Jurji Zaidan and Abdul Halim Sharar As Historical Novelists Narrative techniques hold great importance for the appropriate creation of novel. They are important especially in process of writing a historical novel. In the present dissertation an effort has been made to compare Jurji Zaidan and Abdul Halim Sharar as historical novelists. The aim of this dissertation is to underline the similarities and differences in the narrative techniques of Jurji Zaidan and Abdul Halim Sharar in their historical novels. The focus of the study is the contrastive points with special references to plot, language and style. Narrative techniques are extremely important in the creation of historical novel. Jurji Zaidan and Abdul Halim Sharar hold a special place in the world of literature by virtue of being initiators of historical novel writing in Arabic and Urdu literatures respectively. They are both prolific writers with Sharar writing twenty nine and Zaidan twenty two historical novels. They are similar in the use of dialogue, soliloquy, scene depiction and epistolary technique, at the same time that the works show glaring disparities between the two novelists in the modes of narration and in plot construction. Historical novel writing was introduced in Arabic and Urdu literatures through the medium of English Literature, with Abdul Halim Sharar introducing historical novel writing in Urdu literature, and Jurji Zaidan into Arabic literature. Both writers were following in the wake of Sir Walter Scott's historical novel Talisman. The aim of writing historical novels was to rouse the Muslims of the world, who had not only been deprived of ruling, but had been forced to become slaves from their earlier position of being masters. The cultural identity of Muslims was distorted and it was an attempt to remind them of their past glory that stories of the golden past were presented. These stories emphasize the numerous victories scored by Muslims over non Muslims despite their smaller numbers and logistically weaker position. These novels were written with the view to generate and restore faith and Islamic spirit among the Muslims. Judi Zaidan and Abdul Halim Sharar, through their writings, have tried to minimize the cultural and political downfall of the Muslims. For this purpose they have used the lives and personalities of great Muslims heroes, to pull the Muslim nation out of lethargy and lassitude. This technique can thus be considered as a positive technique in attracting readers, especially the youth, towards exploring their great history. By introducing it in the form of romantic narrative the two novelists have underscored the significance of the comparative study of literatures in different languages and cultures as part of literary criticism. This research is expected to help students and teachers to explore further avenues of research in the field of Arabic literature, in general, and comparative literature, in particular. It is also hoped that a comparison of the two writers, belonging to two different languages, will provide a wider perceptive for the analyses of different literary and cultural aspects in the works of writers. The researcher hopes that his comparative study will serve as an important vehicle in discovering the social, cultural and literary differences between two civilizations.
تعارف پس منظر: غالب کے آباؤ اجداد ترکی سے تعلق رکھتے تھے اور ان کا شمار ایبک قوم سے تھا۔غالب کے دادا قوقان بیگ ہندوستان ہجرت کر کے آئے۔یہ دور مغلیہ سلطنت کے زوال کا دور تھا۔ پیدائش: ۷۲ دسمبر ۷۹۷ ۱ء کو آگرہ میں پیدا ہوئے ان کا پورا نام بمع خطا بات مرزا اسد اللہ خان غالب (تخلص /خطاب) نجم الدولہ دبیر الملک نظام جنگ بہادرعرف مرزا نوشہ تھا۔والد کے انتقال کے بعد چچا نصراللہ بیگ نے پرورش کی آٹھ سال کی عمر میں چچا بھی وفات پا گئے۔ ان کی وفات کے بعد ننھیال رہنے لگے۔ ازدواجی زندگی: ۳۱ برس کی عمر میں نواب احمد بخش خان کے چھوٹے بھائی نواب الہی بخش خان معروف کی ۱۱سالہ لڑکی امراؤ بیگم سے شادی ہوئی۔ اللہ نے سات بچوں سے نوازا لیکن وہ سبھی بچپن میں وفات پا گئے اور بیگم کا بھی انتقال ہو گیا۔غالب ۱۵ فروری ۱۹۶۹ ء میں ۷۲ برس کی عمر میں ظہر کے وقت انتقال کر گئے۔ ابتدائی حالات: غالب جس دور سے تعلق رکھتے ہیں وہ مسلمانوں کے زوال کا دور ہے اس وقت حکومت کا مرکز دلی تھا۔اس دور میں بادشاہوں کی حیثیت بہت معمولی ہو گئی تھی مغل بادشاہ شطرنج کا مہر بن گئے اور آہستہ آہستہ سکھو ں،جاٹوں اور روہیلوں نے زور پکڑنا شروع کیا اور اس حکومت کو گرانے میں اہم کردار ادا کیا۔ ۱۷۳۹ء میں نادر شاہ نے دلی پر حملہ کیا۔۱۷۴۸ء سے لے کر ۱۷۶۱ء تک احمد شاہ ابدالی نے بہت سے حملے کیے اور مغلوں کی رہی سہی طاقت بھی ختم کر دی۔ احمد شاہ ابدالی نے ان حملوں میں مرہٹوں کی کمر توڑ کر رکھ دی۔اس سیاسی تاریخی پس منظر میں غالب نے ہوش سنبھالا غالب کا تعلق رئیس لوگوں کے ساتھ تھا ان کی پہنچ بادشاہوں کے دربار تک تھی۔ تہذیبی...
Calling to the path of Allah has never been an easy task. It was in fact direct opposition of the prominent personalities of that time. The holy Prophet r conducted preaching (Daa’wah) in such a way that it is not monotonous for the listeners. The Prophet r did not make them sit for long and hear lengthy speeches. Preaching (Daa’wah) in today’s world is not as successful and effective mainly because it is not carried out the way as prescribed and practiced by the holy Prophet r. It is pertinent to mention here that way of preaching adopted by Prophet Muhammad r was the same as it had been the method of all Prophets before Him r. However, it can truly be said that Prophet Muhammad r developed these qualities to the extreme heights. In this article, prophetic approach of preaching was discussed in a way that may guide the preachers of modern times in efficient as well effective way. These virtues were discussed as different traits in the personality of a preacher.
An increased emphasis is placed on the role of the teachers to cope with the rapid changing world. On the one hand, high importance is given to the professional development (PD) of teachers and on the other hand, a critical need exists to examine the influence of those professional development courses on teachers’ belief and classroom practices. Thus, the primary aim of this study was to investigate the influence of ongoing professional development on ELTs’ beliefs and practices in two private schools in Gilgit Baltistan, that undergone reforms through funded project. The study attempted to determine the influence of the programme on two English language teachers teaching beliefs and classroom practices. Both of the teachers had participated in different professional development courses and trainings. For this purpose, case study method was employed and the data were collected via semi-structured interviews, classroom observations, formal discussions, informal conversations and field notes. The data analysis revealed that both the teachers who had participated in the professional development programmes, demonstrated conceptual change about teaching and learning English, they displayed positive attitudes towards teaching and learning English and they have improved their teaching skills and classroom practices. The study found a complex and dynamic relationship between beliefs and practices. The teaching context and background were found as key factors that have greater influence on shaping beliefs and guiding teachers’ practices. Lastly, it was discovered that teachers’ personal capabilities and motivation play key roles in their development as a teacher. Finally, this study recommends that English Language teaching can be improved and made effective through providing professional development opportunities for the teachers.