میں تم اور اسٹیشن
میں اکثر دیکھا کرتا تھا
ریل رکے جب اسٹیشن پر
میں تجھ کو ڈھونڈا کرتا تھا
ریل رکے جب اسٹیشن پر
کاش! وہاں تم آئے ہوتے
اور یوں ہم دونوں مل جاتے
گاڑی رکتی اسٹیشن پر
حیف نہیں ایسا ہو پایا
لیکن ایسا کیسے ہوتا
میرا نصیب نہیں ایسا تھا
میں قسمت کا مارا انساں
بھیڑ میں نظر تھک جاتی تھی
چہرے گنتے گنتے میری
پیپل نیچے ، برگد نیچے
لوگ پھریں اسٹیشن پر
چڑیاں بھی اڑتی پھرتی تھیں
وہ چوں چوں چر چر کرتی تھیں
اور مجھے ایسا لگتا تھا
وہ مجھ پر ہنستی رہتی ہیں
کاش میں تمھیں بھولا ہوتا
لیکن ایسا کیسے ہوتا
میرا نصیب نہیں ایسا تھا
میں قسمت کا مارا انساں
پھر میں ہولے ہولے تجھ کو
بھول گیا اسٹیشن پر ہی
ریل مجھے تھی اچھی لگتی
لوگ مجھے تھے اچھے لگتے
ریل کو تکتی اُن کی نظریں
کتنی مجھ کو اچھی لگتیں
بھول گیا میں تجھ کو آخر
اسٹیشن میری دنیا تھیں
اسٹیشن میرا اپنا تھا
اسٹیشن کا میں مالک تھا
سب کچھ میری ملکیت تھا
برگد ، پیپل ، چڑیاں ، گاڑی
راس نہ آیا یہ سب مجھ کو
راس یہ مجھ کو کیسے آتا
میرا نصیب نہیں ایسا تھا
میں قسمت کا مارا انساں
ریل نہیں اب آتی جاتی
لوگ نہیں اب اسٹیشن پر
سوکھ گیا وہ پیپل سارا
برگد بھی سوکھا سوکھا ہے
چھوڑ گئیں وہ چڑیاں ساری
ٹھنڈی چھائوں ، ٹھنڈا پانی
سوکھ گیا سارے کا سارا
سوکھ گیا وہ سارا پانی
یہ سب کچھ چھن جانے سے اب
یاد مجھے تم ہی آتے ہو
عکس تھا اسٹیشن تیرا ہی
میں تجھ کو ہی بس ڈھونڈوں...
In every society of the world, youth is a very important segment. The youth plays an important role in social work and development of communities. There is a dire need of such voluntary welfare works to meet the needs of individuals as well as of the whole communities. As the complexities of living conditions increase, the voluntary social work and welfare projects gain importance and governments alone whether of developing or developed countries, can no longer meet the needs of their citizens. All this necessitates the existence of other bodies working parallel to the governmental bodies to fill in the public domain and complement the role played by the government agencies in meeting social needs. Such bodies are called civil society organizations. These organizations play an important role in addressing some of the social, cultural, and economic issues. Despite the great importance of the social work and its need for the development of communities and the development of individuals a very small percentage of youth are engaged in social work. There is reluctance among the youth to participate in community work. This article explores the role of youth in social welfare work.
One of the main purposes of education is to develop critical autonomous individuals, so that they could construct their own knowledge and promote their thinking skills and become more active citizens. On the other hand, there is a general impression about the two major systems of schools, the Madrasa and the Government schools, that both discourage students' critical thinking (CT) skills. Therefore, this study was conducted in order to explore the ground realities by conducting a comparative case study in a Madrasa and in a Government school in Gilgit-Baltistan, Pakistan. This study aims to explore the perceptions and practices of both schools' teachers' about CT. For this purpose, one teacher from each school was selected as a primary research participant. Both the schools' head teachers and two students from the schools were selected as secondary research participants. Semi-structured interviews were conducted with the entire primary as well as the secondary research participants. Moreover, teachers' classroom teaching, the nature of co-curricular activities, and the practice of punishment and reward were observed. Similarly, some documents, such as textbooks and examination question papers, were also analyzed to see the application of CT. The findings revealed that both schools' teachers are of the view that CT is a crucial component for students in order to deal with the modem challenges. Though the teachers of both schools appreciated the significance of CT, their practices were often dominated by the transmission method teaching. In contrast, the findings found the Madrasa structure and practices more conducive to CT primarily because of the Madrasa having fewer students, and closer interaction between the teachers and the taught. But, in Government schools, where there are more students in the class and there is burden on teachers of taking more periods, then these factors hinder in creating conducive relations between teachers and the taught regarding the development of CT. The findings of this study seem unusual as secular schools are very often seen as better suited for fostering CT, while Madrasas are blamed for indoctrination. However, the research showed an interesting finding that the Madrasa opened both the doors of religious and secular education to its students, and provided a soothing environment for building students' self-esteem and confidence.