ﷺ
زندگی میں ترےؐ الطاف سنبھالے نہ گئے
قبر اور حشر میں بھی تیرےؐ حوالے نہ گئے
آگئے اپنے غلاموں کی بندھانے ڈھارس
ابھی اعمال بھی میزان پہ ڈالے نہ گئے
تب تلک وہؐ رہے منت کشِ الطافِ خدا
جب تلک سارے گنہگار بچا لے نہ گئے
ہجرِ طیبہ میں ، ترے شیدا بھی روتے ہی رہے
اشک جب تک اُنہیں طیبہ میں بہا لے نہ گئے
خلد میں بھی کوئے سرکارؐ کے متمنی ہیں
عشق والوں کے یہ انداز نرالے نہ گئے
اے قتادہؓ ! جو عطا دستِ یدُاللہ نے کی
تیری اُس آنکھ سے تا عُمر اُجالے نہ گئے
تب تلک شانِ سخاوت کو بھی آیا نہ قرار
جب تلک بھیک ترےؐ در سے گدا لے نہ گئے
رُک گئی نوکِ قلم عجز کے مارے آخر
تیرےؐ اوصاف جو الفاظ میں ڈھالے نہ گئے
سامنے آنکھوں کے عرفانؔ! جب آئے غم خوار
’’اشکِ غم دیدئہ پُر نم سے سنبھالے نہ گئے‘‘
رحمتِ کون و مکاں نے ہی سنبھالا آکر
جس گھڑی خود سے بھی عرفانؔ سنبھالے نہ گئے
Sabab al-Nuzūl (cause of revelation) in Qur'anic studies means the time, context, cause, and the situation in which Allah has revealed verses. There is no doubt that cause of revelation has an important role in the interpretation of Qur'an. There are many types of Tafsir in dealing with Asbab-e-Nazool. Many Muslim scholars consider the studying of Asbab-e-Nuzul and their related discussions as necessary. Some exegetes have written books studying the subject. The earliest and the most important work in this genre is undoubtedly Kitab asbab alNuzul ("Book of occasions of revelation") of Ali ibn Ahmad alWahidi (d. 1075 CE). Another important work is by alSuyuti (d. 1505 CE) which is a slight improvement of alWahidi's book. In this paper Descriptive Method and Comparative Study are used to analysis Traditions of Revelation and their effects on Tafseer literature. This paper proves the value of the causes of revelation in Quranic Interptation and describe the different approaches towards Asbab-e-Nazool in Tafseer Literature, and verification and authencity of traditions in the books of Tafsir Bilary.
This study aims to explore/observe the aspects of Professional Learning Community (PLC) in a public school of Gilgit-Baltistan as to how it is applied /exhibited in this particular context. The public school system generally follows a top-down hierarchical set-up in Pakistan. However, the school where I conducted this study was one of the schools which had undergone some changes and initiatives to make the teaching and learning environment more collaborative as part of a special change initiative taken by the government in 2009. The school was uniquely placed in the Tehsil or region with most of the required teaching and learning facilities. The school was planned to develop as a model school to replicate a collaborative teaching and learning environment to the surrounding educational institutions. The focused dimensions in the school change process were professional development, developing reflective practices and many more which were very similar to the aspects of PLC. This unique status of the school due to exceptional consideration by the government required the design of the study to be a qualitative case study. Observations, interviews and document analysis were employed as data collection methods. Purposive sampling was used to select research participants. The participants included headmaster, professional development teacher (PDT) and two teachers. The key findings of the study revealed that some aspects of PLC were more evident than others. The more evident aspects were shared decision making, collaborative learning, shared leadership, continuous professional development, teachers’ empowerment, trust and recognition. Reflective thinking and focus on student score were the less observed aspects of PLC in the school. Moreover, the findings disclosed some facilitating factors like supportive headmaster and availability of resources and some hindering factors such as small size of building and uncertainty of financial support for the sustainability of PLC.