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استاد محمد احمد دہمان

استاذ محمد احمد دہمان
استاذ محمد احمد دہمان کا شمار دمشق کے ان علماء میں ہوتا ہے، جنہوں نے عربی زبان و ادب کی نشاء ثانیہ کے لیے اپنے کو وقف کردیا تھا، وہ ۱۸۹۹؁ء میں دمشق میں پیدا ہوئے، ان کے والد شیخ احمد دہمان بھی ایک مشہور قاری و عالم تھے، محمد احمد دہمان کی تعلیم و تربیت دمشق میں ہوئی، ان کے اساتذہ میں شیخ ابوالخیر میدانی متوفی ۱۹۶۱؁ء اور شیخ محمد قطب متوفی ۱۹۲۷؁ء بھی ذی علم اور صاحب فضل و کمال تھے لیکن وہ سب سے زیادہ متاثر شیخ عبدالقادر بدر ان کی شخصیت سے ہوئے جو ایک وسیع النظر عالم اور مصلح قوم تھے، انہوں نے ابن عساکر کی شہرہ آفاق تاریخ دمشق کی ترتیب و تدوین کے علاوہ منادمۃ الاطلال و سامرۃ الخیال کے نام سے ایک اہم کتاب بھی تالیف کی تھی، شیخ محمد قطب مظلوم طبقہ کے حامی تھے اور ان کے لئے عدل و انصاف کی آواز بھی بلند کرتے تھے جس کی وجہ سے انہیں مصائب و آلام سے دو چار ہونا پڑا۔ علم و عمل کی اس جامع شخصیت نے استاذ دہمان کو بہت متاثر کیا۔ چنانچہ ان کے عہد شباب میں جب مدارس کے مقاطعہ اور تعلیم کو ترک کرنے کی ایک تحریک چلی تو انہوں نے اس کی سخت مزاحمت کرنے کے لیے ایک رسالہ ’’المصباح‘‘ جاری کیا، بعد میں ان کے بلند پایہ مضامین مجلہ التمدن الاسلامی اور مجلہ مجمع العلمی العربی میں برابر چھپتے رہے، انہوں نے مدرسہ عادلیہ میں اسلامی علوم کا شعبہ قائم کیا، جہاں دوسرے اہل فکر و نظر کے علاوہ وہ خود بھی عربی ادب اور اسلامی تہذیب و تمدن کے موضوع پر مقالے پیش کرتے رہے، مقصد یہ تھا کہ نوجوان نسل فرانسیسی اور یورپی علم و تہذیب سے مرعوب نہ ہونے پائے۔ علوم اسلامی خصوصاً...

مزاح کے انسانی نفسیات پر اثرات اسلامی تعلیمات کی روشنی میں Effects of humor on human psychology in the light of Islamic teachings

Every branch of art leaves a deep impact on the human psyche, but the immortal fact is that the reason for their creation is also to reduce the tension of the human mind. The most representative theory of humor in philosophy and psychology and even in physics. Is the idea of ​​well-being, comfort or well-being? Broadly speaking, this suggests that humor (which has an obvious physiological effect) has effects on the nervous system and allows different levels of stress to be released. In other words, laughter and good humor have the ability to release stored nervous energy. Humor is included in human nature and man has a strong desire for this thing that there should be such means for him to express joy and expansion. Because through them, man is blessed with mental and physical peace and comfort. In these things, he considers the survival of his self-respect. Islam not only allows humor, sports and entertainment, but also sets rules and regulations within which human beings can fulfill their natural needs. Its cultural traditions should also be propagated. As the head and governor of the Islamic state, the Holy Prophet (ﷺ) made the best arrangements for his state, the taste of the people and their entertainment, and set an example for the rulers that, like other matters, oppression in this not to be taken for granted, fun and humor are part of human nature. He (ﷺ) allowed fun and laughter and He (ﷺ) himself used to be cheerful. Islam admires cheerfulness and cheerfulness, and encourages it so that people can be refreshed and perform their duties in an auspicious manner. Through this paper, it will be clarified that what are the effects of humor on human psychology and what are the teachings of Islam and the Prophet of Islam in this regard. Key Word:    Fine Arts, Humor, Human terms, Human humor

Effect of Feedback on Studen Engagement and Achievement in Mathematics in Secondary Schools

Feedback is the key to improve the quality of teaching in mathematics classroom. There are different practices in teaching and learning in mathematic classroom throughout the world. In Pakistan a number of ways have been introduced to increase students‘ engagement and achievement in mathematics but the impact of these programs is considered marginal. The purpose of this study was to assess ―effect of feedback on students‘ engagement and achievement in mathematics in secondary schools‖. This study provides the empirical support that how feedback enhances students‘ engagement in mathematics classroom and how feedback support students to improve their achievement in mathematics. The ultimate effect of this feedback is on students engagement and achievement and consequently, as improved students‘ mathematics learning. The sample of the study was 87 students who were studying Mathematics in grades 9. There were 43 students in control group and 44 students in experiment group.Groups were matched on students‘ results in Mathematics in grade 8 to ensure the equivalence of both groups. Then pretest was conducted to compare both groups equivalence. Modified lesson plans with feedback strategies and techniques along with independent practice assignments for intervention were developed. Researcher employed different techniques and strategies of feedback while teaching mathematics to experiment group. Special emphasis was given to ‗questioning based discourse‘ following the initiation, response follow up (IRF) format, either in written or verbal form. At the end of intervention the participants of this study were post tested. The collected data was analyzed by SPSS 15 version. According to the nature of data and to address the research questions by considering the number of participants, parametric techniques were applied on students‘ engagement in mathematics classroom scale and mathematics achievement test separately. The major findings of the study are: The idea that traditional teaching in mathematics classroom is sufficient for mathematics learning should be reconsidered. The traditional teaching in mathematics is lacking in quality teaching to mathematics students because of the limitation of their usual teaching style. A comparison of pretest and posttest scores of control and experiment group has shown significant effect of feedback on students‘ achievement in mathematics. Therefore, there is need to introduce new teaching and learning approaches in mathematics classrooms. When engagement in mathematic classroom of the participants was compared on pretest and posttest it showed that there was significant increase in engagement in mathematics classroom of students in experiment group. Understanding mathematical concepts and expanding students‘ engagement in mathematics is only possible by introducing appropriate feedback techniques and methods in teaching mathematics. Similarly, different dimensions of engagement in mathematic classroom of the participants were compared based on pretest and posttest, it showed that each dimension of engagement was better in experiment group than control group. Feedback given to mathematics students in classroom not only contributes to improve engagement of students but also expands the understanding of the mathematics which causes increase in achievement. There was a significant co relation of feedback with engagement and achievement of participants in intervention group. Also, three construct of engagement along with their different dimensions were found to be correlated with each other. Another interesting finding was that low and average ability students were most beneficiary of the intervention. This limited success within engagement and achievement in mathematics can be increased by expanding this intervention with long intervals. Students are benefited from feedback in mathematics content, which consequently resulted in efficient engagement by using feedback given to them on selected topics. Therefore, feedback given to the student in the relevant topic can engage students in mathematics learning. The feedback on specific content from the textbooks to be taught in mathematics classroom is a desired element of teaching and learning of mathematics. In the changing scenario of education policies and curriculum change, training on feedback is needed for novice and in-service teachers, because in our context a teacher has to taught mathematics in limited time and according to given examples of mathematics textbook. In this situation, the concepts of mathematics textbook of grade 9 can be addressed in an appropriate manner by giving feedback to the students of mathematics.
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