مولانا مرغوب الرحمن
گزشتہ دنوں کا ایک بڑا مذہبی اور تعلیمی حادثہ، دارالعلوم دیوبند کے مہتمم مولانا مرغوب الرحمن کی وفات ہے، وہ ہمارے بزرگوں کی اس صف میں تھے جو اخلاص، تقویٰ، اﷲیت کی خوبیوں سے آراستہ تھی، اس کے ساتھ تدبیر اور نظم و نسق کی قوت میں بھی وہ ممتاز تھے، ان کی پیرانہ سالی اور امراض جسمانی کو دیکھا جائے تو حیرت ہوتی ہے کہ وہ دارالعلوم جیسے بڑے ادارے کے بارگراں کو کس طرح اٹھائے ہوئے تھے، اﷲ تعالیٰ اعلیٰ علیین میں جگہ دے اب ایسے بزرگوں کا نعم البدل تو کیا بدل بھی مشکل سے ملے گا۔ (جنوری ۲۰۱۱ء)
The present study focuses on the power embedded in the use of language in print media which, though without logic, is still powerful. For this purpose, some advertisements from the print media are selected and analysed through three Aristotelian fallacies namely fallacy of authority, the fallacy of majority and appeal to authority along with three strategies of logos, pathos, and ethos as given by Aristotle. The analysis of data shows that language has a power of its own which is not always logical but people make use of such power to become influential. Fallacies and the strategies behind the use of language act as tools to practice this kind of power. In the selected advertisement discourse, these fallacies and strategies are used to convince people and market the products, often by erroneous arguments. Encouraging positive trends in the rate of literacy, prevailing scientific approach and introducing the subject of ‘logic’ right from the school can counter such fallacies in the language. The teaching of logic and rhetoric can encourage students to question and reason the arguments presented to them in everyday text and talk. The inclusion of such subjects can be empowering for the students to counter the illogicality and falsehood in the use of language so they cannot be subjugated by fallacies in the language.
The needs, priorities, interests and characteristics of students, parents and school management have rapidly changed around the world in the last few decades due to the easy accessibility of knowledge. There is a conflict between community expectations and teachers' aspiration in relation to the status of a teacher. In this conflict, when the teacher sees herself as helpless, powerless, alienated, and with reduced personal accomplishment and low status, this is the stage of burnout. This is a serious educational dilemma and cannot be neglected. Research reveals that burnout of human service professionals is common in all fields including teaching (Barnett et al., 1999). Burnout teachers continue their work and cause harm to their own life and the well-being of students (Dworkin, 1985 & Smith and Bourke, 1992).Timely preventive and restorative measures will help to reduce this serious dilemma. In Pakistani society, Teacher Burnout (TB) is considered a closed/neglected phenomena, as teachers do not speak about the way they are treated and what they undergo as teachers in their career due to fear of demotions and job security. However, internationally, when 22% of the professionals who are burnt out are teachers (Schaufeli, 1998 cited in Pines, 2002) and 85% of burnout teachers remain in the system (Dworkin, 2001) Pakistan cannot be excluded? Literature gives three perspectives to TB viz. psychological, sociological and psychodynamic. This study further explores a new perspective viz. TB through a leadership perspective and the ways to reduce it. The study was conducted through a qualitative multiple case study approach. Data were gathered through personal interviews, document analysis, observations and informal conversations that helped to triangulate the data drawn. Two head teachers from two private secondary schools of Karachi were the primary participants of this study. A vice-Principal and three teachers were interviewed to know their opinions and views about their head teachers' perspective. The findings of the study suggest that TB has a different definition; different factors and remedies from a leadership perspective as compared to the other three perspectives. The data provided insights as to TB with reference to educational reforms taking place. Teachers are facing problems of coping. In order to reduce this problem, schools need to plan well in advance and provide necessary skills, so that teachers become flexible. The work environment in schools should demonstrate collegiality, equal distribution of work, shared vision, empowerment and benefits to teachers so that they can balance their