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اردو تنقید کے بنیاد گزار (محمد حسن عسکری)

اردو تنقید کے بنیاد گزار(محمد حسن عسکری)
محمد حسن عسکری کی ادبی زندگی کا آغاز۱۹۳۹ء میں ہوا اور جنوری ۱۹۷۸ء میں اپنے انتقال سے دو روز قبل تک مسلسل لکھتے رہے تھے،ان کی ابتدائی شہرت افسانہ نگار کی تھی۔مگر اپنے پہلے افسانوی مجموعہ"جزیرے"(۱۹۴۳ئ)اس کے اختتامیے پر جو کچ لکھا ،آج بھی ناصرف فکشن بلکہ زندگی،ادب، ثقافت اور مشرق و مغرب کے تہذیبی امتیازکے بارے میں ان کے پختہ تنقیدی شعورکا ایک بے مثال نمونہ ہے۔
محمد حسن عسکری کئی حیثیتوں کیمالک ہیںمگر سب سے زیادہ اہمیت ان کی تنقید نگاری کو حاصل ہے تاہم ان کی تنقید جتنی توجہ کی مستحق تھی اس سیمحروم رہی۔شاید اس کا سبب ان کا تیکھا طنزیہ آمیز انداز بیان ہے کہ اس کی زد سے کم ہی مصنف بچے ہوں گے۔ایک اور سبب یہ کہ ان نقطہ نظر میں جو تبدیلی آئی اسے لوگوں نے مصلحت اور خود غرضی ٹھہرایا اور ان سے بے نیازی کا رویہ اختیار کرلیا۔
ان کا مطالعہ بہت وسیع تھامگر ادب کے سلسلے میں ان کے نظریات مستعارلیے ہوئے نہیں بلکہ ان کے اپنے تھے اور مسلسل غوروفکر کا نتیجہ تھے۔ یہ غوروفکر بھی جاری رہا اور مطالعہ بھی اس لیے ان کے خیالات میں مسلسل تبدیلی آتی رہی۔وہ انگریزی ادب کے معلم تھے بطور خاص انھیں انگریزی ادب کا مطالعہ کرنے کا موقع ملا مگروہانگریزی ادب سے مرعوب نہیں ہوئے۔انہوں نے فرانسیسی زبان بھی سیکھی اور اہم تصانیف تک رسائی حاصل کی۔جس زمانے میں وہ انگریزی اور فرانسیسی ادب کے مطالعے میں منہمک تھے، ان کا نقطہ نظر یہ تھا:
"ساری انسانیت ہمیشہ سے ایک ہے اور ایک رہے گی۔ اس لیے مشرق اور مغرب کے درمیان کوئی فرق نہیں۔سائنس نے سارے فرق مٹا دیے ہیں اور انسانیت کوایک خاندان بنادیا ہے۔اس لیے مشرق اور مغرب کے فرق پر غور کرنا بے معنی ہے۔"
شروع...

الأسس الفلسفية لأسلوب الحياة الإسلامية وغير الإسلامية وأثرها فى المجتمع: دراسة مقارنة

Philosophical Foundations of Islamic and Un-Islamic Pattern of Life and its Impact upon Society: A Comparative Study It is self-evident that human beliefs had great influence on character, actions, ethics, behavior and way of life. The possessors of correct belief produced positive effects and those who possessed incorrect belief promoted negative values in the community. Undoubtedly, the diversity in belief produced diverse ethics, actions, behaviour which gave birth to the different patterns of life in society. Regardless of subdivisions, by looking towards the philosophical foundations, these patterns of life could be divided into four categories in the light of the Qur’an and Sunnah. These lifestyles (also mentioned by Abū ’l-A‘lā Maudūdī in Tajdīd wa Iḥyā-i Dīn) are: Atheistic pattern of life, Polytheistic pattern of life, Monastic pattern of life and Islamic pattern of life. As each pattern had its particular tenets, therefore it formed a particular way of life by leaving its effects upon individual, social, political, economic, cultural and civilizational life. This research work aimed to explain the basic mechanism of these four patterns and their impact on human life. The method used for the collection and analysis of data was descriptive and analytical. The research concluded that three patterns of life (except Islamic pattern of life) produced harmful and negative effects into the society whereas the only Islamic pattern of life ensured the peace and prosperity. Moreover, Islamic pattern of life played a vital role in growth of all disciplines including political social, and economic system. It is therefore suggested that Islamic scholars should uncover the hollowness of Un-Islamic life style and present Islamic pattern of life in logical and systematic way. On one hand, this exercise will encounter the evils and on the other hand would promote good into the society.

Exploring Teachers and Students’ Experiences About the Use of Information and Communication Technologies Icts in Teaching and Learning Science

In today's developing world, use of Information Communication and Technology (ICT) resources is believed to be useful for promoting conceptual learning in science in general and abstract concepts in particular. In this sense, it is important to understand the use of ICT resources in teaching and learning science from teachers' and students' perspectives. Therefore, this study was carried out in order to explore science teachers' and their students' experiences about the use of ICTs in their teaching and learning of science. The research was conducted in a secondary private boys' school in the District Chitral of Khyber Phaktunkhwa, Pakistan. A qualitative case study method was used to investigate the problem. For the data collection, semi- structured interviews with two science teachers and focus group discussions with the students of Grade 9 were carried out. Classroom observation and document analysis were also used as data collection tools for the study. The key findings of the study indicate that teachers are using ICTs with various purposes in mind. These include: to facilitate in-depth learning of abstract concepts in science, to enhance teachers' content knowledge and pedagogical knowledge, and to use social media in teaching and learning of science and for administrative planning of academic work. In addition, the study points out students' experiences of using ICT in learning of science. It includes: ICTs as tools for enhancing knowledge, developing interest in science and helping students in becoming independent learners. However, teachers and students experience some challenges in using ICTs, which include lack of ICT skills and knowledge, misuse of internet (i.e. surfing offended websites and using only for chatting purposes) and accessibilities to ICT resources. But despite such challenges, teachers are committed and motivated to use ICTs in their teaching and learning of science. The study has diverse implications. The study helps the science teachers and students of the participating school to reflect on their roles and current practices regarding the application of technology in science teaching. Additionally, it gives me the understanding of the usabilities and effectiveness of ICTs in teaching and learning process which would, indeed be helpful in my professional life. This may challenge the educators and the school leadership to work harder to keep themselves abreast of the use of ICTs, ideally, triggering action at the management and government level to do more to integrate ICTs with teaching and learning processes and practices.
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