ایک انسان جب اس کائنات پر غور وفکر کرتا ہے تو اسے کوئی بھی چیز بے مقصد نظر نہیں آتی۔ ہر چیز کی تخلیق کا ایک مقصد ہوتاہے پھر آخر انسان کی تخلیق کا مقصد کیا ہے ؟ انسان کیوں پیدا کیا گیا ؟ کیا اس لیے کہ دنیا میں خوب عیاشی کی زندگی گزارے، دوسروں پر ظلم کرے اور پھر مٹی میں مل کر مٹی ہوجائے ؟ یا اس لیے کہ لوگوں کے ظلم و ستم کا نشانہ بنتا رہے اور اپنے حق کے لیے کچھ بھی نہ کرسکے ؟
جب ہم اس کرۂ ارض پر موجود انسانوں کے حالات کا بنظر غائر جائزہ لیتے ہیں تو دونوں طبقات موجود پاتے ہیں۔ ایک طرف وہ لوگ ہیں جن کے جانور بھی ائرکنڈیشنڈ کمروں میں زندگی سے لطف اندوز ہوتے ہیں اور دوسری طرف وہ انسان بھی اسی زمین پر بستے ہیں جن کی بودوباش چوپائیوں جیسی ہے۔
پچپن سے ہی جب میں اس معاشرتی تفاوت پر نظر دوڑاتا تو میرا دل خون کے آنسو روتا اور میرا ضمیر مجھے کچوکے دے کر پوچھتا کہ کیا غریب پیدا ہی اس لیے ہوا ہے کہ وہ وہیں سے پانی پیئے جہاں سے چولستان کی گائے پانی پیتی ہے اور کیا امیر پیدا ہی اس لیے ہوا ہے کہ وہ اپنا پینے کا پانی بھی فرانس سے منگوائے اور دنیا کی رنگینیوں سے خوب لطف اندوز ہو ؟ معاشرے میں موجود غیر عادلانہ نظام نے مجھے پاکستان کی سیاسی اور غیر سیاسی، دینی و غیر دینی جماعتوں کا جائزہ لینے پر مجبور کیا اور میں نے بہت قریب سے مختلف قائدین کو دیکھا اور جانچا۔
میں ایک مضطرب انسان ہوں۔ پاکستان کی سیاسی دینی تحریکوں پر پہلے ہی بہت کام ہوچکا ہے اور پھر میں نظریاتی طور پر سیاسی دینی...
One of the aspects of the teaching and grooming of people by the the of tendencies and interest special the considering was (صلى الله عليه وسلم) Prophet companions and preparing, guiding, grooming and appreciating them in their respective fields of special interests and tendencies. This consideration of their special interests and tendencies and grooming and guiding them in this respect enabled them to exercise their abilities and serve the society in the academic, preaching, political, economic, social, judicial, diplomatic and other aspects. Until and unless the interest and tendencies of youth are not kept in mind, abilities of youth can never be utilized. Our Holy Prophet (ﷺ) took great care of youth’s interests before their training for specific field. The present paper intends to analyze the life of five companions and their excellence in field of education which was result of the Prophet’s consistent guidance and grooming according to their special interests and tendencies which resulted in their extra ordinary status in their respective fields and constructive contribution in the establishment and strengthening the structural foundations of society. The present Muslim world is in the need of seeking the guidance from the life of the Prophet in this respect and considering the special tendencies and interests of the youth and grooming, guiding and upbringing them in their respective fields so that they could contribute to the positive and constructive upbringing of the humanity in general and Muslim society in specific.
One of the main purposes of education is to develop critical autonomous individuals, so that they could construct their own knowledge and promote their thinking skills and become more active citizens. On the other hand, there is a general impression about the two major systems of schools, the Madrasa and the Government schools, that both discourage students' critical thinking (CT) skills. Therefore, this study was conducted in order to explore the ground realities by conducting a comparative case study in a Madrasa and in a Government school in Gilgit-Baltistan, Pakistan. This study aims to explore the perceptions and practices of both schools' teachers' about CT. For this purpose, one teacher from each school was selected as a primary research participant. Both the schools' head teachers and two students from the schools were selected as secondary research participants. Semi-structured interviews were conducted with the entire primary as well as the secondary research participants. Moreover, teachers' classroom teaching, the nature of co-curricular activities, and the practice of punishment and reward were observed. Similarly, some documents, such as textbooks and examination question papers, were also analyzed to see the application of CT. The findings revealed that both schools' teachers are of the view that CT is a crucial component for students in order to deal with the modem challenges. Though the teachers of both schools appreciated the significance of CT, their practices were often dominated by the transmission method teaching. In contrast, the findings found the Madrasa structure and practices more conducive to CT primarily because of the Madrasa having fewer students, and closer interaction between the teachers and the taught. But, in Government schools, where there are more students in the class and there is burden on teachers of taking more periods, then these factors hinder in creating conducive relations between teachers and the taught regarding the development of CT. The findings of this study seem unusual as secular schools are very often seen as better suited for fostering CT, while Madrasas are blamed for indoctrination. However, the research showed an interesting finding that the Madrasa opened both the doors of religious and secular education to its students, and provided a soothing environment for building students' self-esteem and confidence.