استفہام بمقصد تاکید
ڈاکٹر عبید اللہ فہد فراہی کی نظر میں بعض اوقات استفہام سےسوال کرنا مقصود نہیں ہوتا بلکہ تاکید کےلیے بھی یہ اسلوب استعمال ہوتا ہے ۔ قرآن پاک میں استفہام کایہ اسلوب تاکید وتعظیم کے معنی میں بہت استعمال ہوا ہے ۔ [[1]] سورۃ القیامہ میں مندرجہ ذیل آیات میں استفہام کا زور دیکھیے:
" أَلَمْ يَكُ نُطْفَةً مِنْ مَنِيٍّ يُمْنَى ، ثُمَّ كَانَ عَلَقَةً فَخَلَقَ فَسَوَّى ، فَجَعَلَ مِنْهُ الزَّوْجَيْنِ الذَّكَرَ وَالْأُنْثَى ، أَلَيْسَ ذَلِكَ بِقَادِرٍ عَلَى أَنْ يُحْيِيَ الْمَوْتَى "۔ [[2]]
"کیا وہ ایک گاڑھے پانی کا قطرہ نہ تھا جو ٹپکایا گیا تھا ؟ پھر لہو کا لوتھڑا ہوگیا پھر اللہ نے اسے پیدا کیا اور درست بنادیا۔ پھر اس سے جوڑے یعنی نر مادہ بنائے۔ کیا (اللہ تعالیٰ ) اس (امر) پر قادر نہیں کہ مردے کو زندہ کر دے"۔
: " هَلْ أَتَى عَلَى الْإِنْسَانِ حِينٌ مِنَ الدَّهْرِ لَمْ يَكُنْ شَيْئًا مَذْكُورًا “[[3]]
"انسان پر کبھی ایسا وقت آیاہے کہ نہیں جب وہ کوئی قابل چیز نہیں تھا) اس سورۃ کی ابتداء استفہام ،تاکید ،تقریر اورانسانی قلب کو ایک نرم لمس کے ساتھ ہوئی ہے "۔ (۲۷)
[[1]] فلاحی، ڈاکٹر عبید اللہ فہد، قرآن مبین کے ادبی اسالیب، دار التذکیر، لاہور، ۱۹۹۹ء، ص۱۳۱۔
[[2]] القرآن ، ۷۵ :۳۷۔ ۴۰
Islam as a religion is not based on empty or futile theories. Infact it intensely educates in altering a practical approach towards ones exixtence both as an individual and or a social being. It is the only religion which lead the way towards welfare/ "Falah" and Qura Calls such people Muflihon. Falah is for both render, either it is a man or a woman. Women especially Holy Prophet's wives are never leave behind in poor's uplift and public welfare. From the very beginning of UMMAHATUL-MOMINEEN (Holy Prophet's wives) are playing vital role in social or public welfare an till in this modern era and patriarchal society, they are role model to help plebians. The Islamic values as the world knows of them today were brought to light through our last messanger (P.B.U.H), assigned with the most important task in probably the most crucial era of human history. With the injustice all over the globe and the leaders of super powers in a rift with each other to dominate the world, exhausted the most important of resouces i.e. The humanity. The divine manifiesto of the Prophet Muhammad (P.B.U.H) and the lives of wives of Holy Prophet was actually based upon justice among masses and the preservation of conflict torn humanity. The intellectual wisdom of Holy Prophet's wives in the given situation was to restore order while restoring justice based upon the reformative rule of law as depicted by the Islamic ideology. The main aim of this very importatnt initiative was to reintroduce the humanity with the most important elements such as humility, mutual respect an retoration of long forgotten code of ethics. The basic foundation of our last Prophet's wives idealogy was to uplift poor whether they are Muslims or not. They successfully ordained the resurfacing, prevalence and practice of the same code of ethics. Now days many of such examples are prevalent in the world, not as a whole yet, though to a certain extent which is holding it together. The war torn and devastated west of the medieval found its solution in applying the same Islamic rule of law in their society in late 17th century and onward. It therefore can be deduced that the same code of ethics, which can be referred to the Quran, the sacred Islamic book, possibly offers the most effective solutions in order to ensure the societal and social development in current era.
Curriculum, to a great extent shapes students' experiences in school. Assessment as a major component of curriculum plays an important role in students' academic life because it not only assesses students learning but also contributes in their learning. Unfortunately, there are many issues in our curriculum, teaching learning and assessment. Almost in all the public and private schools, government prescribed textbooks are the only source of knowledge that are followed religiously, which provides one-sided, limited and outdated knowledge to the learners. Teachers are transmitting knowledge and there is no connection of teaching and learning with learners' daily lives. Moreover, assessment encourages rote learning and tests only knowledge, neglecting other higher order skills. The purpose of this research was to explore the success and challenges of three private schools in Karachi, Pakistan, who have initiated the Aga Khan University- Examination Board (AKU-EB) based portfolio assessment in their schools. The design of the research was a qualitative paradigm case study. One hundred and eleven students from all three schools, along with head teachers, and mathematics teachers of each school participated in this research. Besides students and teachers, one of the AKU-EB officials was the research participant. For data generating, I conducted semi-structured interviews of the teachers, head teachers and AKU-EB official and surveyed the students through a questionnaire. The findings revealed the portfolio assessment minimised teacher centered teaching approaches and promoted students active participation in teaching and learning. Use of reflection, self-assessment, peer assessment, presentation, and a collaborative learning environment in a school were major successes of this project. Stakeholders also a highlighted a few challenges regarding conducting and assessing group work, self – and peer - assessment. Stakeholders also faced challenges because of limited time available for the projects and ambiguity in the instructions for some projects.