یہ اردو شاعری کا دوسرا مجموعہ کلام ہے۔ یہ جنوری 1935ء میں منظر عام پر آیا اس میں بانگ درا کے بعد کا اردو کلام شامل ہے۔ پہلی اشاعت میں اس کے دس ہزار نسخے شائع ہوئے تھے۔ اس میں شامل نظموں کی مقبولیت کسی سے پوشیدہ نہیں۔ نظم ”ذوق و شوق “اور” مسجد قرطبہ“ پر بہت سے مقالے اور تحقیقی تصانیف اس کتاب کی انفرادیت کا منہ بولتا ثبوت ہیں۔ اقبال نے دونوں گول میز کانفرنسوں، دوسری اور تیسری سے واپسی کے بعد سفر کے دوران جو اثرات قبول کیے ان کا اظہار مختلف نظموں میں ملتا ہے۔ وہ تمام نظمیں اس مجموعہ کلام کا حصہ ہیں۔ بال جبریل میں غزلیات بھی شامل ہیں۔ پہلے حصہ میں سولہ اور دوسرے حصہ میں اکسٹھ غزلیں شامل ہیں زیادہ حصہ نظموں کا ہے اور کچھ رباعیات بھی شامل ہیں۔ اس مجموعہ کلام کی مقبولیت بہت زیادہ ہے اور پروفیسر عبدالحق کے بہ قول اس کی آٹھ شرہیں بھی لکھی جا چکی ہیں۔
پہلے اس مجموعے کا نام ” نشان منزل“ طے کیا گیا تھا پھر بال جبریل کر دیا گیا۔ رفیع الدین ہاشمی کہتے ہیں۔
”نئے اردو مجموعے کا نام نشان منزل تجویز ہوا اور مسودے کے سرورق پر
بھی یہی نام لکھا گیا مگر بعد میں اقبال نے محسوس کیا کہ بال جبریل زیادہ موزوں
ہےچنانچہ انہوں نے مسودے پر نشانِ منزل کو قلم زد کر کے بال جبریل کر دیا“ (29)
اس تصنیف کی طویل نظموں میں خاص طور پر ایک انقلابی اسالیبی تبدیلی نظر سے گزرتی ہے۔ نظم کا ہر بند ایک علیحدہ مضمون لیے ہوئے ہے اور ہر مضمون غزل صفت ہے۔
Imam Abu bakar al-jassas is famous jurist of Hanafi school of thought. He wrote a great interpretation of Quran named Ahkam ul Quran. He has written more than fifteen books. In his interpretation of Quran, he doesn’t interpret all Qur’anic verses, as is done by other commentators. He just explains the verses, which have directly a connection with fiq'h ul Ahkam. Al-jassas usually expresses his teachers as al-sarkhasi and other Hanafi's preferred opinion, and always gives systematic reasons for his preference. In the beginning of this article the methodology and characteristics of this interpretation are described in detail. There are many features in Ahkam ul quran that we have expressed i.e. Ahkam ul Quran is based on conventional narration, authentic quotations from the Islamic scholars and lingual and grammatical discussion with a critical explanation of Qur’anic words from lexical to technical and connection on the basis of grammatical and syntax regulations and illustration of differences between synonyms. He had been blamed by some traditionalists that he interprets some verses in wrong perspective and he discussed many irrelevant points in this. This article is an analytical study about these allegations. The result of this study is that kind of attitude towards his book is quite wrong by nature because imam Al-jassas describes his opinion in the light of his school of thought. Although, he got an Aggressive Behavior towards some famous Personalities of Islam, which is Inappropriate. In the end of study, the paper concludes that nobody can deny the importance of his interpretation at all.
The aim of Social Studies education is to develop democratic citizens. The current teaching and learning practices in Social Studies classrooms in Pakistani schools are not meeting the aims of Social Studies education due to the transmission mode of teaching. Consequently, it has failed to develop the necessary knowledge, skills and disposition which are prerequisitse for democratic citizenship. The reasons for this state of Social Studies education are: firstly, teachers lack of knowledge about effective approaches of teaching and learning this subject; a and secondly, in the case of teachers' knowledge, use does not fully materialize in the classroom, as in spite of their exposure to the theory, they have little support in converting it into effective practice. This action research project was conducted with two Social Studies teachers teaching the said subject in a private English medium secondary school. The major purpose of this study was to enhance my own understanding and practices of the process of facilitating teachers to use the enquiry strategy in their classrooms, with the aim to develop teachers' knowledge, skills and attitudes, so that the objective of teaching and learning Social Studies could be realized. In the process of facilitating teachers to use the enquiry strategy at their workplace, I employed coaching with the view that it can be an effective strategy, particularly in facilitating experienced teachers' learning. I first introduced the teachers to the theory and process of enquiry strategy by conducting a session on enquiry with them. In the light of the reflections on the session, I further engaged the teachers in joint planning to prepare them to use the enquiry approach. However, I realized that one teacher was dominating the sessions; and furthermore, their needs and realities were distinct. Therefore, from then onwards, I facilitated the teachers individually by engaging each one separately in preparing lessons and supporting them in actualizing the plans. Moreover, I demonstrated to them certain stages and activities, whenever I found the teachers perplexed and confused. Teaching was followed by engaging the teachers in post-lesson discussions, during which I encouraged them to reflect on the process, issues, and critical incidents of the instruction and provided them constructive feedback for further improvement. The study found that the teachers' learning could be enhanced at their workplace by engaging them in planning, asking critical questions, challenging their assumptions and beliefs, supporting them in the real classrooms through demonstration/ modeling, where