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کارِ سعادت

کارِ سعادت
قیاس ذاتی کسی بھی اعتراض گزار کی بنیادی قوت ہوتی ہے جسے وہ شعور (خود ساختہ شعور جو آرٹ کے درجے میں ہے) کے ذریعے کسی معروضی حقیقتِ مطلق کو اپنے شعور کے مطابق قیاس کر کے مسرور ہوتا ہے تبھی کہا جاتا ہے خود سے یگانگی حقیقت سے بیگانگی کے مترادف ہوتی ہے۔ ہرہیچ مدان و ناتواں کو اپنے عقلِ کل ہونے کا زعم وقوف سے عاری کرتا ہے اس لیے مضحکہ خیز اعتراضات کو فتوحات گردانتا ہے۔ حالاں کہ راست علم ہمیشہ کسی واقعی معروض کی تمیز سے اٹھتا ہے یعنی موجود پر قوتِ امتیاز یا وجدانی ادراک کے ذریعے جوہر کے اسما و شناخت کا سفر طے کیا جاتا ہے۔ ہر چند ہر مذہب موضوعِ علم بننے کی پوری استطاعت رکھتا ہے۔ ہاں مگر ناظر کاصاحبِ وجدان ہونا ازحد ضروری ہوتا ہے۔ چوں کہ ہر قضیہ وجدانی ادراک کے متحرک ہونے سے جنم لیتا ہے۔ ہم زمان و مکان کا ادراک اسی استعداد کی تحریک سے کرتے ہیں۔ اسی لیے ایک طے شدہ امر ہے کہ شعور ِ علمی کی تشکیل میں خارجی معروض کا ہونا بنیادی حیثیت کا حامل ہے۔ اگر خارجی معروض اور اس سے منسوب شعورِ انسانی میں مطابقت نہ ہو تو قضیہ کے بجائے بے بنیاد مناقشات ظہور کرتے ہیں ،جن پہ خارجی واقعیت دلالت نہیں کرتی اور نتیجہ خیز حقانیت کی راہیں بھی برابر مسدود ہوتی جاتی ہیں۔ جب معترضین اپنے خود ساختہ علم کا قابلِ قبول شعور پیدا کرنے سے قاصر ہو جاتے ہیں تو اس کی غلط توجیہات پر قانع ہونے کے شعور سے بھی ہاتھ دھو بیٹھتے ہیں۔ اکثر یوں ہوتا ہے کہ نظریاتی تسکین جب بھی ضرورت سے زیادہ بڑھ جاتی ہے تو معیاری اور یقینی علم کو محال کر دیتی ہے۔
اعتراض محاذ تب بنتا ہے جب علمی کے بجائے ذاتی تسکین...

ڈاکٹر اسرار احمد: بیسویں صدی کا عظیم مدرس و داعی قرآن

Dr. Israr Ahmed was a great thinker, intellectual and a reformer. He was diverse scholar and took inspiration from a great and diverse spectrum of sholars like Dr. Allama Iqbal and Dr. Rafiuddin; Abul Aa’la Maoudoodi and Abul Kalam Azad; Hameed uddin Farahi and Amin Ahsan Islahi and Sheikh ul Hind Maulana Mahmood ul Hasan and Shiekh ul Islam Maulana Shabbir Ahmed Usmani. His thought and wisdom was quite influenced by these people. We trace out this remarkable and renowned sholar’s rendered his educational, authorial and religious services. For this purpose Dr. Israr Ahmed started his mission with lecture of Quran. Soon, his lectures were well known throughout the country. He established a great institute namely ‘Markazi Anjuman e Khudaam ul Quran’ in Lahore in order to render educational, authorial and religious services in an organized manner. To spread reformative and preaching services in a better way, he established a party with the name of ‘Tanzeem e Islam Pakistan’In view of his great services, especially in the field of Holy Quran, we may mark him as great scholar of twentieth centur

Enhancement of English Writing Skills

The way writing is done in our classrooms is very traditional, which means that teachers are the main source of knowledge while students are the passive recipients. This makes the classes teacher-centered in nature. Students face problems in ideas/vocabulary, as the topics given are not close to the real life situations. Most of the time, students are asked to write on experiences they have never had. According to Law and Eckes (1990), second language is learnt best when the setting is natural. When the writing is not relevant to the students' lives, they will find it difficult. Thus, writing in our classes is usually product-oriented'. The students do not go through the process of thinking and sharing ideas, writing and re-writing in order to improve their work. The first draft is usually considered the final draft. The purpose of my project was to enhance teachers' writing skills and to guide them to introduce process writing in their classes in order to make a shift from the product to the process, and to transform the students into independent writers. During the project, process writing was found to be a useful strategy, but it was time-consuming, which was the biggest problem in its implementation. It was difficult for the teachers to fit it into the existing situation, where the teachers are under constant pressure of completing the syllabus. However, apart from the inherent problems, the teachers learned a lot through co-planning, co-teaching, reflecting, and providing feedback to each other, thus showing that they also need opportunities and encouragement to enhance their teaching. Since I am a teacher of the same school, this project was a way forward for me as well for developing my own understanding in teaching writing as a process and working collaboratively with other teachers to sharpen their understanding. Through this project, I learnt that the writing process helps in developing learners' writing skills, if sufficient time is allocated to it, which no doubt is a difficult task under the present educational system.
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