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حسن فانی اے

حسن فانی اے
بہتے ناز کریندیئے کڑیئے ناں کر اتنا شور
سسی وی سی ناز کریندی، رُل موئی بھنبھور
کڑیئے فانی حسن تے ناں ہوئیے ایڈا مغرور
جد وی جوبن ٹٹنا تینوں ہونا دکھ ضرور
کسے ناں تینوں پچھنا بھاویں دنیا دی توں حور
جو بنیا اوس ٹٹنا ایتھے ہونا ہور دا ہور
ہیر سیال نے رانجھے دے نال عشق نبھایا اے
مجھیں باراں سال چرائیاں ، نالے چاک اکھوایا اے
عشق چ اوڑک جوگی بنیا، بوہتا دکھ اٹھایا اے
قیدو نے تاں مڑ وی نہیں سی چھڈیا اوہدا کھور
سوہنی ایتھے عشق دی ڈاہڈی لاج نبھائی اے
دلبر تے جند واری، ناں ای اکھ پرتائی اے
اس دنیا دے کچے گھڑے نے جان گنوائی اے
گوتے کھاندی رہ گئی ، نہ کوئی چلیا اوہدا زور
قادریؔ سائیں عشق ماہی وچ ہوئے ڈاہڈے خوار
دلبر باہجھ نہ دل نوں کدھرے آوے چین قرار
سوہنا سانول جے کر مینوں جھلک دیوے ہک وار
موہنجھ منجھاری ، کرماں ہاری منگساں نہ کجھ ہور

Enlightened Message of Sufism Towards Peaceful Pakistan

In today’s world mankind seems to be skidding towards chaos and violence. Mankind is divided on the lines of faith, race, sect, colour, cast, language and creed. Odium and intolerance have become the orders of the day. This condition pushes to take the refuge of religion but the religious radicalism, intolerance and discrimination are also in the fold. In this situation Sufi message comes to give shelter for peace, love and humanity. The enlightened Sufi message is not for one nation, race, or community but it is for the whole of humanity. Pakistan has faced terrified situations due to dangerous trends of religious extremism, radicalism and social intolerance. In order to understand this problem, the concept of Sufism has been applied. This has been used as an approach / methodology to evade from hated and violent tendency to reorient Pakistan back on the track to peace and prosperity. Sindh and Khyber Pakhtunkhwa provinces of Pakistan have been taken as case study to give the empirical evidence. This study demonstrates that the enlightened message of Sufism has enough potential to bring back peaceful environment.

Improving Students English Speaking Skills Through Interactive Approach in a Private Lower Secondary School in Karachi Pakistan

Literature shows that interactive approach such as learning games is one of the interesting strategies to improve students' English speaking skills, but little attention is given to study it in the context of Pakistan. Thus, this study aimed at improving students' English speaking skills through the interactive approach of 'learning games' in a private lower secondary school in Karachi. It followed qualitative paradigm and collaborative action research approach in accordance with the nature of the research question. Likewise, intervention was given to the whole class but actual participants were six mixed ability level students of class 7 and a language teacher. The data was collected through observations, interviews, field notes, audio tape recorder and some relevant documents analysis. The findings reflect that interactive learning games (passing parcel box game, snowball game and guessing game) were fruitful for students in several ways. Firstly, findings showed that learning games made activities interesting and created fear free environment in the classroom. Therefore, it motivated students towards the lesson, made their learning long-lasting and improved their confidence. Secondly, learning games provided students with ample opportunities to listen to each other's ideas and speak the target language and improved their English speaking skills. Snowball game provided students with an opportunity to test their memory and guessing game improved their questioning skills. Thus, it recommends the teachers to include leaning games in their school. Thirdly, students were motivated towards the classroom activities by giving responsibility to a student in each group, playing pop music and sharing of written classroom norms with students. It also enhanced students' social skills and maintained discipline in the classroom by reducing noise. Fourthly, the researcher and participant teacher overcame the local languages and code-switching by speaking simple English and using appropriate body language because they provided clear spoken message to students. Thus, the study recommends the language teachers to use simple language with students. Fifthly, demonstration helped students to learn how to and when to play the games and how to speak relevant content. Therefore, it recommends the school authority to introduce demonstration strategy in school. This study facilitated 'us' (the participant teacher and researcher) to identify our strengths and areas for improvement and we learned to teach speaking skills practically through interactive learning games. Finally, there was no separate period for teaching English speaking and listening skills in the concerned school. Hence, it is recommended that it would be better
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