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Chapter One

Introducation Of of Instructional Technology

Chapter Two

Types of Instructional Technology

Chapter Three

Approaches of Instructional Technology

Chapter Four

Teaching Methods

Chapter Five

Learning in context of Instructional Technology

Chapter Six

Learning Theories

Chapter Seven

Instructional Technology In 21st century

Education in Pakistan

(policies and policy formation)

Post independence education

All Pakistan education conference 1947
After freedom in 1947 a conference was arranged to structure the education system of Pakistan. Quaid-e-azam could not attend this due to illness, but he forwarded his message which later laid down the foundation for recommendations of education policy. His message contained four major aspect;
1). Education system should suit the genius of Pakistan.
2) It should be consonant with our history and culture.
3) It should inculcate high sense of honor and integrity.
4) It should emphasis on science and technology.
The major recommendations of the conference were:
Education should be teamed with Islamic values.
Free and compulsory education in Pakistan.
Emphasis on science and technical education.
Implementation:
This policy could not be implemented properly due to increased number of immigrants and other administrative problems of new born country. So more or less british colonial system was continued.

Report on commission on national education, 1959
The commission on national education is a beacon for educational history of Pakistan because of its thorough study of Pakistani culture and need of the people.
Its recommendations were as follows:
1. Character building.
2. Compulsory primary education.
3. Subject was bifurcated in core and additional subjects.
4. National language as medium of instruction.
5. Focus on science and technical education.
6. Examination system should be combination of internal (25%) and external (75%) evaluation.
7. Elimination of illiteracy.
8. Religious education should be introduced in three stage i.e. compulsory at middles level, optional at secondary level and research at university level.
9. Establishment of university grants commission.
10. Three-year degree program.
Implementation:
Although it was an excellent policy, but it failed due to lack of proper planning and implementation. The proposal of three-year degree program created unrest among students and parents and this was withdrawn.
Education policy 1970
This policy has following salient features:
Emphasis on ideological orientation.
Emphasis on science and technology education.
Decentralization of educational administration.
Eradication of illiteracy.
Formation of national education corps.
Implementation:
This policy was not implemented due to change in government.
Education policy 1972-1980
Salient features of this policy are.
1. Promotion of ideology of Pakistan
2. Personality development.
3. Equality in education.
4. Universal education.
5. Curriculum based on socioeconomic needs of the society.
6. Integrated technical and science education.
7. Active participation of teacher, students and parents in educational affairs.
8. Nationalization of educational institutions.
Implementation:
This policy was a good approach towards betterment, but has many drawbacks due to which it cannot be achieved thoroughly e.g. universal basic education, shift towards agrotechnical studies etc.
National educational policy, 1979
In 1979 National Educational Conference was held for reviewing the education system and developed following aims:
Fostering loyalty to Islam.
Creation of concept of muslim Ummah.
Promotion of science and technical education.
Equal opportunities.
The following strategies were suggested to achieve above goals:
1. Curriculum revision.
2. Merging madarsa and traditional education.
3. Urdu as a medium of education.
4. Effective participation of community in literacy programs.
5. Linked scientific and technical education.
6. Separate instates for male and female.
7. Mosque schools.
Implementation;
This policy was not implemented properly and failed due to lack of planning and financial resources.
National education Policy, 1992-2002
This was announced in December 1992. the major aspect, aims and goals are as follows:
1. Promotion of Islamic values through education.
2. Improvement in women education.
3. Diversification of general and technical education at secondary level.
4. Demand oriented curriculum.
5. Expended span of graduation and post graduation.
6. Use of AV aids promoting private sector to participate in enhancement of literacy.
Implementation:
This policy could not be implemented due to change in political scenario of country.
National education policy 1998-2010
Major objectives of this policy were as follows;
1. To make the Quaranic principles and Islamic practices an integral part of education system.
2. To achieve universal primary education.
3. To meet the basic educational needs of every individual.
4. To expand the basic education.
5. To ensure equal opportunity of higher education.
6. Laid emphasis on diversification.
7. To make curriculum development a continuous process.
8. To introduce in-service training programs for betterment of education.
Suggestions for achievement of above goals were:
Diversification of curriculum.
Expansion and emphasis on technical and science education.
Upgrading the quality of Deeni Madaras.
Teacher training programs both pre and in service.
Introduction of idea of multiple text book.
Development of National Testing Services.
Introduction of comprehensive monitoring system.
Education sector reform 2110---2005
This originated from the policy of 1998-2010 and focuses on development of human resources. The major thrust areas of ESR are as follows:
1. Promulgation of compulsory education.
2. Free text books.
3. Equal access to opportunities of learning.
4. Improving all aspects in quality education.
5. Introduction of new educational curricula.
6. Development of training learning resources and materials.
7. Offering incentives for private sector.
8. Introduction of computer course at all levels.
9. Strengthening of research in higher education.
10. Grant for affiliation of madarsas.
Now a days draft of new educational policy of education is in process of development.

Components of Culture

Islamic culture has no impurity in itself and is unchanged since its origin. The main question is about the definition of culture. Usually culture includes literature, arts, folks, life style and political thought of a nation.
In fact culture tells us about the concepts of a nation about five questions, which helps in understanding the point of view towards life. These questions are:
a. What is the concept of that culture about universe?
b. What is the aim of life?
c.What are the beliefs of that culture?
d.What are the ethical values of that culture?
e.What is the social structure offered by that culture?
Above explanation of “culture” shows that a it has five basic components and by these it is differentiated by other cultures. These are;
1. Concept of life
2. Aims of life.
3. Basic believes and values.
4. Formation of individuals.
5. Social systems.

Chapter Four

Compulsion and freedom

The other important question raised by mediation is that is man free in his selection of doings or he is bound to follow decided path. There are two major groups of philosophers in this regard; one who believe that man is forced and helpless, while the others say that man is free in his doing. Phesagoras is in pool of first group and say this universe is like a machine and man is its part, so he has to work as machine does. But when we mediate in the universe we come to know that man is actually the center of this world not its part. So it will be wrong to resemble man with a machine. On the other hand man can not be considered to be bound with physical laws of the universe because it possess something called soul. In the same way Zenos’ theory is of cause and effect can not be accepted because there are many things, which a man do by his will.
Christen philosopher, Saint Augustine can not be said right due to many reason. Firstly, his theory is based on half- truth. He has presented the sin of Adam, but has ignored the penitence. Secondly he has imposed the sin of Adam on all human being thus support the cruelty. Thirdly he has deviated from Juses sayings on this concept. In abased period many muslim scholars also have tried to answer same question. They can be divided in two major groups. One who believe in absolute freedom of man, they are called Mua’tazila and others who believe that the man is forced and helpless against Allah’s will.
However, the holy Qur'an has presented different view from all above theories. According to it man is free, but this freedom is not absolute. He is free in selection of right and wrong. It says that man cannot do any thing against Allah’s will, but he will be rewarded of his efforts. So we can say that only the holy Qur'an can present satisfactory solutions of our problems.

Chapter Two

Position of Man In Universe


Other important question in front of man is his own existence, his position in this universe and his relation to this universe. Actually this is Socrates who raised this question. He states that humans should recognize themselves first rather then exploring matter. His slogan was “Actualize yourself”. Actually answer to this question direct us towards the formation of our behavior to this universe.
Different philosophers has tried differently to answer this question and to find the place and relation of human to this universe. Ancient philosophers says that man is reflective image of this universe and by acquiring harmony by this universe he can get pleasure. According to modern philosophers, this universe is actually a machine and human is part of it. In modern era only the Cont is a philosopher, who says that the internal values of human are also important. According to this point view, internal values of human are very important as well, who pursues him for virtue, which is obvious proof of presence of God.
We can say that philosophers are divided in three groups: first group says man is like insects and both of them have same ends. Second group says man is part of a machine and third group says that the real object and main center of universe is man. By the intellect the right and wrong of these all opinions can be judged. First group has actually humiliated the man by equalizing him with insects. The entity who is discovering many things how it can be related to insects. The second group has said is a part of machine and has subordinated him to something happening automatically, having no individual identity. Third group, however, has reasonably explained the man as center of this universe
The three celestial religions also have their own clear and solid point of view about the man’s existence and his relation to this universe. For example, according to Jews man is placed at high place and is little lower then God. According to Christians the man is criminal. Islam has very different point of view, according to it the man is actually “deputy” of God in this universe. For understanding the Islam’s point of view it necessary to understand the difference of philosophy and religion. The touchstone of philosophy is intellect, but religion only follows the laws made by Allah. These law and orders may not be proved by intellect, but they satisfy us.
Similarly man is granted by all those characteristics, which were necessary for him to perform his duty as Deputy of Allah:
First property is the freedom to act, although this freedom is not absolute and has some limits.
Secondly, the human is made “best of Creatures”.
Thirdly, three-dimensional arrangement is made by intellect, intuition and revelation. By using all these three sources man not only can actualize himself, but also can recognize his position and relation with regard to universe.
Fourthly, the man has granted the ability to subdue the universe and use it for benefits of mankind. With all these favors, he also has some responsibilities. For example; he is accountable to Allah for all of his deeds. He is given the wisdom to live as society and he has some duties to perform in this prospect.
Despite of all this, although all mankind is created by Allah, but only those who will follow his laws, will be placed in the position of “Deputy of Allah”.

Chapter Six

System of Prophethood

This means the system made by God for human guidance through prophets, reveletion and holy books. The question confronted by man is that what was the need to creat this structure while wisdom the wisdom was already given to him . The second confusion is that do the revelation and wisdom support each other or they are opposite entities. The philosopher can be divided into three groups on the basis of their answer to above questions.
First one are those according to whom although the wisdom is good source of solving human problems, but there are many issues where wisdom is failed to present any solution then revelation come forward to solve the problem. Aristotle, Plato and John lock are major supporters of this school of thought. According to second group the revelation and wisdom are two things apart from each other and it is foolish to try to find out any similarity between
them. The Pascal was the leader of this group. The third group possess the opinion that as the revelation can not be seen and can not be experienced so it is not present. They believe only in those things which are present and can be seen and proved by experience.
By critical analysis all opinion of all three groups it clears the later two groups’ opinion is based on incomplete observation and egoism. The first group, however, has adopted a reasonable approach by giving due respect to both revelation and wisdom. But here again a question arises that if both of them are equally important why we they have contradictions between themselves. Ibn-e-Temia a muslim scholar while answering this question in detail presents three reasons of contradictions. According to him both of them are strong supporters of each other and are two faces of a coin, but if we find a difference then the fault lies on our side.
He says that following can be the reason to find a contradiction,
1). The basis of bases may be wrong.
2) Analysis and comparisons of both.
3). Insufficient research on issue.
Qur'an-e-hakeem give may arguments to prove that wisdom alone is unable to solve all problems faced by man and always need some supernatural guidance in form of revelation. The revelation actually purifies the wisdom and protects it from straying by giving it direction.
According to Aristotle, it is a divine spark that complete the wisdom. But again it give rise to a question that if revelation was too much necessary then why its chain was broken and why it was stopped. The Holy Qur'an guide us that because every nation was given a different Sharia but now Islam is the only excepted religion of the universe therefore the revelation was stopped. Secondly, being a universal and eternal sharia it is secured by God himself and there is no need of any more prophets or revelation. This also prohibit the claim of new prophethood now a days.
So we can conclude that the revelation and wisdom both are necessary for human to lead his life according to Allah’s will.

Chapter Five

LIFE HEREAFTER AND THE DOOMS DAY

There is no clear answer about dooms day and life hereafter in Greek and western philosophy. They actually this question was not worth discussion to them because they first want to know what is soul and whether it is present or not, where it goes after death.
There are commonly two schools of thoughts, first one are convinced of trans-migration like Plato. According to them the soul came into this world by chance and was trapped into body, now it is trying to go back. This theory actually diminishes the concept of reward or punishment. The other group is holder of atomists theory according to which the soul is actually like an atom, when all these atoms broke the souls ends into ashes and enter into another body for survival. This is actually scientific explanation of soul, which can not be accepted by religious scholars. The Jews and Christians also presented the concept of dooms day, but this is vague and creat confusion rather than satisfaction.
The other most commonly accepted source of knowledge the Holy Qur'an has also delt with the answer and has presented more satisfying and sufficient answers to all question raised by man. In its subject of man it deals with cause of being, the nature of man and universe and also the ways of life. Its arguments are based on human nature and universal laws and strong enough. For example the main objective or cause of human creation is Allah’s worship. Now when we observe this world we see many people who do not worship Allah, but they are living good lives. So there must be a day when Allah reward the people who worshiped Him and punish those who denied his presence.
On other hand it says that this universe is not made aimlessly so if there is a aim then it generate the idea that man is not free in all aspects but is responsible for his deeds and the day accountability will be dooms day. Similarly it is demand of Allah’s greatness that the there should be a day when all those who could not find reward of there deeds in world are favored. The Qur'an also give argument from human nature by making his attention toward his own self. There is something called conscience in man who stops him from wrong doings that is actually a small judiciary in his inner self, which give evidence of dooms day. Similarly as said earlier that man is the centre of this universe and enjoy the status of “ ashraf-ul-makhloqat” so he is to be accountable to someone somewhere and that is actually life hereafter.
All above discussion indicate that actually man in itself needs and desire to have dooms day and concept of life hereafter so that he can find actual reward or punishment of his deeds.

Chapter One
GOD: PERSONALITY AND CHARACTERISTICS
(OPINION OF DIFFERENT PHILOSOPHERS)


Human being have some basic questions to answer about his creator. These are:
1 What is God and his characteristics and what may the nature of god-creator relation.
2 Can a human recognize God?
3 Do the god possess personality as do the human beings?
Many philosophers have tried to answer all these questions differently. But they have consensus about the existence of God except some secular ones. The real discussion is regarding the characteristics of god, reorganization of god and beginning of religion. Irrespective of all secular opinions of the Greek and western philosophers, holy Qur’an have differently and extensively answered all those questions raised by the philosophers when searching for the reality. For example, some philosophers say that although the god was one, but human were unaware of this.
The holy book says that the human history actually begins with ‘unity’ of god and the polytheism was introduced afterwards. A second important question is that the God does possess personality or he is only a motive force. The answer of Qur’an is that it is humans instinct that he needs ‘someone’ supernatural to him he can pray while in trouble.
The answer of third question that we can recognize God or not is also replied by Qur’an that we could recognize our God by mediating in this universe. The topic of Qur’an is not the existence or personality of god. There are many reasons of this some of which are as follows:
1 The people in that era were aware of the presence of god i.e. Jews, Christians and mushkareens.
2 All the intellectuals and scholars admit that God does exist.
3 The existence of God does not need any argumentation, the universe is main wit of this.
4 The main objective of creation of human is to obey the God not to see the God.
5 By mediation in the universe existence and recognition of god can be achieved.
6 Unity of God is actually is in fact in instinct of human.
7 Human being hate polytheism.
8 The relation of God with human is God-creator relation.
The discussion conclude that one God do exist and we can recognize is him by mediation and we ought to abide by all laws made by him.

Chapter Three

Good and bad

The third important question, the man is confronting is about good and bad. And are the good and bad two different things? Is this concept innate and inborn? Who is the creator of good and bad? Why the people have different criteria of good and bad.
Different philosophers tried to solve this problem differently. According to democrats, every thing that gives pleasure to man is good, while sophists are the followers of the theory that the man in itself possess the criteria of good and bad. Socrates says that the self-
actualization is divine spark in human, which help him to know about good and bad. According to Christian philosopher, Saint Augustine the “God” is only good. In fact it is sin of Adam that is cause of evils in this world.
By analyzing the opinions of all these philosophers it is realized that the cause of their stray for answering these questions is selection of “objects” as standard of good and bad. Also it is baseless to say that “thinking” is standard of god and bad because it is not possible to spare a man for his bad doings by considering this that he is a good or positive thinker. Similarly criteria of pleasure cannot be the standard of good and bad because these vary from person to person. Likewise if we admit that good and bad are two different entities then we have to admit that there are two Gods in this universe, which is against the theory of unity (Toheed).
The Holy Qur’an has presented his own theory, according to which God is divine good of the universe. The all goods and bads are placed in human nature and he is given freedom to choose any path. So the evil is produced by misuse of this freedom. Although, the devil mislead man by creating superstitions, but he is not the creator of evil. The man can meet the standards of good by formation of his wishes and emotions.

This post comprises summaries of Maulan Ameen Ahsan Eslahe's Book "Phalsphay Kay bunyadi masail (Qur’an ki roshni mien)".

Chapter one

Chapter two

Chapter three

Chapter four

Chapter five

Chapter six

Types of Articles

Types of articles according to APA manual are as follows;

1. Report or empirical studies
These are report s of original research. They typically consist of distinct sections that reflect the stages in research process and that appear in the sequence of these stages :
Introduction: development of problem under investigation and statement of the purpose of the investigation.
Method: description of the method used to conduct the investigation.
Results: report of the results that were found
Discussion: interpretation and discussion of the implications of the results.
Thus an experimental report typically includes the following sections

• Title page


• Abstract


• Introduction


• Method


• Results


• Discussion


• References


• Appendixes (if necessary)


• Tables and/or figures (if necessary
  2. Review articles
  These include meta-analysis and critically evaluate the material that has already been published. By organizing, integrating and evaluating previously published material, the author of the review articles consider the progress of current research towards clarifying a problem. In a sense, a review article is tutorial in that the author ;
  a. Define and clarifies the problems;
  b. Summarize the previous investigations in order to inform the reader of the state of the current research;
  c. Identifies the relation, contradictions, gaps and inconsistencies in literature;
  d. And suggest the next step for solving the problem.
  A literature review typically contains the following sections:
• title page
• Introduction section
• List of references
• The components of review articles unlike the sections of reports of empirical studies are arranged by relationship rather than by chronology
  3. Theoretical articles
  These are the papers in which the author draws on existing research literature to advance theory in any area under study.
  Review and theoretical articles are similar in structure but theoretical articles present empirical information only when it effects theoretical issues.
  The author trace the development of the theory to expand and refine theoretical construct.
  Ordinarily the author presents present a new theory.
  Alternatively the author may analyses the existing theory , pointing out flaws and demonstrating superiority of one theory over the other.
  In this type of theoretical analysis the author customarily examines the internal and external consistency, that is whether the theory is self-contradictory and whether the theory and empirical observations contradict each other.
  The sections of the theoretical articles, like those of the review articles are usually ordered by relationship rather than by chronology.
  4. Methodological articles
  These are the papers in which new methodological approaches, modifications of existing methods and discussion of quantitative and data analytic approach are presented to the community of the researchers.
  These papers should focus on the methodological or data analytical approach at hand and should introduce empirical data as an illustration of the approach.
  These should be presented at a level that makes them accessible to the well read researcher and should present sufficient detail that the researcher can assess the applicability of the methodology to their research problems
  The articles should allow the reader to reasonably compare the proposed approach to currently used alternative approaches and to execute the approach.
  In these articles highly technical material should be presented in appendix to improve the over all readability of the article.
  5.Case study
  These are the articles in which the writer describes case material obtained while working with an individual or organization to illustrate a problem, to indicate a means for solving the problem, or to shed light on needed research or theoretical matters.
  The author should carefully consider the balance between providing important illustrative material and using confidential case material responsibly.
  Confidentiality is generally handled by one of two means one option is to prepare the descriptive case material, present it to the subject of the case report, and obtain written consent for its publication from the subject.
  The other option is to disguise some aspects of the case material so that neither the subject nor those who knows the subject would be identifiable.
  Such disguising of case is dialect issue because it is essential not to change variables related to het phenomena being described.
  Three main strategies have been emerged by achieving this;
  a. Altering the specific characteristics
  b. Limiting description of specific characteristics
  c. Obfuscating case detail by adding extraneous material.
  
  

Values and education
Values are bound everywhere in education and involve every aspect of school practice. By using values teachers and students evaluate each other while the society evaluate the whole education system.
The general study of values is known as axiology. It poses three major questions:
1) Whether values are objective or subjective? Objective ----values means that they exist in their own regardless of human preference e.g. goodness, truth and beauty. Subjective---values are those which reflect personal preferences e.g. to say education is valuable means that someone values education irrespective its goodness and worth.
2) Some values are absolute and eternal----means these values are valid everywhere and every time in the universe e.g. charity. These called absolute values. But there are other values which are not permanent e.g. grading to people because to know whether it is better to grade the people one should know the purpose and procedure of this phenomena.
3) The third major concern is whether they are hierarchical or not. It all depend on persons general philosophy e.g. idealist maintain strong hierarchy because they believe that this help us to realize our ultimate goal.
Researches are conducted to investigate above questions and results are very helpful for educators as well as philosophers.
Ethics and education
Ethics is the study of values in the realm of human conduct. Its major concern is to provide “right values as the basis for right actions”. These moral values are always derived from religion.
The teachers are always concerned with imparting the moral values and improving individual and social behaviors. They usual question faced by them is what type of values should be inculcated in students.
There are two major ethical theories
1) Instuitionism -----advocate the concept of individual apprehension of moral values and
2) Naturalism ----- advocating that values should be determined carefully after studying their consequences.
The major question is that whether values can be taught like other factual knowledge. The Aristotle has answered the question by saying that teacher can bring values to consciousness of students. If he or she is able to do so than the aim of education is achieved.
Aesthetics and education
Aesthetics is the study of values in realm of beauty. This is difficult to assess because they are likely to be subjective or objective. The only way to know about there subjectivity or objectivity is to rely on experts opinion. The major question is about proper subject matter and scope of art. One opinion is that art should depict life as a whole, others believe that it should perform social roles while still others who are confused about role of art in society.
Idealist values and education
According to idealist values and ethics are absolute. They are not man maid and are part of very nature of universe. In their point of view the evil is incomplete good and results from disorganization. They says in school students are not bad but strayed.
Plato--- said that good life is possible is a good society which is ruled by virtuous elite of philosopher kings. On the other hand Kant’s ideal society is that in which everyone behave with others as he liked to be behaved.
This theory present the idea that teacher should inculcate the absolute values in students and he should be have the idea that his single behavior will set an example for others.
Realist values and education
The concept of realist about values is similar to those of idealist. However there are many groups amongst themselves like;
Classical realist agrees with Aristotle that there is a universal moral law that binds us a rational beings. They agree that teacher should impart certain well defined values. They should clarify students about right and wrong regardless of change is aesthetics or moral fashion. They also emphasize that school should produce well rounded and moderate individuals. According to them the values are taught and do not developed automatically.
On the other hand Christian realist believes that although we can understand laws, but we must believe that they are maid by God and are permanent. They also believe that man has been created to attain supernatural good. According to them the will and intellect of individual should be trained and there must be firm discipline to eliminate bad habits.
The third major pole is of scientist realist who believes that good is that which accommodate us in our environment, as both the human and physical are constant. According to them right and wrong come from our understanding of nature and morality should be based on scientific investigation.
Pragmatist values and education
According to this school of thought the values are relative. The moral values change as culture and society change. The child should learn to make decision which procedure better and long lasting results for human in difficult situation. According to them values should not be imposed on but be agreed upon by discussion. They reject any idea of individualism that merge him in society.