Like many other genres of literature, novel enjoys worldwide popularity today. The journey of novel in Urdu literature covers and spans a period of over a century. This genre was introduced into Urdu literature from the West and it gradually gained popularity. Novel is throughout the world most popular literature genre. The extent of its popularity can be gauged from the fact that most of Nobel Prize laureates in literature have been novel writers. Unlike West, no serious research work has been undertaken on novel in Urdu. Some literary critics have on individual basis did some research on some aspects of novel like its technique, shape, form and manner but still there insider need of thoroughgoing and exhaustive research on some vital aspects of novel such as how in an Urdu novel a novelists gives description of a phenomenon, how does he arranges sequence of incidents and events and how does it all impact a listener or a reader. In aforementioned field we don’t come across any good research oriented book. Considering the lack of serious research I undertook the task of tracing and subjecting to a thorough and detailed research the Description in Urdu novel from time of Deputy Nazir Ahmed till the year 2002. Description in Urdu novel in different ages was achieved through various techniques and means. In terms of description it underwent change in gradual phases as years passed by. Explanation of different ways of description needs a fuller research. This research paper has been written keeping in perspective the trajectory of Urdu novel in terms of description over a period of one century. This will open the way for new experiments in Urdu novel. To achieve the same goals and objectives this research paper has been arranged in various chapters. In chapter 1, description in literature has been defined technically and its various forms and shapes been subjected to fuller analysis. In addition, detail has been provided as to how description started in Urdu novel in the first place and how over time it took on various forms. Likewise it is also discussed in what manner description in novel differs from description in other genres of literature. In chapter 2, gives a thorough analysis of description in Urdu novel from the beginning till 1900.The tradition of fictional literature of 2nd half of 19th century has been given a brief treatment. In chapter 3, an analysis of description in Urdu novel has been presented from 1900 to 1947. Further brief introduction is given of the tradition of Urdu novel in 2nd half of 20th century. In chapter 4, a detailed analysis of various descriptive techniques in Urdu novel has been offered from period 1947 till 1971, the year of fall of East Pakistan. Furthermore, the impact of riots of Partition of Indian Subcontinent on Urdu novel has been traced. In chapter 5, analysis of description in Urdu novel from period of 1971 to 2002 is offered and attempt made to keep track of factors and reasons which caused the changes in descriptive techniques. In chapter 6, an overall analysis, recommendations and conclusions have been offered from all the ideas discussed in preceding chapters of research paper.
آسی ضیائی رامپوری کا نام قدآور اقبال شناس ناقدین میں شامل ہے۔آسی ضیائی نے ایک تو علی گڑھ یونیورسٹی میں رشید احمد صدیقی جیسے اقبال شناس کی شاگردی اختیار کی دوسرے اقبال کی مادرِ علمی مرے کالج سیالکوٹ کی علمی و ادبی فضا نے آسی ضیائی کی ’’اقبال شناسی‘‘ کے لیے مہمیز کاکام کیا اور یوں آسی ضیائی نے کلام اقبال پر خامہ فرسائی کرتے ہوئے ایک کتاب اور چار مضامین رقم کیے۔ ’’کلامِ اقبال کا بے لاگ تجزیہ‘‘ آسی ضیائی کی اقبال شناسی کے حوالے سے مستند تصنیف ہے۔ اس کتاب میں کلامِ اقبال کے اہم خصائص کا اجمال کے ساتھ تجزیہ کیا گیا ہے ۔ایک صد مضامین پر مشتملیہ کتاب تین حصص میں منقسم ہے۔ پہلا حصہ دو ابواب پر ،دوسرا حصہ تین ابواب پر تیسرا اور آخری حصہ ایک باب پر مشتمل ہے۔ ’’کلامِ اقبال کا بے لاگ تجزیہ‘‘ کے آغاز میں آسی ضیائی نے ایک جامع مقدمہ بعنوان ’’اِدعا‘‘ رقم کیا ہے جو کتاب کی اہمیت اور وجہ تحریر پر روشنی ڈالتا ہے۔ کتاب کے حصہ اول میں محبت ،جستجو ،متصوفانہ ،مذھبیت ،مظاہرِ قدرت سے محبت ،مذہبی روایات سے محبت ،تصوف ،عمومی تبصرہ ، خاص موضوعات ،ترجمے ،بقیہ نظمیں، غزلیں ،دوسرا دور ،رومانی شاعری ،ایک انوکھا قیاس ،خورشید ،ایک دلچسپ انکشاف، دوسری نظمیں ،نئے دور کا آغاز، خلاصۂ بحث اور محرکات جیسے مضامین کی فہرست ہے۔ کتاب کے حصہ دوم میں بعد کی شاعری ،اسلوب کا جائزہ ،وسیلہ ،ساخت و پرداخت ،حکیمانہ اسلوبِ شاعری کی خصوصیات ،سادگی اور ندرت ،تمثیل نگاری ،تخاطبِ بالغائب ،رموز وعلائم کا استعمال ،حالیؔ،اکبرؔ،اقبالؔ ،صوت و آہنگ کا اہتمام ،تصورات و پیغام پر تبصرہ ،خودی ،تصورِ خودی کا وھبی و ماحولی پس منظر ،اثباتِ خودی ،اثباتِ خودی کے مقامات، شرفِ انسانی، تسخیرِ فطرت، مسئلہ خیر و شر اور روح و جسم کا اتحاد...
Orientalists have always denied the acceptance of the divinity and authenticity of Qur’an. For this purpose, they have presented multifarious objections to prove the Qur’an as a discourse of Muhammad r which he learnt from the Christian monks and derived it from the judeo-Christian sources. They specially mention that Muhammad r was not an illiterate person he was rather a pupil of the monks. In this way, their aim is to prove false the claim of the miraculous (I’jaz) style of the Qur’an. We have proved in this study that according to Quran, Tafaseer and Hadiths of Prophet r, history and logic, that Muhammad r since his birth until his death, was illetrate, did not know how to read or write. In this paper, an effort has been made to examine the Western arguments and deduce the actual position in this matter. The basic and fundamental sources have been used to precede the discussion.
A multiple case study design was used to investigate the nature of changes in teachers' thinking about teaching and learning of mathematics during a mathematics VT (Visiting Teacher) program. The VT program is a two-month professional development program for teachers offered by the Institute for Educational Development. The fieldwork of the study was carried out during the entire period that the VT program was going on. The researcher was a participant observer in the program and used the observations, interviews, informal conversations and documents to gather data from four participants who served as the study sample. The study found that the VTs began with limited notions of the nature of mathematics, how mathematics should be taught and how children learn. During the program, there was evidence of significant changes in their thinking. For example, two of the VTs began to make links between areas of mathematics and began to develop a deeper understanding of the concepts. One VT's thinking changed markedly in relation to students' cognition and began to question how students learn. One of the VTs moved from a formalized perception of mathematics to an awareness of how mathematics is generated. Several themes emerged from a cross-case analysis. First, there was evidence of tacit learning, that is, changes in the teachers' thinking that the teachers did not recognize or acknowledge. Next, although teachers' thinking had changed, their epistemological constructs remained intractable, which may have led to a lack of awareness of changes in their thinking. Then, a factor that colored the perceptions of the VTs thinking was the challenges in their context. Lastly, all the four participants developed confidence, which may have an emancipatory nature. While the confidence developed in various forms, all acknowledged it to be a result of the environment in the program. The implications of the study are discussed in the end, together with recommendations and suggestions for further research.