استاد کی عظمت
اللہ تعالیٰ نے اس کائنات کو تخلیق فرمایا پھر اس کی تزئین و آرائش کے لیے اس میں پہاڑوں ، گلستانوں، میدانوں ، سمندروں ، ندیوں اور نالوں کو وجود بخشا، آبشاروں کی کھڑکھڑاہٹ پیدا فرمائی ، فضاؤں کی سرسراہٹ سے اس کے حسن میں چار چاند لگائے۔
اللہ تعالیٰ نے بنی نوع انسان کی اصلاح کے لیے مختلف اوقات میں مختلف زبانوں میں مختلف قوموں میں مختلف انبیاء کرام کو مبعوث فرمایا یہ سلسلہ چلتا رہا یہاں تک کہ نبی آخر النبین حضرت محمد صلی اللہ علیہ و آلہٖ وسلم تشریف لائے اور پھر نبوت کا دروازہ بند کر دیا گیا اور کام علماء کرام کے سپرد ہوا اور علماء کرام میں اساتذہ جو مدرس ہونے کے ناطے عظیم منصب پر فائز ہوتے ہیں انھوں نے اس فریضہ کو بڑے احسن طریقے سے سرانجام دینا شروع کر دیا اور عوام النّاس کی اصلاح کے لیے مستعد رہے۔
شیخِ مکتب ہے اک عمارت گر
جس کی صنعت ہے روحِ انسانی
اگر بنظر غائر مشاہد ہ کیا جائے تو استاد کی حیثیت، اہمیت اور مقام مسلم ہے، کیونکہ استاد ہی نونہالانِ قوم کی تعلیم و تربیت کا ضامن ہوتا ہے، استاد ہی قوم کے نوجوانوں کو علوم وفنون سے آراستہ و پیراستہ کرتا اور اس قابل بناتا ہے کہ وہ ملک وقوم کی گرانبار ذمہ داریوں سے عہدہ برآ ہوسکیں۔ استاد جہاں نوجوانوں کی اخلاقی و روحانی تربیت کرتا ہے وہاں وہ اُن کی مختلف علمی ،سائنسی، فنی ، اور پیشہ ورانہ مہارتوں کا سامان بھی کرتا ہے، والدین بچے کی جسمانی پرورش کرتے ہیں، جبکہ استاد کے ذمے بچے کی روحانی تربیت ہوتی ہے، اس لحاظ سے استاد کی حیثیت اور اہمیت والدین سے کسی طرح کم نہیں بلکہ ایک لحاظ سے ان سے بڑھ کر ہے، کیونکہ روح کو جسم پر فوقیت حاصل...
Moral values are seen as the basis of human civilization. Absence of moral values and responsibilities results in the justification of every evil in the society, as it is the case being observed in the present-day societies in many parts of the world. A nation, whose collective morals are high, is capable to lead other nations, irrespective of caste, creed and religious affiliations. If a nation, Muslim or non-Muslim, ignores the high moral values, it cannot avoid its decadence and destruction. Due to this utmost importance of morality for humanity, Islām regards morality as one of the integral parts of the Divine Revelation. Islām aims to create a sense of moral responsibility in its adherents, so that, they may show a complete picture of an ideal society, and enjoy their freedom to carry out the best possible moral deeds. The author of this paper, chose to study the present moral crisis in the Pakistani society and tried to determine the causes, which has brought about this moral crisis and also presents its cure in the light of the Qur’ān and Sunnah. The study focuses on the following aspects: Definitions of moral values & society, Prevalent social evils in our society, Causes of crimes and social evils, Remedies to root out unethical practices and evils from the society, Conclusion and recommendations.
PQ4R is an acronym which stands for Preview, Question, Read, Reflect, Recite and Review. This is a learning strategy both for teachers and students. It also helps old and young as well as slow learners. This study aimed to investigate the effect of PQ4R strategy on the academic achievement of slow learners in English at secondary level. The main objectives of the study were to investigate the effect of PQ4R strategy on slow learners’(i) Reading comprehension (ii) Oral Reading Fluency (iii) Reading speed/rate, accuracy and Prosody (iv) Level of Attention and Involvement. To achieve the mentioned objectives the following hypotheses were tested. (Ho1): There is no significant difference between the mean score of pre-test and post test of experimental group on reading comprehension test. (Ho2): There is no significant difference between the mean score of pre-test and post-test of experimental group on Reading Speed/Rate test. (Ho3): There is no significant difference between the mean score of pre-test and post-test of experimental group on Reading Accuracy test. (Ho4): There is no significant difference between the mean score of pre-test and post-test of experimental group on Reading Prosody scale.(Ho5): PQ4R study strategy does not enhance slow learners level of Attention.(Ho6): PQ4R study strategy does not enhance slow learners level of involvement. Govt. High School No:1 for boys Tordher Swabi was selected for the experiment through convenient sampling. A sample of 20 slow learners was selected from 9th class students of the sampled school. The instruments developed for the collection of data were Reading comprehension pre and post tests, Reading speed and reading accuracy pre and post tests and prosody scale as pre and post tests. An observational check list was also developed to observe experimental group level of attention and involvement during treatment. Preexperimental one group pre-test, post-test design was used. The students were prexiii tested and then exposed to six weeks treatment. They were taught through PQ4R strategy. After the completion of treatment the students were post-tested. For the analysis of data t-test at 0.05 significance level was used. Descriptive statistics and chi-square were also used for the analyses of data obtained through checklist regarding students’ levels of attention and involvement. Data analysis revealed that the experimental group scored significantly better on pos-test than pre-test in the areas of reading comprehension and in the three sub-skills of fluency that were reading speed, reading accuracy and prosody. The students also showed high level of attention and involvement observed through the analysis of observational checklist. Thus PQ4R strategy proved to be effective in increasing slow learners’ academic achievement. On the basis of findings, it was recommended that English teachers should use PQ4R strategy. For this purpose, English teachers need to be properly trained. It was also recommended that curriculum designer should also consider PQ4R strategy.