دیباچہ
کاشف علی
پروفیسر ڈاکٹر محمد ایوب اردو تحقیق و تنقید میں ایک نیا اضافہ ہیں۔اس سے قبل وہ پنجابی ادب میں اپنی صلاحیتوں کے جوہر دکھا چکے ہیں۔پنجابی حلقہ ادب میں آپ کا نام کسی تعارف کا محتاج نہیں۔حالیہ چند عرصوں میں انہوں نے اردو ادب کے میدان میں قدم رکھا اور اپنی صلاحیتوں کو بروئے کار لاتے ہوئے اردو ادب میں اپنی پہلی کتاب لکھ ڈالی۔اس کتاب میں شامل بیشتر مضامین ہماری معاشرتی زندگی سے جڑے ہوئے ہیں جس سے یہ بات واضح ہوتی ہے کہ ڈاکٹر محمد ایوب اپنے اردگرد کے معاشرتی حالات پر گہری نظر رکھتے ہیں۔ان مضامین کا مواد اپنے مجموعی مزاج میں پر اعتماد فکری فضا اور گہری وسعت نظر کا حامل ہے۔نبی کریمﷺکی ذات سے والہانہ عقیدت و محبت کا اظہار ان کے مضامین میں ملتا ہے۔انہوں نے نے نئے نعتیہ اشعار کہنے والے شعراء حضرات کی اصلاح بھی کی ہے۔اس کے علاوہ انہوں نے نام نہاد مذہبی پیشواؤں کو بھی آڑے ہاتھوں لیا ہے جو مذہب کو اپنے مفاد کیلئے استعمال کرتے ہیں اور بہت سے معاشرتی مسائل پر بھی نظر دوڑائی ہے۔ انہوں نے پنجاب کی تہذیب و ثقافت کو ادب میں زندہ رکھنے کے حوالے سے بھی اپنا کردار ادا کیا ہے۔ جملہ مضامین سے یہ بات پورے وثوق سے کہی جا سکتی ہے کہ ڈاکٹر محمد ایوب کا نقطہ نظر ایک مثبت طرز فکر کا حامل ہے۔انہوں نے اپنے مضامین میں نہایت سادہ الفاظ کا انتخاب کیا ہے جس سے معاشرے کی اصلاح ممکن ہے۔مجھے یقین ہے وقت کے ساتھ ساتھ پنجابی کی طرح اْردو ادب میں بھی ان کی اہمیت میں گراں قدر اضافہ ہوگا۔
کتاب میں موجود تمام مضامین اردو ادب سے تعلق رکھتے ہیں جو کہ اس سلسلے میں ان کی پہلی...
Islam has prescribed its orders either demanding some acts or avoiding from the prohibited acts. This research article is about the Islamic prohibitions regarding family matters. No doubt family is the most sacred and sensitive institution of the society and Islam has well established this institution with its orders providing the ethical, spiriyual and legal values to the Muslim Society. Some of these orders are purely family matters and some are family as well as the matters related to the whole society. This research paper is to elaborate the Islamic prohibitions which affect the family as well as the social life of the individuals and it is just to make the society peaceful and obligation and rights onserving society.
Early Childhood Education has been considered as a fundamental pillar for lifelong learning. In this regard, the teachers of early years need to play a significant role in the teaching and learning process at the classroom level. The study aimed to explore the question, "How do two early years teachers implement their learning, acquired from the Early Childhood Education and Development (ECED) Certificate in Education (Cert. Ed.), Programme 2006-2007, at the Aga Khan University, Institute for Educational Development (AKU-IED), Karachi. The study was qualitative in nature. Purposive sampling method was used under the qualitative case study approach where only the trained AKU-IED, ECD teachers were selected from two private schools in Karachi. The two ECD (Class I, II) teachers' perception, their conceptual understanding regarding different aspects of teaching in the early years, their classroom practices, the factors that facilitated them in the implementation of their learning and challenges they faced while translating their learning into classroom practices were explored. The data was generated through classroom observations, semi-structured interviews, informal talks or chats, and document analysis. The study is significant at both personal and professional level. It has strengthened and deepened my understanding about child development, how children learn, the role of the teacher and the environment specific to early childhood classrooms. Moreover, it has attributed to the literature about early childhood education especially, in the developing world context. Furthermore, it has also informed ECED faculty at AKU-IED about the implementation of ECED programmes in the real school context. The findings of this study will hopefully make a contribution in designing further training programmes for ECED facilitators at AKUIED. Besides the findings will be particularly helpful in those schools, where the study was conducted. It will provide the two teachers an opportunity to reflect on their own classroom teaching practices, improve and undertake different initiatives in early year's education. The findings suggest that a change has occurred in the teachers believes and perceptions regarding the teaching learning practices in the early years. They have adapted their learning by contextualizing it in their classroom and made a shift from the previous traditional approaches of teaching towards the usage of more innovative ways of teaching. As a consequence, they look at them in a more effective role as early years teachers. They are translating their learning acquired from the programme including active learning, integrated teaching and the usage of different teaching strategies in