تمام انسانیت کے محسنؐ ، سلام اُنؐ پر درود اُنؐ پر
سماں ہو راتوں کا یا کہ ہو دن، سلام اُن ؐ پر درود اُن ؐ پر
یہ بوندا باندی جو ہو رہی ہے ، ہمارے اشکوں کو دھو رہی ہے
اُنہی کی رحمت کی ہے یہ کِن مِن، سلام اُنؐ پر درود اُنؐ پر
پہنچ رہی ہے حضورؐ ڈالی ، سلام والی ، درود والی
نہیں ہے شک اِ س میں کوئی ممکن ، سلام اُن ؐ پر درود اُن ؐ پر
جو اُن ؐ کی رحمت کی حد نہیں ہے ، تمیزِ نیک اور بد نہیں ہے
تو لوگ کیوں بھیجتے ہیں گِن گِن ، سلام اُن ؐ پر درود اُن ؐ پر
کوئی حسد سے جو جل رہا ہے ، زباں سے آتش اُگل رہا ہے
ہمارا اُس کو جواب لیکن، سلام اُنؐ پر درود اُنؐ پر
درود حالِ نبی ؐ پہ بھیجو ، سلام آلِ نبی ؐ پہ بھیجو
کبیر سن ہوں کہ یاہوں کم سن ، سلام اُن ؐ پر دروراُن ؐ پر
ہزار اپنی ریاضتیں ہوں ، ہزار عابدؔ عبادتیں ہوں
ہمارا کوئی نہیں ہے اُن ؐ بِن، سلام اُن ؐ پر درود اُن ؐ پر
The Holy Quran aims to all Muslims to implement the teachings of the Quran in their lives and apply these guidelines which are considered as mandatory code of life for every Muslim. Advancement of Quranic education in society is a great duty for all Muslim as well as they have to utilize maximum available resources and human skills for promotion of Holy Quran in the society. There are two types of institutions they provide Quranic education with a focus on understanding of the Quran. One of them the religious seminaries who follow traditional teaching methods for Quranic education. There are many academic institutions other than the religious seminaries they use different and non-traditional methods for teaching of the Quran. Various academic activities to develop the understanding of the Quran through multi model approaches and strategies of teaching Arabic language are being organized by non-traditional institutes. In this regards nontraditional institutes introduced “Quranic Arabic Language” and easy Arabic Grammar practices for non-Arabic population. Comparison of two different systems, traditional and non-traditional institutes of Quranic education in Pakistan in this research article has been presented.
The teaching of mathematics, even in the selective private schools in Pakistan, is done in a traditional fashion. This kind of teaching helps students follow pre-ordained rules, transmitted by the teacher, without understanding the rationales for them. The consequence is that students develop proficiency in procedural skills but lack reasoning and thinking capacity in mathematics. This study was designed to investigate how a small sample of upper primary school students could be helped to develop a relational understanding of some basic number concepts. Using an action-research approach these students were engaged in a set of mathematical activities which allowed the researcher to trace their thinking. Data collection in this study occurred in three stages. At the Pre-Intervention stage semi-structured interviews and classroom observations were conducted to ascertain how students learned and were taught mathematics in their school context. During the Intervention stage the researcher set students various mathematical activities to help trace their mathematical thinking and learning. At the Post-Intervention stage students discussed in small groups both, the helping and the constraining factors in developing their relational understanding in mathematics. The findings that emerged were that multiple representations, the appropriate use of mathematical language and students' efforts to justify their claims helped them learn to reason mathematically. However, the teacher's own inadequacies in mathematical concepts and the limitations of words and pictures in representing abstract mathematical ideas sometimes constrained what the students could learn.