مارنہیں پیار
زندگی میں انسان کو کئی حوالوں سے زندگی کا احساس دِلانا ہوتا ہے اور ثابت کرتا ہے کہ وہ شاہراہ حیات پر رواں دواں ہے خواہ وہ راستے خار دار جھاڑیوں سے پر ہو یا اس پر از ہارواثمار سے لدے درخت کی ٹہنیاں سر جھکائے محوِ حمدوثناء ہوں۔ زندگی مسائل سے بھری ہوئی ہو یا اس کی رنگینیاں ، رعنائیاں اظہر من الشمس ہوں۔ انسان کو کسی نہ کسی صورت میں ان سے واسطہ رہتا ہے۔ انسان کبھی خوش وخرم ہوتا ہے اورکبھی ناراضگی کے باعث اس کی پیشانی پرشکن واضح ہوتی ہے۔
زندگی میں انسان سے کوئی اچھاعمل سرزد ہوتا ہے تو اسے انعام و کرام سے نوازا جا تا ہے اور اگر اس سے کوئی خطا سرزد ہوتی ہے تو اس کو اس کی سزا بھگتنا پڑتی ہے، اچھے کام کی انجام دہی پراچھے صلے کا سزاوار ٹھہرتا ہے اور سہواً یا عمداً کوئی غلطی ہو جائے تو وہ سزا کا مستحق ٹھہرتاہے۔ دین اسلام میں بھی جزاء وسزاء کا تصور موجود ہے، عابد اور صالح مسلمان کے لیے وعدہ ٔحورو قصورموجود ہے۔ خاطی اور گنہگار کے لیے وعید جہنم کا تصور موجود ہے۔ اگر یہ تصور ختم ہو جائے تو حصول راحت کے لیے کی جانے والی مساعی جمیلہ کی چمک ماند پڑ جائے گی اور سزا کی طرف مائل ہونے والی حرکتیں اور اعمال سیٔہ کی کثرت ہو جائے گی’ ’مار‘‘ کا تصور موجود ہے اور ’’ پیار ‘‘ کا تصور بدرجہ اتم موجود ہے۔
یہ ہماری عظمت ہوگی ’’مارنہیں پیار‘‘ کو اپنے معاملات میں جب داخل کریں گے، اور محبت و شفقت کا وتیرہ اپنائیں گے تو اس خصلت حمیدہ کی آفاقیت سے کسی طور بھی صرف نظر نہیں کر سکتے۔ یہ اسلوب ایک طالب علم کے لیے فرحت بخش ثابت ہوگا۔ اگر چہ مار کے تصور سے تاریخ...
One of the core issues in contemporary economic trends is the fair and just distribution of wealth into the society. In this research, a comparative study of ‘distribution of wealth’ in Capitalism, Communism and Islam has been conducted. Qualitative research method is adopted for the analysis of data. The review of literature reveals that central ideas of Capitalism, Communism and Islam are ‘liberty’, ‘equality’ and ‘justice’ respectively. After evaluating the basic infrastructure, methodological framework and practical consequences of these three systems, it has been established that Capitalism and Communism have badly failed in maintaining fair distribution of wealth. Both (Capitalism and Communism) enhanced global inequality which could be assessed from the present economic condition of world as half the world’s wealth is now in the hands of just 1% of the population. On the other hand, Islam has ensured the just distribution of wealth by taking two revolutionary steps: by giving 18 compulsory and 6 optional commandments about circulation of wealth and by overruling all means of hoarding. Moreover, unlike Capitalism and Communism, Islam has given special instructions to distribute wealth among poor, disable, and helpless persons of society who are incapable of participating in the process of production. These measures promote peace and prosperity in society and reduce the ratio of poverty. In the light of above findings, it is concluded that only Islamic economic system can guarantee the just and fair distribution of wealth. It is, therefore, recommended that Islamic countries should implement the Islamic economic system in order to get rid of economic instability.
The aim of the present study was to ascertain the relationship of self-concept and achievement of students at higher education level. In the study, higher education level means university level. To find out the relationship of both variables; self-concept and achievement of students, their selfconcept level and academic achievement level were found. Students’ self-concept level was found through a self-concept scale and their achievement level through an achievement test. The interrelationship between dimensions of self-concept and achievement was also found. The study was delimited to the public sector universities of province of Punjab and Federal level in Pakistan; and students of M.A. Education. In this way, total seven universities and 389 students were selected as sample of the study. For this study, an adapted version of Self-Description Questionnaire III developed by Marsh (1992) was used. Self-concept scale for the present study was a five point scale based on 45 items related to academic, physical, social, moral self-concept, problem solving and self-esteem. All these dimensions were merged into factors for inter-item correlation for analysis. There were both positive and negative statements in scale also. Reliability of the scale was found through Cronbach’s Alpha and its Alpha coefficient was found 0.78. To find out the achievement level of students and then correlating it with self-concept level of students, a self-developed achievement test was used. This test was based on 50 Multiple Choice Questions. The items of the achievement test were based on five core courses of M.A. Education. These courses were taught in all the sampled universities of present study. All questions were set keeping in view the opinions of those teachers who had expertise and specializations in these five courses of study. Both the instruments were got validated in the light of opinions of experts and through pilot study, conducted on students. Certain changes were also made in both instruments on the base of pre-testing. For the analysis of data, Pearson’s Product Moment Correlation Coefficient was used because the nature of the study was correlative and researcher wanted to find out the relationship between both variables. Other statistical techniques included Percentage, Mean, Standard Deviation, t-test and z-test; z-test was used for the comparison of scores of self-concept scale and achievement test and t-test was used to test the level of significance. To reach certain conclusions data were presented in tabular and graphical form. It was found through the study that overall 91% students had positive and higher level of selfconcept while 90% students had higher level of achievement. Mean score of responses of students in all 45 statements of scale were also higher and positive in most of the cases. All factors in inter-item correlation were found positively correlated with one another; however maximum correlation was found between social self-concept and self-esteem. Correlation of selfconcept and achievement of students showed weak but significant relationship between both variables. Correlation of factors of self-concept and achievement was also found to be negligibly correlated with each other. Correlation of subjects with self-concept was also significant, however, only one subject i.e Curriculum was insignificantly correlated with self-concept. It was concluded after analysis that for a bright future of students, it is necessary to improve selfconcept and academic achievement simultaneously; no variable can be ignored. Both variables complement each other, both influence each other. Self-concept is a non-observable construct but it shows and explains itself in the form of behaviour, attitude, interest and also in academic achievement.