اپنی تصویر بھی یوں مجھ سے چھپاتی کیوں ہو
دوسرا چہرہ بہانے سے دکھاتی کیوں ہو
تم کو معلوم ہے بنجارے کہیں ٹھہرے ہیں؟
جانے والوں کو بھلا ایسے بلاتی کیوں ہو
ایک شاعر کا یہ شکوہ ہے شکایت بھی ہے
جب دکھانی نہیں تصویر بناتی کیوں ہو
تم بھی مشتاقِ محبت ہو سبھی جانتے ہیں
جذبۂ دل کو بتائو تو چھپاتی کیوں ہو
جب ترے بس میں نہیں روگ محبت والا
تم فضاؔ دل کو یہی روگ لگاتی کیوں ہو
In the present age, a great conflict has become the source of clash between Islām and the rest of the world, especially, the western world. The world of Islām is accused of having and breeding the fanatical elements, who help promote terrorism in the world. The Western world and the media leave no opportunity to malign the name of the most peaceful religion of the world. This article illumines that Islām is a peace loving religion and does not approve terrorism. Those elements, involved in disrupting peace are not the true representative of Islām. They make a very minor portion of the Islamic world. The majority of Muslims are peace loving people and they need to be given a due coverage by the media. This research article is an attempt to present a very soft, peaceful and noble image of Islām before the world, especially, the western world. The two main sources of Islām: al-Qur’ān and the sayings of the Prophet of Islām, the prophet Muḥammadﷺ, have been quoted extensively, to prove that the religion and the meanings of the world, ‘Islām’, all reflect peace, fraternity, friendship and altruism. The Western scholars have also been quoted appropriately to support the said premise.
The purpose of the study was to understand the classroom practices and development of Zeba, an ESL teacher. To explore her ideas, I used narrative inquiry. Narrative inquiry enables teachers not only to make sense of their professional worlds, but also to make significant and worthwhile changes within themselves and their teaching practices (Johnson & Golombek, 2002). One teacher was involved in the study. The data was collected through interviews, classroom observations and available documents. The research findings revealed that the teacher's past experiences influence her classroom practices. The teacher spent a sufficient amount of time in apprenticeship of observation, which influenced her beliefs. She follows those techniques, which her teachers used when she was a student. Secondly, the supportive context of the school in which she works enabled her to develop her classroom practices. Zeba actually learned to teach on-the-job. This experiential learning helped her in her development in her classroom practices. However, mentoring, self-directed learning through reflection writing and other formal and informal courses, like workshops, reshaped her beliefs about teaching and learning.