کیا بچوں کے لیے جو لکھا جا رہا ہے وہ اُن کے لیے مناسب ہے؟
میں نے اس سوال کو بہت سوچ سمجھ کر کیا ہے۔
میں نے گزشتہ چار برسوں میں جو پڑھا ہے،وہ میرے لیے بہت حیران کن ہے۔
دل چسپ بات یہ ہے کہ نامور رسائل میں بھی کچھ ایسی کہانیاں پیش ہو رہی ہیں جن پر بہت زیادہ اعتراضات کیے جا سکتے ہیں اور خوش قسمتی سے اُن کے مدیران اتنے مہربان ہیں کہ جن کی کہانیوں میں سنگین اعتراضات اُٹھائے جا سکتے ہیں۔ اُن لکھنے والوں کو مسلسل شائع کیے جا رہے ہیں۔ستم ظریفی یہ ہے کہ نامناسب جملوں،شادی، زچگی، عشق اور دیوانگی پرمبنی داستانوں تک کو شائع کر دیا جاتا ہے کہ مغرب میں اس طرح کی کہانیوں کی اشاعت بچوں کے لیے بہت سود مند تصور ہوتی ہیں۔
بچوں کو اگر ایک خاص عمر سے قبل کچھ بتانا جائز ہے تو پھر ہمارے معاشرے کا اللہ ہی حافظ ہے۔اس حوالے سے لکھنے والوں کی یہ دلیل وزنی نہیں ہے کہ جدید دور میں نونہالوں کے پاس انٹرنیٹ ہے اور کچھ بھی ان سے چھپا نہیں ہے۔ ہم اس بات کو بھول جاتے ہیں کہ کم سے کم پاکستان میں آج بھی لاکھوں بچوں کے پاس جدید سہولیات تک نہیں ہیں۔ وہ آج بھی ویسے ہیں جیسے پچاس سال قبل کے نونہال تھے۔اُن کے پاس نئی معلومات پہنچ جاتی ہوں گی لیکن چوں کہ اُن کا براہ راست تجربہ نہیں ہوتا ہے تو وہ کسی بات پر یقین نہیں کر سکتے ہیں، وہ تب یقین کریں گے جب وہ کسی تجربے سے گزریں گے۔
ایک رسالہ گھر کے سربراہ کی مانند ہوتا ہے اگر وہی غلط روایت قائم کرے گا توپھر پیروی بھی اسی کی ہوگی۔ اس لیے ضرورت اس امر کی ہے کہ کہانیوں پر اعتراضات کو قبول کیے جانے...
Islam teaches its follower purification in every walk of life, be itassociated with creed, character, worship or economic activities; it is advised that they should avoid contaminated substance. Unlawful income (Maal-eHaram) is also prohibited by sharia to be earned or kept in custody; . However types of unlawful income are more than few, for instance riba, robbery, bribery etc and Sharia scholars have different views about each one of them, similarly opinions of sharia scholars are also different on profit earned on the lawful investment of unlawful income. In this paper, sharia guidelines regarding lawful and unlawful income is presented, different types of unlawful income and views of sharia scholars regarding the income and profit earnedfrom the investment of the same are mentioned with arguments, in the end suggestions are given in light of present era regarding each type of unlawful income.
This small-scale research is a case study of Cabri's (a geometrical software) diffusion as an innovation in the secondary mathematics classroom in the exploratory paradigm. Basically, this research explores the supporting and hindering factors when Cabri was adopted and implemented as an innovation in the mathematics classroom. The rationale of conducting this study is based purely on my teaching and learning experiences of geometry as conventional teacher and learner respectively. So this research is an attempt to transform my conventional practices into contemporary ones. Moreover, geometry in the secondary mathematics curriculum occupies large numbers of substantial concepts due to its rich variety. So, this research will broaden my understanding about teaching these concepts effectively through Cabri. In the conventional teaching and learning scenario of Geometry, the active exploration of Geometry is not an easy task for the teachers and learners. The main reasons for this are the inaccuracy of the figure, lack of visualization and syllabus completion and time constraint and lack of immediate conceptual feedback by teachers. This research focuses on how teachers can adopt and implement Cabri as a new innovation in the secondary geometry classroom. It also focuses on those ways, which can bring improvement in the teaching and learning of geometry in the context of developing countries like Pakistan. For this research, I worked with two female secondary mathematics teachers from my home institution. I initiated my research by interviewing the existing perceptions of my research participants about the adaptation and implementation of Cabri for the teaching and learning of geometry. It was discerned that the ways teachers teach strongly depend on their existing perception. I encouraged planning lessons with my teachers, implemented the lessons as co-teacher, observed and reflected on the teaching and learning practices of teacher and students for further improvement. The data in this research was collected through semi structured interviews, participant observations of teaching either in classroom or in computer lab, the researcher's descriptive memos and students' sample work and evaluation; this data was analyzed and discussed in thematic form. These study findings report in two major themes: How Cabri supports the students learning geometry and how can teachers adopt Cabri for the effective teaching and learning of geometry, and their sub themes have also been discussed. This research finding report that Cabri as catalyst motivated the students for the learning of geometry, engaged them in the active construction of new knowledge