موضوع 5:زبان اور بولی میں فرق
زبان:
زبان خیالات و احساسات کا ذریعہ اظہار ہے۔جذبات و احساسات کی شکل زبان ہے اس کا کام لفظوں اور فقروں کے توسط سے ان کے ذہنی مفہوم و دلائل اور ان کے عام خیالات کی ترجمانی کرنا ہے۔زبان بولیوں کے مجموعے کا نام ہے۔
بولی :
بولی کسی زبان کی وہ ذیلی شاخ ہے جس کے بولنے والوں کو زبان کے کسی اختلاف کا احساس نہیں ہوتا البتہ کسی زبان کی ایک بولی بولنے والوں کو اسی زبان کی دوسری بولی کے تلفظ کے فرق کا احساس ہوتا ہے۔ہر زبان کا ہر بولی کا مخصوص انداز ہوتا ہے زبان چشمے کی حیثیت رکھتی ہے اور بولی اس سے پھوٹنے والی نہریں۔بولی ایک ایسی زبان ہے جو کسی علاقے میں رائج ہوتی ہے اس کی کوئی ادبی حیثیت نہیں ہوتی۔ زبان جس قدر وسیع ہو گی اس کی بولیاں بھی اسی قدر وسیع ہو گی۔ بولی عام فہم زبان ہے جو ہم مقامی لوگوں سے سیکھتے ہیں ایک بولی بولنے والے عام طور پر ایک زبان استعمال کرتے ہیں ہر علاقے کی بولی کا مخصوص انداز ہوتا ہے۔
تلفظ کا اختلاف:
بولی قواعد و ضوابط سے آزاد ہوتی ہے بولیوں میں لفظ کی ادائیگی میں اختلاف پایا جاتا ہے مختلف علاقوں میں مختلف بولیاں بولی جاتی ہیں۔بعض بولیاں ترقی کرکے زبان کا منصب حاصل کر لیتی ہے اور بعض جگہوں پر صرف بولی بن کر رہ جاتی ہے۔ ہمارے ملک میں قبائلی علاقے ہیں جو غیر متمدن ہیں وہاں نقل مکانی کے مواقع کم ہوتے ہیں ان کے تلفظ میں اختلاف پایا جاتا ہے۔
زبان کا نظام:
ہر زبان اپنا نظام رکھتی ہے۔ یہ مختلف عناصر پر مشتمل ہوتا ہے۔ اس کے قواعد و ضوابط ہوتے ہیں مثلا صرف و نحو اس میں وقت کے ساتھ ساتھ تبدیلیاں آتی رہتی ہیں۔...
Throughout history, Interfaith Dialogue has been a continuous activity in Muslims and Christians alike. According to the historian, incident of Wafad-e-Najran[i] (Najran’s Delegation) was the first ever regular interaction between Muslims and Christians. Therefore, this incident has an academic and historic importance in Muslim -Christian perspectives. The Holy Quran describes this incident in detail. First 80 verses of Surah Ale-Imran were revealed in this context. Further information is found in the books of Hadith, Seerah and Islamic History. This incident can become a base for modern Muslim- Christian Dialogue and we can derive from it some basic principles of Dialogue. This article elaborates the incident of Wafad-e-Najran, its importance and also derives some important rules from it. These principles are: interfaith tolerance, harmony, communication, understandings, peaceful co-existence, honour and respect, wisdom and beautiful reasoning, common basis for interfaith dialogue, Daw’ah and perfection of Hujjah. This article also describes its applications in the Present Dialogue. [i] Wafad-e-Najran: It is an Arabic word, used in Hadith History and other Islamic literature. It is meant by Najran’s Delegation and I shall use throughout the article as Wafad-e-Najran.
Some of the authors argue that one of the most powerful foundations for educational reform is having a focused personal vision. It provides direction and gives meaning to our work. All leaders have the capacity to create a compelling vision but few of them have the ability to transform their visions into reality. The question arises here that what are the sources, which influence educational leaders to develop their focused personal visions. Similarly, how their leadership practices are different from leaders who do not have focused personal visions. Thus, this study seeks to explore the sources which influence educational leaders to develop their focused personal visions and how they enact their visions through leadership practices. The study employed comparative case study approach. Information was gathered through semi-structured interviews, observations and document analysis. Two educational leaders of different organizations in Karachi were the primary research participants. Two staff members of each organization were also interviewed to find out their views about the leadership practices of their leaders. Their personal visions were to enhance the capacities of teachers and teacher education programme. The findings of the study suggested that personal values, interests, needs and beliefs influenced both educational leaders to develop their focused personal visions. Religious, social and cultural sources were found the prominent influencing factors of both educational leaders' personal visions. Both the educational leaders developed their own educational organizations to enact their personal visions. The findings also revealed that the educational leaders also have had the leadership style of strategic, empowering and emancipating outlook i-e both of them believed in developing shared visions, collaborative decision making, individual stimulation, setting directions and providing professional development opportunities. The study makes recommendations of: 1) exploring how personal visions are transformed into shared vision of the organization; 2) a quantitative study can be conducted on exploring the sources of personal visions; 3) exploring the practices of visionary leaders could be another interesting study.