کتاب اور محبت
اچانک بند دروازہ کھلا
تاریکی میں ٹھوکریں کھاتی دو آنکھیں داخل ہوئیں
تاریکی کو ہٹاتے ہوئے دو ہاتھ کھڑکی تک پہنچے
زنگ آلود کھڑکی وا ہوئی تو اندھیرا باہر بھاگنے لگا
قدم پڑتے ہی فرش نے انگڑائی لی
مدھر چاپ سنتے ہی مکڑیاں جھرجھری لے کر جاگیں
پائوں سے لپٹتی دھول نے استقبال کیا
پراگندہ کمرے میں عجیب سراسیمگی طاری تھی
تمام الماریاں کتابوں سمیت سجدہ ریز تھیں
Fun and humour are part of human nature and character while people have a strong desire for relaxation that they want to have the means to express joy. Even bitter ideas can be easily conveyed to others through humor and good nature.
Islam did not only allow laughter and entertainment but also prescribed such rules and regulations that people can fulfill their natural needs while living within the limitations.
The Holy Prophet ﷺ made the best arrangements for Islamic state of Madina, the tastes and interests of the people, and their entertainment, and set an example for the rulers that like other countries. Hazrat Muhammad ﷺ did not only allow laughter and humor, but he himself was cheerful and happy towards his companions.
Humour is an essential element of human life, and it has significant importance in Islam as well as in other religions. In this regard, we also get a lot of guidance from Sirat-e-Tayyaba, and it is justified with certain conditions.
In this article, the authors have discussed the introduction of humor, its status in Shariah and its limitations from the perspective of Islamic Shari'ah. The authors have tried to analysis opinions of psychologists, Islamic and Western thinkers in this regard.
Keywords: Cheerfulness, Humor, Human Instinct, Entertainment Humiliation.
Hands-on activities make vibrant connections between abstract concepts and material examples in the science classroom. Therefore, this study aimed to explore the efficacy of specially designed hands-on activities to develop conceptual understanding of properties of air in science. A qualitative research design was employed to investigate the research question. Six students of grade VI from a Bright Future School (Pseudonym), a private school in Hunza participated in this study, among which three were girls and three boys. Pre and post- test were undertaken to explore students understanding about properties of air before and after teaching through hands-on activities. Moreover, five activities were designed and implemented to develop conceptual understanding of students about four properties of air such as air exists everywhere, air occupies space, air has weight, and air exerts pressure. More specifically, I was interested in examining how the designed hands-on activities act as an effective pedagogical tool in the science classroom. Findings of the study revealed that students who had weak and partial understanding in pre-test developed better and deep understanding in the post-test. It was also found that each activity designed and implemented can indeed offer distinct benefits in developing in-depth understanding, removing alternative conceptions along with promoting student active engagement and interest in valuable ways. The study also indicates that teacher plays a pivotal role in developing and effective implementation of hands-on activities. The activity work best, if the teacher has a deep understanding of the instruction, plays the role of facilitator and be able to use multiple methods of assessment to assess the effectiveness of the activity while teaching and learning science. The results of the study also bring valuable insights into how teacher successfully develop and implement hands-on activities effectively in the science classroom. For instance, it was difficult for me to develop and implement hands-on activities successfully without pedagogical knowledge and support from the supervisor. Thus, it brings implications for science educators and teachers that teachers should provide opportunities and encourage participating professional development programs and calls for the change in teaching and learning processes in a science classroom in the context of Hunza-GB.