اسرار خودی
یہ پہلی بار 12 ستمبر 1915 ء کو منظر عام پر آئی۔ اقبال نے خواجہ حافظ شیرازی کے صوفیانہ خیالات سے خبر دار کیا تھا۔ مثنوی پڑھنے کے بعداکبر الہ آبادی نے اقبال کی تائید کی۔دراصل اقبال نے غلام قوم کی نفسیات پر روشنی ڈالتے ہوئے اسے بدلنے کے پہلو بھی اس مثنوی میں واضح کیے ہیں۔ اقبال نے فلسفہ خودی کو ملک کی غلامی کے پس منظر میں پیش کیا۔ اس طرح جب بھی خودی کا لفظ آتا ہے تو ذہن میں اقبال کا نام ہی آتا ہے۔ یہ مثنوی کی طرز پر لکھی گئی۔ مثنوی میں قصے، کہانیاں، حکایتیں، واقعات ہوا کرتے ہیں مگر مثنوی اسرار خودی اس سے بالکل مختلف ہے۔ اس میں جتنے بھی موضوعات ہیں وہ فکر و فلسفہ کا آہنگ لیے ہوئے ہیں جن کا مقصد غلام قوم کو خواب غفلت سے بیدار کرنا ہے۔
خودی کے تین مراحل اطاعت ، ضبط نفس اور نیابت الہی ہے۔ باطل قوتوں سے ڈرنے کی بجائے ڈٹ کر ان کا مقابلہ کرنا چاہیے اور ان کا خوف دل سے نکال دینا چاہیے۔ بھیڑ بکریوں کی طرح کمزور بن کر زندگی نہیں گزارنی چاہیے۔ اس طرح طاقت ور لوگ کمزوروں پر حکمران بن جاتے ہیں۔ حکمران چاہے تعداد میں کم ہی کیوں نہ ہوں اور رعایا چاہے تعداد میں جتنی بھی زیادہ ہو، اسے حکمران قوت کے سامنے سجدہ ریز ہونا پڑتا ہے۔
سامی ادیان میں جانوروں کی حلت و حرمت کےمتعلق احکامات کا تجزیاتی مطالعہ Dietary rules and regulations may govern particular phases of the human life cycle and may also be associated with special events. Dietary Laws are grounded into the religious thought, and anyone expects logical clarifications for the continuation and determination of these rules in light of the respective religious tradition. The Semitic religions: orthodox Jews, Christians and Muslims have undoubtedly directed their adherents about the foodstuff “meat” with particular terms and conditions. This study attempts to define the similarities and differences between Halal and Kashrut (Kosher) in the light of their religion's commandments. The study confined to the Holy Scriptures. A comparative approach has been applied to these dietary practices. Moreover, it was found that Halal constitutes a different dietary law (Shariah) than Kashrut and vice versa. Even though similarities are found but it does not permit for the statutes to be usually supposed as reflection of each other. This analytical work will provide theoretical orientation; make reference to relevant theoretical and empirical literature for adequate clarification and comprehension where needed. To avoid pointless details, only the verse number mentioned in footnotes and extracted commands are just mentioned in the article. Qualitative research methodology has been adopted about the dietary laws about animals in Semitic Religions.
The term discipline', especially classroom discipline is an essential component in the teaching and learning process in schools. There is no single definition of this term, on which, the teachers and teacher educators have built a consensus. Much of the current literature discusses teaching opportunities that enable children to learn how to develop self-discipline, and to handle problems that arise within the school system. This contrasts with the authoritarian approach to discipline, that appears to be prevalent in most of the schools. The above two perspectives indicate that no consensus has been reached as far as definition and maintenance of discipline is concerned. This study was conducted to find out the existing approach to discipline in one of the private secondary schools in Karachi. For this purpose the qualitative case study approach was adopted where the data was collected through interviews, observations and documentary analysis. A number of key stakeholders (discussed in chapter three) were interviewed about their views of school discipline and their approach to maintain the discipline. The whole study revolves around Faris' (1996), view of discipline, as he argues, Today educators have moved away from trying to control students behaviour and instead focus on the teaching process to create, implement and maintain a classroom environment that supports learning The findings of the study indicate that there is a consistency in stakeholders expectations about what discipline is, and what discipline is for. The school has set certain rules and subsequent reward systems, which have been made known to stakeholders. The study further indicates that the school maintains discipline through: Empowering teachers and students by giving them leading responsibilities in various academic and co-curricular councils within the school and also supports students' learning by creating an appropriate learning environment. In addition, the school organizes professional development programmes for its staff and informs and involves parents in solving discipline- related problems in school. There is a monitoring and follow-up of the students' social skills. At classroom levels, the teachers have a pro-active approach to discipline. Lastly, the turnover of teachers, high ratio of students, especially in primary classes and some strict rules at pre-primary level, were found to be the challenging factors.