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عبدالسلام سلام ؔسندیلوی

ڈاکٹر عبدالسلام سلامؔ سندیلوی
افسوس ہے ۱۶؍ ستمبر کی شب میں معروف محقق و نقاد اور شاعر ڈاکٹر عبدالسلام سلامؔ سندیلوی کا انتقال ہوگیا، وہ ہردوئی ضلع کے مردم خیز قصبہ سندیلہ میں ۲۵؍ فروری ۱۹۱۹؁ء کو پیدا ہوئے تھے، لکھنؤ میں اعلیٰ تعلیم حاصل کی، ان کو اردو فارسی کے علاوہ ہندی اور سنسکرت پر بھی عبور تھا، اردو میں پی۔ایچ۔ڈی اور ڈی۔لٹ کی اور ہندی میں وشارد اور ساہتیہ سدھا کر کی ڈگریاں حاصل کیں، مضمون نگاری اور شعر و شاعری کا چسکا طالب علمی کے زمانے میں لگ گیا تھا، شعر و ادب اور تحقیق و تنقید ان کا خاص موضوع تھا، ان میں درجنوں تصنیفات یادگار چھوڑیں۔ اردو رباعیات، اردو شاعری میں نرگیست اور اردو شاعری میں منظر نگاری بڑی اہم تصانیف ہیں، اول الذکر پر پی۔ایچ۔ڈی اور ثانی الذکر پر ڈی۔لٹ کی ڈگری ملی، ۱۹۵۹؁ء میں گورکھ پور یونیورسٹی سے وابستہ ہوئے اور پھر یہیں کے ہوگئے۔ وظیفہ یاب ہونے کے بعد بھی قلم و قرطاس سے تعلق باقی رہا، مگر کئی برس سے بینائی چلی گئی تھی اس لئے معذور اور خانہ نشین ہوگئے تھے، ڈاکٹر صاحب کی تصنیفات کمیت و کیفیت کے لحاظ سے اہم تھیں، لیکن اعزاز اور عہدے کے لئے بھاگ دوڑ ان کو پسند نہ تھی، اس لئے ان کو خاطر خواہ شہرت نہیں ملی، اس سال ان جیسے مستحق کو اترپردیش اردو اکادمی کا مولانا ابوالکلام آزاد ایوارڈ دیا جانا قابل ستایش اقدام تھا، اﷲ تعالیٰ مغفرت فرمائے اور پس ماندگان کو صبر وقرار بخشے۔ آمین!! (ضیاء الدین اصلاحی، اکتوبر ۲۰۰۰ء)

اسلام اور شاعری

am offers a complete code of life. It covers all aspects of human life. Literature, Art and Aesthetics are all a very crucial part of man's life. Quran and Hadith have had a revitalizing impact on literature. Besides being the core source of 'the guidance', they are nonetheless significant literary pieces. Our Holy Prophet (PBUH) himself devoted special focus on the development and promotion of various genres of prose like letter-writing, oratory, proverbs, etc. However, poets have been condemned in the Quran. Our Holy Prophet himself has kept a distance from poetry. So interestingly poetry has become a rather controversial literary genre among Muslims. Therefore in this article we make an effort to see the real Islamic perspective regarding poetry and poei in light of its original and primary sources Quran and Hadith

Creating an Enabling Enviornment for Student Talk in Esl Primary Classrooms

The last twenty years have seen a discernible shift in the teaching of English Language. Reading and Writing are no longer to be the sole focus of primary teachers. Speaking and Listening, for a long time neglected aspects, are to be given equal importance with the traditional first two aspects of literacy. Recent research has indicated the importance of talk in the learning process. Oral language, both talking and listening, is a lifetime activity; it enhances pupils' understanding of language in both oral and written forms and of the way language can be used to communicate. Despite all the emphasis on talk in the learning process, it has been found that insufficient student talk is being carried out in schools. The situation is all the more alarming in the Pakistani context. Teachers lack this understanding. They feel that talk obstructs learning and actively discourage children from initiating any kind of talk in the classroom. Such classroom environment encourages a depressing passivity and isolation among learners and is detrimental for their academic and social growth. This study set out to address one teaching strategy enquiring how effective it is on creating a conducive environment to promote student talk, and the implications of this strategy 'cooperative group work' on classroom practice. The study was carried out following the model of action research which involved implementing a series of activities in the classroom under study. The activities were monitored closely using multiple sources such as audio recording, observation techniques, reflective journals and students' work, The data was analyzed, keeping in view the qualitative research tradition. The study found that 'cooperative group work' is an effective strategy in creating a conducive environment for promoting student talk. Such a supportive non-threatening environment increases student learning outcomes, which further brings about the desired change in the teacher's perception about the role of talk in the learning process.
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