آزاد
سکندر عباسی
لوگ اسے مینٹل کیس کہہ کر بلاتے تھے۔، کیونکہ اس کا مزاج کسی سے بھی نھیں ملتا تھا۔ وہ بھیڑ میں بھی تنھا رہتا تھا۔ اس کی عادتیں عجیب تھیں۔ اس کی سوچ سماجی سانچے میں ڈھل نھیں پاتی تھی۔ اس کے خیالات بنا پروں کے پرواز رکھتے تھے۔ اس کا طرز حیات عام دنیا سے ہٹ کے تھا۔ دنیا سے باغی دماغ میں وہ انیک سوالوں کے انبار لیٸے پھرتا تھا۔ اس کی سوچوں کے سمندر میں الجھے الجھے سوالات سیپیوں کی مانند چمکتے رہتے تھے جو اسے ہمہ وقت بے سکون رکھتے تھے۔ گھر والوں نے اس کا نام تو کچھ اور ہی رکھا تھا مگر وہ خود کو آزاد کہلواتا تھا۔ یہ ہی وجہ تھی کہ وہ آزاد کے نام سے بدنام تھا کیونکہ لوگ اس کا ذکر مضحکہ خیز انداز میں کرتے تھے۔
آزاد کو بے ترتیبی سے عشق تھا جسکو وہ اپنے لیٸے آ کسیجن گردانتا تھا۔ اس کو خوف تھا کہ اگر یہ بے ترتیبی اس کی زندگی سے بیدخل ہوٸی تو اس کا کی سانسوں کی ڈور ٹوٹ جاٸیگی۔ اسی باعث آزاد کی حیات کا ہر ایک صفحہ بے ترتیب اور بکھرا ہوا تھا۔ اس کے خواب بلکل ایسے معصوم تھے جیسے پرندوں کے خواب ہوتے ہیں۔ وہ قید سے کتراتا تھا، غلامی سے اسے سخت نفرت تھی ، پابندیاں اس کو پسند نھیں تھیں .
آزاد کبھی بھی استری کئے ہوئے کپڑے نھیں پہنتا تھا ، شکن آلود کپڑے اسے زندگی کی علامت محسوس ہوتے تھے۔ وہ کبھی بالوں کو کنگھی نھیں کرتا تھا اس کے خشک اور بکھرے ہوٸے بال اس کے خیالوں کی طرح ہر قید و بند آزاد تھے۔جدید زمانے میں بھی اس کے پاس موباٸیل فون نھیں...
The foundation of the Sharia is revelation, revelation is the name of two things, the Qur'an and the Sunnah, since both are related to the news, and to convey the news to others, narrators are needed, so for the propagation of the Qur'an and the Sunnah to future generations. It was necessary to have narrators, the narrators of the Holy Qur'an are called Qira, the narrators of the Sunnah are called Muhaddith, the traditions of the Holy Qur'an are called 'Qara'at' and the traditions of the Sunnah are called 'Ahadith'.
Both the Qur'an and the Sunnah are revelations, but still there are some differences between them which are explained in detail in the Book of Principles. It was a difficult task, and the significant efforts made by the Muhadditheen in this regard were more famous and campaigned than the knowledge of al-Qaraat and recitation. He became famous with this, and some people even got the wrong impression that he had nothing to do with jurisprudence, and this wrong impression was reinforced by the behavior of the some Narrators.
In reasoning and deriving from the Sunnah, there were many disorders and factors that gave birth to different schools of jurisprudence. For example, a hadith revealed to an imam or a jurist during reasoning has a hidden reason that is not revealed to anyone else. Therefore, there is a difference in argumentation. Similarly, sometimes the hadeeth is correct in a certain issue in front of a jurist, while on the other hand, it is weak in the opinion of another, which leads to diversity in argumentation.
When the jurists differed in the derivation of the issues and rulings, in fact, these are cases of priority and non-priority, in which there is, however, scope that any position can be declared preferred based on arguments.
Keywords: Hadith, Muhaddithin, Jurisprudential Proverbs, School of Thoughts, Differences.
Naturally, every individual strives for getting satisfaction and to avoid negative outcomes. A future oriented fear of a sort without avoidance refers to anxiety, which, in its mild state acts as a source of motivation, however, it may lead to malfunctioning in its severe form. The present study aimed to investigate the prevalence of anxiety among the students at university level and to find out its influences over academic performance. The study also focused on the major causal factors or correlates of anxiety among university students. Few researches have been carried out on anxiety as a vital psychological aspect of academic performance and to analyze its causal factors among university students, specifically in Pakistan. The main objective of the study was to determine the anxiety levels of university students and to compare it with their academic grades in the last exam. The study was significant as its findings and conclusions may support the university teachers, administrators and examination conducting authorities to adopt appropriate strategies for teaching and evaluation, while keeping in view the anxiety levels of students. It also seems helpful for university students to overcome academic dysfunction caused by severe anxiety. To achieve the stated objectives, the master level students of 16th grade of University of Peshawar, Khyber Pakhtunkhwa, Pakistan were selected out of which thirty percent (proportionate) sample from 32 postgraduate departments of all of the six faculties, for the session 2011-12 was taken. The total number of students taken was758, (n=758), including 442 males and 316 females. The research involved a descriptive non-experimental correlation design. The anxiety levels of students were determined through the standard self-report mechanism by applying the Beck Anxiety Inventory (BAI). The academic grades in the form ofxv percent score in the last annual examination were taken and compared among the university students having anxieties of high and low level. The data collected was tabulated, analyzed and interpreted through SPSS v.19, by using means, percentages and Pearson’s product moment correlation coefficient (r). The causal factors of anxiety among university students were determined through academic, environmental, social and future oriented correlates. On average, the students with high and low levels of anxiety were found with a ratio of 40 to 60, respectively, while the students with high and low academic grades were found with a ratio of 65 to 35, respectively. The study concluded with an inverse relation between anxiety and academic grades of university students (r=-0.38) and the academic correlates were found to be the only causal factors of anxiety among the university students. Finally, discussions were made and hierarchic suggestions were presented to optimize the severe anxiety among university students to ensure better academic performance.