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قائم دین

                قائم دین (افسانوی مجموعہ)

                قائم دین ناطق کا پہلا افسانوی مجموعہ ہے جسے 2010ء میں آکسفورڈ اور پھر 2018ء میں سانجھ پبلی کیشنز نے چھاپا یہ کتاب 128 صفحات پر مشتمل ہے اور اس کا انتساب افتخار عارف کے نام ہے۔یہاں  ہر ایک افسانے کا الگ الگ جائزہ پیش کرنا مشکل ہے۔

                مصنف مذکور نے مشاہدے کی کیا صورت حال  بیان کی ہے۔اس کا طرز بیان کیسا ہے اس کے مطابق یہ بتانا مقصود ہے کہ جہاں انہیں زبان پر عبور حاصل ہے وہاں ان کا طرز بیان بھی نہایت سادہ اور جلد سمجھ آجانے والا ہے۔قاری کو اپنی گرفت میں رکھتا ہے۔ قائم دین کے تمام افسانوں میں ان کا ایک خاص انداز تحریر ہیکہ قاری ایک ہی نشست میں تمام افسانے پڑھ لینا چاہتا ہے۔ ہر افسانہ اپنے اندر ایک منفرد کہانی رکھتا ہے،قاری افسانے میں پڑھنے والے واقعات کو اپنی زندگی کا حصہ سمجھتا ہے۔ظفر اقبال ناطق کے افسانوں پہ انھیں  داد دیتیہوئے لتین  ہیں کہ:

ہم تو جو ہیں جہاں سے آئے ہیں

آپ لیکن کہاں سے آئے ہیں

 

                ناطق کا کام دادکے قابل ہے جو انھیںدوسرے ادیبوں سے ممتاز کرتا ہے ہر افسانہ اپنے اندر ایک امتیازی وصف رکھتا ہے۔افسانوں میں موجود تمام کہانیاں حقیقت سے اس قدر قریب ہیں کہ قاری کو اپنی زندگی کا حصہ معلوم ہوتی ہیں۔

روايات سيرت كى تحقيق كا حديثى معيار

Seerah is a separate Islamic science from Hadith as their primary sources are different. Although there are some extents where there is over laying between them, but traditionally Seerah has different principles as compared to Hadith. The Scholars of Hadith were very strict in applying their rules whereas the scholars of Seerah were more flexible. The reason is, when academics were dealing with Ahadiths and deducingdivine rulings, they wanted to make sure they were founding the rulings on Ahadiths that were authentic and sound. So that is why they applied very stringent rules to accept Ahadith. However, when it came to Seerah, they were more flexible in their rules, because they study this as history of The Prophet PBUH which does not touch the Sharia rulings. So, we find that writers of Seerah would accept narrations, they would not usually accept if they were dealing with Ahadith. This practice with Seerah narrations was followed by our early scholars. But recently, there is a new movement among some of our researchers that they wanted to apply the rules of Ahadith on Seerah. We do not agree this approach and in this article, we have had a humble effort to compile a set of rules for acceptance of Seerah narrations.

The Withdrawn Children and Their Classroom Participation: An Exploratory Case Study

Child-centred teaching and learning approach is a progressive approach that demands for active participation of all children in the classroom process. Educationists and Professional Educational Institutions like IED are advocating for this approach. As a result, more and more teachers are being exposed to this progressive approach of teaching and learning. As teachers embrace this approach, one may wonder whether they are able to enhance the participation of all children, including the withdrawn ones in the classroom process. Therefore, apart from creating awareness about withdrawn children who may be forgotten, ignored and isolated in the classroom, this exploratory case study was also carried out to find out the opportunities that exist in the classroom that could enable and/or enhance the participation of the withdrawn children. This study describes the experiences of withdrawn/unresponsive children in and outside the classroom through detailed classroom observations, interviewing some of the teachers, the two case withdrawn children and parents to one of the case children, and through analysis of relevant documents. The study found out that, though the teacher I observed had been exposed to child-centered teaching and learning strategies, like group work, pair work, the use of role plays, drama, discussions etc., through professional development courses and through the H.A.S programme being propagated in the school by the H.A.S.-IED team, that could have been used to enhance classroom participation of all children including the withdrawn ones, she was unable to maximize the use of these strategies in the classroom. However, the findings suggest that the warm friendly relationship the teacher had with all children including the withdrawn ones in the classroom, which was shown in the way she related to them, indicated that the teacher valued, loved and respected all the children. This relationship may have enhanced the children's self-esteem, thus, leading to occasional interaction between the teacher and the children, hence, enabling the two withdrawn case children to participate.
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