عارف میرٹھی
عارف میرٹھی (۱۹۰۰۔۱۹۷۵) کا اصل نام سید محمد عسکری حسن تھا۔ آپ میرٹھ میں پیدا ہوئے۔ زندگی کا زیادہ تر حصہ سیالکوٹ میں گزارا۔ نور میرٹھی سے اصلاح لیتے تھے۔ ہر صنفِ سخن میں مہارت رکھتے تھے لیکن رباعی اور غزل زیادہ کہتے تھے۔ ۱۹۲۳ء میں میرٹھ کے مشاعرے میں بہترین شاعر قرار پائے۔ اس مشاعرے سے اشعر الشعرا کا خطاب اور طلائی تمغہ ملا۔ آپ کو صنفِ تاریخ گوئی میں کمال حاصل تھا۔ آپ نے سیالکوٹ‘ ڈسکہ اور گوجرانوالہ میں اپنے تلامذہ کی ادبی تربیت بھی کی۔ قومی سطح کے مشہور شاعر اکبر حمیدی‘ ناصر نقوی‘ فیض محمد گوہر‘ پروفیسر صادق علی اور ممتاز دانشور سید غلام عباس کو آپ سے شرفِ تلمذ حاصل ہے۔(۳۳۵)
عارف میرٹھی کی شاعری میں کوئی جدت نہیں بلکہ روایتی رنگ کی شاعری ہے۔ عشق و جنون‘ عشقِ حقیقی اور تقدیر عارف کی شاعری کے اہم موضوعات ہیں۔ کچھ اشعار ملاحظہ ہوں:
جوہرِ برق تپاں کو کیا کہیے
قسمت آشیاں کو کیا کہیے
مانگتا ہوں بلائیں گردوں سے
حسرتِ امتحان کو کیا کہیے
لٹ گیا باغِ آرزو اپنا
دستبرد خزاں کو کیا کہیے
تھی یہ قسمت ہی آشیانے کی
ستم آسماں کو کیا کہیے
(۳۳۶)
بے خودی میں کر رہا تھا دوسرے عالم کی سیر
پھبتیاں کستی تھی دنیا مجھ کو غافل دیکھ کر
جوش وحشت میں جنوں کی جب کوئی حد ہی نہیں
اہلِ دل گھبرائیں پھر کیوں بُعد منزل دیکھ کر (۳۳۷)
ان کی نظریں دیکھ کر ان کی طرف دل ہو گیا
خود مرے پہلو میں پیدا میرا قاتل ہو گیا
بے کسی میں کون ہوتا ہے کسی کا غم گسار
خود میرے قابو سے باہر اب میرا دل...
Islam recognizes the status and respect of other faiths and communities for socioeconomic and sociopolitical development. Therefore, the kind Messenger of Allah صلى الله عليه وسلمwas the first ever personality in the human history who accepted the identity of other faiths and involved them in state affairs of the city state of Madīnah in 610 CE/1AH. The citizens of the first Islamic State including Jews, Christians and Polytheists were treated as equal and respected citizens. The door of discussion and mutual cooperation were opened for all faiths and communities of the society. For that purpose, the Holy Prophet صلى الله عليه وسلم set out some special parameters and principles of dialogue and interaction with other faiths. These principles may be freedom of religion, mutual respect and cooperation, interfaith tolerance, focus on common issues, active participation in state and social activities etc. The history is eye witness of this conduct that Muslim rulers and public care these principles and promote them in all ages of the Muslim governance. However due to some reason modern era have been observed of not being compatible with minorities in east as well as in the west. Categorically, they are having encounters with many difficulties, challenges and issues for security, rights and peaceful coexistence in all over the world. Unfortunately, Pakistan have also considered to be the part of hyper national and international sociological environment regarding minorities. In order to overcome these issues and challenges then we must follow the Prophet’s Seerahصلى الله عليه وسلم regarding interfaith dialogue and mutual cooperation in a pluralistic society like Pakistan. In this study, the efforts are made to explore contemporary challenges and its solution in light of the Seerah of the Prophet صلى الله عليه وسلمfrom current sociopolitical context.
Conceptual understanding of mathematics enables students to integrate mathematics across the discipline and within their surroundings. The current study aimed to investigate the existing differences in the conceptual understanding of the students studying through two different curricula, i.e. the National Curriculum (NC) and the International Baccalaureate (IB), and the factors affecting students’ conceptual understanding of mathematics. It is a mixed methods study carried out in two schools of Karachi, one of which was an IB world school and the other one was affiliated with Aga Khan University-Education Board (AKU-EB) which follows NC 2006. A total of 45 research participants participated in the study. Among those 45 participants, two were mathematics teachers and the remaining forty three were students from both the schools. Analysis of Quantitative tools, (a Mathematics achievement test and a demographic datasheet) showed that the students of IB performed relatively better then AKU-EB students and have positive relation between the extra support they receive and their academic achievement. Thematic analysis of the qualitative semi-structured interviews of teachers, focus group discussion with students, school and classroom environment observations, disclosed significant influences of assessment, pedagogical approach, curriculum content, school environment and home support on students’ conceptual understanding. The implications of the study emphasise upon the need of modification in assessment criteria, as well as the pedagogical approach of the teachers to enhance mathematics conceptual understanding among students. It further emphasises on introduction of cohesive curriculum content for mathematics. In future the study could be expand and could be used to generate more generalizable results.