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ارشاد ڈیروی کا تخلیقی سفر

ارشاد ڈیروی کے فن و شخصیت کا اگر تحقیقی جائزہ لیا جائے ، تو اسی کی دہائی میں ’’ نین سوالی‘‘ لے کر1995ء میں ادبی منظر نامے پر نمودار ہوتا ہے، جس میں ان کے ڈوہڑے ، قطعے ، گیت اور ابتدائی  دور کی غزلیں شامل ہیں، مگر یہ ابتدائی چیزیں اس بات کی غماز ہیں کہ:

’’دل طائر میں اڑنے کا ابھی امکان باقی ہے‘‘

’’نین سوالی ‘‘ کا چاہئے ڈوہڑا ہو یا گیت ، قطعہ ہو یا غزل امکانات سے بھرپور ہے، ارشاد ڈیروی ایک بااعتماد شاعر ہیں انھیں اپنے کام اور کلام پر مکمل یقین ہے، کلامِ شاعر یزبان شاعر مشاعرے اورسٹیج  پہ سننے کا انھیں ایک اپنا لطف ہے۔

ارشاد ڈیروی کے مجموعہ ہائے کلام کے ناموں پر اگر غور کیا جائے تو ان کے تلازے اور علامتیں انھوں نے شعوری اور غیر شعوری طور پر استعمال کیے ہیںان کے پیچھے ایک ایک داستان مل سکتی ہے، شاعر کا الفاظ کا استعمال اگرچہ بظاہر غیر محسوس انداز ہی ہوتا ہے ، مگر

تیرگی میں دیکھنے کو چشمِ بینا چاہیے

ہر لفظ کی تہہ میں ایک بات ہوتی ہے، اور درحقیقت بات وہی ہوتی ہے ارشاد ڈیروی کی خصوصیت اور انفرادیت یہ ہے ، کہ وہ صرف شاعرہی نہیں یعنی خوابوں اور خیالوں کی دنیا میں رہنے والا ہی نہیں بلکہ ایک محنت کش بھی ہے، اور مزدور بھی جن کے بارے میں ملتا ہے، الکاسب  حبیب اللہ یعنی محنتی اللہ کا دوست ہے۔ان کے’’نین سوالی ‘‘  لب ورخسار کا نہیں پوچھتے ، بلکہ دل دہلادینے والے حسرت زدہ سوالی نین ہیں، یہ وہی سوال ہیں جن کے بارے میں فیض احمد فیض نے کہا تھا!

مجھ سے پہلی سی محبت مرے محبوب نہ مانگ

تعمیر شخصیت كے جذباتی اجزاء احادیث نبویہ كی روشنی میں

The main Focus of Islam is to promote a healthy social setup. It is evident that a healthy society is a structure and framework of individuals' peaceful interactions. If the individuals are ofgood character with sound personalities, the society becomes a symbol of happiness and tranquility. It is clear that individuals face different situations in daily life and the way these matters are dealt with, depict the emotional aspect of their personality. Islam neither promotes ascetism nor it advocates to become materialistic, rather it strengthens a harmony between the spiritual and material needs. The balanced emotional expressions not only furnish a positive personality but also lead the individual to real success and salvation in this life and in the life hereafter. This article is an effort to identify the dimensions of different emotions, so that the negative emotional trends at individual or social level should not disturb the balance of the community life. (Note: Main components of the development of the personality are referred as cognitive, behavioral, and Emotional. Thefirst two components have been discussed in Issue No. 19th / 2008, whereas the Emotional components are being discussed in this Article.)

Teaching Mathematics for Relational Understanding at Lower Secondary School Level in Rural Pakistan

Teaching of Mathematics in the rural context of Pakistan is mostly traditional; i.e. teachers often use the "chalk and talk" method to teach abstract concepts of Mathematics. Students copy the solutions to mathematical problems from the black-board without understanding the underlying meaning of the mathematical structure. Teachers and students perceive that Mathematics is the set of rules and procedures and mathematical problems can easily be solved by memorizing the mathematical algorithms. Although this method helps students solve mathematical problems quickly and get accurate results, they are usually not able to justify their solutions through reasoning and they cannot seek links among different mathematical concepts. Consequently, they develop a superficial understanding of mathematical concepts which remains in their memory for a short period of time. However, research has shown that if students are given opportunities to make connections between different concepts of Mathematics, they develop relational understanding which remains in the students' memory forever and helps them to learn new content of Mathematics meaningfully. The purpose of this study was to investigate how Mathematics in the rural context of Pakistan could be taught to the lower secondary level students for relational understanding. This study was conducted in one of the private schools in Chitral, Pakistan, using action research method. The participants were a Mathematics teacher and four students of Grade 8. Data about the impact of intervention has been collected in different stages of the study. At the pre-intervention stage, semi-structured interviews and classroom observations were conducted to explore the existing scenario of teaching and learning. During the intervention stage, multiple Mathematics teaching strategies and approaches were used. Students had been engaged in different mathematical activities which enabled the researcher to learn how the students developed relational understanding. At the post-intervention stage, semi-structured interviews had been conducted with participant students to observe the change in students' perception about the nature and teaching and learning of Mathematics. In addition, the reflective diaries of the researcher, field notes and students' works have been used as sources.
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