دل میں ایسا درد اُٹھا ہے
سارا منظر چیخ رہا ہے
اُس کی یاد ہے دل سے گزری
دل میں کیا کیا شور مچا ہے
میری بات نہ مانے گا وہ
مجھ کو اُس کا خوب پتا ہے
دل اندر غم کی شدّت سے
خون کا اِک دریا بہتا ہے
یاد کے بوٹے سوکھ نہ جائیں
دل دریا پانی دیتا ہے
دل کی باتیں وہ کیا جانے
اُس کا دل تو پتھّر کا ہے
دل پر درد کا پتھّر رکھ کر
مجھ کو اُس جیسا بننا ہے
درد سے دل یہ بیٹھ نہ جائے
اب مجھ کو یہ ڈر لگتا ہے
جھوٹ تو بول نہیں سکتا میں
صادقؔ کا مطلب سچّا ہے
This article defines principles of pragmatism and text. It endeavors to elements of interpretation of text as well as relation which plays its vital role for connecting both; text and pragmatism with each other. It goes on to describe a mechanism of reading and understanding of text along with elaboration of its interaction with text. It is so because Arabic based structure and text is having multi-coloured aspects and meanings. It has several ups and downs like surface and depth, metaphor, imagery and allegory in addition to exploitation and adaption. Interpretation of text is the grass-roots of productive cognition. Because the ambiguity in word, sentence even in structure weather it is shorten or long is interpreted in addition to the interpretation of meanings of structures which are ordinarily defined and recognized through involving context and situation of context, bearing in view the original meaning; lexical meaning alongside interpretation with its significant principles and elements. However, all the description said before locates frequently infinity of text meanings.
Global environmental issues are increasing due to the rapid developments in science and technology. To address these environmental issues there is a need to create an awareness about environmental education among the masses. This can only be possible through teachers and teacher educators. My underlying assumption is that science teachers are teaching environmental concepts as scientific facts, without creating an awareness about environmental education. The ultimate purpose of this study was to explore the beliefs of a secondary science teacher about environmental education and how his stated beliefs matched with his classroom practices. The study was conducted in one of the co-operative schools of the Aga Khan University- Institute for Educational Development, in Karachi Pakistan. And the sample for this study included one secondary science teacher. The research design was qualitative, which included multimethods. The methods included semi-structured interviews, classroom observations, pre-post conferences, document analysis and the teacher's teaching/learning stories. The study employed different data collection tools such as interview guidelines, a classroom observation checklist, teaching/learning stories and pre-post conference guideline questions. The findings of the study suggest that the participant science teacher in this sample believed in teaching environmental education in a science classroom. He also believed that students should be given a free choice to be involved in environmental participatory activities such as environmental management projects in the real environment. However his enacted teacher centred classroom practice was contrary to his stated beliefs. The factors that prevented him from enacting his beliefs were identified as his content knowledge, pedagogical knowledge and support from the administration. The study thus suggests professional development programmes and workshops for that employ reflective practices. Moreover, constructivist approaches should be designed to help teachers to enhance their content, pedagogical content knowledge about environmental education, and that should develop them professionally.