چودھری محمد علی صاحب ردولوی
افسوس ہے کہ ہماری قدیم تہذیب کی یادگاریں ایک ایک کر کے اٹھتی جاتی ہیں اور پرانی محفل اجڑتی جاتی ہے، ان ہی یادگاروں میں ایک چودھری محمد علی صاحب مرحوم ردولوی بھی تھے، وہ امراؤ شرفائے اودھ کی تہذیب کا نمونہ تھے، ان کی شخصیت بڑی دلکش و دلپزیر تھی، بڑے خوش مذاق، زندہ دل، بذلہ سنج حاضر جواب اور علم مجلسی کے بڑے ماہر تھے، ان کی ہر چیز میں خوبی و لطافت اور زبان وقلم دونوں میں بڑے دلکشی تھی، تحریر میں صاحب طرز ادیب اور خوش گفتاری میں ہزار داستان تھے، جس محفل میں بیٹھتے تھے اپنی خوش بیانی سے چھاجاتے تھے، ان کی تحریر میں سادگی کے ساتھ بڑی تازگی اور بے ساختگی تھی، اس طرز میں وہ منفرد تھے، اہل زبان حضرات میں بھی اس طرز میں لکھنے والا کوئی نہ تھا، مگر ان کی تحریر اور گفتگو دونوں میں اودھ کا پرانا بے فکری کا تفریحی مذاق غالب تھا اس لیے تحریر کا دائرہ ادب و افسانے تک محدود تھا، اور اسی میں ان کا طرز تحریر کھلتا بھی تھا سنجیدہ علمی و ادبی مباحث سے ان کو زیادہ دلچسپی نہ تھی، اگر کبھی بھولے سے اس کوچہ میں نکل آتے تھے تو اس میں بھی تفریحی رنگ پیدا ہوجاتا تھا، یہی حال ان کی گفتگو کا تھا، ان کی سنجیدہ گفتگو بھی لطائف و ظرائف سے خالی نہ ہوتی تھی۔
ان کی عمر اسی (۸۰) کے قریب تھی مگر ان کی طبیعت سدا بہار تھی، اسلئے اس زمانہ میں بھی نہ وہ کسی سوسائٹی کے لیے اجنبی ہوئے تھے اور نہ کوئی سوسائٹی ان کے لیے اجنبی تھی، ہر عمر ہر مذاق اور ہر طبقہ کے لوگوں سے ان کے یکساں تعلقات تھے، اور جس مجمع میں بیٹھتے اس میں گھل مل کر...
Poetry is one of the most prominent spiritual genres of mystic literature. Most of the mystics have expressed their thoughts in poetry. Mystic poetry is replete with metaphors of “wine”, “cup”, “tavern” and “wine-bearer” although, in Islam, the use of wine is strictly prohibited. However, the mystic poets make repeated use of such metaphors. This paper aims to compare the use of the metaphor of wine, cup, and tavern in the poetry of Rumi and Hafiz. Further, it spotlights the hidden meaning of mystical metaphors to make it expressible. The current research is based on Ricoeur’s hermeneutic model of understanding text which Ricoeur calls the Hermeneutic Arc. This study concludes that the cornerstone ideology beyond the use of metaphors is to awaken the sleeping souls, the negation of material pursuit, and realization of spiritual truth---Divine love and unity with God. Hafiz focuses on freedom, an eternity of soul, joy, and immortality; further. While Rumi talks about enlightenment of soul, union with Beloved and strong faith. Rumi’s use of language, imagery, and ideas are more powerful than Hafiz.
The study focused on the implementation of the Whole Language Approach (WLA) to improve students' reading in a primary ESL classroom, in one of the private schools in Karachi, Pakistan. The purpose of the study was to explore the effectiveness and possibilities of implementation of WLA for improving ESL/EFL students' reading, in a context, where both the learner and teacher have low language proficiency in English language. The study was conducted through the qualitative action research. The duration of the study was five and half weeks. The targeted population consisted of forty-one students of Class III, with the regular classroom teacher acting as an observer and critical friend. Data was collected through teacher (researcher) classroom observation tool, whole class discussion and informal talks with the students, interview and post-lesson discussions with the classroom teacher, document analysis and reflective journal. My analysis of the data started from the first day of my fieldwork in the form of reflections. I played a role of a teacher and researcher simultaneously. The findings at the reconnaissance phase indicated that students were not able to read the reading materials with understanding, rather they relied on the dictionary to comprehend the text. The approach to teach reading mainly used whole word approach (go get the words with correct pronunciation and intonation), which did not facilitate students' reading with understanding, and the class was dominated by teacher talk' and those students who were linguistically stronger than their peers. The study suggests that there were some possibilities and some challenges in implementing the WLA in Class III. The major findings from the implementation phase were; teaching reading through WLA gave me, as an ESL teacher, new insights to teach reading more effectively and proved to minimize teacher-centered approach and increase child-centered approach. Reading from whole' to part gave students opportunity to read for meaning' and to understand the holistic picture of the reading materials. Using WLA in teaching reading in the English classroom increased students' motivation and achievement. Ethical issues were also taken into consideration for maintaining confidentiality of the institution, students and the teacher. Challenges were identified and implications were drawn that provided recommendations for future practices for implementing WLA in the teaching of reading.