آن لائن لیکچر
شاہد اشرف
گزشتہ ایک برس کے دوران میں کووڈ کی وجہ سے آن لائن لیکچر دیتے ہوئے وہ کئی تجربات سے گزرا۔ پہلے پہل وہ اپنے دھیان میں لیکچر دیتا رہا۔ کچھ دنوں بعد اسے کیمرہ آف ہونے کے باوجود سٹوڈنٹس کی موجودگی اور عدم موجودگی کا اندازہ ہونے لگا۔ کبھی کبھی وہ کسی طالب علم کی موجودگی کی تصدیق کے لیے سوال بھی پوچھ لیتا تھا اور اس کا اندازہ درست نکلتا تھا۔ آہستہ آہستہ اسے مکمل ادراک ہونے لگا کہ کیمرہ آف ہونے کے باوجود کون سٹوڈنٹ موجود ہے اور کون لنک جوائن کرنے کے بعد سو گیا ہے ۔ ذہنی رابط برقی رابطے سے زیادہ موثر محسوس ہونے لگا۔ وہ کیمرہ آف ہونے کے باوجود دیکھنے پر قادر ہو گیا۔ کسی سٹوڈنٹ کا تصور کرتے ہی اس چہرے پر ہویدا اداسی ، بیزاری ، انہماک، دلچسپی اور نیم دلی سمیت دیگر کیفیات کا انکشاف ہونے لگتا تھا۔ وہ صرف غور سے آئی ڈی کی طرف دیکھتا اور سٹوڈنٹ کی ذہنی کیفیت ظاہر ہو جاتی۔ وہ مخاطب ہوئے بغیر کسی سٹوڈنٹ کی کیفیت پر رائے دیتا اور پھر متعلقہ سٹوڈنٹ کی حیرت کو انجوائے کرتا تھا۔ وہ دوران تدریس بہت سے تجربات سے گزرا ۔ اس کے دل میں ایک خیال زور پکڑنے لگا ۔ اس نے خیال کو جھٹکنے کی کوشش کی مگر ناکام رہا۔ اسی خیال کے زیرِ اثر ایک دن اس نے تمام سٹوڈنٹس کو کیمرے آن کرنے کا کہا ۔ سٹوڈنٹس اپنے اپنے کیمرے آن کر بیٹھ گئے ۔ وہ سب کو دیکھ سکتا تھا مگر اسی لمحے اسے شدید دھچکا لگا ۔ وہ کسی بھی سٹوڈنٹ کی کیفیت کو پڑھنے سے قاصر تھا ۔
Tafsir or interpretation of the Quranic scripture has always been a central task for Muslim exegetes. The Tafsir Ishari is a significant genre in the realm of Quranic exegesis that specially explains the inner meanings of theQuranic scripture. The Tafsir ishari is primarily based on the Quranic reading and understanding of the Sufis of the early Islam. This study analyses the argument of scriptural experts concerning the authenticity of this particular type of the Quranic interpretation. Further, it also aims to elucidate the Tafsir Ishari, its tradition and development through presenting an overview of its origin, formation and evolution. It has been argued that the Tafsir Ishari does not have any specific method. As contrast to the literal reading of the Quranic text, the Sufis reflect upon the inner meaning of the Quran and understand the text through spiritual intuition. This research is focused to comprehend various approaches of Sufi interpretations by studying the significant texts of leadingSufi masters i. E. Al-Tustari, Sulami and Ruzbihan al-Baqli. A meticulous effort has been made to ascertain the distinctive methods of Ishari interpretation by analyzing the interpretations of the above mentioned three leading Sufi masters.
Schools in Pakistan which follow the National Curriculum designed by Ministry of Education, register their secondary level students (grade IX and X) with certain examining bodies that assess these students through standardized tests. Aga Khan University Examination board (AKU-EB) is one of those examining bodies that enrol and assess secondary level students under either ‘Science’ or ‘General’ group. My academic and professional experiences reveal that teachers and school management of private schools are concerned about low academic performance of general group students in mathematics examinations. As a result, they put in efforts to improve students’ performance through arranging tests and remedial classes; however, most of these students do not take interest in mathematics and are unable to cope well in mathematics tests and examinations. This study is aimed to explore how various factors (such as familial, teaching learning processes at school and teachers’ beliefs about students’ ability) affect general group students’ performance in mathematics at secondary level. In order to achieve this purpose, a qualitative approach was adopted and data was collected through focused group discussions, classroom observations, semi structured interviews and analysis of documentary evidences (National Curriculum of Mathematics, AKU-EB final examination papers etc). Research participants included a school principal, two mathematics teachers, twelve general group students of a private school and two mathematics subject specialists of AKU-EB. The study revealed that mathematics teaching and learning practices in the school are inconsistent with the assessment criteria designed by AKU-EB which hinder students to prepare according to the expectation of AKU-EB. The study also revealed that teachers’ teaching practices are influenced primarily by certain beliefs which teachers possess about mathematics, its teaching and learning and students’ ability in mathematics. Moreover, teachers’ beliefs about students’ ability seem to have generated mainly from a placement criterion levied in the school for secondary level students. The study also explored other key factors affecting students’ performance that include students’ beliefs about mathematics teaching and learning, linguistic issues with mathematics teachers and parental involvement. This study opens a ground for more in-depth research studies about teachers’ and school management’s beliefs and practices related to general group context in Pakistan.