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المبحث الثالث: ثقافتها

المبحث الثالث: ثقافتها

 تقول نازك الملائکۃ: بأنھا اتجھت اتجاھًا شدیداً مبالغاً إلی دراسۃ الأدب القدیم، وخاصۃ النحو، وأنھا قرأت من کتب النحو ’’شذور الذھب لابن ھشام‘‘[1]، وأیضاً ’’حاشیۃ الشیخ عبادۃ علی شذور الذھب‘‘ وقرأت نازك في حقل الأدب واللغۃ ’’عمدۃ ابن رشیق‘‘[2] والمثل السائر وأدب الکاتب و ’’خزانۃ الأدب للبغدادي‘‘ وقرأت أیضاً، ’’البیان والتبیین‘‘[3] في ثمانیۃ أیام ولم یکن ھذا ھیناً علیھا، فقد کانت أیام محنۃ انتھت بمرض عینیھا حتی اضطرت إلی ترك المطالعۃ وقرأت أیضاً ’’رسالۃ الغفران‘‘[4]۔

 وتحکي نازك عن نفسھا في حیاتھا المدرسیۃ عندما کانت تلمیذۃ في ’’فرع البنات‘‘ وفي تلك الفترۃ ھذا الفرع کان بین العلمي والأدبي فنازک کانت تکرہ الریاضیات والفیزیاء وعلم النبات، وکانت تتمنی أن تتخرج من الثانویۃ وتلتحق بالفرع الأدبي في دار المعلمین العالیۃ، وفي ھذہ الفترۃ کانت تحب دروس اللغۃ العربیۃ، فقد جاء ت في السنۃ الأخیرۃ من الثانویۃ مَدرِّسۃ راعت مواھبھا ومدحت ثقافتھا الواسعۃ، وکانت کثیرۃ النقاش مع والدھا وحفظت الکثیر من الشواھد والأھم من ذلك أنھا کانت توفق بین دراستھا الخارجیۃ والمدرسیۃ۔



[1] ابن ھشام: ابن ھشام الانصاري ھو ابو محمد عبداﷲ جمال الدین بن یوسف بن أحمد بن عبداﷲ بن ھشام الانصاري المصري من أئمۃ النحو العربي

[2] ابن رشیق: ھو ابو علی الحسن بن رشیق المعروف بالقیرواني أحد الأفاضل البلغاء۔ لہ کتب عدۃ منھا، کتاب العمدۃ في معرفۃ صناعۃ الشعر ونقدہ وعیوبہ، وکتاب الأنموذج والرسائل الفائقۃ

[3] البیان والتبیین: البیان والتبیین للجاحظ، وھي موسوعۃ أدبیۃ تمثل ثقافۃ الجاحظ وھو من أصخم مؤلفات الجاحظ۔

[4] رسالۃ الغفران عمل...

خواتین کی معاشرتی حیثیت: سیرت النبیﷺ اور عصری تحدیات

Before Islam, women were victims of slavery, humiliation, oppression, and exploitation. Islam came and liberated women from slavery, humiliation, oppression, and exploitation. Islam abolished all the evil customs which were against the human dignity of women and gave them the rights which they deserved. The Prophet (peace and blessings of Allah be upon him) endowed women with their rightful status and human dignity on both social and domestic levels. In the light of Islamic teachings, men and women have equal status as human beings. In that sense, no one is superior to another. Just as Islam calls men honorable and respectable, so too in the eyes of Islam women are honorable and have an important role to play in society. The biography of the Holy Prophet is a beacon for us. He proved by his practical life that a woman is pitiable and respectable in respect of mother, daughter, sister, wife, and other relationships. In Arab society, he proved by raising her four daughters that a woman is also a human being, therefore, she should also be given rights. The Prophet (peace and blessings of Allah be upon him) has left out such enlightening teachings on women's social rights that by following them, women can be granted their social rights. But even today, women are being deprived of many of their social rights. There is a need to bring the social issues of women before the society in the light of Sīrat-un-Nabī. Also mention the restrictions facing women in the present. The question arises, what is the social status of women in the light of Sīrat-un-Nabī? And what are the challenges facing women today? This article is written to answer these questions. In pre-Islamic society, women were not given any importance or status in any relationship. Socially, women's rights were completely taken away and some Arab families did not even have the right to live.

Introducing Patterns in Teaching Mathematics in Government Schools

In this study, I have attempted to introduce Patterns' in teaching algebra at the lower secondary level in a Government school. The study was conducted in one of the government schools in Karachi. The purpose of this study was to find out the possibilities and constraints in using patterns' as a technique in the teaching of algebra. The study was based on the qualitative paradigm of research. It was designed as an action research, and carried out in the form of case studies of three mathematics teachers of the lower secondary classes. Among the major findings of the study was that teaching of algebra through patterns' can improve the quality of teaching and learning in the mathematics classes. The use of patterns' can also contribute to positive changes in the attitudes of teachers towards the teaching of algebra, and likewise the attitudes of students towards learning of algebra. The study takes note of some of the constraints and challenges in using patterns' in teaching algebra, and makes recommendations for introducing this method to the teachers and students of mathematics.
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