فاخرہریانوی
فاخرہریانوی (۱۹۰۱ئ۔۱۹۷۷ئ) کا اصل نام دین محمد تھا اور تخلص فاخرؔ تھا۔ فاخرؔ ہریانہ ضلع ہوشیا ر پور میں پیدا ہوئے۔ پنجاب یونیورسٹی سے ۱۹۳۱ء میں بی او ایل کیا۔ پھر پنجاب ایجوکیشن ڈیپارٹمنٹ سے ۱۹۳۵ء میں سینئر اینگلو ورینکولر کا سرٹیفکیٹ لیا۔ تعلیم کے بعد اردو مرکز لاہور میں ملازم ہو گئے۔ جگر مراد آبادی ،اصغر گونڈوی او ر یاس یگانہ چنگیزی بھی ان دنوں اس مرکز سے منسلک تھے۔ اصغر کے چلے جانے کے بعد فاخر کو اس ادارے کا ناظم بنا دیا گیا۔ فاخر نے کچھ عرصہ پنجاب لیجسلیٹو کونسل میں مترجم کی حیثیت سے بھی کام کیا۔ ۱۹۲۹ء میں فاخر شعبہ تعلیم میں چلے گئے۔ ملازمت کے سلسلے میں وہ بہت سے علاقوں میں رہے۔ اور آخر کار پسرور میں مستقل سکونت اختیار کی۔(۴۲۰)
’’موجِ صبا‘‘ فاخرؔ کا واحد شائع شدہ شعری مجموعہ ہے۔ جو فروری ۱۹۶۶ء میں ایوانِ ادب لاہور سے شائع ہوا۔ اس مجموعے کا دیباچہ پروفیسر حمید احمد خان نے لکھا ہے ۔ا س کی ترتیب میں ضیاء محمد ضیاء اور طاہر شادانی کی تلاش اور تفتیش شامل ہے۔ مرتبین نے اسے سات حصوں ،حمدیہ ،جذبات و افکار،رومان ،دیہاتی نغمے ،یادِ رفتگاں ،سیاسیات اور متفرقات میں تقسیم کیا ہے۔ یہ شعری مجموعہ ۲۴۰ صفحات پر مشتمل ہے۔ اس کی تفریظ ڈاکٹر وزیر آغا نے لکھی ہے۔ اشکِ عمل ان کا غیر مطبوعہ مجموعہ ہے۔فاخر نے سب سے پہلے مسدس حالی کی بحر میں اشکِ عمل قلمبند کروائی ہے۔ اول حصہ حمد باری تعالیٰ اور دوسرا حصہ حضورؐ کی زندگی سے متعلق اہم واقعات پر مشتمل ہے۔ ان میں تبلیغ اسلام فتح مکہ اور جنگ احد بالخصوص قابل ذکر ہیں- فاخرؔ نے قرآن مجید کا منظوم ترجمہ بھی کرنا شروع کیا لیکن ادھورا چھوڑ دیا۔ پھر ایام پیری میں دوبارہ اس کا م کا عزم کیا ۔قرآن مجید کی آیاتِ...
This research article consist unique study regarding constitution of Human being character building in the thoughts of eminent philosopher Shah Wali Ullah (1703-1764). In present critique the focus has been made to explore how individual characters build in the specific environments? How surrounding effects on the character building? Moreover linkage of Islamic ‘IB└DA and its positive impact on the Muslim society has been explored. In interpretation of Shah Wali Ullah, All ‘IB└DA are like tools which lead to generate four basic ethics i.e purity and transparency capitulation, gainful and abstinence. These are the basic moral code which are the ultimate result of the four kind of ‘IB└DA i.e prayer, fasting, zakat and hajj. Muslim has inestimable inner power in the form of six lat┐’ef )اطلفئ, )which ultimately resulted upon the change of behavior. Character building are etiquettes, noble practices, decentness and good morality. It is generally refers to a code of conduct, that an individual group or society hold as authoritative in distinguishing right from wrong. Ethics are phenomenon values and can develop up to reasonable universal standards. Conduct in Islam governs all aspects of life and specifically addresses such principles as truthfulness, honesty, trust, sincerity, brotherhood and justice, while Islam forbid false, conspiracy, dodge, rude, irascibility, corruption. To materialize the virtues and disgrace the fake a role model prophet Muhammad (S.A.W) were deputed from Allah to guide the human being. So In present article character building in the theory of Shah Wali Ullah especially while in other Muslims scholars in general has diagnosed.
Exploring of the science concept development and change in young children has been a neglected area in most of the developing countries. Research in the developed world indicates that many children do not have a scientific understanding of such concepts like; energy, force, motion and living nonliving things, even by the age of 10 years. The purpose of this study was to explore and to develop young children's (age 3 to 5 years) learning of the concept of living and nonliving things in one of the private schools in Karachi. This exploratory research used the action research approach and qualitative data collection methods like classroom observations, and interviews to investigate the process of conceptual development and change students' learning about living and nonliving things. During explorations most of the students were found to think about living and non living things in a nonscientific way like every moving thing is living and when living things is in pictorial form students consider it nonliving. Students' ideas and understanding about living and nonliving things were limited to their daily life observations and experiences. The study involved classroom teaching over the 6-week lessons of teaching the concept living and nonliving things'. A small group of six students was focused during the study to find out changes in the process of conceptual development. The predominant changes were development of scientific terminology and improvement in the use of criteria for explaining living and nonliving things. The social set up of the classroom and the teaching strategies based on explorations, problem-solving, and hands-and minds-on experiences helped the students to learn in a better way. Students having some prior understanding of the concept of living and nonliving things were identified as being able to benefit from classroom instruction. However, the students who had no prior understanding of the concept were found least able to develop the concept. The study also discusses the factors related to classroom practices of the teachers' that facilitate or hinder the process of scientific concept development and change. Recommendations were made for teaching that the teaching instructions should focus on conceptual development and change rather than enrichment of knowledge alone.