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کے ۔ایل۔ گابا

ایل۔کے۔گابا
افسوس ہے کہ ایک دن کے فرق سے یعنی۲۴اور۲۵/اکتوبر کوبمبئی میں دو ممتاز شخصیتوں مسٹر ایل۔کے۔گابا اورپروفیسر اصغر علی فیضی کا انتقال بیاسی برس کی عمر میں ہوگیا۔اوّل الذکر اصلاً پنجابی ہندواورلاہور کے نامی گرامی بیرسٹر تھے تقسیم کے بعد ہندوستان آکر بمبئی میں مستقل سکونت اختیارکرلی تھی ادھر ایک مدت سے گمنام تھے، لیکن ایک زمانہ تھاجب انھوں نے اسلام قبول کیااورایک مسلمان خاتون سے شادی کی اورپھراس کے بعداسلام کی حمایت میں نہایت پُرزور مضامین لکھے اور جگہ جگہ تقریریں کیں۔ اُس زمانہ میں اُن کانام بچہ بچہ کی زبان پر تھا۔ انگریزی کے بڑے اچھے انشاپرداز تھے۔اسی زمانہ میں رسوائے زمانہ کتاب مادرہند (Mother India)کاانھوں نے دندان شکن جواب لکھا جس کا بڑا چرچا ہوا، آنحضرت ﷺ پران کی کتاب(Prophet of The Desert) بھی بہت مشہور ہوئی۔ [نومبر۱۹۸۱ء]

 

I’Jaz Al-Qur’an Al-Karim an Evaluation of Historical Discourse and Dimensions

This paper aims at an evaluation of various approaches to define and redefine the classical theory of the I‘jaz (the inimitability of the Qur’ān) in the perspective of the challenges and problems faced by the Muslim society emphasising a need to cope with the rational thinking, modernity, scientific progress, psychological advancement and civilizational development, though there has been a comparatively lesser description of the rhetoricism of the Qur’ān too. It provides an account of scholarship exploring some novel dimensions of the matchlessness of the Qur’ān in the contemporaneous context. They have justified rationally and psychologically the Qur’ānic historic challenge of producing a book or its some surahs or few verses similar to the Qur’ān that has offered the irresistible call to the whole mankind: “Say: “If the whole of mankind and Jinns were to gather together to produce the like of this Qur’ān, they could not produce the like thereof, even if they backed up each other with help and support”. (Al-Isra 17: 88) The same challenge occurs in the Qur’ān on three previous occasions (Al-Baqarah, 2: 23-24; Yunus 10: 38, and Hūd 11: 13) and later also in al-Tūr (52: 33-34). The content of all the verses referred to above is in response to the allegation of the unbelievers that the Qur’ān had been composed by the Prophet (peace be on him) and then falsely ascribed to God. All this was refuted. This refutation of the Qur’ān was logically established by the modern Arabic scholars through their sound arguments.

Exploring Students Engagement With Methodology During Their M. Ed. Dissertations

This study 'Exploring Students' Engagement with Methodology during their M.Ed. Dissertations' is a qualitative research which aimed to explore the Masters in Education (M.Ed.) students' interactions with their research methodology during their final year research. For gauging students' methodological engagement (ME), the study particularly examined: alignment of research design elements within the paradigm employed; students' description of the research process, how it is was carried out and importantly why it was done in a particular manner; awareness of philosophical and theoretical underpinnings of their chosen methodology and methods; and reflexivity as a focus while writing the dissertation demonstrating critical choices and decisions that student had to make during research process. To generate relevant data, the study employed (a) content analysis (CA) for exploring students' ME as reflected in their dissertations and (b) semi-structured interviews for investigating students' and supervisors' views about students' ME while doing their research and writing their research. The study was conducted in a private educational institution of Pakistan. The sample included 15 qualitative case study researches for CA, 6 supervisors and 6 graduates for interviews. The analysis of the sample dissertations showed that the students' engagement with methodology varied. While majority explained their leaning towards qualitative methodology and case study approach, there was not enough explanation of the rationale behind certain decisions around the research design, data collection methods and analysis strategies in the dissertations; absence of research tool; ethics dealt at institutional requirements only and reflexivity being scarce. The analysis of interview data highlighted various factors which had contributed to students' methodological engagement. For instance, the findings revealed that given the students' educational background, conceptual understanding and English proficiency were the key hindrances for deep ME during dissertation. The study found that these students embarked on their projects with ambiguous research understanding and challenging academic writing skills. In this context, the supervision process embodied faculty supervisors' and students' constant struggle with various aspects of research. Furthermore, their struggle was exacerbated by the institutional timelines, affecting not only student-supervisor interactions but the deep learning from their research experiences. English language unit within the institution, educationally appropriate research content and supervisory dialogues are recommended for addressing students' diverse needs for improved ME in future dissertations.
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