سفر ہے شرط۔۔۔۔
ڈاکٹرعارف حسین عارفؔ
دنیا کی سیر کرنا ، آنکھوں سے دیکھنا اور لفظوں میں دکھانا سب مختلف ہنر ہیں۔ جو شخص دنیا کی سیر کا حوصلہ رکھتا ہے وہ اپنی آنکھیں اور دل کھلا رکھے اور قلم رواں رکھے تو اس کا سفر نہ صرف اپنا سفر رہ جاتا ہے بلکہ وہ اپنے ساتھ ساتھ دوسروں کو بھی ،جو کبھی قیدِ مقام سے نہیں گزرے، اپنے ساتھ ساتھ لیے پھرتا ہے۔ سفر نامہ نگار کی یہی خوبی ہوتی ہے کہ وہ ایک افسانوی فضا قائم کر تے ہوئے داستانوی ماحول بناتے ہوئے ، قاری کو اس طرح اپنی گرفت میں لیتا ہے کہ اُس کے ذہن کی سکرین پر وہ تمام مناظر اپنا عکس لیے ساتھ ساتھ چلتے جاتے ہیں۔
ڈاکٹر الطاف یوسف زئی کا سفر نامہ’’ نیل کے سنگ‘‘ اس لحاظ سے ایک منفرد سفر نامہ ہے کہ جس میں داستانوی عنصر بھی پایا جاتا ہے اور افسانے کا اختصار بھی۔ انھوں نے چند صفحات میں ہی مصر کی ایسی سیر کرادی ہے کہ جو آدمی ایک مہینہ میں بھی شاید نہ کر سکتا ہو۔ تاریخ کی بھاری بھرکم کتابوں کو ہاتھ لگانے سے ڈر لگتا ہے اور پھر ان کا اسلوب بھی اتنا دل خراش ہوتا ہے کہ ایک آدھ صفحے کے بعد کتاب کو طاق پہ سجا دینا ہی مناسب لگتا ہے مگر الطاف صاحب نے سفرنامے کو اس طرح خوبصورت اسلوب اور دل کش پیرائے سے مزین کیا ہے کہ قاری ساتھ ساتھ سفر کرتا چلا جاتا ہے۔ سب سے بڑھ کر ان کے اسلوب میں جو بر محل اشعار اور احادیث اور اسلامی روایات کا استعمال ہے وہ ان کی علمیت کی خبر بھی دیتا ہے اور ساتھ ہی قاری کو ایک اسلامی اور ادبی روایت سے بھی...
Abstract Pakistan has celebrated seven decades of independence but misfortunately the nation is still divided into several ideologies, believes, ethnicities, regionalism, provincialism, political and social classes. Throughout the world, education plays a significant role in nation building but the terrible upshot in Pakistan is the division of nation in the field of education and learning. There are numerous umbrellas under which our educational system is running. Therefore, current study objects to measure educational stratification and its effect on nation building process in Pakistan. In this regard, this research mainly focuses on four major prevailing educational systems such as; privately managed schools, public schools, army public schools and madarsa (religious educational institution). Data were collected through focus group discussions and analyzed by applying grounded approach theory. Four major themes emerged after data examination. These are uniformity of curricular, equal opportunities, political and bureaucratic involvement and lack of moral education. Study finds that education system is badly lacking in uniform ideology and moral learning. Furthermore, the poor system of education is negatively affecting nation building in Pakistan by enhancing public distrust, discrimination and regionalism. The results of the present study may be helpful in finding the way for uniform educational system which provide learning opportunities to every child without thinking of their caste, religion, language, economic class, political affiliation and ethnicity.
Negative experiences are part of life and being the part of life, negative experiences, can have potential effects on individuals‘ cognitive abilities which may further affect their academics. To explore this issue, prime efforts in this research were made to determine the impact of university students‘ negative experiences on their academic achievement as well as on the development of cognitive distortions among them. Furthermore, role of cognitive distortions as mediator between negative experiences and academic achievement was to be calculated also. Study objectives were followed by developing Questionnaire of Negative Experiences, and Scale of Cognitive Distortions along with self-reported GPA (Grade Point Average). Validity and reliability of developed tools was established by means of expert judgment and statistical procedures consequently. Research tools were administered to university students of Pakistan. Total 2213 students of final year were selected from 7 universities through cluster sampling technique. To reach the conclusion, frequency, percentage, and mean score were calculated for descriptive analysis. Moreover, Structure Equation Modeling (SEM) was adopted to calculate mediating role of cognitive distortions between negative experiences and academic achievement. Results revealed that departmental and friends‘ problems caused decline in academic achievement of university students. In contrast, financial issues, emotional experiences, and family problems became triggers of academic performance. Upon facing a number of stressful events, several cognitive distortions (i.e. ―Emotional Reasoning‖, ―Dichotomous Thinking‖, ―Fortune Telling‖, ―Labeling‖, ―Discounting Positive‖, ―Mental Filtering‖, ―Self-Blaming‖, and ―Mind Reading‖) were developed among university students. ―Fortune Telling‖, ―Discounting Positive‖, and ―Self Blaming‖ were clear source of decline in academic achievement. Whereas students‘ GPA was seem to be increased due to ―Emotional Reasoning‖, All-or-Nothing, ―Labeling‖, Mental Filter, ―Maximization‖, and ―Mind Reading‖. Only five of the focused cognitive distortions were found to mediate the impact of negative experiences on academic achievement of university students: ―All-or-Nothing‖, ―Discounting Positive‖, ―Fortune Telling‖, ‗Mental Filter‘, and ―Self-Blame‖. Structure Equation Model regarding mediation role of cognitive distortions between negative experiences and academic achievement was finalized by determining model fit indices calculated in SPSS Amos. Developed model is a significant contribution to existing knowledge, which would hopefully serve as assisting theoretical background for educationists, psychologists, teachers and students. It can lead them to identify particular cognitive biases in order to suggest measures for eradication of negative effects from university students.