ام المومنین حضرت زینب ؓ بنت جحش
نام زینب ؓ ، کنیت ام الحکم ، قبیلہ قریش کے خاندان اسد بن خزیمہ ہے ۔ان کاپہلا نام برہ تھا ۔ آپ ﷺ نے تبدیل فرما کر زینب رکھا ۔( مسلم شریف حدیث نمبر ۲۱۴۲)
آنحضرت ﷺ کے نکاح میں آنے سے قبل آپ ﷺ کے متبنیٰ بیٹے زید بن حارثہ کے عقد میں تھی ۔ وہ آنحضرت ﷺ کی پھوپھی زاد بہن تھی ۔اس وقت عرب معاشرہ میں دستور تھا کہ غلاموں سے مناکحت کو باعث ننگ و عار سمجھتے تھے ، یہی وجہ ہے کہ جب آنحضرت ﷺ نے سیدہ زینب ؓ کو اپنے غلام زید بن حارثہ ؓسے شادی کرنے کا پیغام دیا تو زینب ؓ اور ان کے بھائی عبداللہ بن جحش ؓ نے صاف انکار کردیا ۔ اس پر یہ آیت نازل ہوئی ۔’’ وماکان لمومن ولا مومنۃ اذاقضی ٰ اللہ و رسولہ امرا ان یکون لھم الخیرہ من امر ھم و من یعص اللہ و رسولہ فقد ضل ضلا لاََمبینا ‘‘۔ اس آیت میں مومن سے عبداللہ بن جحش ؓ اور مومنہ سے زینب ؓ مراد ہیں ۔ مطلب یہ ہے کہ کسی مومن اور مومنہ کے لیے یہ زیبا نہیں کہ جب اللہ اور اس کا رسول کوئی فیصلہ دے دے تو ان کو اپنے معاملہ میں کوئی اختیار رہے اور جس نے اللہ اور اس کے رسول کی نافرمانی کی بلا شبہ کھلی گمراہی میں مبتلا ہوا ۔اس لیے اس آیت کے نزول پر دونوں بہن بھائی راضی ہو گئے اور بحکم خدا وندی حضرت زینب ؓ کا نکاح حضرت زید ؓ سے ہو گیا ۔ شادی تو ہو گئی مگر لڑائی ہوتی رہتی جس سے زید ؓ آنحضرت ﷺ سے اس معاملہ کی شکایت کرتے اور عرض کرتے کہ میں زینب ؓ کو چھوڑ دیتا ہوں لیکن آپﷺ اسے...
The era of caliphate was the golden era of Islam. In this era the boundaries of Islamic state spread far and wide. From the caliphate of Abubakkar saddique (RA) Islamic conquest had started. At that time the Muslim armies reached Syria and Byzentine. But the first arrival of sahaba in Afghanistan was in the caliphate of Hazrat Umar (RA). The torchbearer of Islam came here for the preaching of Islam and to lead these people and turn their lives according to Quran and Sunnah. Before the advent of Islam Afghanistan was the centre of Buddhist and other several faiths. Through the efforts of these companions of Muhammad (S.A.W) Islam got spread through the mountains and deserts of Afghanistan and all the Pathan tribes enter in the holy deen. In the following lines we will discuss thier efforts and journeys towards Afghanistan.
The most common method of teaching genetics in Pakistani schools is through lecturing. This kind of teaching does not help students to gain in-depth understanding of the subject matter as a result students understand the subject matter at ‘knowledge’ level but not at ‘understanding’ and ‘application’ levels. The purpose of this action research was to improve students’ conceptual understanding of genetics by teaching it through inquiry method. Three cycles of action-research were carried out to teach five lessons over a six-week period. Each cycle consisted of two teaching lessons except the last one which consisted of one teaching lesson. A summative assessment was conducted at the end of the teaching to assess students’ learning in genetics. Data was collected at three stages of the study which included: pre-intervention, during intervention, and post intervention. In the pre-intervention (reconnaissance) stage, data was collected by using semi-structured interviews and classroom observations to explore the existing teaching learning process. During the intervention stage, the data was collected through observations and photography of teaching and aids used. In the post-intervention stage, data was collected by using the semi-structured interviews, both formal and informal talks with the research participants, and summative assessment of students. The findings from the study indicated that structured-inquiry based teaching helped students to conceptualize the genetic concepts at ‘knowledge’ level. However, they learn few genetic concepts at ‘understanding’ level. Summative test also shows that they did not demonstrate learning at the ‘application’ level. Initially, students showed difficulty in conducting and conceptualizing the inquiry activities but gradually they showed less difficulty when they become more acquainted with inquiry learning.