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۶۔ نکلنا خلد سے آدم کا

نکلنا خلد سے آدم کا۔۔۔

آس کی خوشبو یاس کی بد بو پرہمیشہ غالب آتی ہے

یوں محسوس ہو رہا تھا

 جیسے دل میں اِ ک آگ سی لگی ہو

اور سب کچھ اس بھٹی میں جھونک رہا ہوں

 اس بھٹی کو صرف آنسو ہی ٹھنڈا کر سکتے تھے 

لیکن !وہ بھی لب ِ مژگاں تک آتے آتے مر گئے

 کتنی مشکل سے محبت کے تارو پود سے سنہری خواب بنے تھے

مگرایک تار کے نکل جانے سے

سب خواب نیند کی وادیوں میں کہیں کھو گئے ہیں

حیف!میرے دھندلے خواب

 جو میں کسی کی آنکھوں سے دیکھ رہا تھا

 یوں لگتا ہے جیسے

میرا بھی شمار اُن سوختہ سروںمیں ہوتا ہے

جو بحرِ محبت میں بنا کشتی اور پتوار کے اتر گئے تھے

مجھے اپنی عادتوں پردکھ ہے

 جو پھر سے خراب ہو جائیں گی 

جنہیں اک عرصہ بدلنے میں لگا تھا

یہ آدم اور آدم زاد کے نصیب میں لکھا جا چکا ہے

کہ اس کا کبھی ایک ٹھکانہ ہو ہی نہیں سکتا

کبھی یہ بہشت سے نکالا جاتا ہے 

کبھی اپنے گھر سے دربدر ہوتا ہے تو کبھی شہر سے

کبھی کسی کی زندگی سے توکبھی کسی کے دل سے

یزداں نے بھی انسان کے ساتھ کیاخوب کھیل کھیلا ہے 

 اسے فاصلوں میںالجھائے رکھتا ہے

علم الرسم قواعد اور شرعی حیثیت

Literally, Rasm means “symbol” While the term “rasm” refers to the knowledge by which the writer is protected from the errors of writing. The use of the word “rasm” in the sense of writing began around the fifth century (AH) and later the word was used exclusively for the “Rasm-e-Usmani”. Although the Holy Qur'an was written entirely in the Prophet's time, it was based on various things, then in the era ofAbu Bakar(RA)it was also given abook form, but this “Rasm” was named after the “Rasm-e-Usmani” because it was job of Usman (RA)to purify the Holy Qur'an from the rare recitations (Shaz Qira`at) and commentary sayings of the Companions and to compile it in a manner in which all the recitations could be recited continuously and then to prepare its Mushafs and send them to different Islamic countries. The “Rasm” on which he prepared the Mushafs was different from the common script due to some features and these features are called the six rules and they are; Hazf, Zyadat, Al-Hamz, Badal, Wasl-o-Fasal and Ma-fihi-Qira`ataan. There is a difference of opinion as to whether the “Rasm-e-Mushaf” is detention or non-detention, however, the preferred opinion is that of the detainees. Similarly, whether it is necessary for the Muslim Ummah to adhere to this “Rasm” or not, the position of the majority of scholars is that adherence to the “Rasm-e-Usmani” is necessary for all Muslims.

Connecting Students’ Learning of Mathematics to Their Daily Life Experiences in Gilgit-Baltistan

Mathematics has always been an important subject for every student because of its extensive application in the day-to-day life. Despite its importance and application in daily life, the teaching and learning of mathematics in primary schools is mostly textbook based that does not allow students to a see connection between their learning of mathematics in classroom and its use in their day-to-day activities or their careers. As a result, students perceive mathematics as a worthless subject with no use in their daily life. Thus, it is felt that there is a genuine need to study this issue in order to develop a positive image of mathematics as a practical and worthwhile subject. Therefore, I conducted this qualitative case study on 'how Grade 4 mathematics teachers connect students' learning of mathematics to their daily life experiences in public sector primary schools in Gilgit-Baltistan. Using qualitative case study method, data was collected through semi-structured interviews, classroom observations and document analysis. Research participants included two mathematics teachers from two public sector schools of Gilgit-Baltistan that have been developed as project schools by the Aus-Aid funded project,"Education Development and Improvement Programme". Implemented by the Professional Development Centre (North) of Aga Khan University Institute for Educational Development (PDCN-AKU-IED). The findings of the study revealed that connecting the teaching and learning of mathematics to students' daily life stimulates students' thinking, motivates and develops curiosity to recognize mathematics in their surroundings and to apply their learning of mathematics to day to day activities. It was also found that the teaching of mathematics through practical examples from the local context develops in students a positive attitude towards mathematics and its learning. As a result, the students' image of mathematics changes from being a dry and abstract subject to an interesting, practical, and worthwhile subject. Another finding of the study is that teaching mathematics through connecting it to students' daily life experience requires the teacher to have strong knowledge of mathematical concepts, innovative pedagogical skills and understanding of mathematics used in the local context. The study revealed that the textbooks used in schools, the examination system and the teachers' lack of content knowledge and pedagogical skills greatly influence students' learning, conceptual understanding and application of mathematics. Based on the findings, the study draws a number of conclusions having implications for mathematics teachers, schools, education department, and teacher education institutions.
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