ادب میں دلچسپی
ناطق کو بچپن ہی سے ادب میں گہری دلچسپی تھی بتاتے ہیں کہ وہ میٹرک تک نصاب کی کتا بیں نہیں پڑھا کرتے تھے بلکہ دوسری کتابو ں کو پڑھنے اور گھر کے پاس سکول کی لائبریری جانے میں زیادہ دلچسپی تھی اور بقول ان کے انھوں نے بچپن میں ہی ایسی کتا بیں پڑھ رکھی تھیں جن میں کسی کوکم ہی گہری دلچسپی ہو سکتی ہے مثلاً ’’داستان امیر حمزہ‘‘’’الف لیلا‘‘ یہ کتابیں وہ بچپن میں ہی پڑھ چکے تھے اور ان میں سے بہت سے صفحات ان کو زبانی یاد بھی تھے ایک دلچسپ واقعہ جس کاذکر کرتے ہوئے وہ کہتے ہیں :
’’آب حیات کتاب جب میں نے پڑھی تو وہ مجھے ایسے ماحول اور کلچر میں لے گئی کہ وہ کتاب میں نے تقریباًچالیس دفعہ پڑھی ہوگی جب بھی پڑھتا ہوں تو ایک نیا لطف آتا ہے۔میں نے سوچا کہ شاعر ایسے ہوتے ہیں یہ تو بہت اچھے لوگ ہیں اور ان کی حرکتیں بھی مجھے راس آئیں اس میں جتنے شاعر تھے میرے لیے خاص طور پر ان دنوں وہاں مجھے انشاء جی بہت بھائے جس طرح مولوی آزاد صاحب نے مصحفی ساتھ ان کی مبالغہ آرائی کروائی ہے۔بچپن میں ایک بندے کو ہیرو کی طرح سمجھ لیا جاتا ہے میرے لیے مصحفی ان دنوں ولن تھا مولوی آزاد نے ان کو ولن بنا کررکھ دیا تھا۔اب ہوش آیا توپتا چلا مولوی آزاد کیسے کھیل کھیلتے تھے۔(2)
کتابوں سے دلچسپی ان کی نہ صرف ادب سے راہیں ہموار کرتی گئی بلکہ ادبی دنیا میں ممتاز لکھاری کے طور پر پہچان کا باعث بنی۔
It is an undoubted fact that terrorism has nothing to do with Islam. All teachings of the Prophet (blessings and peace be upon him) are contrary to any kind of extremism, radicalization and terrorism. Although the Prophet (blessings and peace be upon him) and his Companions faced injustice, persecution and terrorism directly by the disbelievers of Mecca and were forced to leave their homeland, yet, they always treated very peacefully and never demonstrated any kind of extremism. When the Prophet (blessings and peace be upon him) established the first state of Islam in Medina, it faced many atrocities and conspiracies by its enemies, but Muslims never chose the path of injustice and terrorism even against its worst enemies. Muslims always preferred peace treaties and covenants with everyone, so that people can live peacefully. The life of the Prophet (blessings and peace be upon him) is a practical model of moderation, integration and harmony. In this article, we will shed light on the religious view of international terrorism in the light of the Prophet’s biography. Starting with the detailed definition of terrorism, we will discuss this word from a political perspective also. Then we will move towards the international scenario and would point out that how some countries are committing the phenomenon of terrorism to achieve their goals. In the end, we will give some examples from the Prophet’s biography to address the phenomenon of terrorism, extremism, and to establish the atmosphere of tolerance and harmony. We will also discuss that how Islamic state faced international terrorism by Meccans and some tribes, and how Muslims countered it in a peaceful way. Then we will discuss that terrorism has nothing to do with Islam, nor with the teachings of the Prophet Muhammad (blessings and peace be upon him). Those who use the name of Islam to spread extremism and terrorism, have nothing to do with Islam. Islam does not allow anyone to commit any kind of terrorism. Some Qur’anic rulings will also be presented to highlight the promotion of virtue and the prevention of vice, and the political and democratic struggle against injustice and oppression
This research explores my own teaching and learning with regard to connecting students' concrete experiences with classroom teaching and learning with real life. For this purpose, I taught and reflected within the context of a lower-secondary Social Studies classroom of a community school in Karachi. In this regard, my action was informed by Kolb's experiential learning framework which includes four processes of (what Kolb calls): accessing students' concrete experiences, facilitating reflective observation, abstract conceptualization and finally carrying out active experimentation of the emerging constructs. Based on this framework, and using the qualitative research method, I carried out a data based reflection on my teaching focus of connecting concrete experiences with classroom teaching and learning, and classroom teaching and learning with real life. Subsequently, I collected data through classroom observation (of my own practice) with the support of my critical friend, who was the class-teacher; whose class I taught (with school’s and her permission), students' focus group discussions and semi-structured interviews. The study highlights the usefulness of Kolb' experiential learning framework and within that the use of strategies such as questioning and probing, the use of authentic material, working with pictures from newspapers to solicit students' concrete experiences from their daily life. In addition, the study discusses the process of reflective observations, abstract conceptualization and active experimentation of the students on concrete experiences. However, the study also highlights the difficulty in operationalizing Kolb's third stage' of experiential learning framework, i.e. abstract conceptualization, as a discrete stage'. Furthermore, the study finds the use of data based reflection, as an important process to gain a better insight in my teaching and learning. The study concludes by identifying areas for further research, presenting my learning as a teacher, researcher and teacher educator and mentioning some of the challenges I faced during the research.