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94. Al-Sharh/The Expansion

94. Al-Sharh/The Expansion

I/We begin by the Blessed Name of Allah

The Immensely Merciful to all, The Infinitely Compassionate to everyone.

94:01
a. O The Prophet!
b. Have WE not opened up your heart,

94:02
a. and relieved you of your burden,

94:03
a. which had weighed heavily upon your back/mind?

94:04
a. And WE elevated the mention of your name in eminence and fame.

94:05
a. And so it is that with every hardship, indeed, there would always be ease/relief;

94:06
a. with every hardship, indeed, there would always be ease/relief.

94:07
a. So when you get free from routine work,
b. turn to devotion and exert yourself in worship,

94:08
a. and turn towards your Rabb - The Lord in awe and humbleness,
and let HIM be your quest!

ألوان البدیع في سورة النجم

Arabic rhetorical sciences are: ‘Ilma al-Maani’ “the study of mening” ‘Ilma al-bayyan’ “the study of elucidation” and ‘Ilam al-Badi’ “the study of wondrous. This article describes two important phenomenon of Ilmi al-Badi known as ‘arravai al-lafzia’ “beauty of words” and ‘arravai al-manaviya’ “beauty of meaning” in Surah al Najam of the Holy Quran. Both these phenomenon are effectives rhetoric devices used in literature to eloquently convey the indent of words and meaning in this chapter. It is important to pondor more carefully about these phenomenon ، in order to uncover even more of the fascinating secret and beauties contained in God’s words and to enable man to imbibe from the limitless oceans of God’s knowledge to the extent of his own capacity.

The Perceptions and Practices of Madrasa and Government Schools Teachers About Critical Thinking

One of the main purposes of education is to develop critical autonomous individuals, so that they could construct their own knowledge and promote their thinking skills and become more active citizens. On the other hand, there is a general impression about the two major systems of schools, the Madrasa and the Government schools, that both discourage students' critical thinking (CT) skills. Therefore, this study was conducted in order to explore the ground realities by conducting a comparative case study in a Madrasa and in a Government school in Gilgit-Baltistan, Pakistan. This study aims to explore the perceptions and practices of both schools' teachers' about CT. For this purpose, one teacher from each school was selected as a primary research participant. Both the schools' head teachers and two students from the schools were selected as secondary research participants. Semi-structured interviews were conducted with the entire primary as well as the secondary research participants. Moreover, teachers' classroom teaching, the nature of co-curricular activities, and the practice of punishment and reward were observed. Similarly, some documents, such as textbooks and examination question papers, were also analyzed to see the application of CT. The findings revealed that both schools' teachers are of the view that CT is a crucial component for students in order to deal with the modem challenges. Though the teachers of both schools appreciated the significance of CT, their practices were often dominated by the transmission method teaching. In contrast, the findings found the Madrasa structure and practices more conducive to CT primarily because of the Madrasa having fewer students, and closer interaction between the teachers and the taught. But, in Government schools, where there are more students in the class and there is burden on teachers of taking more periods, then these factors hinder in creating conducive relations between teachers and the taught regarding the development of CT. The findings of this study seem unusual as secular schools are very often seen as better suited for fostering CT, while Madrasas are blamed for indoctrination. However, the research showed an interesting finding that the Madrasa opened both the doors of religious and secular education to its students, and provided a soothing environment for building students' self-esteem and confidence.
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