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زندگی اللہ تعالیٰ کی ایک نعمت ہے، زندہ رہنے کے لیے انسان کو کئی مراحل سے گزرنا پڑتا ہے۔ کبھی اس کی صغرسنی ہوتی ہے،کبھی عالم شباب ہوتا ہے اور ایک وقت ایسا آتا ہے کہ پیرانہ سالی کا شکار ہوکرداعی اجل کو لبیک کہہ دیتا ہے۔ ان ادوارِ حیات میں زندگی کی بوقلومونیوں سے واسطہ پڑتا ہے۔ کبھی ایسا وقت ہوتا ہے کہ اس کے دستر خوان پرانواع واقسام کے کھانے چنے ہوتے ہیں اورکبھی ایسی بھی گھڑی آتی ہے کی کئی کئی دن معدودے چند لقموں کے علاوہ دستر خوان پرکوئی قابلِ ذکر چیز نہیں ہوتی ۔لیکن ذی شعور انسان کبھی پستی کا شکار نہیں ہوتا۔ ہمہ وقت کدو کاوش کرتا رہتا ہے۔ اور یوں اس کے ایّام زیست کروٹیں بدلتے ہوئے گزر جاتے ہیں۔
انسان کی یہ بات فطرت میں شامل ہے کی وہ اچھے سے اچھے اور بہتر سے بہتر کی تلاش میں سر گرداں رہتا ہے۔ ملک میں اگر روزگار کے مواقع حکومت عوام الناس کے لیے فراہم نہ کر سکے تو بے روزگاری کے منحوس سائے افق پر منڈ لا نا شروع ہو جائیں ، ہر سوغربت ہی غربت دکھائی دے ، قوم کی کثیر تعدادغربت و افلاس کی لکیر سے نیچے زندگی گزارنے پر مجبور ہو جائے اور کوئی پرسان حال نہ ہو اور کسمپرسی کا شکار لوگ اپنی زندگی کے ہاتھوں پریشان ہوں تو پھر بھی ذی فہم و فراست شخص خود روزگاری کے ذریعے اپنے آپ کو اور اپنے معاشرے کے افراد کو غربت و افلاس کی دلدل سے نکالنے میں اہم کردار ادا کر سکتا ہے۔
حدیث نبوی ہے ’’ الکاسب حبیب اللہ ‘‘حلال روزی کمانے والا اللہ تعالیٰ کا دوست ہوتا ہے۔ اس طرح جو شخص بھی مسلمان ہونے کے ناطے کاروبار سے دلچسپی رکھتا ہے، اپنے اہل خانہ کے لیے دن...
The methods of Al-Hafiz Al-Zaili in criticizing of text of the Sunnah as described in his book Nasbu Al-Raya in analyzing the hadiths of Hidayah. The science of criticism is well known science since the era of the Companions, and critics of the hadith of the honorable companions have played a very important role in the field of narration and carefully criticizing it. And by passage of the era of the Companions and beginning the era of the followers (tabieen), the criticism became more obvious depending on the growing need, especially after spreading of lie, and creation of fake hadith, which led the critics to further research and verification, for scrutiny between the narrations and then differentiation between the right and the weak. The imams and scholars of hadith from the era of the Companions till present continuously inheriting the approach of criticizing the narratives in succession of their predecessors, whether criticizing the narrators or the texts. I have seen that it is worthwhile to stand on the efforts and methods of one of the imams in his criticism of the hadiths and I have chosen the effort of Imam Hafiz al-Zaili through his book " Nasbu Al-Raya in analyzing the hadiths of Hidayah" to learn how he was using the standards traded among the scholars of Hadith for textual criticism of Sunnah. As the those denied the hadiths from orientalists and their followers and those who follow their example simply claim that the scholars of hadith did not criticize the Sunnah in true criticism and even if they have criticized the hadiths, their criticism was only concerning the narratives not the text, now it is clear through this article that the scholars of hadith did not leave the side of the text, but they criticized text as they criticized the attribution of the hadiths. They set solid rules, which remain scholarly proven and accurate forever. We will revolve in this article around the following topics: learning about Al Hafez Zaili and the science of criticism, methods of textual criticism according to Hafiz Zaili, by focusing on: Criticism of the hadiths for violating the explicit meaning of the Qur'an, or for contradicting the Sunnah, or for contradicting the explicit consensus, or for risking and exaggerating the promise or the warning of simple action, or lack thereof in books of hadith These are the most important rules sited by al-Hafiz al-Zaili, which he practiced and criticized the hadiths and distinguished them between the correct and the weak.
No one can deny the importance of reading skills especially for the students. There is a strong link between students’ performance and the pedagogical strategies of EL Teachers. Research claims that different pedagogical strategies used by teachers help students in developing their reading skills. This study aimed to identify and compare the pedagogical strategies used by ELTs of both public and private schools at Middle level (VI- VIII) for developing students’ ‘reading skills’ in Skardu City. For this purpose, a cross-sectional survey design (descriptive) was employed to collect data from all middle level schools (n=69 out of 72) of Skardu City. The sample of 100 teachers from both public (n=50) and private schools (n=50) teachers were observed through Observation Scale for Reading Lesson (OSRL) where a maximum of three teachers from each school participated. The results show that more than 50% of the ELTs use some pedagogical strategies for developing reading skills. Specifically, three strategies were used by more than 80% of the teachers. The results illustrate that most of the teachers mainly focus on oral fluency, explanation of the text, model and feedback during classroom tasks besides few comprehension and assessment strategies for developing reading skills. While majority of the teachers do not use some important strategies of comprehension, prediction, inferring the vocabulary from the text, silent reading and connection of reading with written strategies. This study further reveals that participant teachers of both public and private schools use more or less similar pedagogical strategies with some variation for developing the reading skills. However, private school teachers have shown better performance as compared to their public counterparts particularly in using six strategies where significant differences were also found.
To sum up this study highlighted that there is a dearth of using relevant pedagogical strategies to achieve the standards, benchmarks and SLOs of NCEL (2006). It is strongly recommended that purposeful training programmes with proper follow up should be organized for altering the beliefs and polishing teachers’ professional competency for developing reading skills of the students.