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حکیم عبد النبی شجرطہرانی

حکیم عبد النبی شجرطہرانی(۱۹۶۸۔۱۸۷۲) ہمیر پور جموں میں پیدا ہوئے۔ اصل نام عبد النبی اور شجر تخلص کرتے تھے۔ آپ کے والد دہلی میں طبیب تھے۔۱۹۰۲ء میں آپ نے میڈیکل کالج لکھنؤ سے طب کی سند حاصل کی۔(۶۲) ۱۹۲۰ء میں آپ نے والدین سمیت جموں سے ہجرت کی اور سیالکوٹ میں مستقل سکونت اختیار کی۔ (۶۳) جب شجر میڈیکل کالج لکھنؤ میں طالب علم تھے تو اسی دور میں آپ کو حضرت داغ دہلوی سے تلمذ ہوا۔ اس دور میں شجر اپنا کلام داغ دہلوی کو دکھایا کرتے تھے۔(۶۴) شجر سند یافتہ طبیب تھے۔ آپ فوجی ڈاکٹر کی حیثیت سے برطانوی فوج میں شامل ہوئے۔ مولانا جوہر اور مولانا شوکت علی کے ساتھ تحریکِ خلافت کے دوران متعدد جلسوں میں حصہ لیا۔۱۹۲۰ء میں آپ نے کانگریس کی رکنیت اختیار کی۔ بعد ازاں کانگریس چھوڑ کر مجلسِ احرار میں شامل ہو گئے۔(۶۵) شجر کے عطاء اﷲ شاہ بخاری سے گہرے مراسم تھے جب وہ سیالکوٹ آتے تو شجر کی قیام گاہ پر قیام کرتے۔ شجر نے ۸۰ سال متحرک ادبی زندگی گزاری اور تقریباً ایک لاکھ شعر کہے۔ ان کی باقیات کے پاس ان کے بائیس شعری مسودات محفوظ ہیں لیکن ان کے اکثر مسودے نایاب ہیں اور گم ہو گئے ہیں۔(۶۶) شجر کی زندگی میں ان کا پہلا شعری مجموعہ ’’صبرِ جمیل‘‘ ۱۸ اگست ۱۹۲۸ء کو شائع ہوا۔ اس کا مکمل نام مثنوی سرگزشت یتیم المعروف صبرِ جمیل ہے۔ شجر نے اس میں ایک یتیم کی سرگزشت کو اپنے اشعار میں پیش کیا ہے۔ اس میں صبر‘ استقلال و صداقت‘ تقویٰ و ذہانت‘ عصمت دنیاوی‘ انقلابات اور عروج و زوال جیسے مضامین نہایت خوبی سے نبھائے گئے ہیں۔ دوسراشعری مجموعہ ’’زبانِ فطرت‘‘ جو نظموں پر مشتمل ہے، ۱۹۲۹ء کو مقبول عام پریس لاہور سے منشی غلام احمد نے شائع کیا۔ اس مجموعے میں خارو گل‘ نسیم و بہار‘ شام و سحر‘ روز و شب اور نورو ظلمات کے تعلق...

دور الشباب فی فی العمل الاجتماعی التطوعی

In every society of the world, youth is a very important segment. The youth plays an important role in social work and development of communities. There is a dire need of such voluntary welfare works to meet the needs of individuals as well as of the whole communities. As the complexities of living conditions increase, the voluntary social work and welfare projects gain importance and governments alone whether of developing or developed countries, can no longer meet the needs of their citizens. All this necessitates the existence of other bodies working parallel to the governmental bodies to fill in the public domain and complement the role played by the government agencies in meeting social needs. Such bodies are called civil society organizations. These organizations play an important role in addressing some of the social, cultural, and economic issues. Despite the great importance of the social work and its need for the development of communities and the development of individuals a very small percentage of youth are engaged in social work. There is reluctance among the youth to participate in community work. This article explores the role of youth in social welfare work.

Enhancing the Creative Potentials of Educational Leaders

The research study was carried out in a private university with course participants of Master's in Education (MEd) having a major in educational leadership and management. The purpose of the study was to enhance the creative potentials of educational leaders. Creativity invites the mind to think in diverse directions to make something novel which can improve our living standards with the changing times. Striving for effectiveness, efficiency and quality in every aspect of our life draws our imagination towards the need of creativity in a leadership role as well because leaders lead the minds and act as change agents (Kaufman, 2005). According to Lagari (2010) the chairman higher education commission Pakistan, all leaders need to enhance creativity to facilitate 'out-of-the-box' solutions. When you think there are no answers to a problem or an issue, then there are likely to be more possible answers for a creative leader. In order to enhance this emerging need of creativity for educational leaders the study was conducted with action learning as the methodology which will enrich the creativity of educational leaders (as education is the key to progress). The tools to collect the relevant data were semi-structured interviews, observations and focus group discussions. The process of data collection had three phases; in the first phase semi-structured interviews took place on the basis of which the participants were given some worksheets to enhance their creative potentials. The worksheets included activities for idea generation, lateral thinking, re-layering, etc. The second phase included focus group discussions (action learning phase) in which all three participants shared their professional life problems and explored alternative solutions. In the last phase semi-structured interviews were conducted, once again, to find out the application of participants’ learning worksheets and the action learning phase. The findings and analyses revealed that in order to face the challenges of the 21st century, leaders need to equip themselves with creative thinking skills. It also emerged from the interviews that the educational system which participants have gone through has hindered their creativity. Therefore, educational leaders need to enhance their own creative potential so that they can inculcate this aspect in teachers and students.
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