اب دل تنہا خوش رہتا ہے
میں نے خود کو بدل لیا ہے
وصل ، فراق ، اداسی سب کو
میں نے آنکھوں سے دیکھا ہے
پیار ترے کو سمجھ نہ پایا
پیار سراسر اک دھوکا ہے
دل کا کھونا ، آنکھ کا رونا
عشق میں ایسا تو ہوتا ہے؟
عشق برا ہو تیرا تُو نے
مجھ کو تو بس مار دیا ہے
مایوسی بھی کفر ہے لیکن
غیرِ خدا سے آس بھی کیا ہے
تم کیوں میرے ہو نہیں جاتے
دل تم کو ہی مانگ رہا ہے
ساری غزلیں درد بھری ہیں
درد کہاں سے تُو لایا ہے
نام خُدا کا سو جا صادق
کس نے تجھے جگا رکھا ہے
Ideological Challenges of Atheism to the Muslim Societies and their Solutions from Islamic Perspective It’s a matter of fact that Muslim Societies are facing many socio-political and religious challenges within contemporary dominant waves of thought. One of the serious challenges being faced by the Muslim in the current scenario is Atheism. Although in past era, the Atheism couldn’t become influential with general acceptance of commoners but recently, the ideology of Atheism is spreading fast with statistically reported impact on all religions and civilizations. Atheism is a lack of belief in God, gods or any supernatural being along with the rejection of belief that any deities exist. The philosophy of atheism is nothing new, but it has changed its manifestations over a period. This is obvious that Atheism has now become a serious challenge ideologically and morally for Muslim societies. We are living in a fast-changing society, where preservation of Islamic belief is a challenging task particularly for the new young generation and modern educated lot. Atheists use every possible and available mean and tool for preaching their thoughts and beliefs i.e. Print media, electronic media and above all social media. In this context, this study will explore the questions that; what are the effects of Atheism in Muslim Societies and what is its solution in Islamic perspective? Analytical research methodology will be used in this study. This study perceives that the public and private sector universities are the soft target of Atheism. There is suggested legal, ethical & ideological mechanisms to protect Muslim Societies from threat of Atheism.
Classroom experiences play a vital role in developing students' conceptual understanding of mathematics. Therefore, it is essential to engage students in such mathematical tasks in the classroom which provide students opportunities for reasoning, conjecturing, pattern seeking and generlizing in a collaborative learning environment. The National Curriculum of Mathematics (2006) also emphasizes the changing role of teachers from knowledge transformers to facilitators in the student-directed learning process and this cannot be achieved unless teachers are provided professional development to choose and design mathematical tasks for their students which promotes students mathematical reasoning and conceptual understanding. This study explored the ways through which a primary mathematics teacher brought improvement in her selection and implementation of mathematical tasks for developing students' mathematical understanding. The reported study used Collaborative Action Research which comprised four action research cycles using Lewin's model of Action Research that aimed to explore progress in the participant teacher's task selection and implementation. Data for the study were collected from a private school in Karachi Pakistan where I worked with one mathematics teacher for more than two months. Data collection tools included classroom observations, semi structured interviews, reflections/reflective sessions and students' sample work. The findings of the study demonstrated that the factors resulting in improvement of teacher's task selection and implementation includes the facilitation by the mentor teacher, enhancement in one's own content and pedagogies knowledge and development of a teacher's understanding of students' cognitive level. The findings of the study also revealed that the common factors influencing the selection of mathematics tasks comprised shortage of time, obligation of syllabus coverage, level of students' understanding, students' prior knowledge and teacher's belief about mathematics. This study also highlighted the residing factors influencing the implementation of rich mathematical task which include the nature of the selected task, its alignment with students' prior knowledge, amount of time provided to students and mainly the role of the teacher in implementing the tasks. Based on the findings, this study recommends that classroom teachers should be provided some autonomy to make modifications in the syllabus. Moreover, the school management should work for teachers' professional development by arranging in- service teacher training sessions for lifelong learning.