وہ مرے آج مہمان ہونے لگے ہیں
کہ راحت کے سامان ہونے لگے ہیں
ہوا تیری بستی میں کیسی چلی ہے
خدا یاں تو انسان ہونے لگے ہیں
تری بے رُخی سے مرے دل میں ظالم
بپا غم کے طوفان ہونے لگے ہیں
ذرا سے مرے ہیں جو حالات بگڑے
تو اپنے بھی انجان ہونے لگے ہیں
ہماری پریشان حالی کی باتیں
وہ سن کر پریشان ہونے لگے ہیں
محبت سے کیا ہم نے دیکھا ہے تائبؔ
سبھی دشمن جان ہونے لگے ہیں
Mental disorders are common and contribute to the highest burden of disease across the globe. Depression and anxiety has become the most frequent disorder in these times. However, it is notconsidered a disease mostly and there are no proper policies and treatment all over the world but thedeveloping countries are affected the most. Mental health care services are lacking and inaccessible tomost of the patients worldwide. Apart from this fact, the stigma associated with this ailment is a majorhindrance in the way of treatment. Lack of human resource and their proper training is also lacking. Thereis a dire need to enhance research capacity to actually estimate the burden and magnitude of the problem, preparing a policy and above all, its implementation to bring a change in the treatment of mental healthproblems. Low and middle income countries are suffering the most due to these disorders and ironicallyit is not considered a disease thereMostly, the uneducated people attribute such mental health issues to supernatural phenomenonsuch as ghosts or magic etc. Additionally, for the treatment of these so-called “supernatural phenomenon”and to get rid of ghosts, they tend to go to “peers” or “baba” who are illiterate people, pretending to havecure for these patients. But infact, such malpractices and misconceptions among masses lead to adisastrous situation. It causes worsening of the condition of patient by not getting the proper medical andpsychiatric treatment, secondly, they are caught up by wrong people who extort huge amount of money. These are the challenges that developing countries are facing for the treatment of mental health issues. Evidence-based interventions and practice by trained personals in community and primary health carefacilities can improve the understanding and treatment of these ailments. Exercise, healthy life style, healthy dietary+ patterns and physical activities may also work wonders in these conditions.
Autonomy is readiness, which entails both capacity and willingness, to take charge of one’s learning through critical thinking and reflection. The research focuses on envisaged, perceived and enacted roles and meaning of autonomy of the knower in context of Theory of Knowledge course of IB Diploma Programme. It also explores the ways in which the autonomy of the knower reflects in the process of knowledge construction via interplay between curricular spaces such as course content, pedagogy and assessments. Qualitative case study approach was employed to gain the perception and experiences of knowers. Document analysis, observations, semi-structured interviews and personal portrayals were used as data collection methods. The findings of the research suggest that the learner holds central position as a ‘knower’ in the learning processes. The data gathered in the study gives indications that the meaning and scope of autonomy is defined by its context. The findings reveal that students are developing autonomy as they are becoming more competent in the art of critical thinking and reflection. Students are also demonstrating the key attributes such as inquisitiveness, resourcefulness, positive constructs of self and sustained interest for learning. Curriculum content, pedagogy and assessments foster autonomy of knowers by providing them necessary knowledge and skills. Consequently, each proposes some challenges to knower such societal and academic pressure related to questioning, less-directive instructions and limited spaces for creative expression. The results also indicate that knowers do not prefer development of autonomy as an independent sport because interdependency is highly valued in their cultural/social context. Such nature of autonomy also creates implications on the interplay between freedom and control in the teaching and learning processes. Therefore, the research recommends that autonomy should be supported by scaffolding through a guided inquiry, communication of role changes and discussions following the independent task to facilitate learning.