اقبال نے اپنی فکر اور شاعری کے ذریعے پیغام پہنچانے کا کام لیا ہے۔ وہ چاہتے تھے کہ ان کا پیغام ہر خاص وعام تک پہنچ جائے۔ کوئی بھی ان کے پیغام سے محروم نہ رہے۔ اقبال نے اس کے لیے تحریر کا ذریعہ بھی اختیار کیا اور تقریر کا بھی۔ اور جہاں ضرورت پیش آئی وہاں شعر وسخن سے بھی کام لیا ہے۔
قدرت نے اقبال کو شعر کہنے کا ملکہ عطا کیا تھا۔ جب بھی ان پر کوئی کیفیت طاری ہوتی تو شعر کا نزول شروع ہو جاتا۔ وہ ہر دو زبانوں پر شعر کہنے کی صلاحیت سے مالا مال تھے۔ دونوں زبانوں میں ان کی بہت سی تصانیف موجود ہیں۔ پروفیسر عبدالحق نے اس مونوگراف میں اقبال کی نثری اور شاعرانہ تصانیف کا تعارف پیش کیا ہے۔
The religion that the Prophet ﷺ brought is a complete religion, and its teachings are for every aspect of life whether it is political life or economic life, individual life or collective life, there are rare instances of his guidance. In the Islamic system, the issue of distribution of wealth has been given great importance. On the contrary, it seems that the whole economy is based on making this sector stable and fair. So that wealth does not accumulate in one place but circulate it through donations and gifts other than Zakat. One of the purposes of the donations of the Holy Prophet was to train the Companions. With the donations of the Holy Prophet, the concentration of wealth was eliminated, the pleasure of Allah was obtained, and the state was strengthened internally and externally Muslims became economically and socially prosperous. The Muslim Ummah needs it in the present age to adopt the highest aspect of the life of the Holy Prophet and should not accumulate wealth but should spend it in various ways on God's creation without any purpose. This paper focuses on the wisdom of gifts/Attiyaat of the Prophet ﷺ. Why the Prophet ﷺfeel the need of giving other than Zakat.
In most of the Pakistani schools, it has been seen that there are inadequate practices for English language teaching and learning, particularly as relates to writing skills (Khan & Khan, 2016). Developing English Language writing skills requires teachers to be familiar with writing strategies that can facilitate students (Khan, 2011). In Pakistani schools, it seems that English language writing skills are neglected in classroom teaching because the English language teachers are not acquainted with the “new practices of teaching English language in general, and teaching of writing skills in particular” (Siddique, 2007, p. 20). The need to enhance effective writing skills in learners, therefore, requires introduction/ exposure to various writing strategies to teach writing skills in an interesting way (Omar, 2016). This study was conducted in the context of Karachi, Pakistan, to explore how mind-mapping technique can be used to help improve students’ writing skills of grade 3. It was a qualitative action research study carried out to design an action so as to attempt to bring a change. The data were collected in three main phases: reconnaissance phase, intervention phase and post-intervention phase. Data collection tools were pre and post-test, observations, focus group discussion, semi-structured interview and field notes. In the light of data analysis of the reconnaissance phase, there were several problems identified as they related to students’ ability to generate, organize and independently write on a given topic. One of the important tools to support learners in this regard is to use pre-writing strategies in writing tasks (Buzan, 2002). In addition, pre-writing strategies can help to boost students’ motivation and engagement with writing and develop them as independent writers (Keen, 2017). Based on the reconnaissance findings, I planned an intervention and conducted three teaching cycles on teaching students mind mapping and how to use their mind map to produce independent texts. The study outcomes suggest that students’ exposure to a pre-writing strategy such as mind-mapping technique did help to improve students’ writing skills. The study participants were able to think, generate and organize their information about a given topic. Study outcomes also reveal that the use of mind maps seemed to boost students’ motivation, their engagement with writing seemed to increase and they were able to function as independent writers. Therefore, this suggests that using a pre-writing strategy such as mind-mapping technique can support learners in improving their writing skills.