خدائے سخن‘‘ کی نظمیں
نظم کے معنی ’’موتیوں کی لڑی‘‘ کے ہیں۔موتیوں کو لڑی میں پرونا ہے۔لیکن ادبی اصلاح میں نظم سے مراد اشعار کا وہ مجموعہ ہے جس میں کوئی ایک مرکزی خیال ہوتا ہے۔بہت زیادہ اشعار ہونے کی صورت میں خیال کی درجہ بدرجہ بڑھوتری کو ظاہر کرنے کے لیے اشعار کو مختلف حصوں میں تقسیم کر لیا جاتا ہے تاکہ نظم کے معنی اور مفہوم کو اجاگر کیا جا سکے۔نظم میں ایک خیال یا تصور کو موضوع بنایا جاتا ہے۔نظم میں اشعار کی تعداد مقرر نہیں ہوتی صرف خیال کے تسلسل کو سامنے رکھا جاتا ہے۔
نظم میں موضوع کی کوئی پابندی نہیں ہوتی۔اس میں کسی بھی موضوع پر اظہار خیال کیا جا سکتا ہے موضوع چاہے تاریخی ہویا جغرافیائی دینی ہویا دنیاوی،تہذیبی ہویا ثقافتی،معاشی ہو یا معاشرتی،سیاسی ہو یا مذہبی،قومی ہو یا انقلابی،قدیم ہو یا جدیدعلمی ہو یا ادبی غرض ہر موضوع اور دنیا کے ہر معاملے،زندگی کے ہر مسئلے اور کائنات کے ہر پہلو پر نظم لکھی جا سکتی ہے۔
موضوع کی طرح نظم کے لیے خاص ہیئت کی پابندی ضروری نہیں جس طرح نظم کا کوئی بھی موضوع منتخب کیا جا سکتا ہے اسی طرح نظم لکھنے کے لیے کوئی بھی ہیئت اختیار کی جا سکتی ہے۔اگرچہ روائیتی طور پر نظم کی کچھ خاص اصناف کے لیے خاص ہیئت مخصوص ہیں۔مگر عام طور پر نظم کے لیے کوئی خاص ہیئت مقرر نہیں کی گئی،یہ بات ہمیں عطا محمد عنبر کی نظموں کی کتاب ’’خدائے سخن‘‘ میں دیکھنے کو ملتی ہے۔انہوں نیاپنے اس شعری مجموعہ میں جو نظمیں شامل کی ہیں۔ان کو مختلف ہیئتوں میں لکھا ہے کہیں کہیں نظم کا تاثر پھیکا پڑتا دکھائی دیتا ہیاور غزلیہ رنگ نمایا ں نظر آتا ہے۔کیونکہ آپ کی بہت ساری نظموں میں سے ایک سے...
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.
Teacher empowerment emerged as a strategy for school reforms in the mid-1980s as a result of falling state of education standard in the USA. However, it is not given due importance nor is implemented in the developing countries because of the centralized education system. The decisions are made at the higher level and teachers' voice is left out from the curriculum development, policy formation and school management despite the fact that teachers are the main pillars in restructuring the school and student learning. A phenomenological study was conducted in Karachi, Pakistan to explore the lived experiences of the principal, head teachers and teachers regarding the effects of teacher empowerment strategies on teachers' motivation. A qualitative inquiry was used to seek information from three private secondary schools which are working under one system. The sample size included one principal, three head teachers and twelve teachers who are holding some leadership positions in the schools. The process of data collection was done through semi- structured interviews, focused group discussions and document analysis. The study found that teacher empowerment is an important element in school improvement. The stakeholders (principal, head teachers, teachers) in the schools understand teacher empowerment as involvement in decision making, problem solving, taking and fulfilling their responsibilities in their schools. It was also found that the principal plays a crucial role in implementing teacher empowerment in schools while involving teachers in the schools' management. Empowerment builds the leadership skills and professional competencies of teachers when they are provided with opportunities to be part of the school management. Teacher empowerment also increases teachers' job satisfaction, teachers' self-efficacy and professionalism which becomes a motivating factor for them to stay and give their best in their profession. However, challenges were also faced by the principal and teachers in executing teacher empowerment such as lack of resources, disagreement in opinions, repetitive professional development trainings, domestic issues etc. The study recommended that policy makers, teacher educators and school leaders should promote teacher empowerment, so that their voices can be included in educational affairs. Also teachers networking should be extended so that they learn from each other and share their ideas to improve the process of teaching and learning.