ہمارا مقصد ِحیات
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
وماخلقت الجن والانس الا لیعبدون
صدر ذی وقارمعزز اساتذہ کرام ومعزز سامعین حضرات!
آج مجھے جس موضوع پرلب کشائی کرنی ہے وہ ہے:’’ہمارا مقصد حیات‘‘
معزز سامعین!
اللہ تعالیٰ نے ہر چیز کوکسی نہ کسی مقصد کے لیے پیدا فرمایا ہے۔ کائنات کی کوئی چیز ایسی نہیں ہے جو بے مقصد پیدا کی گئی ہو۔ حضرت موسی ں نے بارگاہِ رب العزت میں عرض کی کہ یارب العالمین تو نے چھپکلی کوکس لیے پیدا فرمایا۔ اللہ تبارک وتعالیٰ کی طرف سے جواب ملا کہ میرے کلیم تجھ سے پہلے چھپکلی بھی یہی سوال کر چکی ہے کہ توُ نے موسی ں کوکس مقصد کے لیے پیدا فرمایا ہے۔ عربی کا مقولہ ہے: فعل الحکیم لا یخل عن الحکمہ طکہ حکیم کا فعل حکمت سے خالی نہیں ہوتا ۔
یعنی علم کا کوئی فعل بھی حکمت سے خالی نہیں ہوتا۔ معلوم یہ ہوا کہ کائنات کے اندر کوئی ایسی چیز موجود نہیں ہے جو بے مقصد پیدا کی گئی ہو، اب اگر کوئی اس کو اس کے مقصد کے خلاف استعمال کرے گا تو اس کو انسان نہیں بلکہ حیوان کہیں گے۔ مثال کے طور پر ٹوپی سر پر رکھنے کے لیے، جوتا پاؤں میں پہننے کے لیے، گلاس پینے کے لیے، اگالدان تھوکنے کے لیے، جو کوئی ٹوپی کو پاؤں میں اور جوتے کو سر پر رکھے اور اگالدان کو پینے کے لیے اور گلاس کو تھوکنے کے لیے استعمال کرے وہ دیوانہ ہے عقل مندنہیں ،جو کوئی پتھر اور لکڑی کی بے جان مورتیوں کو اپنا کعبہ سمجھنے لگے اور انسان کو جو خالقِ حقیقی کی مخلوق ہے اپنا خدا سمجھنے لگے تو وہ کامیابی اور عزت و عظمت کا تاج بھلا کیسے سر پرسجا سکتا...
The learning of Arabic language like any other foreign language contains four main aspects; reading, writing, speaking and understanding while listening.[i] This learning process can be enhanced if the most appropriate Learning Strategy is used. In this paper the most appropriate Learning Strategy of Arabic Language is suggested. The course outlines for Arabic language are thoroughly studied and several professors and experts of Arabic Language from Pakistan, Egypt, Saudi Arabia and Sudan are interviewed. The author, who himself has vast experience in teaching Arabic language, also had the opportunity to sit in the Arabic language classes to observe various strategies and methodologies adopted by different professors while teaching Arabic. In this paper the time spent on teaching Arabic to the students is also discussed. The appropriate size of the class room i.e, the number of students in Arabic language class also matters in improving the quality of Arabic among the students. The matter of teaching Arabic in Arabic only or in the native language of the students will also be touched in here. As the time has changed and the world is moving ahead on a fast pace, it seems necessary to apply the “Direct Method” while teaching Arabic or any foreign language.[ii] This paper will shed light on what is meant by “Direct Method”. The idea of making the student sit and memorize the dry rules of grammar has become obsolete. The idea of telling the student what part of the phrase is subject or predicate, or what is object and what is a noun or verb, may come later. The idea of memorizing the bulk of new vocabulary in the beginning can also be postponed. Hence a paradigm shift is needed here while talking about the Methodology of Teaching Arabic Language, under the heading of “Direct Method”. [i] Muhammad Abdul Khaliq, Professor of Arabic and co-author of 'al-Arabia baina Yadaik'. The author of this research paper had a personal interview with him on 21.03.2014, in the Institute of Arabic Language, King Saud University, Riyadh, Saudi Arabia. [ii] This method is adopted roughly by some great scholars of Arabic language like Dr. V. Abdur Rahim who taught Arabic language for decades in the Islamic University of Madina, Kingdom of Saudi Arabia. The author was fortunate to meet with him many times and get benefitted from his experience. See for details: Abdurrahim, V. (1999), Arabic Course for English-Speaking Students, Leicester: UK Islamic Academy. See also: Abdullah, F. Ibrahim. (1999), Iqra Arabic Reader. Chicago: Iqra International Educational Foundation. Moreover see: Fawzan, Abdurrahman and others. (2004), Al-Arabia Baina Yadaik, Riyadh: Ministry of Education.
Using Social exchange perspective, this study investigates the impact of High Performance Work Systems (HPWS) on employees‘ pro-change attitudes and behaviors (i.e., Commitment to change and behavioral support for change). It also endeavors to examine the underpinning micro-mechanisms of HPWS and employees‘ pro-change behaviors, suggesting that social & economic exchanges are the important mediating variables. Moreover, this study proposes an integrative moderated mediation model and posits that employees‘ cultural values (power distance and collectivism) moderate the aforementioned two alternative mediation mechanisms. Using random sampling technique, a sample of 591 full-time employees of largest public sector bank of Pakistan undergoing privatization are surveyed during September-December 2017. Proposed hypotheses are tested through Structural Model in AMOS. The results reveal that perceptions of social exchange partially mediate the positive relationship between HPWS –Affective CTC and HPWS-Normative CTC. On the other hand, perceptions of economic exchange fully mediate the HPWS- Continuance CTC.In addition, the relationship between HPWS-Affective CTC and HPWS-Normative CTC via social exchange is stronger for employees scoring high collectivism and low power distant orientation. Similarly, the relationship between HPWS-continuance CTC via economic exchange is stronger for employees scoring low collectivism and vice versa. However, the moderated mediated impact of power distance on HPWS-continuance CTC via economic exchange remained insignificant. In addition, the impact of CTC components on behavioral support for change is found to be statistically significant. In the end, practical and theoretical implications of HPWS- employees‘ pro-change reactions are discussed in the light ofresults.