لگدی اے انج تاں پیاری حیاتی
کیڈی اے دکھاں دی ماری حیاتی
جدوں موت دا سانوں آندا اے سدّا
اگوں دی کردی تیاری حیاتی
دکھاں تے بھکھاں دے اندر جو گزرے
کھلے توں ایہو جئی ماری حیاتی
بڑا مان اوس نوں ہے دنیا دے اتے
پر موت اگے ہے ہاری، حیاتی
خوباں دی مستی جے تھوڑی جئی ہووے
مٹھی تاں نہیں پر کراری حیاتی
روندی پئی اے جو اولادِ آدم
روندا رہیا سی اوہ ساری حیاتی
کی رب اگے جا کے عمل سوہنے دیسیں
ستاں جو رہیا ایں ساری حیاتی
When we study about the life of Holy Prophet (ﷺ), his life demand from Muslims to protect the dignity and honour of their Muslim brothers. They not only protect or care the right of their Muslim brothers in their life but also protect their dignity after their death.
In the light of Holy Prophet Life the circle of human rights is so vast. In this, his life teaches us the turidicul, rights, marriage, settlement different between good or evil, isonomy and the verses of martyr and the noble behaviour with Jews and Christians.
There is a big role of ethics on the human personality. The ethics is the tester of good or bad person Human with the noble ethics the Muslims. To be remembered as staying up all the night and to fast. The ethics play important role in the life of Human.
In the life of Prophet (ﷺ) we know about his good deeds and noble behavior with non Muslims. The success of the Holy Prophet preaching is only because of his ethics and truthness.
Islam Universal Religion. It’s Teachings and pregnative system is the everlasting. In this modern period there is no way except Islam to get Rid the unsolved problems of the age. The beloved Prophet (ﷺ) “Sira Mubarak” the way of light only. There is aspect of the life without the real pregnative system. Peace and the War both are in the teaching of the Holy Prophet (ﷺ). Peace, progress contentment, satisfaction, true, unity, brotherhood in the lightment of the “Uswa Hasna”. Let’s seek the real way in our beloved Prophet (ﷺ).
Key Words: Holy Prophet, Ghazwa, Akhlaq-e-Hasanah, Ehl-e-Kitab, War, Ethics.
The present study is a critical discourse analysis of ideological contents related to culture in Pakistan English language textbooks. It critically examines the following books: Punjab Textbook Board (henceforth PTB) English textbooks and Oxford University Press (henceforth OUP) English textbooks. These textbooks are taught in three different types of schools in the country. The PTB English textbooks are taught in the government Urdu- medium schools and private non-elite English-medium schools at the secondary level (i.e. 9th and 10th classes/grades), whereas the latter are taught at the same level (i.e. O level) in some of the elite English-medium schools in Pakistan. The research aims at finding out the cultural ideologies embedded within the textbooks. The research employs Fairclough’s (2003) analytical framework of Critical Discourse Analysis (henceforth) CDA) to explore cultural themes. The analytical categories adapted for analysis of certain textual issues in this model are: ‘Social Events’, ‘Difference’, ‘Intertexuality’, ‘Assumptions’, ‘Representations of Social Events’ and ‘Styles’. Further analytical devices include Comparison, Presupposition/Assumption/Implicature, Contrast, Foregrounding, Implication, Inclusion, Metaphor, Identity, Representation, Attribution, Backgrounding, Exclusion, Difference, Prominence/Reinforcement, Dialogicality, and Universalization. The purpose of critically analyzing the discourse of English textbooks is, in fact, threefold: (a) To find out the implicit as well as explicit ideological messages related to culture, (b) To see if these ideologies are different in the textbooks of different schools; and (c) To see how far these ideologies impact upon the learners’ worldviews. The analysis shows that both the PTB and OUP English textbooks are replete with cultural ideologies. Moreover, they represent different cultural ideologies which are, therefore, likely to impart different worldviews to their young readers. In order to determine this aspect statistically, I constructed a questionnaire related to the major themes such as gender, jihad etc. The results show that the government and non-elite schools students (who read PTB textbooks) hold almost identical worldview; whereas their counterparts from the elite school (who read OUP books) hold different worldview regarding most of the themes mentioned above. The former ones are more religious, nationalistic, anti-Hindu, anti-Christians, anti-Israel, and closer to indigenous culture as compared to the latter ones. As compared to elite school students, they like male characters more than the females ones. However, so far as the desire for learning English is concerned, difference is little – mostly the students of all schools disagree with the abolition of English in the country. The findings of the present study can be useful in a number of ways. They can be useful in developing new curricula and teaching materials including textbooks with less nationalistic, religious and gender biases. They can also help the policy makers, textbook authors and ELT practitioners to realize the politics of language textbooks, and, thus, seek to establish an egalitarian and symmetrical educational system.