Search from the Journals, Articles, and Headings
Advanced Search (Beta)
Loading...
Loading...
Loading...
Loading...
Loading...
Loading...

المبحث الثاني: سبب تسميتها بنازك الملائكة

المبحث الثاني: سبب تسميتها بنازك الملائكة

 اسم نازک اسم ترکي، ولدت شاعرۃ العراق الحزینۃ عقب الثورۃ التي قادتھا الثائرۃ السوریۃ (نازک العابد) ضد الإحتلال الفرنسي، فسماھا أبوھا بذلک الإسم، أیضاً رأیٰ جد الطفلۃ أن تسمیٰ نازک إکراماً للثائرۃ وتعظیماً لھا وھذہ الطفلۃ کانت جدیۃ منذ طفولتھا تکرہ المزاح والثرثرۃ، استفادت الشاعرۃ من ھذہ الجد یۃ في المستقبل فأصبحت شاعرۃ العراق الحزینۃ المعروفۃ ورائدۃ(الشعر الحر)۔

الملائکة المھذبون

 یشرح الدکتور نزار[1] (شقیقھا) عن اسم العائلۃ (الملائکۃ) بأنّ أطلِقَ علیھم الملائکۃ لھدوئهم وانطوائهم الإیجابي علی الذات وأنھم بالأصل من عائلۃ جلبي(تلفظ شلبي) وھي عائلۃ کبیرۃ ومعروفۃ. وأخبر نزار بأن قد جاء شاعر عراقي علی زیارتنا ورأی ھدوء وسکینۃ العائلۃ، وکان یرانا ھادئین لا نسبب الضجیج للجیران فسمانا ملائکۃ ، فانتشر ھذا اللقب بالحي۔

 وأیضاً تروي الکاتبۃ اللبنانیۃ ’’حیاۃ شرارۃ‘‘[2] بأنّ اسم الملائکۃ قد أطلق علی العائلۃ قبل قرنین من الزمن وذلک بسبب التھذیب المفرط لأبنائها، وأنّ أباھا صادق الملائکۃ أعطاھا اسم نازک تعظیماً بنازک العابد، إحدی المناضلات السوریات ضد الإحتلال الفرنسي في الربع الأول من القرن العشرین[3]۔

 

 



[1] نزار: شقیق نازك الملائکۃ سبق التعرف علیہ

[2] حیاۃ شرارۃ: الکاتبۃ اللبنانیۃ ولدت في عام 1935 لمدینۃ النجف۔ وأکملت دراستھا في بغداد، لھا ترجمات ومؤلفات، کتبت القصۃ والمقالۃ أیضاً، تزوجت من الدکتور محمد صالح سمیسم

[3] بزیغ، شوقي ’’نازك الملائکۃ وداعاً‘‘: ’’الشاعرۃ الثائرۃ تستکین للموت‘‘ مجلۃ العربي، ع 585 (أغسطس:2007) ص:90۔

An Eco-critical Reading of William Wordsworth's Poetry and Pantheistic Strains in his Poetry

The relation between people and environment has long been documented through literary works. Edward white gives the example of Adam and Eve journey through the Garden of Eden in the Bible and Odyssey dangerous trek across the Mediterranean Sea in Homer’s Odyssey as early literary examples in which human path cross the nature and interact with the beauty of nature.

The Perceptions and Practices of Madrasa and Government Schools Teachers About Critical Thinking

One of the main purposes of education is to develop critical autonomous individuals, so that they could construct their own knowledge and promote their thinking skills and become more active citizens. On the other hand, there is a general impression about the two major systems of schools, the Madrasa and the Government schools, that both discourage students' critical thinking (CT) skills. Therefore, this study was conducted in order to explore the ground realities by conducting a comparative case study in a Madrasa and in a Government school in Gilgit-Baltistan, Pakistan. This study aims to explore the perceptions and practices of both schools' teachers' about CT. For this purpose, one teacher from each school was selected as a primary research participant. Both the schools' head teachers and two students from the schools were selected as secondary research participants. Semi-structured interviews were conducted with the entire primary as well as the secondary research participants. Moreover, teachers' classroom teaching, the nature of co-curricular activities, and the practice of punishment and reward were observed. Similarly, some documents, such as textbooks and examination question papers, were also analyzed to see the application of CT. The findings revealed that both schools' teachers are of the view that CT is a crucial component for students in order to deal with the modem challenges. Though the teachers of both schools appreciated the significance of CT, their practices were often dominated by the transmission method teaching. In contrast, the findings found the Madrasa structure and practices more conducive to CT primarily because of the Madrasa having fewer students, and closer interaction between the teachers and the taught. But, in Government schools, where there are more students in the class and there is burden on teachers of taking more periods, then these factors hinder in creating conducive relations between teachers and the taught regarding the development of CT. The findings of this study seem unusual as secular schools are very often seen as better suited for fostering CT, while Madrasas are blamed for indoctrination. However, the research showed an interesting finding that the Madrasa opened both the doors of religious and secular education to its students, and provided a soothing environment for building students' self-esteem and confidence.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

Join our Whatsapp Channel to get regular updates.