مذہبی نظریہ
مذہبی نظریے کے حوالے سے وہ مذہب کو لے کر ڈٹ جانے والے انسان ہیں ان کی شاعری میں مذہبی رنگ نمایاں نظر آتاہے۔خصوصاً غزلوں میں ان کے بیشمار اشعار مذہبی تناظر میں دیکھے جاسکتے ہیں۔وہ تلمیحات کو استعمال کرتے ہیں،مذہبی عنصر کو تشبیہات اور استعارات کی مدد سے نمایاں کرتے ہیں،ان کی ذاتی زندگی ہو ،معاشرتی زندگی ہویاپھر زندگی کا کوئی بھی پہلو ہو، وہ مذہب کو اہمیت دیتے ہوئے نظرآتے ہیں۔کہیں وہ مذہب پر طنز کرتے نظر آتے ہیں تو کہیں مذہب کی تاریخ بتاتے نظر آتے ہیں اور کہیں واقعہ کی صورت میں مذہبی داستان سنانے کی جسارت کرتے دکھائی دیتے ہیں۔مسلمانوں کے تاریخی مذہبی عقائدوواقعات کو بھی ناطق نے اپنی غزلوں میں پیش کیاہے۔آب زم زم کا چشمہ پھوٹنے کا پورا واقعہ انہوں نے اپنی غزلوں میں مذہبی عقائد کی نمائندگی کرتے ہوئے سنایا ہے۔ انہوں نے اپنی نظموں میں بھی مذہبی عنصر کو عروج پہ رکھا ہے۔ان کی نظمیں، جن میںمذہبی رنگ نمایاں نظرآتا ہے،درج ذیل ہیں:’’عصابیچنے والا،سفیر لیلیٰ، کلیسا، مدفن، مدینے کا قصہ،سلام وغیرہ وغیرہ ان تمام نظموں میں مذہبی رنگ نمایاں پایا جاتاہے۔ناطق کی نظم مدینے کا قصہ سے کچھ حصہ ملاحظہ کیجیئے:
’’علی بن محمد تمہیں یاد ہو گا مدینے کا قصہ
یہی وہ مدینہ ،جسے اس کے بانی نے شہر محبت کہا تھا
یہاں اک شریفوں کا گھر
ہل اتیٰ ان کا ورثہ
شریفوں کا گھر تھا خدا کی طرف سے زمانے پہ آیت‘‘(23)
اس نظم میں وہ مذہب کی نمائندگی کرتے ہوئے نظر آتے ہیں۔مدینے کا قصہ سنا رہے ہیں اور نبی پاکﷺکے گھرانے کی بات کررہے ہیں۔مذہبی نظریہ کی بات کریں تو انہوں نے اپنے ناول...
This study deals with a historical overview of the entry of Islam to the Indian subcontinent and the contribution of the companions, successor, and their followers in spreading the Prophetic Sunnah in it. Moreover, It contains a brief historical overview of the emergence of hadīth science، its weakness, renaissance, development, and flourishing, and a study of the attention of Muhaddithūn to the Sahih al-Bukhārī by writing its Shuruh, Taliqāt، Hawāshī, and Tarājim in the Indian subcontinent. It has been proven from the study of the history of hadīth science that after the entry of the Ghaznavids and the Ghurids to this region, the science of hadīth weakened due to the interest of the locals in rational sciences until Sultān Ala’ud-Dīn al-Khiljī (d. 716/1316) period. The scholars began to pay attention to the compilations of hadīth in general and Sahih al-Bukhārī in particular, and the first Sharh of Sahih al-Bukhārī appeared by Sheikh al-Hassan b. Muhammad al-Saghānī al-Lāhourī (d. 1252/650). It was revealed from a historical study of Sahih al-Bukhārī’s related studies in the Indian subcontinent that all were written in three stages. The first stage was the era of the renaissance of hadīth science and the emergence of Sahih al-Bukhari’s Shuruh and Hawāshī in the Arabic language. The second stage was the era of the development of hadīth sciences and the emergence of Sahih al-Bukhari’s Shuruh and Tarājim in the Arabic and Persian languages. Besides, the study proved that it was the era of translation and authorship in the Persian language, which was one of the most widespread languages، understanding, and delivered in the scientific community of the Indian subcontinent. As for the third stage, it is the flourishing of hadīth science and the emergence of a diversity of books about the Sahih al-Bukhārī in Arabic, Urdu, and Pashto. It was discovered from the study that the Urdu language took the place of Persian in the dissemination of legal sciences and the authorship of Sahih al-Bukhārī.
Teaching is a complex phenomenon as teachers perform a wide range of activities for variety of purposes. Understanding quality of mathematics teaching is even more complex as different people have different perceptions of 'effective' mathematics teaching. Educators from international context describe effective mathematics teaching a way teachers presents the subject matter to. the learners so it arouses their interest towards learning. Effective mathematics teaching for some is to provide caring environment where students learn mathematics independently and collaboratively. In other contexts, effective teaching is considered as engagement of students in worthwhile tasks to helps them create connections between different mathematical concepts and also between mathematics and everyday experiences. The literature review suggests that effective teaching is not a universal trait as its notion is different in different contexts. Also, it is very important to study notion of effective teaching among different stake holders within a context to make sense of teachers' and students' action in the class. The purpose of this study was to explore the notions of students, teachers and head teachers about effective mathematics teaching in union council Chatorkhand Gilgit-Baltistan. I selected three high schools two from government education department and one AKES, P school for this study. Six mathematics teachers, three head teachers and thirty six students participated in this study. I used semi structured interview and classroom observations to collect the data. The findings from the verbal data from students, teachers and head teachers reveal that these stakeholders to a great extent have similar notions about effective mathematics teaching. They all consider that collaborative interactive teaching is better for students' learning as compared to individualistic and teacher centered teaching. However, the classroom practice in that context does not fit with their understanding of best teaching. It seems that they do not teach in a manner which they consider best, though they still consider it their best teaching.