بشیر احمد چونچال
چونچال (۱۹۱۰ئ۔۱۹۸۵ئ) کا اصل نام بشیر احمد اور چونچالؔ تخلص کرتے تھے۔ چونچال سیالکوٹ میں پیدا ہوئے۔ (۵۱۸) ان کی زندگی عسرت اور عدم آسائش کا شکار رہی لیکن وہ اپنے وقت میں مشاعروں کے مقبول ترین شعرا میں شمار ہوتے تھے۔ ان کا ایک شعری مجموعہ ’’منقار‘‘ دوست پبلی کیشنز اسلام آباد نے ۲۰۰۰ء میں شائع کیا۔ جو طنز یہ ومزاحیہ شاعری پر مشتمل ہے۔ اس کتاب میں غزلیں ،نظمیں اور قطعات شامل ہیں۔ یہ مجموعہ ایک سو پچاس صفحات پر مشتمل ہے۔ اس کتاب کے آغاز میں کامران مسعود کا مضمون’’ابتدائیہ‘‘ اصغر سودائی کا مضمون ’’چونچال ایک منفرد شاعر ‘‘،انور مسعود کا مضمون’’سیالکوٹ کا واحد ظریف شاعر‘‘ اور ضمیر جعفری کا تبصرہ ’’کلام بولتا ہے ‘‘ شامل ہیں۔
’’منقار‘‘ کے علاوہ ان کا کلیات زیر ترتیب ہے ابھی تک ان کا مجموعی کلام دسیتاب نہیں ہو سکا۔
بشیر احمد چونچال عظیم مزاح نگار شعرا میں ایک امتیازی حیثیت رکھتے تھے۔ اس امر کے کہ وہ عصر حاضر کے مزاح نگاروں میںصفِ اول کے شاعر تھے انھیں وہ مقام و مرتبہ نہ مل سکا جو ان سے کم تر درجے کے شاعروں کو مل چکا ہے یا مل رہا ہے۔
اصغر سودائی چونچالؔ کی عظمت کے حوالے سے رقم طرا ز ہیں:
اگر میں یہ کہوں کہ چونچالؔ اکبر الہ آبادی کے بعد دوسرا بڑا شاعر ہے ۔ جس نے فلاح قوم کا بیڑا اٹھایا اور ساری عمر اسی دشت کی سیاہی میں گزار دی تو ہر لحاظ سے یہ ایک ایسا دعویٰ ہو گا جس کی دلیل ان کا کلام ہے۔(۵۱۹)
سید ضمیر جعفری چونچالؔ سیالکوٹی کے دوست تھے اور متعدد مرتبہ سیالکوٹ میں چونچال سے ان کی ملاقاتیں بھی ہوئیں۔چونچال اور ضمیر جعفری اکٹھے مشاعر ے بھی پڑھتے رہے۔ ضمیر جعفری چونچال کے بارے میں چونچال کے شعری مجموعے پر اپنے...
Education has been considered of primary importance in human life. Religion and education are interrelated. A civilized society requires educational revolution in behavior of human beings. Education creates awareness about the human goals and real aim of life. This activity makes it possible to train the people in the right direction. Better education coupled with proper training makes a human being well-mannered and enables him to use his hidden qualities for the benefit of mankind, thus making him a beneficial not only for himself but also for the society. The preaching of religion depends upon the education and training. Our holy Prophet ﷺ was an ideal educationist not only of his time but also for the future generations. The Holy Prophet ﷺ being a great educationist and reformer initiated the University of Suffa in Medina when the Islamic society was in its infancy. Prophet ﷺ described the conditions, pattern and qualities of a teacher. A good teacher must be interpreted as good practitioner as well. The article deals with the moral qualities of a teacher and educationist in the light of teachings of the Prophet Muhammad ﷺ. The discussion has made clear the aim of Islamic education which is not limited within the domain of worship or prayers. Islam is a complete code of life which emphasizes the training of human being through education.
English Literacy Learned Through The Sign Language by The Hearing Impaired in Pakistan Every community around the globe is comprised of a considerable number of hearing impaired people. In order to make their life meaningful and productive, they have the right to acquire several skills as well as education. In the context of education whether for deaf or the other people of community, learning of the English language has become indispensible skill. The present study was aimed to carry out a research on teaching techniques and instructional approaches involved in the learning of English literacy skills by deaf in Pakistan. The outcome of the teaching practices was mirrored in the performance of students evaluated using various research instruments. Theoretical framework was emergent literacy theory: a most widely practiced in the West at present showing considerable improvement in English literacy skills of the hearing impaired. For the purpose of thisstudy four renowned institutes were chosen: Sir Syed Academy Rawalpindi, National Special Education Centre for Hearing Impaired Children, H- 9 Islamabad, Nasheman College for Handicapped, Wah Cantt, and DEWA Centre of Excellence (The Deaf Education and Welfare Association Trust) Islamabad. The level of the students was intermediate. The research tools included observation sheets, Reading and Writing test for students, and a questionnaire for the teachers and were based on the principles, instructional approach and teaching strategies of emergent literacy theory. The data collected through observation sheets and questionnaire there further validated having interactive session with the teachers and the students at four institutes. The data collected, results of students, and responses of teachers to questionnaire were analyzed in the light of emergent literacy theory that is the spring board of the present research. Syllabuses of the institutes were collected and attached too. The results and the data were presented in simple tabular form for easy reference. After taking the average percentages of teachers’ responses to questionnaire the data was shown in graphs. The time spent at each institute was 25 days. The major finding of the study after the analysis was that there was a marked difference in the teaching techniques, instructional approach and performance of students in the test at DEWA Centre and other three institutes. Students of DEWA Centre scored better than the other institutes giving credence to the emergent literacy theory. Therefore a detailed comparison was made at the end of chapter four to highlight the differences. Eventually it was found that DEWA Centre has partially applied the theory of emergent literacy. With reference to such findings recommendations were given in the last chapter finally.