کیا وُہ سَب کچھ بھُول گیا ہے
مجھ کو یقین نہیں آتا ہے
نظمیں غزلیں اور خَط سارے
کیا وہ سب کُچھ پھینک چُکا ہے
میرا اک خط ، تیری نشانی
خط وہ میرے پاس پڑا ہے
تُو جو تنہا چھوڑ گیا تھا
تَنہائی نے ساتھ دیا ہے
’’تَنہائی کا دُکھ گہرا تھا‘‘
ناصِرؔ یہ بھی تو کہتا ہے
رات میں کوئی تو جادو ہے
وہ میرا ہونے لگتا ہے
رات گئے تک اِن گلیوں میں
کوئی آوارہ پھِرتا ہے
وہ اِک دن واپس آئے گا
میرا دل یہ کیوں کہتا ہے؟
جانے والے کب لَوٹے ہیں
صادق تیرا دل جھوٹا ہے
This is not hidden from anyone familiar with Islamic laws, that in Islam the punishment for every person who enters the realm of Islam voluntarily and then turns away from Islam and returns to disbelief, is capital punishment (death penalty). From the earliest days of Islam, all the Companions, Followers, and all Islamic Jurists have improved the same, but at the end of the nineteenth century, many people who hated Islam refused to accept the punishment imposed by Islam due to various doubts. They have also challenged its legitimacy. As a result, two types of views on apostasy emerged. Some other scholars, at the endof the twentieth century, came with a third view on the punishment of apostasy. They neither deny the punishment of apostasy in general nor do they believe in it as the majority of scholars do. Therefore, in this article, we will briefly discuss these three types of views and their arguments, so that truth and falsehood become clear and no doubt remains in this matter.
The purpose and the first focus of the study was to examine whether questioning and role play are viable and potentially productive teaching strategies in developing students’ critical thinking at upper primary level in Pakistan. The second research focus was to explore the effect of intervention on attitudes of students. The study was conducted in two classrooms of one Public school over one term in the academic year 2014. In relation with first research focus, design based research was used as key methodology over two cases studies.Evidence was collected in a usual classroom context in the form of observation (audio video recordings), questionnaires, and field notes. The purpose was to collect data in the classroom that was as natural as possible. The first research focus was evaluated through the indirect evidence of its effects on critical thinking. The first of these were considered the extent to which students were displaying either in weak or moderate or strong critical thinking. The analysis was corroborated by questionnaire results and class room discourse. Paul''s intellectual standards were used for teaching and as an analytical tool in examining change in student''s critical thinking.The findings of the study showed that the level of critical thinking of students was changed from weak to strong in the end of the intervention that presents the success of the intervention. In relation with second focus of the study, change of students’ attitude was measured by mean score through pre- and post- critical thinking questionnaires based on Paul''s intellectual trait model. The significant change in critical thinking attitude was an evidence of the productivity of the intervention. The researcher suggests that questioning and role play as productive teaching strategies may be practiced by the elementary teachers to have greater participation in class and increase of the level of students’ critical thinking.