آہ! ترکش مارا خدنگ آخریں
واحسرتا!ابھی حضرت شیخ ؒکی جدائی کاغم تازہ ہی تھا اور امتدادِ روزگار کا مرہم اس غم کی جراحت سامانیوں کوکم نہیں کرسکا تھا کہ اچانک مولانا ابوالکلام آزاد کی وفات حسرت آیات کاسانحۂ جاں گداز پیش آگیا۔اناﷲ واناالیہ راجعون۔
خامہ انگشت بدنداں کہ اسے کیا لکھیے
ناطقہ سر بگریباں کہ اسے کیاکہیے
عام پیرایۂ بیان میں لوگ کہتے ہیں کہ مولانا علوم قدیمہ وجدیدہ کے مبصر عالم تھے۔سحر طراز انشاء پرداز،بلند پایہ ادیب، جادو فشاں خطیب تھے۔فہم و تدبر، ذہانت وفطانت اُن کے اوصاف وکمالات ِطبعی کاتکمۂ زریں تھے۔لیکن حقیقت یہ ہے کہ یہ سب عنوانات مولانا کی اصل شخصیت کی ترجمانی اورعکاسی سے قاصر ہیں وہ بذاتِ خودایک تاریخ تھے اورتاریخ ساز بھی، وہ مستقل ایک عہد تھے اور عہد آفریں بھی۔انھوں نے اپنے دماغ اورزبان وقلم سے ایک عہد پیدا کیاجس کی ہمہ گیری اوروسعت کایہ عالم تھا کہ اُ س سے مذہب بھی متاثر ہوااورادب بھی، سیاست بھی اُس سے اثرپذیرہوئی اورتہذیب وثقافت بھی۔اُن کاقلم ابرِ بہاراں بھی تھا اوربرقِ شررفشاں بھی۔علم وحکمت اورشعروادب کے میدان کی طرف نکل گیاتوفروغِ نظراورایمان ویقین کے لالہ وگل کوپیغام ِنشوونما دیتا گیا اورچٹیل میدانوں کوگل وگل زاربناگیا۔اوراگراُس نے مذہب اورسیاست کی طرف رخ کیاتوفکر ونظر اوراحساس وشعور کی دنیا میں طوفان برپا کرگیا،جوگوشہ نشین تھے وہ اس آواز کوسن گھروں سے نکل پڑے ،جن پر غلامی کی غفلت ومدہوشی کاتسلّط تھا وہ جوش وولولۂ عمل سے سرشار ہوکرزندگی کاایک نیا خون اپنی رگوں میں دوڑتاہوا محسوس کرنے لگے۔وہ ہر بزم اورہر محفل میں پہنچا اورہرجگہ صدر انجمن اورمیر محفل ہوکررہا۔مذہب،سیاست اور ادب،تہذیب اورمعاشرت ان میں کوئی منزل ایسی نہیں ہے جس کی طرف اُ س نے رخ نہ کیاہو اوراُس میں اپنے اجتہاد وتحقیق ،سنجیدہ فکراور نظر بلند کے لازوال نقوش نہ چھوڑ گیاہو۔
ایک شخص آج کل کے رسمی طریقۂ تعلیم...
This article exposes Updike’s use of the Qur’anic verses in his novel Terrorist. Apparently, the writer wants to investigate a Muslim terrorist’s mind, which causes him to launch deadly attacks against the American people. However, the results of Updike’s investigation are problematic and subjective. Updike seems to be a new Orientalist who manipulates the Qur’anic scripture to assert his mastery, neutrality and intolerance of Islam for non-believers. It proves that his presentation of Islam is based on stereotyped myths and lies. The narrator claims that the protagonist “Ahmad”, under the guidance of his religious teacher Sheikh Ahmed, inspired by the irrational and suppressed tone of the Qur’an, commits a suicide attack at Lincoln Tunnel but in the end, he is persuaded by his Jewish- school- councilor to discard this idea. Conclusively, it sounds that Updike fails to detach himself from his characters and misuses the Qur’anic verses to defend his pre-supposed ideology against Islam.
In a context like Pakistan children are usually prepared with unquestioning mind. They mostly remain unaware of their basic rights, which they deserve by the virtue of being human/children. It is assumed that rights are the notion that should be known by the courts and judges. This lack or absence of awareness about basic child rights results into violation, deprivation and humiliation towards them. This attitude can be observed at different stages such as society, family and school. It is my strong belief that schools and specially Social Studies teaching can play a significant role in educating children about their rights and the ways these rights can be ensured. Therefore this small-scale collaborative actions research study aimed at developing understanding and practicing the notion of child rights education. The study was conducted in a private community based school with one teacher of a lower secondary class. The study was conducted in a collaborative action research mode where the power relationship between the research participants were equally shared, we both were equal contribution towards each others' learning and both of us had a stake. The study began with a reconnaissance stage where we shared our existing understanding about child rights in our society and developed it further through various activities. We also tried to explore if it exist in our school. With this realizationthat child rights is a missing phenomenon in school, we designed a curriculum framework and strategies in the form of an action plan. The notion was then practiced in the classroom through variety of activities such as role-plays, stories, poster, indoor games and discussion on several issues. The implementation of these activities resulted into students' enhanced understanding about their rights and the way these rights are violated in our society. They also realized that they have certain responsibilities in order to take care of the rights of other children. The study was exciting as well as challenging for both of us. Exciting, because child rights was a new notion for every person involved in this study including teacher, the students and myself. Challenging because of the sensitivity involved in the very nature of the topic and issues related to collaborative work.