احساس مُروَّت کوکچل دیتے ہیں حالات
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
تلک الایام نداولھا بین الناس -- صدق اللہ العظیم -
صدر ِذی وقار معزز اسا تذہ کرام اور میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پر لب کشائی کا موقع فراہم کیا گیا ہے وہ ہے:’’احساس مُروَّت کو کچل دیتے ہیں حالات ‘‘
جنابِ صدر!
احساس سے مراد محسوس کرنا ہے، اور اس کا تعلق قوتِ عقل سے ہے جو عقل کی دولت سے مالا مال ہے، جو گلستانِ عقل و شعور کا گل سرسبز ہے، جو بحرِ آگہی کی اٹھتی ہوئی موج ہے، جو آسمان فہم و فراست کا قطب ستارہ ہے، جو میدانِ ادراک و وجدان کا شاہسوار ہے وہ احساس جیسی متاع گراں کا بھی مالک ہے۔ وہ نہ صرف جہاندیدہ ہے بلکہ گرم سرد چشیدہ بھی ہے۔
اگرچہ اس کائنات میں غیرذوی العقول مخلوق بھی کچھ احساس کا پاس رکھتی ہے لیکن احساس کی تمام جزئیات و کلیات سے کماحقہٗ باخبر اشرف المخلوقات انسان ہی ہوتا ہے۔
بندوں میں خدا ڈھونڈ رہا، عشق کے بندے
میں عشق کے بندوں میں خدا ڈھونڈ رہا ہوں
معزز سامعین!
حواس خمسہ میں سے کسی حس کے ذریعے جب کوئی چیز معلوم کی جاتی ہے یا کسی کا ادراک حاصل کیا جا تا ہے تو وہ احساس ہی ہوتا ہے۔ قوت لامسہ، سامعہ یہ جملہ قو تیں معلومات اکٹھی کرتی ہیں۔ اگر خارجی عوامل کارفرما نہ ہوں اور یہ جملہ قویٰ قوانین فطرت کے مطابق عمل کر رہے ہوں تو اس کائناتِ رنگ و بو کے گلستان میں بہار آجاتی ہے۔ نرگس و گلاب کھلکھلا اُٹھتے ہیں ، عنادل وقمریاں سریلے گیت گانا شروع کر دیتی ہیں، ان کی آواز سے گلشن ہستی کا سارا ماحول خوشگوار ہو جا تا...
Human cloning has emerged as a new and innovative technology in the reproductive and therapeutic science in the recent past. So far it has not been practiced over human beings but owing to its huge potential and possible scope, it has attracted the attention of not only the masses (particularly the infertile couples and LGBTQs etc) but the other stakeholders including the religious scholars from worlds’ prominent religions have given their views on this technology in order to guide their followers. This paper examines and reviews the religious points of view on human cloning. For this purpose, three Semitic religions in the world i-e Judaism, Christianity, and Islām have been examined. As far as Islam is concerned, this portion has been divided into two broad sections elaborating the Shī‘ah and Sunnī schools’ opinions. Being an innovative topic, the religious teachings do not address it directly hence the injunctions related to the reproduction are most relevant to it. Three Semitic religions have been examined from the perspective of admissibility or non-admissibility of human cloning, the rationale behind the verdict on human cloning and the possible solutions to the issues and problems faced by the followers in the case of acceptance or rejection of this biomedical technology. Most of the religions emphasize over adaptability of the natural mode of reproduction only, where male and female genders contribute to the reproductive cycle. The Semitic religions reject the reproductive cloning generally. The religious experts need to conduct more focused and updated research before coming to any conclusion about the permissibility or non-permissibility of this technique.
Science is not a basket of facts and principles. It is an ever-growing, ever-expanding and ever-changing body of knowledge. It provides useful methods of exploring the unknown secrets of nature. Because of its distinctive spirit and nature, science demands the learner to be skeptical and challenge it. For several reasons, in the Pakistani middle school science classroom, the teaching-learning standard is not satisfactory. In the middle schools, the expository method is pre-dominantly used by science teachers. This traditional teaching method emphasizes the practice of transmission of information just to meet the needs of the examination system. It ignores the fact that knowledge often emerges from problems and scientific thinking. Therefore, there is a genuine need that current methods and strategies for science teaching should be reversed or modified and more innovative teaching approaches should be introduced in the middle school science classrooms. In relation to teaching for conceptual understanding of primary, middle and secondary school science content, research literature has come up with a wide variety of teaching techniques, methods and approaches, such as problem solving, discovery, investigation, and inquiry. For this study, one of the innovative teaching methods Inquiry Approach' was selected. The Inquiry Approach is a powerful means of seeking deeper understanding in the scientific concepts and it emphasizes process-oriented classroom activity and provides ample opportunities to the children for realizing the process objective of science teaching and learning. The study focused on the possibilities and limitations associated with the use of the Inquiry Approach in Pakistani middle school science classrooms. The study employed a qualitative mode of research and was carried out in one of the private middle schools located in Karachi with two science teachers of different academic background and experience. Interviews and observations were relied on as major data sources. As a result of the qualitative analysis of the data, the study has come up with some findings related to possibilities and limitations associated with the use of the Inquiry Approach. One of the significant possibilities was the positive response to teaching through an Inquiry Approach. The second possibility worth mentioning possibility was the ability to develop knowledge and skills about using Inquiry Approach in the science classroom.