استفہام بمعنیٰ تعجب
استفہامیہ اسلوب تعجب کے لیے بھی استعمال ہوتا ہے جیسے آیت کریمہ:
"يَاأَيُّهَا الْإِنْسَانُ مَا غَرَّكَ بِرَبِّكَ الْكَرِيمِ"۔ [[1]]
"اے انسان تجھے کس چیز نے اپنے اس پروردگار کے معاملے میں دھوکا لگا دیا ہے جو بڑا کرم والا ہے ) میں استفہامیہ اسلوب اظہار تعجب کے لیے ہے کہ اگر خدا تمہیں برابر ڈھیل دے رہا ہے تو تم نے اس ذات کریمی سے بہت سخت دھوکا کھایا"۔
" أَيَحْسَبُ الْإِنْسَانُ أَلَّنْ نَجْمَعَ عِظَامَهُ”[[2]]
"کیا انسان یہ سمجھ رہا ہے کہ ہم اس کی ہڈیوں کو اکٹھا نہیں کر سکیں گے؟"
"أَيَحْسَبُ الْإِنْسَانُ أَنْ يُتْرَكَ سُدًى “[[3]]
"کیا انسان یہ سمجھتا ہے کہ اسے یونہی چھوڑ دیا جائے گا؟"۔
ان آیات میں اللہ تعالیٰ حیرت و استعجاب کے ساتھ کہ رہا ہے کہ انسان آفاق وانفس کی تمام نشانیوں اور اپنی خلقت و ممات کو دیکھتے ہوئے بعث بعد الموت کے بارے میں شک میں پڑا ہوا ہے کیا اسے یہ پوری کائنات نظر نہیں آتی۔ کیا اسے غیر مسؤل چھوڑ دیا جائے گا۔
" مَا لَكُمْ كَيْفَ تَحْكُمُونَ"[[4]]
"تمہیں کیا ہو گیا ہے ؟ تم کیسی باتیں طے کر لیتے ہو "۔
یہ متکبرین سے بانداز تعجب سوال ہے کہ تمہیں کیا ہو گیا ہے کس طرح کے فیصلے کرنے لگے ہو کہ آخرت اور جزا سزا کو نہیں مانتے ۔
" لِأَيِّ يَوْمٍ أُجِّلَتْ ، لِيَوْمِ الْفَصْلِ"۔ [
Allah revealed the Noble Qur'an To His prophet (PBUH) and that is an evidence for the truthfulness of his prophet hood. Allah make a special sequence in this book and he taken the responsibility of its protection, there are scholar whom devoted their lives for the understanding and explanation of the meaning of this Noble book, So All of these Scholar’s explained the verses of Qur'an by their vision, level of understanding, thinking and keeping in view the demands of the place and time. That is the reason that we are finding their different views in the interpretation of Qur'an. In this Article discussed these types of differences and its kinds that we may understand the reality of these various opinions in Tafseer. That these are just the differences in words or there is contradiction in real in their views?
This small-scale research study set out with two purposes. The first purpose of the study was to investigate the difference between public and private school students' attitudes towards mathematics at the secondary level in Quetta, Pakistan. Another aim of the study was to find out whether there is a difference between male and female students' attitudes towards mathematics. The population in this study consisted of (n = 387) students of ninth grade selected through stratified random sampling from twelve secondary schools. Data was collected through an adapted questionnaire 'Attitudes Toward Mathematics Inventory' (ATMI) (Tapia, 1996) that consisted of 40 statements arranged under four subscales (self-confidence, value, enjoyment, and motivation). Students were asked to indicate their degree of agreement with each statement in the ATMI, from 'strongly disagree' to 'strongly agree'. Data were analysed using the non-parametric equivalent of the independent t-test. The results of the study indicated that there were no significant differences between public and private school students' attitudes towards mathematics at the secondary level. Results at subscale level also revealed that no significant differences between the public and private systems were found except for the subscale 'value of mathematics'. Furthermore, the results of the study indicated that there were significant differences between male and female students, where male students reported to have a significantly high degree of positive attitude towards mathematics as compared to their female counterparts. Interestingly, results in each school type also revealed that male students claimed to have a more positive attitude towards mathematics than female students. The results of the study provide significant insights into male and female students' attitudes towards the discipline in both public and private secondary schools. Based on the results of the study, some recommendations have been put forward for policy and practice. Furthermore, the results of the study can be used as a baseline for further research.