موسموں کو قرار آیا ہے
یار چلمن کے پار آیا ہے
میری تصویر دیکھنے والو
کیا تمھیں اعتبار آیا ہے
کیا غرض مجھ کو ابنِ مریم سے
تجھ کو دیکھا، قرار آیا ہے
تشنہ آزار دل ہوا ہے یہ
تیرے غمزہ پہ بار آیا ہے
ہفت اقلیم کی خبر لیجے
شعر پر پھر خمار آیا ہے
Asbab-e-worood-e-Hadith means the context of background of a Haith. It is impossible to understand the original myth of hadith without knowing its background and context. This Article presents the concept of asbab-e-worood-e-Hadith. The discussion has been premeditated to explore the meanings and importance of asbab-e-worood. In this regard, keeping in view the nature of topic, the guidance has been sought from the Ahadith of Holy Prophet (PBUH). Asbab-e-worood in its nature having similarities with asbab-e-nazool-e-Quran. This article also describes the relationship between asbab-e-worood-e-hadith and asbab-e-nozool-e-Quran. In this regard some examples have been discussed also. This article also describes how asbab-e-worood is important to specify the meanings of text and explain the textual ambiguities. Key Words: Asbab-e-worood-e-Hadith Asbab-e-Nozool-e-Quran Sabab-e-worood qasasia 4. Sabab-e-worood sawalia
Critical thinking (CT) is one of the important dimensions and goals of education which is expected of the students. It has been studied and reported that due to traditional teaching strategies, students think in ‘black and white’ (Dean, 2007) and rote memorisation has become part of our education system (Aly, 2007). Critical thinking requires an environment where students are engaged in different challenging and thoughtful tasks. There are different strategies to engage students in activities like; discussion, debate, reading, problem solving and enquiry. To study how enquiry-based teaching facilitates students’ CT, an action research was conducted with Grade VIII science students in Ibn-e-Sina Government High School, Karachi, as part of my M.Ed. course at AKU-IED. There were 32 students in the class and 26 of them willingly participated in this study. Pre and post interviews of five of the participants, one class observation and six teachings were the data collection steps of this study. The data revealed that the existing teaching practises in that class were more teacher-oriented which hindered students’ critical thinking. However, the data at the intervention stage indicates that enquiry facilitates CT of students by developing their skills of data collection and data evaluation, argumentation and questioning, and also shifting their attitude from teacher dependency to self-learning. It is important to provide students with opportunities to learn by experiencing and sharing their ideas fearlessly. This study data informs that enquiry enhances students’ autonomy to learn from each other and on their own. There is an intense need to shift the teaching and learning process from teacher centredness to learner centredness to make them critical thinkers, and enquiry is one of the most effective teaching and learning processes which ensures learners’ centrality. However, teachers’ CT and pedagogical skills are indispensable to implement enquiry-based teaching in real and large classrooms.