This study examines the political, economic and strategic dimensions of Pakistan’s engagement as a frontline state in the US-led ‘War on Terror’. Pakistan’s objectives in the ‘War on Terror’ seek to protect the country from an internal backlash from militants and extremists and from the external threat emanating from India. In line with these objectives, Pakistan seeks to retain a delicate ‘balancing act’ in its relations with United States and Afghan Taliban. This ‘balancing act’ involves extending significant counterterrorism assistance to the US-led coalition by combating Al-Qaeda operatives and anti-Pakistani state, Tehreek-e-Taliban Pakistan, while also ‘continue investing’ its political and financial capital in Afghan Taliban fighting the US-led coalition forces in Afghanistan. As a result, Pakistan is feeling the heat on both sides, with extremists and Taliban rebels have turned against the state for joining the USled coalition ‘War on Terror,’ while the US officials criticize Islamabad for declining to cooperate wholeheartedly. United States has repeatedly pressured Pakistan to fall in line with its objectives which seek to disrupt and dismantle Al-Qaeda network, stabilize ‘AfPak’ region, encircle China, purge the threat of the emergence of Nuclear Iran, and shore up the US political and military influence in Central Asia. Pakistan’s concerns, however, revolve around the emerging US-India nexus in South Asia, which Islamabad perceives is directed to minimize its influence in Afghanistan and the region and put its vital security interests at risk. In fact, the US ‘tilt’ toward India forced Pakistan to avoid complementing the US objectives fully. Islamabad, therefore, insists to recognize the benefits of partnering against combating terrorism which must be balanced against Pakistan’s security interests. In this regard, well-crafted US policies are needed to address Pakistan’s insecurities vis-à-vis India and Afghanistan, its economy and internal stability and acknowledge Pakistan’s growing relationship with China and Iran before the US can expect Pakistan to support its objectives in the ‘War on Terror’.
ناطق نے ایم فل اردو منہاج یونیورسٹی لاہور سے کیا اور ان کا مقالہ محمد حسین آزاد پر تھا۔ اسی مقالہ کو انہوں نے دوبارہ تھوڑا تبدیل کرکے ایک نئے نام سے شائع کروایا یعنی فقیر بستی میں تھا یہ ایک سوانحی ناول ہے جسے انہوں نے اپنی تخلیقی مہارت کے ذریعے ایک نیا روپ دیا۔ ’’فقیر بستی میں تھا‘‘عکس پبلی کیشنز لاہور نے 2019ء میں چھاپا۔ناطق نے نہایت خوبصورتی سے اس کتاب کو 45 حصوں میں تقسیم کیا ہے اور اپنے ہر ایک عنوان میں آزادزندگی کا پہلو بیان کیا گیا ہے۔کتاب کا انتساب آغا سلمان باقر کے نام لکھاہے۔کتاب نہایت مہارت سے لکھی گئی ہے پڑھتے ہوئے محسوس ہوتا ہے کہ لکھنے کیلئے کہاں کہاں کی خاک چھانی گئی ہوگی۔انہوں نے آزاد کی شخصیت کے تمام پہلوؤں پر روشنی ڈالی ہے ۔ایسا محسوس ہوتا ہے کہ ناطق کی طرح قاری بھی کتاب پڑھ کر آزاد کا عاشق بن جائے گا۔اس ضمن میں شہناز نقوی لکھتی ہیں :
’’مجھے یوں محسوس ہوا جیسے میں کوئی seasonsدیکھ رہی ہوں ، عمدہ طرز بیان کو پڑھنے والا بھی مولانا آزاد کے ساتھ ساتھ خود کو محسوس کرنے لگتا ہے۔کتاب کا اسلوب اتنا پرکشش ہے کہ قاری کو کہیں بھی بوجھل پن محسوس نہیں ہوتا ورنہ تحقیقی کتب پڑھناذرا مشکل مرحلہ ہوتا ہے۔‘‘(15)
انہوں نے آزادکی زندگی کو اس طرح لکھا کہ قاری بھی آزاد کا دیوانہ ہوجائے ناطق نے خود بھی آزاد کی کتاب جب آب حیات پڑھی تھی تو بار بار اس کتاب کو تقریباً چالیس مرتبہ پڑھا،اسی لیے ایم فل اردو میں اس عنوان پہ مقالہ تحریر کرنے کا فیصلہ کیا۔
Human have a natural instinct and tendency to seek profit. Being Prepared for any hard work without it is an afterthought. Offend a glimpse Islamic rules and its features to fulfill the aspiration of acquisition. Has advocated certain dimensions of oppression and deception.e.g, purchase commodities out of the city through stock picked commercial convince and the specialist citizen trader selling the goods to the villagers at cheap prices and the principles to supply and demand is explained and all the cases in which supply and demand are raised by artificial crises is described, while the Fatwa of Saudi Arabic permanent fatwa committee is also included in the international fatwa center.
This study was conducted to explore incorporation of social and moral values through the secondary school curriculum in Khyber Pakhtunkhwa, Pakistan. The study revolved around the following research questions: What are the social and moral values included in the secondary school textbooks? What are the important social and moral values missing in the secondary school textbooks? What are the benefits of inclusion of social and moral values in the textbooks at secondary school level? Data were collected from two sources: Secondary school textbooks and Secondary School Teachers. Four textbooks of the compulsory subjects (Urdu, Pakistan Studies, English and Islamiat) of the secondary classes and Secondary School Teachers of district Mansehra who taught compulsory subjects comprised the population of the study. The sample of the study consisted of twenty four lessons from the textbooks and twelve Secondary School Teachers. To collect data about social and moral values from Secondary School Teachers semi-structured interviews were used. Textbooks of secondary classes and transcribed interviews of twelve secondary school teachers were examined in the light of the operational definitions of social and moral values by applying qualitative content analysis technique. The entire data were coded and categories were formed from the codes. Codes were grouped into categories: social and moral values. Peer/expert debriefing was used to review and assess the data to enhance the validity and reliability of the analysis process and findings. The findings of the study revealed that the secondary school textbooks contained social values like equality, human rights, service of humanity, regard for one‟s family, dignity of labour and charity. The textbooks also contained moral values like truth, honesty, obedience, faith and sacrifice. Social and moral values were associated with human behaviour on the xvi basis of which good or bad behaviour of individuals and their adjustment in a society can be judged. Some important social and moral values, however, seemed lacking in the books. These include values such as responsibility, hard work, obedience to the law, unity, patriotism and universal brotherhood and moral values such as virtue, good manners, submission, moderation and patience. The study, therefore, recommends that these values may be incorporated in the secondary school textbooks for a more wholesome education and character development of the students.