بے سہاروں کا یہاں بوجھ اُٹھانے کے لیے
کوئی تیار نہیں اپنا بنانے کے لیے
پیار ہر ایک سے کرنا ہی مری دعوت ہے
میرا پیغامِ محبت ہے زمانے کے لیے
کیا ہوا تجھ کو ترا یار اگر چھوڑ گیا
میں جو حاضر ہوں ترے ناز اُٹھانے کے لیے
میں نے جس شخص کا ہر وقت بھلا سوچا ہے
وہ ہے بے تاب مری خاک اُڑانے کے لیے
گو کہ مشکل ہے کہ تائبؔ جی سکوں حاصل ہو
ہم تو زندہ ہیں فقط رنج اُٹھانے کے لیے
Hazrat Abdul Rehman (may Allah be pleased with him) belonged to Arab tribe of Quraish and was a close relative of Mohammad (peace be upon him). At the time of conquest of Makkah He (may Allah be pleased with him) entered the circle of Islam. He (may Allah be pleased with him) is counted among the companions of Muhammad (may Allah be pleased with him) who came to sub-continent specially Balochistan in order to preach for Islam and Jihad during the Khilafat of orthodox caliphs. He (may Allah be pleased with him) came to Balochistan twice for Jihad and conquests first during the Khilafat of Hazrat Usman (may Allah be pleased with him) and second time in the early era of Hazrat Muawia (may Allah be pleased with him). He (may Allah be pleased with him) played a vital role in the wars of Balochistan. He (may Allah be pleased with him) established Zehri his abode and capital after conquering Kalat, Khuazdar (Sajistan), Kachi, Gandhava, and Chaghi, and from here he expanded the series of his conquests till Kabul and Qandar. Besides this, he included many areas of sub-continent in the Islamic empire of conquered areas. His (may Allah be pleased with him) life is consists of great chapters of sincerity in deeds. Wisdom and valor, determination fearlessness, strife, hospitality, simplicity and patience. He (may Allah be pleased with him) is counted among the great generals of Islam had the honour to have carried the message of Holy faith in every corner of Balochistan in tough and unfavorable conditions and planted the flag of Islam in Balochistan forever.
This study aims to explore the efficacy of teaching concepts of peace education with the literature on Anne Frank to reduce children’s attitudes of prejudice and discrimination in specific dimensions including: ethnicity & race, religion and gender. Quasi-experiment was employed with pre-post control design. The sample comprised 100 students of the Upper Key-Stage 2 (UKS2) level, recruited from the two British schools in Karachi. These schools represented Experiment Group (EG) and the matched Comparison Group (CG). A research instrument titled “Muggles world of differences” (MWD) was developed and validated. It was in a form of test with different questions aiming to measure prejudice and discrimination. It was administered on CG and EG, both before and after intervention. The intervention plan “Reading of Young Anne’s Literature” (ROYAL) was developed based on selected readings from the Anne Frank literature (AFL). Altogether, 15 lessons were taught to EG as part of “Personal Social Health Education” (PSHE), whereas CG studied the similar concepts using standard method for the same time duration.Results of pre-test revealed high level of prejudice and discrimination in both EG and CG with no significant difference (p > 0.05) in the overall scores as well as the specific content domains. However, the post-test of the two groups revealed that the students in the EG had outperformed their CG counterparts in overall MWD scores as well as specific content domains. The difference was found to be significant (p < 0.05) with the large effect size (r = -0.63). Results support the efficacy of teaching Anne Frank literature in reducing the attitudes of prejudice and discrimination. The results of the study are generalizable to the seven British Schools in Karachi. However, insights could be gained for other school systems.