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3۔اندھا بوڑھا

اندھا بوڑھا

نعمان نذیر

صبح ہوتے ہی  معمول سے کچھ دیر پہلے ہی اس کی آ نکھ کھل گئی ۔ یوں تو وہ آ غاز سے ہی اپنے کام میں مہارت کے ساتھ ساتھ وقت کی پابندی کا بھی قائل تھا۔ شاید ہی ان دس سالوں میں کھبی اس کو افسران بالا کی طرف سے اس بات کا اعتراض کیا گیا ہو کہ وہ وقت پہ دفتر نہیں پہنچا ۔ ان دس سالوں میں اس کے افسر جو متعدد تبدیل ہو چکے تھے۔ کوئی بھی اس کے کام پہ معترض نہ تھا۔۔۔۔۔۔۔

آج اس کی زندگی کا ایک اہم دن تھا۔ اس موقع پہ اس کی بیوی بھی اس کی خوشی میں برابر شریک تھی۔ اسی کی خدمت اور حوصلے سے تو وہ آ ج اس مقام تک پہنچا تھا۔۔۔۔۔۔۔۔

اس خبر کا انتظار اسے گزشتہ دو سال سے تھا ۔ وہ مسلسل اپنی محنت کا پھل پانے کے لئے آ ج تیار تھا ۔ یہ دن تھا اس کی محکمانہ ترقی کا۔۔۔۔۔

اس خبر کی اطلاع تو اسے نیم کلرک نے ایک مہینہ قبل ہی دے تھی۔ جب اس کی ترقی کا پروانہ مرکزی دفتر میں دستخط ہونے کا منتظر تھا۔ ۔۔۔

اس موقعہ کو یاد گار جانتے ہوئے اس نے نیا قیمتی لباس بھی تیار کروایا تھا ۔ گزشتہ اتوار کو وہ اپنی اہلیہ کے ہمراہ شہر کے سب سے بڑے شاپنگ مال میں کپڑے اور جوتے خریدنے گیا ۔ اس کی بیوی نے اپنے خرچ میں سے جمع کی گئی رقم سے مہنگے جوتے خرید کر تحفہ دیا۔ جو اس کی اس کامیابی کو اپنی کامیابی سمجھتی تھی ۔۔۔۔۔

آ خر کار 15 ستمبر کے دن کا سورج طلوع ہوگیا ۔ وہ معمول...

KRISIS DISIPLIN PENDIDIKAN ISLAM: ANTI PLURALISME

This article discusses the problem of Islamic education from a theological and sociological point of view. The emergence of normative and verbalist Islamic education curriculum distorts the universality of Islam. Islam that is contextual in space and time, always in contact with sociological aspects, should be understood as something that can change its partiality dynamics continuously, even though there is a universal thing that is maintained as a normative belief. On the other hand, the failure of education to produce educational output that is dignified and virtuous has caused some people to distrust the world of education in developing the character and ethics of children. The vote of disbelief is getting stronger with the emergence of the National curriculum model which gives a greater portion of general subjects than religious subjects. This paper is a criticism of the development of the world of education in Indonesia, with the hope that education stakeholders make changes to the education system and the applicable curriculum.

How Can Teachers Be Helped in Dealing With Students Conceptual Problems in Algebra at Lower Secondary Level

This study dealt with confusions in the context of teaching of algebra at the lower secondary level. A major problem in the present situation in the teaching of mathematics in Pakistan is that many students of mathematics do not have a conceptually sound understanding of algebra. That is, some students do not know how to solve certain problems, as they are not given the opportunity to develop their thinking skills. Some students want to ask questions but many teachers do not encourage them to do so. This study was conducted in one government higher secondary school, with two mathematics teachers and eight students of classes seven and eight. The specific question that guided the investigation was "How can teachers be helped in dealing with students' conceptual problems in algebra at lower secondary level”. This study consisted of three stages, the pre-intervention stage, the intervention stage, and the post intervention stag. In the pre-intervention stage I interviewed the study teachers and students, tested the students, and observed the specific mathematics lessons to explore problems which students faced during the conceptually learning of algebra, and how teachers delt with these problems. At this stage I found that students had several conceptual problems like, the use of wrong signs, smaller and greater numbers, like and unlike terms, and misconceptions about power and base. These problems may be related to the teaching methods because the teachers were using inappropriate methods of solving equation. It was further noted that teachers held limited knowledge of teaching algebra, and were emphasising the completion of the syllabus, which created a tense environment in the class, where learning without understanding and reasoning occurred. In the intervention stage, an attempt was made to try to solve some of the problems While there was a shortage of time, there was evidence to indicate that change was taking place in the teaching and understanding of basic concepts in algebra. In the post intervention stage, I co- planned lessons with teachers and found a change in attitude of the teachers. During this study, I faced many problems and constraints and sometimes felt frustrated, but slowly and gradually, I overcame these problems. The results of the study showed that while there was a slight change in teacher's attitude, any significant effect have to take place over a much longer period.
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