دل کے آنگن پھول کھلا ہے
پیار کی جو خوشبو دیتا ہے
سب کے جھوٹ کو سچ کہتا ہے
دیکھو وہ کتنا بھولا ہے
نقش زمانے کے بھولے ہیں
ہم کو یاد بس اک چہرہ ہے
جب سے اس نے شہر ہے چھوڑا
سونا سونا ہر رستہ ہے
کیوں ہیں تیری باتیں کرتے
ہم کو جانے کیا ملتا ہے
گھور تھکن ہے جیون رہ میں
اور کتنا رستہ رہتا ہے
دیکھو ہر شاعر کے گھر کا
اُلٹا پُلٹا سب نقشہ ہے
اور تو کیا ہے عمر کی پونجی
یادوں کا بس اک بستہ ہے
Human is the combination of body and spirit, Islām pays attention to the balanced growth and construction of the human personality considering the health of both body and spirit. As Muslims, we believe that Islām is the perfect code of life, which provides guidance for the solutions of all individual and collective problems of human beings. Therefore, we believe that Islām has a complete system of instructions for the development and reformation of spirit on the one hand, and, on the other hand, it has prescribed guidelines for the upkeeping and maintenance of the body. Reproductive and sexual health is one of the major problems of human beings. Eastern societies are comparatively shy to discuss this problem, unless necessary, while the western societies have introduced sex education in their schools to teenagers. We being Muslims tend to look towards our religion to guide us in such a way, that it may educate us, on the one hand, and on the other, it may guide us to adopt the required attitude to avoid the negativity of its awareness. Although the issue of reproductive health is considered as the specialty of the modern age, however, Islamic instructions very obviously discuss them from the beginning. In this article, the author has explored and elaborated Islamic teachings regarding the reproductive health and sexual instructions and discussed them in order to prove that Islām has the full capacity to solve the current social problems of reproductive health and sexual health.
This study set out to explore the concept of teaching moments in a Pakistani mathematics classroom, using the definition of the concept given by Mason et al. (1989) in a draft article ;the Study of Teaching-Moments as the guiding operational definition. A qualitative approach was adopted for the study since it involved capturing the teachers' thinking and feelings when making interactive decisions. These aspects could best be studied by allowing the participating teachers to relate their thinking and feelings. The study found that teaching moments existed in the classrooms in which I conducted my study. They were characterised by the teachers' perceptions of classroom events. The teachers' perceptions of the classroom events guided their reactions. Furthermore, this study has shown that student- related events predominated in bringing about teaching moments. It has also shown that there were several categories of teaching moments; namely, blip, extended, fork and ineffective. In some cases opportunities were identified by the researcher which were not transformed into teaching moments by the teachers. These have been labeled ‘’potential teaching moments.’’ This report concludes by highlighting the pedagogical potential of teaching moments which can be tapped only if teachers are sensitised to notice opportunities and accurately react to the noticed opportunities by studying mathematics as a connected body of knowledge and as a human activity. It therefore recommends a ‘’realistic approach’’ of mathematics teaching for prospective mathematics teachers.