بدعنوانی کے خاتمے میں معاشرے کا کردار
کوئی چیز بھی اللہ تعالیٰ نے بے مقصد پیدانہیں فرمائی ، ہر چیز کی تخلیق میں کوئی نہ کوئی غرض و غایت ضرور کارفرما رہی ہے، لیکن انسان چونکہ ظلوما ًجہو لا کے مصداق تخلیق کردہ اشیاء میں کوئی نہ کوئی تبدیلی کا مرتکب ہوتا رہتا ہے اور اس چیزکی تخلیق کا جوعظیم مقصد ہے وہ پس پردہ چلا جا تا ہے۔ اور یوں کائنات کی رنگینیوں ، رعنائیوں اور دل آویزیوں کے آفتاب نصف النہار کو گرہن لگ جاتا ہے۔ کسی چیز کی اصل ہیئت کو تبدیل کرنے کا نام بدعنوانی ہے۔
مجاہد سرحدپر بجائے حفاظت کے جاسوسی کررہا ہے تو یہ بدعنوانی ہے۔ معلم مسند تدریس پرمتمکن ہو کر تشنگان علم کی پیاس بجھانے میں تساہل اور غفلت کا شکار ہے تو یہ تدریسی بدعنوانی ہے۔ مسیحاجب اپنے پیشے سے وفا نہیں کر رہا اور اس کے زیرعلاج مریض کے مرض میں اضافے کا سبب اس کی نا اہلی اور نا تجر بہ کاری ہے تو یہ گھناؤنا جرم اور کرپشن ہے۔ جس معاشرے میں ابتداء سے لے کر انتہاء تک بدعنوانی ہی بد عنوانی ہو اس معاشرے کی فضاء میں محو پرواز طائر خوش الحان بھی اپنی پرواز کوتا دیر قائم نہیں رکھ سکتا۔ ایسے معاشرے کی مسموم فضاء اس کے تنزل کا باعث بنتی ہے۔
ہم اگر بد عنوانی اور کرپشن کے خلاف قدم نہیں بڑھائیں گے تو اس کی جڑیں طول پکڑتی جائیں گی اور پھر اس ناسور پر نشتر چلانے کے لیے تا دیر ہوم ورک کرنا پڑے گا۔ اس مرغِ بسمل کی طرح تڑپاتے ہوئے زہر ہلا ہل کے لیے کسی تریاق کی اشد ضرورت ہے۔
آج ضرورت اس امر کی ہے کہ ہر شعبہ سے تعلق رکھنے والاشخص اس کومنطقی انجام تک پہنچانے کے لیے کمر بستہ ہوجائے ، صحافی اپنے اخبار...
There is a dire need of an experienced and authoritative mechanism in the polity of Islām in order to run the affairs of the state in a benefiting manner. This mechanism divides the state into different regions and provinces so as to carry out the affairs of the state in an organized way. These provinces must be founded on some administrative basis, not on racial, lingual or regional grounds. It is necessary that these units are autonomous as far as authority and power is concerned. It will help eradicate parochial differences and strengthen integrity of a country. It is essential to keep up and safeguard the freedom and the rights of these units. We can get our desired objectives, if legal and constitutional safeguards are meted out to these administrative units of the state. According to ‘Allāmah Ibn Khaldūn’s point of view, it is imperative to strengthen a state instead of expanding it. There must be small but integrated autonomous units of the state. Such division helps these units to progress and prosper. The golden principle of power distribution is in vogue in all eras, although its structure has been different and varied. In this article, we are going to view the structure of distribution in the perspective in an Islamic state
“Classroom Environment Leading to Democracy and Social Responsibility at Secondary Level in Khyber Pakhtunkhwa” was quite a new study in this region. Since, the study was descriptive, the objectives of the study were: (1) to explore the social environment of the classroom at secondary level in Khyber Pakhtunkhwa; (2) to investigate the organizational environment of the classroom at secondary level in Khyber Pakhtunkhwa; (3) to analyze classroom environment leading to democracy at secondary level in Khyber Pakhtunkhwa, and (4) to find out the classroom environment leading to social responsibility at secondary level in Khyber Pakhtunkhwa. All 302,170 Secondary School Heads, Secondary School Teachers and Secondary School Students constituted the population for this study. A stratified sample of 1260 was selected through random sampling technique. Questionnaires were used as research instrument for the collection of data. The collected data were tabulated, analyzed and interpreted category wise by comparing responses of the three groups, Principals/Head Masters, Secondary School Teachers and Secondary School Students. To analyze the data, Chi-Square test was used as a contingency test and percentages were used. The responses were tested at significance level of 0.05. On the basis of analysis it was discovered that majority of the respondents were of the opinion that they had interaction with the teachers/students and they expressed themselves freely. The classrooms environment was co-operative and competitive. Teachers’ behavior was friendly. Teachers shared the classroom responsibility. Physical structure of class was attractive. Classes were ventilated and lighted. Schools were providing productive students. Students were the active participants of the community. Students were given opportunities to participate in the major and the minor issues of the classrooms. Classroom curriculum instilled democratic values. xviiIt was recommended that level of interaction may be increased. Teachers should be provided co-operative and competitive environment for the promotion of democracy and social responsibility. Teachers should plan properly in the classroom for promoting democracy. Teachers should be given proper training for teaching democracy. Curriculum must be shaped to inculcate democratic values in students, so that the students become the democratic agents of positive change in the society.