زخم اپنے دکھا نہیں سکتا
یہ تماشا لگا نہیں سکتا
ہوں سخی پھر بھی درد کی دولت
میرے یارو! لٹا نہیں سکتا
میرے اندر جو اب کے دہکا ہے
یہ الائو بجھا نہیں سکتا
رنج ہر اک اٹھا میں سکتا ہوں
پر میں ذلّت اُٹھا نہیں سکتا
رو تو سکتا ہوں عمر بھر تائبؔ
میں کسی کو رُلا نہیں سکتا
Mafatiḥ - al- Ghayb (The Keys to Unknown) by Imam Fakhr-ul-Din-Al Rāzi (born 544-606, Ray Iran – died 1149- 1209, Iran) is a well known classical scholarly commentary of the Qur’ān, written in Arabic. The exegesis of Imam Rāzi explain each passage of the Qur’ān by mentioning reports and narration (athar from the prophet, his companions (sahabah) and the immediate generations following the companions (Tabi’un). Imam Al Rāzi accumulated a big treasure of explanatory tradition which is extracted from many books. He compiled all the reports and narrations that he could gather for each particular passage without concentrating on their authenticity which resulted in compilation of many weak, unauthentic and even fabricated reports chipped into his tafsir on which he kept silent. Tafsir. The present article critically analysis the tafsir portion from Surah al Taubah and discusses the fabricated reports detected during the investigation.
This thesis looks at the language and conceptualization in autism from the perspective of embodiment offered by Cognitive Semantics – concepts are embodied and are mirrored through language. Thirteen verbal children with autism were treated as thirteen cases and their behaviour and linguistic data were analyzed to investigate following three interests: 1) the nature of their embodiment (sensory-perceptual experiences); 2) the disposition of their conception regarding real-life events; and 3) the relation between their embodiment and their conception of events as revealed through their discourses. The study is delimited to two real-life events: School Routine and Birthday Party. The former is experienced by the children five days a week, while the latter is experienced once a month. The study is further delimited to three modalities: visual, auditory and proprioception. The visual, auditory and proprioceptive embodiments of children with autism were explored through Sensory Profile Checklist Revised (SPCR) (Bogdashina, 2005), while their conception and processing of real life events were identified and determined after analyzing their discourses through Cognitive Discourse Analysis (CODA) Tenbrink (2015). The qualitative analysis of linguistic data revealed the expected association between absence and presence of concepts, and sensory processing of verbal children with autism. The findings were discussed in the perspective of Cognitive Semantics that offers a relation between embodiment, conceptualization and language. The study concluded with the proposition that autism be viewed from the perspective of embodiment. This offers a more flexible and developmental approach towards individuals with autism and treats them just like neurotypicals – the perception and conception (of events schemas) are determined by their unique embodiment (sensory-perceptual experiences). The proposed cognitive theory of autism “theory of embodied processing” also seems to resolve the issues of universality, specificity and uniqueness that already existing cognitive theories of autism – Theory of Mind Deficit, Theory of Executive Functioning and Theory of Weak Central Coherence – have been trying to resolve.