عہد اورنگ زیب کے محمد خان وامق سیالکوٹ کے پہلے اردو شاعر ہیں۔ وہ اپنے وقت کے اہم شاعر تھے۔ وامق وڈہرہ قوم کے کھتری تھے اور ان کو مسلمان کرنے کا فخر اس وقت کے جید عالم مولانا عبد اﷲچلپئی کو تھا جنہوں نے ان کا نام محمد خان رکھا۔ اشفاق نیاز تاریخِ سیالکوٹ میں آپ کے بارے رقمطراز ہیں:
آپ نہ صرف اعلی درجے کے شاعر تھے بلکہ ایک انشا پرداز بھی تھے اور یہی شہرت اور قابلیت انہیں دربارِ عالمگیر تک لے گئی۔ بادشاہ ان کا بہت قائل تھا بعد میں بادشاہ نے ان کے فن و ادب کی قدر کرتے ہوئے انہیں اخلاص خاں کے اعلیٰ خطاب سے سرفراز بھی فرمایا۔ آپ صاحبِ دیوان بھی تھے۔ اردو اور فارسی میں شاعری کرتے تھے مگر افسوس کہ باوجود سعی بسیار کے کلام مفقود ہے۔ (۱)
راقم الحروف بھی کوشش کے باوجود ان کا اردو کلام دریافت نہیں کر سکا۔تاریخِ سیالکوٹ کے مطابق آپ نے محمد شاہ کے عہد ۱۷۶۶ء میں سیالکوٹ میں وفات پائی۔(۲)
۱۔اشفاق نیاز‘ ’’تاریخِ سیالکوٹ‘‘ ‘ سیالکوٹ‘ سیالکوٹ ایڈورٹائزرز ‘ ۲۰۰۹ء، ص : ۲۹۳
۲۔ ایضاً‘ ص: ۲۹۴
Islam is the only religion which is complete code of life. The needs of human beings have been felt and addressed properly. In spite of created by only one creator humans are different in their potentials, behavior and attitude. Owing to this difference, the incomes of people are drastically different from each other. As a result, a few people are rich and well off whereas some are poor- being up to sustenance level. Therefore, people cooperate with each other to eliminate the class differences of social strata. In this perspective, Islam has given an invulnerable perfect socio-economic system. For mutual cooperation, Islam has also addressed the issue and suggested different steps such as madharabah, partnership and tenancy. Bedsides Islam has also focused on secondary resources of mutual cooperation and support that are typically related to the personal concern. It includes: sacrifice, gift, free lending and Qarz-e- Hasanah etc. It also reflects that the man gives precedence to congregational matters over his individuality which is an ample example of mutual cooperation. In fact, mutual cooperation is one of those key factors on which the edifice of prosperous society is built. All religions and ideologies have focused and emphasized on the mutual cooperation; however, Islam lays extra emphasis to build a strong and thriving human state.
The need to provide students with more inquiry-based teaching is increasing in educational settings. It is the need of our Pakistani system also, particularly research studies to initiate and implement the process in many educational settings in Pakistan. This is so that science literacy can be fostered and more attention can be given to providing conceptual understanding to the students during the teaching learning process. My study is a minor addition to the knowledge of science teaching by using inquiry as a teaching strategy. I tried to study the impact of using an inquiry-based teaching approach on students' learning. The emphasis was on the nature of questions, students ask before and after implementing inquiry and the ways they seek knowledge through using this idea in the classroom. Roth (1992) and Tobin (1991) cited by Doster, (1997) suggest that ;the epistemology underlying most traditional practice in science classrooms is objectivism, which manifests itself in the teaching of science as a body of objective facts. Teaching science from this objectivist stance contradicts the philosophical basis of the nature of science. Agreeing with the author, I would say that teaching in science classrooms should not focus the objectivism, instead it is essential to nurture the philosophical basis of the nature of science by providing various practical opportunities of learning to the students, of which inquiry-based teaching could be one. The project was designed using the qualitative paradigm of research. It was an actionoriented study in which the focus was on students' learning. One experienced teacher volunteered for the study as a co-operative teacher. The purpose of the study was to provide opportunities to the students to come up with their own ideas and test them to validate their knowledge. Actually, I wanted to provide opportunities for students to explore, manipulate and inquire into things that are in their surroundings particularly by questioning them. I assumed that by teaching this approach, students would develop their inquisitiveness and learn more effectively. For this purpose, I used many innovative ideas to encourage students to ask questions, especially open and high-order questions. Dissertation Abstracts MEd V Class of 2002 35 The findings of the study show, that inquiry-based teaching produces a positive impact on students' learning. This claim is made in the light of the data gathered in the form of students' questions. In a class of 58 students, 329 written questions were asked during one focused