In recent time, climate catastrophe has trounced every part of the world and Pakistan is one of the most badly affected geographies. Human actions and behaviour are considered responsible factors for environmental degradation. The qualitative action research (AR) explores the understanding and enhancing Grade V students’ ecological identity and consciousness in Karachi, Pakistan. This study aims to reestablish significance in a time of climate catastrophe and to ensure a sustainable life on earth and the future of relevant education. The proposed cyclic model of AR method aims to intervene to enhance their environmental consciousness and sense of place by employing place-based education (PBE) in Social Studies (SSt) classroom. Further, the employed design not only helps to improve the existing situations but also my teaching and learning practices as a reflective teacher in the classroom setting. The research site was selected purposively because of its purpose-built environment with an inclusive approach of coexistence with nature. Further, 10 grade V students were selected as primary participants randomly, to record interviews and conduct focus group discussions (FGDs) because it was not possible to maintain the data of 46 students in short span. Although, the rest of the students were part of the activities inclusively. The data were collected by interviews, FGDs, observations, document reviews and maintained a reflective journal. The data were thematically analyzed in two stages. Therefore, this study makes distinct contributions to the nascent field of integrated environmental education. The reconnaissance stage data reveals that conventional teaching and learning practices in SSt classrooms ignore children's real-life experiences result in eco-phobia, lack of awareness and a detachment and aversion towards nature and often a treatment towards nature as a nuisance. Lastly, NC does not provide any explicit benchmarks and standards to integrate EE at grade V level. These findings guided the action stage planning. In six week, twelve sessions were conducted. The analysed data reveals the application of PBE in SSt classroom has a positive impact on a child’s understanding of ecological identity and consciousness. A marked interest in both curiosity and the connection with nature was witnessed through guided visits to the garden and green spaces of the school. This shows that even a six-week intervention can show a marked improved in the understanding of local ecological identity and larger environmental consciousness among young students. Therefore, I recommend SSt teachers to take the challenge of employing PBE in their classrooms to
حکیم عبد النبی شجرطہرانی حکیم عبد النبی شجرطہرانی(۱۹۶۸۔۱۸۷۲) ہمیر پور جموں میں پیدا ہوئے۔ اصل نام عبد النبی اور شجر تخلص کرتے تھے۔ آپ کے والد دہلی میں طبیب تھے۔۱۹۰۲ء میں آپ نے میڈیکل کالج لکھنؤ سے طب کی سند حاصل کی۔(۶۰) ۱۹۲۰ء میں آپ نے والدین سمیت جموں سے ہجرت کی اور سیالکوٹ میں مستقل سکونت اختیار کی۔ (۶۱) جب شجر میڈیکل کالج لکھنؤ میں طالب علم تھے تو اسی دور میں آپ کو حضرت داغ دہلوی سے تلمذ ہوا۔ اس دور میں شجر اپنا کلام داغ دہلوی کو دکھایا کرتے تھے۔(۶۲) شجر سند یافتہ طبیب تھے۔ آپ فوجی ڈاکٹر کی حیثیت سے برطانوی فوج میں شامل ہوئے۔ مولانا جوہر اور مولانا شوکت علی کے ساتھ تحریکِ خلافت کے دوران متعدد جلسوں میں حصہ لیا۔۱۹۲۰ء میں آپ نے کانگریس کی رکنیت اختیار کی۔ بعد ازاں کانگریس چھوڑ کر مجلسِ احرار میں شامل ہو گئے۔(۶۳) شجر کے عطاء اﷲ شاہ بخاری سے گہرے مراسم تھے جب وہ سیالکوٹ آتے تو شجر کی قیام گاہ پر قیام کرتے۔ شجر نے ۸۰ سال متحرک ادبی زندگی گزاری اور تقریباً ایک لاکھ شعر کہے۔ ان کی باقیات کے پاس ان کے بائیس شعری مسودات محفوظ ہیں لیکن ان کے اکثر مسودے نایاب ہیں اور گم ہو گئے ہیں۔(۶۴) شجر کی زندگی میں ان کا پہلا شعری مجموعہ ’’صبرِ جمیل‘‘ ۱۸ اگست ۱۹۲۸ء کو شائع ہوا۔ اس کا مکمل نام مثنوی سرگزشت یتیم المعروف صبرِ جمیل ہے۔ شجر نے اس میں ایک یتیم کی سرگزشت کو اپنے اشعار میں پیش کیا ہے۔ اس میں صبر‘ استقلال و صداقت‘ تقویٰ و ذہانت‘ عصمت دنیاوی‘ انقلابات اور عروج و زوال جیسے مضامین نہایت خوبی سے نبھائے گئے ہیں۔ دوسراشعری مجموعہ ’’زبانِ فطرت‘‘ جو نظموں پر مشتمل ہے، ۱۹۲۹ء کو مقبول عام پریس لاہور سے منشی غلام احمد نے شائع کیا۔ اس مجموعے میں...
This article deals with “Synonymy” in Arabic. Generally “Synonymy” is a radical source which keeps language more advanced and developed. The “Synonymy” has gained attention of early Arabic linguists’ and scholars while compiling the sacred language data, for instance two major linguists Abū al-Mālik ibn Qutaybah al-Asma’i and Ibn Khalawayh focused on synonymity of words, eventually they considered memorisation of synonym words as a mark of pride. On the other hand, some other linguists like Abu al-‘Abbās Aḥmed ibn Yaḥy al-Thalb and Abū ‘Alī al-Fārisī have denied the existence of synonymity in Arabic language altogethers. After all, the “Synonymity” of words is considered as a linguistic phenomenon in all languages generally and in Arabic language particularly. A renowned great scholar ‘Abdul Raḥmān al-Kilānī paid countless attention to this linguistic phenomenon and wrote the book the of one is which“مترادف القرآن مع الفروق اللغوية”: entitled comprehensive reference books in the field. He studied Quranic synonyms with their meanings systematically. The article addresses the concept of synonymity with a brief historiography as well as what ‘Abdul Raḥmān al-Kilānī's book brought us in this field.
Language and associated fields have always been favorite topics of discussion among Urdu scholars. Initially these discussions were introductory but gradually they expanded. The grammar had been compiled, dictionaries published and brief discussions ensued about the creation and evolution of Urdu language. During the colonial era in India the socio-linguistics' issues imparted a vital role in these language researches discussions but always remained in the background. There were a number of prominent orientalists who pioneered modern language research in India. Although later on under colonial influence and in the socio-political scenario of India, Muslim and Hindu etymologists also indulged in these language discussions using modern techniques and theories. The growth of English language and the resistance against it, Urdu-Hindi dispute and Hind-Islamic cultural identity are major factors which enhanced the importance of language and helped to establish linguistics as a field of study. So as a result by 1947 many vital and notable works had already emerged. After the establishment of Pakistan, studies in language continued and appreciable efforts can be found in improving existing language studies. In this new scenario modern linguistic theories and discourse has become important and the traditional language-related studies stayed behind as compared to more recognized and scientific methods that had evolved. Not only existing data of language study had been analyzed thoroughly but many new theories and trends discovered as well. The primary purpose of my research is to study, analyze and evaluate the whole language related discourse of Urdu in Pakistan. Through this the scattered material would be collected and easily determined its status, worth and significance. This research would help understand the details of studies in Urdu language.