رومانیت:
فیض اپنے کلام سے اپنے خشک زاہد اور ناصح ہونے کا تصور نہیں دیتے بلکہ پھول اور تلوار کے ساتھ ساتھ چشم و لب کی کاٹ کی باتیں بھی کرتے ہیں۔ ان کی اْفتاد ِ طبع رومانی ہے ان کے سینے میں پیار بھرا دل دھڑکتا ہے ان کے کلام میں لطافت اور نزاکت کی روحانی فضائ چھائی رہتی ہے وہ تصورِ جاناں پر سب کچھ نچھاور کرتے نظر آتے ہیں۔
حسن ادا اور ندرت ِ بیان:
فیض ندرت بیان سے قاری کواپنے سحر میں جکڑ لیتے ہیں اور ان کے کلام کا جتنا زیادہ مطالعہ کیا جائے نئے نئے خیالات و تصورات و ا ہوتے جاتے ہیں کیونکہ ان کے ہاں ندرت بیاں اور حسن ادا کی دلکش مثالیں پائی جاتی ہیں۔
جذبات کی ترجمانی:
شاعری میں جذبات کی ترجمانی کے لئے صدق و خلوص انتہائی ضروری ہوتے ہیں صرف احساسات ، محسوسات اور جذبات کے بیان کا نام شاعری نہیں ہوا کرتا۔ فیض کے ہاں ہمیں پر خلوص جذبہ صداقت اور اْسلوب ِ اظہار پر کامل قدرت ہمیں بھر پور انداز میں ملتے ہیں۔
عشقیہ شاعری:
فیض کی شاعری حقیقی جذبات کی عکاسی کرتی ہے ان کی شاعری میں عشق و مستی اور چاہت ومحبت کا بھی کثرت سے ذکر ملتا ہے ان کی شاعری محبت کا ایک دل آویز نمونہ ہے اس اظہار میں چاند کی چاندنی کی سی ٹھنڈک اور سکون ، باد نسیم سی نازک خرامی کے علاوہ محبت کا لوچ اور رس ہمیں دلکش پیرایے میں نظر آتا ہے۔
وطن پرستی:
فیض کو اپنی مٹی سے پیا ر ہے۔ اس مٹی کو وہ محبوبہ کی طرح چاہتے ہیں۔ محبوبہ اور وطن میں وہ فرق نہیں کرتے
اسلوب:
دراصل فیض کا مخصوص لہجہ اور اسلوب ہی وہ جادو ہے جو قاری کو اپنا اسیر کر لیتا ہے اور ہر بار...
The foundation of the Sharia is revelation, revelation is the name of two things, the Qur'an and the Sunnah, since both are related to the news, and to convey the news to others, narrators are needed, so for the propagation of the Qur'an and the Sunnah to future generations. It was necessary to have narrators, the narrators of the Holy Qur'an are called Qira, the narrators of the Sunnah are called Muhaddith, the traditions of the Holy Qur'an are called 'Qara'at' and the traditions of the Sunnah are called 'Ahadith'.
Both the Qur'an and the Sunnah are revelations, but still there are some differences between them which are explained in detail in the Book of Principles. It was a difficult task, and the significant efforts made by the Muhadditheen in this regard were more famous and campaigned than the knowledge of al-Qaraat and recitation. He became famous with this, and some people even got the wrong impression that he had nothing to do with jurisprudence, and this wrong impression was reinforced by the behavior of the some Narrators.
In reasoning and deriving from the Sunnah, there were many disorders and factors that gave birth to different schools of jurisprudence. For example, a hadith revealed to an imam or a jurist during reasoning has a hidden reason that is not revealed to anyone else. Therefore, there is a difference in argumentation. Similarly, sometimes the hadeeth is correct in a certain issue in front of a jurist, while on the other hand, it is weak in the opinion of another, which leads to diversity in argumentation.
When the jurists differed in the derivation of the issues and rulings, in fact, these are cases of priority and non-priority, in which there is, however, scope that any position can be declared preferred based on arguments.
Keywords: Hadith, Muhaddithin, Jurisprudential Proverbs, School of Thoughts, Differences.
The purpose of this study was to explore the practices of implementing AKU-EB skill-focused English syllabus of Grade XII at two private higher secondary schools in Gilgit Baltistan. The major areas of investigation were the perceptions of the teachers and students about their understanding of the syllabus, teaching and assessment strategies, resources used in the language classroom, students' attitudes and the challenges encountered during the syllabus implementation. The study was conducted through the case study method within the qualitative paradigm. The data was collected through semi-structured interviews from four teachers and focus group interview from 12 students. Classroom observations were also conducted to triangulate the data. The research participants were selected through purposive sampling. The findings revealed that while implementing the AKU-EB English syllabus in grade XII, the teachers mainly focus on the four language skills (listening, speaking, reading and writing). While teaching, integration of these skills is productive for developing the language skills. All the strategies and activities are aimed at developing communicative competence in the students. For this purpose, Communicative Language teaching (CLT) approach is practiced to enhance language skills. The teachers encourage students-centered approach by conducting role plays, speech and debate competitions and dialogues so that the students get more chance to participate. Moreover, various resources and materials are used for practicing the four language skills. For instance, recommended books and library, online material, newspaper articles, magazines, novels, audio and visual aid are used for practicing the four skills. The data indicates that collaborative learning environment is encouraged through group and pair work. Furthermore it is identified that contrastive feedback is vital for enhancing the language skills. However, there were certain challenges for implementing the syllabus effectively such as difficulty in understanding the SLOs, the large number of students, students with weak English, and the lack of time. This study provides some recommendations for the system administration and examination wing that appropriate professional development training should be arranged for better implementation of the syllabus. Overall, English syllabus of AKU-EB is identified as productive towards developing communicative competence.