اپنی مثال آپ
ڈاکٹر غلام شبیر اسدؔ
ہر چند شاعری تخلیقی محرک کی محتاج ہوتی ہے مگر موضوعی شاعری دراصل اس وقت زور دارہوتی ہے جب فیضان و عقل، جذبِ درروں اور بیدار قوتِ فیصلہ یا پھرشعور و لاشعور کے دھارے آپس میں مل جاتے ہیں۔یہ وہ مقام ہوتا ہے جہاں عرفان و وجدان اور فہم وخرد کی توانائی ایک دوسرے کو سہارتے ہوئے باہم آمیز ہو جاتے ہیں۔یہ حقائق اپنی جگہ بجا لیکن جب بھی کسی تخلیق کار کو اخلاقی موضوع کا سامنا کرنا ہوتا ہے تو شرطِ اوّل کے طور پر ذہنی وقلبی،نزہت و متانت ، نیاز مندی ،عاجزی و انکساری اور مثالی اسلوبِ کلام کا حامل ہونا لازم آتا ہے۔متحرک و منور اسلوب کی بنیادی غذا ،تخلیق کار کی شخصیت، حُبِ موضوع ،مقام کا حاملعلم و کردار ،تقویٰ و ایمان ،طبعی مناسبت، تہذیب کے اِساسی زاویوں سے آگاہی اور وفورِ شوق سے تیار ہوتی ہے۔اردو نعتیہ سرمائے کی متنوع جہات میں سیرتِ النبیﷺ کے حتی الامکان پہلوئوںکواجاگر کرنا کسی بھی شاعر کے لیے آزمائش سے کم نہیں ، پھر اس سے بڑی آزمائش ہیئت مسدس میں اظہار، جس کا مزاج ہمیشہ متقاضی رہا ہے کہ مترنم اور رواں دواں وسہل اوزان کے ساتھ ساتھ دلوں میںاترتا شفاف کومل لہجہ اورآبِ زُلال سے دھلی زبان شیتل سی مخمور لے پوری قدرتوں کے ساتھ بہم ہو۔میں سمجھتا ہوں کہ یہ سب لطائفِ پر نور روحِ بندگی سے میسر آتے ہیں۔ اگر ایسا نہ ہو تو معلومات کو شعر میں لانے سے ثقالت کا احساس حاوی رہتا ہے، جس کامسدس متحمل نہیں ہو سکتا۔
انھی موضوعی اور معروضی خوبیوں کے سبب پورے وثوق سے کہا جا سکتا ہے کہ مسدس ہی ایک ایسی صنفِ سخن ہے جسے دنیا بھر کی مستند و اعلیٰ نظموں کے مدِ مقابل رکھا جاسکتا ہے۔
انیس، دبیر حالی ، چکبست ،امانت...
No doubt, throughout the last fourteen centuries, has been so widely read nor has shaped more human mindes than the Quran. Actually the Quran has a tremendous effect on the believers who recite it in its original language. Its language, as it is felt, is overwhelmed by the the power of the Devine word: hence the majesty of its style, and its captivating rhetoric, w hich reflects the pow er of the Divine w here it is originated. This artical also shows the greatness of the arabic language and its rhetorical effect in the light of Holy Quran. It tells us about the use of metaphor in Arabic language and Quran. It puts light on the diferenccs among the scholars wether there is Majaz in Arabic language and Quran or not? For the proof of its used both in language and Quran after the long discussion of linguistics and interpreters it is proved that it is one of the method of of the language to create the beauty in the speach. At the end of the artical it is conculuded through the views of the eminent scholars that the Majaz is also a style of the Arabic language and its rhetoric.
This study was an attempt to find out the misconceptions of biology students at secondary level. It is a well known fact that students enter in science classroom with a lot of misconceptions, which are based on their beliefs and observations. The focus of this research study was to find out the misconceptions of students about selected concepts of biology e.g. classification of animals, photosynthesis and green house effect. The nature of the research study was exploratory and interviews were conducted to investigate the misconceptions. The 2 schools were purposely selected as a study site. The size of the sample of the study was 80 students (50% boys & 50% girls), who participated in the study voluntarily. A well established technique ‘Interview About Instances’ (IAI) was used to explore misconceptions of the students. To apply this interview technique instance cards (20 for each concept) were developed to present examples and non- examples of biology concepts in the form of diagrams, line diagrams and pictures. Non-formal, semi-structured interviews were conducted with each participant to explore the existing misconceptions of the students. Interviews were audio-taped with permission and later on transcribed. The codes were assigned to the responses on the basis of similarities and differences. The responses were combined to find out the underlying themes which combined into three categories. The inquiry sessions were planned. The participants were randomly divided into two equal groups’ i.e. Group A & Group B. Group B participated in inquiry sessions while group A was kept outside. Researcher facilitated the inquiry sessions, students planned activities to explore the concepts. Afterwards, the same instance cards were shown to both A & B groups. Interviews about instances were conducted, recorded, transcribed and coded. The responses of students were consolidated into themes which were combined into three categories. The frequencies and percentages of categories of responses in pre and post session interviews were calculated and compared. Moreover to establish the effectiveness of inquiry approach as a conceptual change instructional strategy the responses of Group A & B in post session were also compared. The improvement in scientific responses and correctness of misconceptions was observed in the responses of group B in post session interviews. It was concluded that students had misconceptions in basic biological concepts. The misconceptions found were large in number which can be addressed with appropriate conceptual change instructional strategy. It was also concluded that inquiry method is an effective strategy to replace the misconceptions with accurate conceptions. It was recommended that misconceptions of students should be explored and addressed appropriately prior to teaching.