تمنا
میرے گلے پہ۔۔۔!
جب تو عین، شین، قاف کا تیر چھوڑے
پھر برزخ کی حقیقت میں جمال کا پردہ چاک ہو کر!
عالم اسرار۔۔۔صاحب قرار کی کماں ٹوٹ جائے
میں ہونٹوں پر مسکراہٹ سجائے!
سینے پر ہاتھ رکھے۔۔۔صحرا میں تڑپتا رہوں
ریت لہو سے غسل کرے۔۔۔!
میں بس ایڑیاں رگڑتا رہوں
پھر ہوائیں میرا طواف کریں
فاختائیں اپنے گھونسلے چھوڑتے ہوئے!
ٹیلئہ بہار کی طرف ہجرت کرنے لگیں
جس ’’مالکا‘‘ سے تو نے مجھے جدا کیا تھا
وہ تین قدم پہ کھڑی۔۔۔!
وا عشقا۔۔۔ وا عشقا کہتے ہوئے روتی کرلاتی رہے
تو تطہیر صحرا میں ۔۔۔لہو سے سیراب ریت پر اترے
’’عین‘‘ سے عقیل ؑبہار کا خطبہ ظاہر ہو
’’قاف‘‘ سے قطع یدین کا اسلوب ظاہر ہو
’’شین‘‘ سے۔۔۔!
شہادتِ سورہ عشق کی حجت تمام ہو
یوں عشق بھی۔۔۔مقام محمود پر نظر آنے لگے
In this paper, the question of the participation of the resident Muslim in the foreign countries in politics and its rulings and the statement of some issues that are presented to the Muslim, such as: to elect, run or participate in political parties and other issues related to this topic. And also, tried to study the views of the scholars, and presented them and their attitudes, evidence in them, compared with them. The modern world has witnessed phenomena, which is not hidden to every sane person, which was, the Muslim participation in the political activities in the non-Muslim countries. The importance of this research paper is clear because it reveals the meaning of the political concept in the Holy Quran and prophetic tradition, which made the researcher in the attempt to legalize the matter in this regard and to summarize the statements of ancient and contemporary scholars based on their arguments and evidences. The study concluded That the participation in politics activities non-Muslims societies does not fall within the scope of the doctrine originally, since no one doubts in the doctrine of Muslims that it is not permissible to resort to the tyrant and not to judge except with Allah almighty revealed rules and regulations, and when this doctrine disappears or enter doubt of any act of apostasy and disbelief, which is not satisfied by any sound Muslim at this very moment that falls into haram category. At the end conclusion is drawn from variant views of the scholars, and the main findings and recommendations have been given.
In response to current trends to center educational reforms on teacher development, there has been a notable shift of focus to educational research that seeks to promote teacher education through critical reflections on teachers' experiences. The objective has been to inform teacher education practices from practical knowledge generated from the teachers' lived experiences and daily teaching than from knowledge based on established theories propounded by experts' from outside the classroom. Several teacher educators have expressed optimism in self-study research (SSR) as a teacher learning/inquiry strategy that could facilitate this process. This study aims to describe how SSR can be used as a teacher-learning strategy in different contexts of teacher education. It draws upon the perceptions and experiences of 35 M.Ed. course participants (CPs) who were engaged in SSR during the Teacher Learning module of the M.Ed. (Teacher Education) program, at the Aga Khan University-Institute for Educational Development (AKU-IED). Creation of field texts involved analysis of 33 CPs' autobiographies and 35 drafts of their reflections-on-writing, research interviews, informal conversations, and reflective journal recording. My own autobiography was the focus of the study. However, to enrich my understanding of the study I burrowed into the lived experiences of three other participants selected on the basis of the analysis of the autobiographies and on contextual representation of the CPs' backgrounds. Creation of interim texts involved vertical and horizontal analysis of my autobiography and those of the three selected cases, to create Professional Biographical Profiles. These were enriched with data from interviews formal and informal and from reflective journal entries before they were eventually represented as research texts. Findings show that the professional insights the CPs got from the experiences of engaging in SSR at AKU-IED made them perceive SSR pedagogically valuable as a teacher learning strategy. Basing on the CPs' learning experiences and perceptions about the teacher-learning potential of SSR, the study suggests that SSR could be used as a reflective tool to support teacher learning at different stages of teacher development. However, the study reveals underlying ethical problems and limitations on teachers' capacity to engage in reflective practice. Pertinent implications for using the strategy in different contexts of teacher education are discussed and recommendations based on the implications are given. Finally, the focus for further research on the topic is identified.