یہ کتاب پروفیسر عبد الحق کے مختلف مضامین کا مجموعہ ہے جو انہوں نے مختلف اوقات میں اقبالیات کے موضوع پر قلم بند کیے۔ اس میں مضامین کی تعداد آٹھ ہے اس میں ” مطالعہ اقبال کے چند اساسی پہلو" کے عنوان کے تحت ایک مضمون ہے اور ایک اہم مضمون اقبال کی فکری سرگذشت کا دوسرا دور بھی ہے۔ اقبال کے تراجم کے حوالہ سے بھی مضمون شامل ہے۔ اس طرح یہ ایک اہم کتاب ہے جو اقبالیات میں اپنا مقام رکھتی ہے۔ اس میں دو مضامین اس لیے بھی شامل ہیں جن کا تعلق براہِ راست تحقیق سے ہے۔ ایک مضمون " اردو خط کا تاریخی اور تندہی پس منظر“ (4) اور ددسرا"مذہبی تصانیف کے اردو تراجم “(5) ہے۔
The Islamic scholars have identified several rules which deal with the reciting and reading of the Quran and touching/handling the al-Mushaf: the script of the Quran. One of the most important prerequisites, as viewed by the classical Sunni schools of Islamic law, is taharat, which includes both the physical cleanliness—by ablution (wudu) or complete body wash (ghusl) or both—and the purification of thought from allkinds of disbelief (shirk). By extending the rule of taharat, the mainstream Sunni jurists categorically forbid all non-Muslims from touching the Quran; although they are allowed to touch and read its translation as well as to listen to its recitation. This paper analyzes the views of the mainstream jurists and argues for reappraisal of several aspects of the said condition of taharat for both Muslims and non-Muslims, relying upon those jurists whose views are though different from the mainstream but are more practicable and closer to the objectives of the Islamic Sharia today.
Social Studies (SST) is being taught in Pakistani schools from class I-A to VIII as a compulsory subject. The purpose of teaching this subject, according to the national curriculum of Pakistan (2007) is to prepare the new generation as informed, active and participatory citizens of Pakistan. The teaching of this subject has not been taken seriously in Pakistan. The centrally developed curriculum is imposed on the teachers and students without keeping the contextual realities in mind. The teachers and students' voices are hardly listened to in developing and implementing the curriculum. As a result, the quality of teaching and learning SST has declined largely. The purpose of this qualitative study was to explore teachers and students' perceptions about effective teaching methods of SST. It was conducted in two secondary schools (one private and one public) in Karachi, Pakistan. Through interviews, classroom observations, focused group discussion and document analysis, the data was collected from both teachers and students. The findings of the study showed that the teachers of SST use multiple methods of teaching such as cooperative learning, Socratic Method, storytelling method, discussion method and recitation method. There were differences between the two teachers. The teacher in public school was using mostly teacher-centered methods whereas the teacher in private school was using students centered methods. Likewise, the students perceive cooperative learning, explaining well, teaching with love and fun as effective methods of teaching SST. The study was important in the sense that it brings the voices of teachers and students forward. Such types of studies are very rare in Pakistan where the teachers and students' perceptions regarding effective methods of SST have been investigated. The study adds, in a small way, to our existing deficient knowledge of the real experience of teachers and students. More particularly, students' voices are often not explored though they are so important in selecting effective methods of teaching SST in Pakistan.