قائد کا فرمان کام ، کام اور کام
نحمدہ وَ نُصَلِّیْ علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اساتذہ کرام اور میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’قائد کا فرمان کام، کام اور کام‘‘
جنابِ صدر!
اس کا ئناتِ رنگ و بو میں جو رنگینیاں نظر آرہی ہیں، اس کائنات میں جوحسن نظر آرہا ہے اس کائناتِ رنگ و بو میں جو تنوع دکھائی دے رہا ہے، اس کائنات کے گلشن میں جو بہار آ ئی ہوئی ہے، یہ سب کچھ اپنے آپ وجود میں نہیں آگیا، یہ کسی نہ کسی کاریگر کا شاہکار ہے، کسی نہ کسی محنتی کی محنت ہے۔
جنابِ صدر!
محنت اور جدوجہد ہی انسان کو انسانیت کے مقام پر فائز کرتی ہے، معاشرے میں اس کا ایک مقام بناتی ہے، کام سے محبت ہی بڑے بڑے کا م بناتی ہے، کام کرنے والا شخص کسی کا دست نگر نہیں ہوتا، اُس کی خودی میں اضافہ ہوتا ہے، اُس کی خودداری کی دیوار میں شگاف نہیں پڑتا، وہ غریب اور بے کس کی دستگیری بھی کر سکتا ہے۔
بے محنت پیہم کوئی جوہر نہیں کُھلتا
روشن شرر تیشہ سے ہے خانۂ فرہاد
صدرِذی وقار!
بانیٔ پاکستان قائدِ اعظم محمد علی جناح رحمۃ اللہ علیہ کا یہ فرمان زبان زدعام ہے کہ کام ، کام اور کام، اس نابغۂ روزگارہستی نے کام کر کے یہ ثابت کر دیا کہ اگر انسان کا ارادہ نیک ہو، انسان کے جذبات حق وصداقت کے ترجمان ہوں، اور مقصد نیک ہو، عوام النّاس کی خدمت کا جذبہ موجزن ہو تو مقصد کے حصول میں کوئی چیز رکاوٹ پیدا نہیں کرسکتی۔
صدرِذی وقار!
قائدِاعظم محمد علی جناح رحمۃ اللہ علیہ نے جب یہ فرمایا، کہ کام سے تعلق پیدا کرو،...
‘Right to Privacy’ or the’ Privacy of an individual’ is considered as the most important and the most basic of all the fundamental rights and liberties. It is the concern of all legal systems, civilizations, cultures and religions. In the modern Western and legal perspectives, the right to privacy has emerged from the concept of right to life, which is considered as the basic right from which all the other rights are derived. Islam, on the other hand, considers as an independent and separate human right. The present study is an attempt to briefly reflect and accumulate all the aspects and dimensions of the Privacy right in Islam. It is mainly concerned with the privacy of one’s home, confidential correspondence investigating someone’s financial, private and family affairs, and other such violations, Its punishment prescribed by Islam and its implications on an human society, arising out of doubts, suspicions, accusations and mistrust, in the teachings of Quran and Sunnah of the Messenger ﷺ in particular and of the Islamic jurists in general.
Professional development of teachers takes many forms, all aiming at a long-lasting qualitative change in teachers' thinking and approaches to educating. Reflective teaching is one of the professional development strategies teachers can use to search for better ways of knowing and teaching mathematics. Reflective teaching involves reflecting on one's teaching and reflecting on the meaning teaching has for students. It can take place before or after the event of teaching. The study set out to understand reflective teaching practices in a private school in Pakistan. The objective was to ascertain if reflective teaching is practised in Pakistan, how and why. Furthermore, I wanted to examine and understand the forms of reflection and their effect on teachers' professional development. Two teachers of mathematics participated in this study, shared their experiences and perspectives of reflective teaching in their school. The study was conducted in the qualitative paradigm by using in-depth interviews, lesson observations and reflective discussions for data collection. From the data, five major themes about reflective teaching emerged. First, teachers' notion of reflective teaching seems to be influenced by their personal biography, their curriculum and knowledge base, the beliefs and the context in which they work. Second, teachers tend to consider reflective teaching as a strategy for improving their classroom teaching. Third, reflective teaching does not seem to occur in a vacuum; however, engaging teachers in reflective teaching requires the ongoing professional support from the school management. Fourth, reflective teaching tends to create an enabling environment that leads to develop students' better conceptual understanding of mathematics. Finally, the study reveals that teaching of mathematics does not seem to be related to teacher's formal qualifications. However, the nature of subject content knowledge that the teachers have, seems to be a decisive factor. In addition to these key findings, the study has also revealed some important contextual concerns, which seem to inhibit the teachers' use of reflective teaching strategy. Some recommendations and implications have been drawn from the study. These may assist in understanding reflective teaching as a strategy for improving classroom teaching and the issues on teacher professional development more effectively