تاب(۱۹۲۹ء ) کا اصل نام محمد اسلم ہے۔ لیکن ان کی پہچان تابؔ اسلم کے نام سے ہے ۔آپ سیالکوٹ میں پیدا ہوئے۔ ۱۹۴۸ء میں محکمہ برقیات میں ملازم ہو گئے۔ ۱۹۴۹ء میں ان کی پہلی نظم ’’ادب لطیف‘‘میں مرزا ادیب نے شامل کی۔ تابؔ نے شاعری کا آغاز سکول کے زمانے سے ہی کر دیا تھا۔ مقامی ادبی تنظیموں اور مشاعروں میں باقاعدگی سے ایک سامع کی حیثیت سے شرکت کرتے تھے۔(۷۶۴)تابؔ کے ابتدائی کلام میں سادگی اور معصومیت نظر آتی ہے۔ ان کا شعری کلام ’’فردوس ادب‘‘، ’’اوراق‘‘،’’افکار‘‘،’’لیل و نہار‘‘،’’امروز‘‘، ’’مشرق‘‘،’’لاہور‘‘،’’رابطہ‘‘،’’کراچی‘‘،’’ادب لطیف‘‘،’’ادبی دنیا‘‘،’’ہمایوں‘‘،’’نیرنگ خیال‘‘،’’فنون‘‘، ’’ساقی‘‘کراچی اور ’’ید بیضا‘‘سیالکوٹ میں شائع ہوتارہا۔ تابؔ جگر مراد آبادی کے ساتھ سیالکوٹ کے مشاعروں میں شرکت کرتے تھے۔ ۱۹۶۰ء میں ’’بزمِ فکر و فن‘‘ ایک ادبی تنظیم کے تاب سیکرٹری مقرر ہوئے۔ ۱۹۶۴ء میں تابؔ نے سیالکوٹ میں ’’حلقہ اربابِ ذوق‘‘ نے نام سے ایک انجمن قائم کی جس کے کئی سال تابؔ سیکرٹری رہے۔(۷۶۵) تاب کا پہلا شعری مجموعہ ’’زخمِ وفا‘‘ ۱۹۷۲ء کو مکتبہ عالیہ لاہورنے شائع کیا۔ دوسرا شعری مجموعہ’’نقشِ آب‘‘ ۱۹۷۵ء کو مکتبہ عالیہ نے طبع کیا۔ تیسرا شعری مجموعہ ’’سراب جاں‘‘ بنگش بک ڈپو لاہور نے ۱۹۹۵ء میں شائع کیا۔ چوتھا شعری مجموعہ ’’تیرے یاد کے سارے موسم‘‘ الحمد پبلی کیشنز لاہور نے ۲۰۰۱ء میں طبع کیا۔ تابؔ اسلم کا پانچواں شعری مجموعہ’’درد تیرے فراق کے ‘‘ نام سے زیر تکمیل ہے۔
تاب نے۱۹۴۹ء میں اپنی شاعری کی ابتدا کی تو ان کی زیادہ توجہ نظم کی طرف تھی ۔انھوں نے کم وبیش ہر موضوع پر نظم تحریر کی۔ بعد میں ان کا غالب رجحان غزل کی طرف رہا۔ آج بھی وہ غزل لکھ رہے ہیں مگر کہیں کہیں نظم بھی لکھتے...
The history of Muslim Education reveals that there was no difference of materialistic and religious education in the past. However, for the last two centuries, Muslim world divided into many ideologies which consequently produced separate educational institutions for every ideology. In the secular/modern educational institutions, religious and metaphysical studies are missing while, on the other hand, religious seminaries focus on the pure religious education. In such a situation, two kinds of students are graduating from our educational institutions which do not have congruence in practical life with each other. Present Muslim world in dire need of a comprehensive educational system combining the modern secular and religious subjects in an appropriate manner. Currently, if Islamic world is distressed technologically at one hand, it is divided in many sects, on the other. Therefore, acquisition of scientific and religious, both kinds of education are required for Muslims. In the present paper, the responsibilities of Muslim world are discussed to face the current and future challenges from educational perspective in order to portray a true picture of Islam and its followers.
The practice of corporal punishment against children is a common phenomenon around the world. This study examined the phenomenon of corporal punishment in schools of Peshawar, Pakistan as very minimum research has been carried out on this issue in Pakistan. Previous studies proved that the practice of corporal punishment is associated with numerous negative impacts on children whilst others indicate positive impacts. The present study addressed a range of dimensions from physical to psychological and from sociological to religious doctrine, which are linked with the phenomenon of corporal punishment. The research was conducted in Peshawar, Pakistan. Due to the sensitive nature of the topic in Pakistan, the selected methodology was qualitative, adopting a purposive sampling technique for participant selection. A sample of fifty interviewees was achieved; ten each of teachers, parents, child psychologists, religious scholars and non government organization workers. Data was collected through in-depth interviews using an interview guide. To enhance validity and reliability data was triangulated with field notes and analysis of relevant policy documents and the research literature. Informed consent was obtained from each participant and data anonymity and confidentiality was ensured. Applied discourse analysis of interview data found that participants were supportive of the practice of corporal punishment in some cases. Cultural acceptability, personal experience in the past, achieving academic goals, lack of awareness, illiteracy, religious factors, anger, work stress, school environment, teacher’s frustration and teachers lack of understanding of child behaviour are some of the main causes of corporal punishment practice. Negative impacts of corporal punishment on children were also recognized by respondents. These included; an increase in anti-social behaviour and aggression, escalation to physical abuse, spoiled creativity, lack of courage, anxiety, depression, frustration, poor academic achievement, criminal tendencies, promoting a culture of violence and drop out from school. Conversely, some participants consider corporal punishment beneficial for adult respect, obedience and the achievement of academic goals. The study provides research based policy recommendations for abolishing corporal punishment from schools including; educational system reform, mass awareness, teacher training programmes, promoting alternative methods for behaviour modification to teachers and parents, strengthening of parents-teachers council, dealing with teachers own frustration, following the real meaning of Islamic teaching, effective legislation and implementation, opening up complaint mechanisms, effective monitoring, evaluation and accountability, prioritizing child rights, enhancing government interest in child education, advocacy seminars on child rights, promoting a culture of rewards and appreciation in schools and appointing Social Worker’s and Child Psychologists to support the strategy. This combination of measures will be helpful in dealing with the practice of corporal punishment in schools of Pakistan.