شیخ بشارت علی فارانیؔ(۱۹۱۱ء۔۱۹۸۰ء) کا اصل نام بشارت علی اور فارانیؔ تخلص کرتے تھے۔ فارانیؔ ظفر وال پیدا ہوئے ۔ تقسیم ہند کے بعد آپ نے سیالکوٹ میں مستقل رہائش اختیار کی۔ (۵۸۲) آپ کا کلام روزنامہ ’’نظام‘‘ ،کراچی،ہفت روزہ،’’چاند‘‘ ،جموں اور ’’پریم‘‘ لاہور میں چھپتا رہا۔ آپ نے سیالکوٹ سے ایک ادبی رسالہ ماہنامہ ’’فردوس‘‘ بھی جاری کیا۔
فارانیؔ کی شاعری میں کوئی جدت نہیں۔ ان کی شاعری میں روایتی موضوعات کی جھلک دیکھی جا سکتی ہے۔ نمونہ کلام ملاحظہ ہو:
ہاتھ میں جب تک تیرا ہاتھ
)دن ہی دن ہے کیسی رات
)ہو جائے گی بات پرائی
)لب پر آئی دل کی بات
/عشق کے بندے سیدھے سادھے
3یہ کیا جانیں پانچ اور سات
-ایک نظر کی بات ہے ساری
1عشق نہ پوچھے ذات اور پات
-چھائے ہیں فرقت کے بادل
)پھیکی پھیکی ہے برسات
(۵۸۳)
۵۶۸۔فیض احمد فیض کے شعری مجموعوں کی اشاعت کے بارے میں تمام معلومات راقم الحروف نے اشفاق حسین کے تحقیقی مقالہ ’’فیض احمد فیض ۔فن اور شخصیت‘‘ سے حاصل کیں۔
۵۶۹۔فیض احمد فیض،’’نسخہ ہائے وفا‘‘،(زنداں نامہ) لاہور،مکتبہ کارواں ،۲۰۱۰ء،ص :۷۲،۷۳
۵۷۰۔ایضاً،(نقش فریادی)،ص:۸۵
۵۷۱۔ایضاً،ص :۷
۵۷۲۔ایضاً،ص :۱۴
۵۷۳۔ایضاً،ص :۵۷
۵۷۴۔ایضاً(دستِ صبا)،ص:۵۵
۵۷۵۔ایضاً،ص :۴۹
۵۷۶۔ایضاً،ص...
History of Tibari is the well-known book of late ‘allama ibne jar┘r ║ibar┘. Its real name is Tar┘kh- ul ’ummam wal Mul┴k. History of ║ibar┘ is considered the comprehensive and encyclopedia for the first three decades and the backbone in the history of Islam. He is considered a great and lofty character especially in the history of Islam, although all the historians of the present as well as of the past take guidance from his book. Inspite of the facts there are also baseless and false quotations written about Su╒┐ba’ kir┐m, explanation of which is not reasonable. As there are present some false, man-made and illogical sayings in Tar┘kh ║ibar┘. Therefore, an explanatory summary is presented of the narrators so that it may be clyster clear that ‘Allama ║ibar┘ is trusty and worthy but his works are the combination of both facts and false.
Social Studies (SST) is being taught in Pakistani schools from class I-A to VIII as a compulsory subject. The purpose of teaching this subject, according to the national curriculum of Pakistan (2007) is to prepare the new generation as informed, active and participatory citizens of Pakistan. The teaching of this subject has not been taken seriously in Pakistan. The centrally developed curriculum is imposed on the teachers and students without keeping the contextual realities in mind. The teachers and students' voices are hardly listened to in developing and implementing the curriculum. As a result, the quality of teaching and learning SST has declined largely. The purpose of this qualitative study was to explore teachers and students' perceptions about effective teaching methods of SST. It was conducted in two secondary schools (one private and one public) in Karachi, Pakistan. Through interviews, classroom observations, focused group discussion and document analysis, the data was collected from both teachers and students. The findings of the study showed that the teachers of SST use multiple methods of teaching such as cooperative learning, Socratic Method, storytelling method, discussion method and recitation method. There were differences between the two teachers. The teacher in public school was using mostly teacher-centered methods whereas the teacher in private school was using students centered methods. Likewise, the students perceive cooperative learning, explaining well, teaching with love and fun as effective methods of teaching SST. The study was important in the sense that it brings the voices of teachers and students forward. Such types of studies are very rare in Pakistan where the teachers and students' perceptions regarding effective methods of SST have been investigated. The study adds, in a small way, to our existing deficient knowledge of the real experience of teachers and students. More particularly, students' voices are often not explored though they are so important in selecting effective methods of teaching SST in Pakistan.