from countries where those projects were carried out. The purpose of this study, therefore, was to determine the dynamics involved in introducing, facilitating and institutionalizing educational action research in schools in a developing country through the mentoring process. Two teachers - one from primary and the other from secondary sections of Aga Khan Educational Services (AKES) (Pakistan) schools in Karachi city were involved in the study. The teachers were inquiring about their teaching practice and I, as a second order researcher, was studying teachers in the process of doing research while at the same time inquiring into my own process of mentoring. Teachers were given the freedom to innovate, decide and act according to their understanding, experience and the situation in which their practice was conducted. In this process I was a facilitator providing moral and technical support. In spite of problems and constraints that teachers faced in doing action research (including their lack of research skills, poor pedagogical content knowledge and problems related to institutional pressures) the study has revealed some promising insights into the possibility for teachers being involved in doing action research in their classrooms. However, in order to be able to do it, according to the study, teachers need to be provided with appropriate environments, which include professional freedom to explore.