اُردو میں افسانوی تنقیدکا نیا پیراڈائم اور آصف فرخی"عالمِ ایجاد" کی روشنی میں
ایم۔ خالد فیاض
اکیسویں صدی میں سنجیدہ تنقید کا پورا اسٹکچر بدل گیا ہے۔ تھیوری اور فکشن کے حوالے سے بیانیات کے مباحث نے فکشن کی تنقید کا پورا پینترا ہی بدل کر رکھ دیا ہے۔ اس ذیل میں مغرب میں تو بے شمار کام ہو رہا ہے لیکن ہمارے ہاں بھی چند ناقدین ہی سہی کچھ نہ کچھ عمدہ کام کر رہے ہیں۔ ان میں گوپی چند نارنگ، شمس الرحمن فاروقی اور ڈاکٹر وزیر آغا کے بعد قاضی افضال حسین اور شافع قدوائی کی مثالیں تو سامنے کی ہیں جب کہ ڈاکٹر ناصر عباس نیئر نے فکشن کی اب تک جو تنقید کی ہے اُس کا حاوی رجحان یہی ہے۔ آصف فرخی کی افسانوی تنقید کے بارے میں ہم یہ تو نہیں کَہ سکتے کہ وہ سراسر بیانیات کے ڈسپلن کے تابع ہے اور اس تھیوری سے کہیں انحراف نہیں کرتی؛ ہاں مگر اس تنقید کی نمایاں صورت، بیانیات کے بنیادی مباحث سے توانائی ضرور حاصل کرتی ہے۔
کسی فن پارے میں ‘‘کیا’’ ہے کی بحث اب اُس طرح معنویت کی حامل نہیں رہی جیسے اس سے پہلے مسلسل رہی ہے، اب افسانوی تنقید کا بنیادی سروکار ‘‘کیسے’’ سے ہوتا جا رہا ہے۔ مطلب یہ کہ بیانیات کی بحث (جس میں تھیوری کا عمل دخل ہے) میں یہ دیکھا جاتا ہے کہ ایک افسانوی متن کیسے بامعنی بن رہا ہے یا بنتا ہے، یا یہ کہ کیسے ایک تخلیق کار اپنے فن پارے کی سیٹنگ کرتا ہے کہ وہ بامعنی بن جاتا ہے۔ اس ‘‘کیسے’’ کے ساتھ خود بہ خود ‘‘کیوں’’ بھی جڑ جاتا ہے۔ مثلاً اس افسانوی فن پارے میں کیوں یہی طریقۂ کار اختیار کیا گیا۔؟ کیوں ایسی ہی سیٹنگ...
This paper is an attempt to elaborate and highlight the attributes and qualities of leading specialists and reformative factors of Islamic society blessed with moral par-excellence known asṢūfiyā and‘Ulamā’. As unfortunately, with an exception of few, these responsible characters have gone astray following ill commanding self like a wolf in sheep’s dress hiding their harmful aspects with friendly appearance. These so-called knowledge spreading elements and spiritual mentors are also accountable to disparage the values and thought associated with Islamic system of learning and self-purification. So, it is necessary to remove the curtain in order to visit the real picture of Taṣawwaf. For this purpose, a book ‘Kashf al-Maḥjūb’ of great Sufi scholar Syed Alī bin ‘Uthmān al Hujvairī (R.A)has been selected to examine analytically how he discussed the situation in the light of Qur’ān and Sunnah elaborating the misconduct and bad behavior of under discussed. One who disguised himself instead of having conflict between his internality (self) to that of externality. The habits and attitude of imperfect Ṣūfiyā and the misleading ‘Ulamā’ and their injurious impact on society have been discussed by Alī Hujvairī (R.A) in his comprehensive treatise. The author also setout a strategy to know how to get rid of these so-called Ṣūfiyā and‘Ulamā’ and suggested various outlines and framework for recuperation in order to save the humanity from their lethal side effects.
This study examined how Chemistry as a subject could be made more relevant to real world of the learners. The motivation for the study was that chemistry has been seen as an unpopular and irrelevant subject in the eyes of many school students. This is, basically, due to the complications generated by Chemistry courses and textbooks in Pakistani context that are, only in name, designed to develop students' conceptual understanding of the subject. The courses require students to learn a large volume of non-contextual scientific vocabulary and process skills, without much appreciation of, how they will apply acquired knowledge in their personal or future professional lives. The society demands to see the products of Chemistry education beyond scores and grades in the daily life of students. As a result, students are often demotivated to succeed in the classroom. The purpose of this study was to present Chemistry as a relevant subject to the student's person, profession and society. The only way to create relevance between Chemistry and contextual needs was through developing relevant curriculum with contextual needs and teaching students in such a way that they could transfer scientific knowledge, skills and attitudes acquired in their daily life practice. This study is an action research to improve upon teaching concepts of industrial Chemistry at grade IX (age 14-15 years) through activity theory (AT) approach in one of private schools of Karachi. Action research methodology is based on Aalsvoort (2004) activity theory model. The study is carried out in three cycles: each cycle consists of planning, action, operations, and reflection on products. Data are collected through interview tool, classroom observations, reflections and developing relevant curriculum with activity theory approach, stimulating the environment for actions and operations through video clips and factory model and reflecting on the results and products. Various teaching strategies and classroom organizations were used to promote students' conceptual understanding and motivation towards learning concepts of industrial Chemistry. The result of this study confirms lack of curriculum relevancy especially in contents that are usually drowned in a sea of dull and abstract in which even good students/swimmers may lose sight of the underpinning Chemistry concepts. Furthermore, this study found activity theory integrated model for relevancy of teaching concepts of industrial chemistry.