خوش نما سراب ہے
زندگی عذاب ہے
بے حسی کے دور میں
درد بے حساب ہے
امتحانِ عمر کا
درد ہی نصاب ہے
جان پر سوار یہ
کیسا اضطراب ہے
مدتوں کے بعد بھی
یاد پُر شباب ہے
ہر گھڑی ہی اُس کا ورد
جیسے وہ ثواب ہے
دل کی بات مت کرو
خانہ یہ خراب ہے
عمر کی کتاب میں
تُو ادھورا باب ہے
دن ملے حساب کے
درد بے حساب ہے
This research article consist unique study regarding constitution of Human being character building in the thoughts of eminent philosopher Shah Wali Ullah (1703-1764). In present critique the focus has been made to explore how individual characters build in the specific environments? How surrounding effects on the character building? Moreover linkage of Islamic ‘IB└DA and its positive impact on the Muslim society has been explored. In interpretation of Shah Wali Ullah, All ‘IB└DA are like tools which lead to generate four basic ethics i.e purity and transparency capitulation, gainful and abstinence. These are the basic moral code which are the ultimate result of the four kind of ‘IB└DA i.e prayer, fasting, zakat and hajj. Muslim has inestimable inner power in the form of six lat┐’ef )اطلفئ, )which ultimately resulted upon the change of behavior. Character building are etiquettes, noble practices, decentness and good morality. It is generally refers to a code of conduct, that an individual group or society hold as authoritative in distinguishing right from wrong. Ethics are phenomenon values and can develop up to reasonable universal standards. Conduct in Islam governs all aspects of life and specifically addresses such principles as truthfulness, honesty, trust, sincerity, brotherhood and justice, while Islam forbid false, conspiracy, dodge, rude, irascibility, corruption. To materialize the virtues and disgrace the fake a role model prophet Muhammad (S.A.W) were deputed from Allah to guide the human being. So In present article character building in the theory of Shah Wali Ullah especially while in other Muslims scholars in general has diagnosed.
The value of teachers' professional development tends to be taken for granted. Most teachers in Pakistan can comment on professional development at the level of rhetoric but it is debatable whether they fully engage in active professional development. There has been little systematic study done to find out how practicing teachers learn from the practice of teaching. The study, therefore, set out to explore ways in which practicing teachers develop their professional knowledge base of teaching. The teachers in this study perceive professional development as an ongoing process. The study revealed that teachers' motivation to develop a knowledge base of teaching is engendered by three main reasons. These are: the teachers' desire to keep abreast with ever-increasing knowledge, showing responsibility to students by seeking ideas that can enable teachers to provide answers to students' questions and teachers' wish to emulate role models. The study indicated that teachers' professional development takes place in the following ways: lesson observation, collaboration with peers, in-service training, reading literature, engaging in reflective practice, analyzing students' work, influence from the media and learning from family and community members. The study indicated that school administration can guide and support teachers' professional learning in positive ways. The study also revealed some factors that hinder practicing teachers from learning. These are: personal ego, lack of time, family commitments and restrictions, marital status, salary and unavailability of reading materials. The findings of the study draw implications for the school, teachers and educational institutions. For example, implications for teachers who have hit the plateau' and involving teachers in professional development activities. Last, the study's findings offer recommendations to teacher training institutions and researchers to further underline and research the importance of learning from the practice of teaching.