حکیم محمد سعید
حافظ حکیم محمد سعید کے وحشیانہ اور بے رحمانہ قتل پر کون ہے جو تڑپا اور بے قرار نہ ہوا ہوگا، وہ بین الاقوامی شخص، مملکتِ خداداد کے ہمدرد و مسیحا، پاکستان کے معمار، اس کا مقدر چمکانے اور بنانے کے لیے فکر مند، ہمدرد فاؤنڈیشن کے سربراہ اور مدینتہ الحکمت کے بانی، عالم، مصنف، مدبر، عالی دماغ، سچے اور پکے مسلمان، قوم و ملت کے بے لوث خادم، مخالف ہوا میں طب کا چراغ روشن کرنے، علم کو فروغ دینے، حکمت و محبت کا خزانہ لُٹانے والے، غریبوں اور مصیبت زدوں کے درد و غم میں شریک، پہلو میں درد مند دل رکھنے، پاکستان کے تشویش انگیز حالات سے بے چین اور پریشان رہنے والے کو چند دقیقوں میں جن لوگوں نے موت کے گھاٹ اُتارا وہ بڑے خوں خوار، درندہ صفت اور انسانوں کے بھیس میں وحوش سے بھی بدتر لوگ تھے۔ آخر اس فرشتہ صفت، پاک دل، پاک باز، رحم و مروت کے پیکر، مجسم شرافت اور اخلاقی خوبیوں سے منور انسان کا قصور کیا تھا، ذوق مرحوم کے شاگرد محمد مظفر خاں گرمؔ رامپوری کا وہ قطعۂ تاریخ وفات یاد آگیا جو نواب شمس الدین خاں مرحوم کو پھانسی دیے جانے پر کہا گیا تھا
یہ دست درازیِ ستم کس سے بیاں ہو
بے جرم و گنہ مسند نواب کو الٹا
تاریخ معمے میں نئی طرز سے لکھ، گرمؔ!
کیا چرخ نے ’’نوابی سہراب‘‘ کو الٹا
جو مملکت اُس اسلام کے نام پر وجود میں آئی تھی جو سراپا امن و سلامتی ہے اور جس کے آئین میں خون خرابہ اور قتل و دہشت گردی کی کوئی گنجایش نہیں اور جس کے ماننے والے (مسلم) ساری دنیا کے لیے سراپا رحمت ہوئے ہیں، آج وہی مملکت جہنم کا نمونہ بنی ہوئی ہے، کراچی مقتل میں تبدیل ہوگیا ہے، پاکستان...
Adolescent character education is extremely important. Promiscuity, rampant rates of aggression against children and youth, robberies against peers, juvenile theft, cheating behaviors, substance addiction, pornography, and the misuse of others' property have all been global issues that have yet to be fully addressed. The article explains the philosophy of adolescent character education, the function of adolescent character education, the urgency of adolescent character education, the factors that affect character education, and the enhancement of adolescent character education for adolescent promiscuity. Attitudes, emotions, will, values, and behaviors are all ingredients in the definition of character education for teenagers.
The purpose of the study was to understand the pedagogical beliefs of science teachers in professional nursing education. The study also sought to understand their personal, professional beliefs and how these beliefs influenced their practices. Demographic questionnaires, along with life history interviews and classroom observations were used as key methods for data collection; life-history is used as a methodological lens for in-depth exploration of participants’ lives.
Demographic data collected from 26 private, Pakistan Nursing Council (PNC) registered schools of nursing revealed that 71% of the science teachers were subject specialists with a masters’ degree in science, while the rest are doctors, engineers, pharmacists, and nurses.
Based on demographic findings three subject specialists, two female and one male were selected as participants. Three life- history interviews and three classroom observations were conducted for each participant. An analysis of interviews and classroom observation data revealed that the participants entered the professional teaching context with pedagogical beliefs that developed in two contexts, their own schooling and the out of school contexts. Both of these contexts influenced their pedagogical beliefs. All the participants were nurtured differently, went to different academic institutions, were exposed to different professional development opportunities, and worked in different contexts (academic and professional institutions). Their biographies revealed that these differences shaped their experiences, perceptions, and reasons according to the ways they lived their lives, and conceptualized and practiced teaching in professional schools.
The findings suggest a strong relationship between the science teachers’ experiences of teaching in professional nursing education and their developing pedagogies. The dynamic nature of their teaching and learning beliefs were affected by their personal, social, cultural, historical, and contextual influences. Participants’ understanding of the nature of science (NOS) was found to be one of the major influences in the pedagogical development and pedagogical beliefs. Cognitive dissonance was observed in their beliefs about the NOS and their reported and enacted teaching practices. The reported and the enacted beliefs of the participants imply that conceptually they are still holding a positivist view and hence positivist stance, but pedagogically they seemed inclined towards the constructivist views and positions.
It was interesting to find similarities between cases that were from different contexts, yet to find differences in their professional practices when they belonged to the same profession and had similar academic backgrounds.