The use of argumentation in science education is associated with many benefits. Some of these include developing critical skills, promoting spirit of enquiry, enhancing conceptual understanding and improving academic performance of students. However, there are also some issues and challenges while using argumentation in science classrooms. This research will discuss the strength of using scientific argumentation in science education. The findings from other such studies will also be critically reviewed to seek an in-depth understanding of the use of argumentation in teaching and associated challenges. The research would help in improving the use of argumentation in teaching and exploring solution to problems and challenges associated with this method.

Humans have always had the curiosity to know themselves, to know the world around them, and to know their place in the world. Morality, spirituality and religion are closely intertwined, ‘certain moral ideas became united with certain religious and spiritual ideas to such an extent as to become indistinct from them’. The role of religion in educational institutions is one of the most sensitive and volatile topics on the political and legal landscape now a days especially in country like Pakistan which has been created on religious ideology. The Islamic Way of Life is based on this unique approach to life and a peculiar concept of man's place in the Universe. Islam has provided mankind with the highest possible standard of morality. This moral code, which is both straightforward and practical, provides the individual with innumerable ways to embark upon and then continues the path of moral evolution. By making divine revelation the primary source of knowledge, moral standards are made permanent and stable. The first part of the paper is about the relationship between education and its role as spiritual and moral tool of training. Second part deals with the concept of education in Islam and third part will present types of knowledge in Islam and their application as moral and spiritual tool of education. Last part will give moral and spiritual training methodology in Islamic education. The relationships between ‘moral’, ‘spiritual’ and ‘religious’ seem to be akin to the relationships between the cluster ‘social’, ‘human’ and ‘political’. In each of these clusters, only beings of the kind appropriately described by the middle term can engage in activities which could be properly described by the first and third terms. Islam as religion of spirituality and morality gives a frame work to educate and train the students in modeling their life as more moral and spiritual with practical application in this life and success in the hereafter. The chief characteristic of the Islamic Concept of Life is that it does not admit a conflict, nay, not even a significant separation between life-spiritual and life-mundane. It does not confine itself merely in purifying the spiritual and the moral life of man in the limited sense of the word. Its domain extends to the entire gamut of life. It wants to would individual life as well as the social order in healthy patterns, so that the Kingdom of God may really be established on the earth and so that peace contentment and well-being may fill the world as water f ills the oceans.

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