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حضرت خان بابا دی نذر

حضرت خان بابا ؒدی نذر

تیرے در تے میں بابا آئی کدوں دی کھڑی
پاویں جھات کرم دی آوے دید دی گھڑی
تیرے در توں سوالی کدے جان نہ خالی
میں پکڑ کے جالی بابا کدوں دی کھڑی

توں ایں خواجہ اجمیری دا بوہت پیارا
تونسے والیاں دی اکھیاں دا توں ایں ستارا
میری شوہ وچ کشتی ، نہیوں دسدا کنارا
قبلہ عالم دے پیارے جاوے غم دی گھڑی
تیرے در تے میں بابا آئی کدوں دی کھڑی

ہور کج وی نہ منگاں ، بخشو اپنی غلامی
ایس در تے ای گزرے میری عمر تمامی
تیرے جھاڑو میں دیساں ایہو بھردی میں حامی
تیرا تک کے دوارہ ، در تیرے آ وڑی
تیرے در تے میں بابا آئی کدوں دی کھڑی

جنھاں یادِ خدا وچ ، ساری زندگی گزاری
ناں اونہاں دا لیاں ٹلدے دکھ تے بیماری
سیاں کرن سلاماں ایتھے پیاں وارو واری
جمعرات نوں لگے ایتھے رونق بڑی
تیرے در تے میں بابا آئی کدوں دی کھڑی

تساں قادری سائیںؔ تے وی کرم کمایا
بخش اوہنوں امامت، اوہدا شان ودھایا
خاص کیتی عنایت ، درشن چا کرایا
وسے قادریؔ اُتے انجے رحم دی جھڑی
تیرے در تے میں بابا آئی کدوں دی کھڑی

فلسفہ احکام میراث

This research article explores the rationale behind Islamic injunctions regarding inheritance. Unlike other Islamic injunctions, which are briefly enunciated in the Quran but elaborated in Sunnah, inheritance has been detailed in considerable length in the Quranic text itself. This coupled with numerous Prophetic traditions underpins the unique importance Islam accords to the question of inheritance. However, despite its exceptional importance, the subject of Islamic law of inheritance remains mostly a neglected one, even among the students of Islamic seminaries and Ulema. Resultantly, Islam’s brilliant system of inheritance is often not implemented by the adherents of Islam, much to the miseries and hardships of the legal heirs, especially the children and women. Thus these marginalized segments of society are deprived of their rights today just as they were treated before the advent of Islam. This research brings home the fact that the divinely ordained Islamic injunctions of inheritance are based on sound rationale and justification in the best interest of humanity, and that the believers must adhere to these injunctions that are based on three key principles: proximity in relationship, need, and distribution of wealth. The paper explains in great length the types of relatives and legal heirs, the principles of distribution among them, the justification for such shares, and the limits imposed by Quran and Sunnah with regard to the right of the deceased, the heirs, relatives and the state. It also discusses some of the contentious issues in contemporary debate on Islam: an orphan grandson’s title to inheritance, and the philosophy behind 2: 1 inheritance distribution formula between son and daughter. In doing so, the author has not only relied on the main sources of Islamic jurisprudence viz. Quran and Sunnah, in addition to classical and modern Islamic scholarship but also sound argumentation and logical exposition.

Active Reading Strategy to Facilitate Students Understanding of Science Concepts in a Secondary Science Classroom of a Community Based School in Karachi, Pakistan

Reading is not the strategy which is associated with language subjects. It is equally important in the area of Science as other strategies like hands-on and inquiry. Consequently, the access to Science content in terms of understanding is only possible when a reader has ability to actively read the text. Reading plays a very important role in strengthening the understanding of science language and vocabulary, as lack of awareness of both could be a hindrance in developing and demonstrating a conceptual understanding. This research study was conducted to understand ways to implement an active reading strategy DART (directed reading activities related to text) on students' understanding of science concepts. This was an action research study, in which DART was applied in a secondary Science classroom of a community-based school in Karachi, Pakistan to understand ways to apply DART for reading in the Science classes. The reconnaissance was done to see the use of reading in Science classes and data revealed that the science teacher as well as students do not consider reading in Science as effective as compared to activity base or hands-on teaching methods, they have not experienced reading in science classrooms; however, it was observed that hands-on promoted students reproduction of knowledge rather than construction of knowledge. These findings set up the basis of implementing active reading strategy DARTs in the context. My experience of the implementation of active reading strategy DARTs in a secondary science classroom, of a community-based English Medium Boys School in Pakistan, indicates that it was helpful in developing reflective reading and it challenged students to reflect on the text in terms of finding out key ideas, locating information, categorization and sequencing of the text. This reading strategy involved students in meaningful learning, where they understood content by reading, re-reading, interacting and reflecting on the text, hence an experience of reflective reading. The engagement of students in active reading of content, which was different and new from the concepts taught in the class, maintained their interest in reading and in learning new science vocabulary and its use in their expressions. The experience of new activities also helped them to maintain their interest and kept them motivated in the task. The DART activities facilitated students learning in comprehension of the text, location of information through underlining, categorizing of the text, sequencing of information, and summarizing text. It enabled them to learn at higher cognitive levels
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