بہ یادِ سید معین الرحمن
(رفیق احمد خان)
ڈاکٹر سید معین الرحمن ایک طرح سے میرے خواجہ تاش تھے، مرزا غالب اور رشید احمد صدیقی سے میرا عشق روحانی، جذباتی اور زبانی ہے اور ان کا عشق شخصی، روحانی، فکری، ادبی اور تحقیقی اوصاف کا مرقع، ان کی تن دہی، سخت کوشی، برداشت، نفاستِ طبع اور حسن آرائی و حسن آفرینی اس کی شہادتیں۔
میں اپنے احباب سے ان کی خوش اخلاقی، خوش اطواری، شائستگی اور روایتی وضع داری سے متعلق باتیں سن ہی چکا تھا، ان کی شگفتہ و مرصع اور پرمغز و پراثر نثر دل میں گھر کرچکی تھی اور ان کی سرکشیدگی اور بلند قامتی بھی میرے دل و نظر میں ایک مقام و مرتبہ وضع کرچکی تھی، خط و کتابت کا آغاز ہوا تو میرے خیالات و تصورات کو یک گونہ تقویت حاصل ہوئی، میں اپنے اندر ان کے لیے اپنائیت محسوس کرنے لگا اور یوں نیاز حاصل کرنے کی تمنا جی میں سر اٹھانے لگی۔
اس قلبی لگاؤ کا نتیجہ تھا کہ جب کبھی ان کے خلاف کوئی زہر آلودہ تحریر پڑھی تو طبیعت مکدر ہوگئی اور ان کی قدر و منزلت میں کسی طرح کی بھی کمی محسوس نہیں کی بلکہ اس میں اضافہ ہی محسوس کیا، ’’دیوانِ غالب، نسخۂ خواجہ‘‘ کے حوالے سے خواہ کچھ بھی کہا گیا یا لکھا گیا ہو مگر غالب سے غیر معمولی شیفتگی اور غالب کی طرف داری کا اس سے اچھا اور بڑا عملی ثبوت ادبی دنیا میں کم دیکھنے میں آئے گا، اس سے ہٹ کر دیکھیے تو پیش کش میں حسن اور سلیقے کا حسین امتزاج بھی کیا لائق تحسین نہیں، میر تقیؔ میر کا یہ مصرع صادق آتا ہے: ع
کس خوش سلیقگی سے جگر خوں کروں ہوں میں
۲۰۰۳ء میں انجمن ترقی اردو، پاکستان کی صدی منائی گئی، سرسید یونیورسٹی،...
Rhetoric is a branch of Arabic sciences through which the literal figuration of the Holy Quran can be defined and understood Many scholar have paid close attention to the literal figuration and emphasized on it in every era to discover and find out the literal and eloquent beauties of the meaning of the words of the holy Quran. In this article we have tried to study and find out the literal figuration : its beauties and impacts on readers of the holy Quran especially in suratul- Anfal surah- altaubah and surah younas
“Classroom Environment Leading to Democracy and Social Responsibility at Secondary Level in Khyber Pakhtunkhwa” was quite a new study in this region. Since, the study was descriptive, the objectives of the study were: (1) to explore the social environment of the classroom at secondary level in Khyber Pakhtunkhwa; (2) to investigate the organizational environment of the classroom at secondary level in Khyber Pakhtunkhwa; (3) to analyze classroom environment leading to democracy at secondary level in Khyber Pakhtunkhwa, and (4) to find out the classroom environment leading to social responsibility at secondary level in Khyber Pakhtunkhwa. All 302,170 Secondary School Heads, Secondary School Teachers and Secondary School Students constituted the population for this study. A stratified sample of 1260 was selected through random sampling technique. Questionnaires were used as research instrument for the collection of data. The collected data were tabulated, analyzed and interpreted category wise by comparing responses of the three groups, Principals/Head Masters, Secondary School Teachers and Secondary School Students. To analyze the data, Chi-Square test was used as a contingency test and percentages were used. The responses were tested at significance level of 0.05. On the basis of analysis it was discovered that majority of the respondents were of the opinion that they had interaction with the teachers/students and they expressed themselves freely. The classrooms environment was co-operative and competitive. Teachers’ behavior was friendly. Teachers shared the classroom responsibility. Physical structure of class was attractive. Classes were ventilated and lighted. Schools were providing productive students. Students were the active participants of the community. Students were given opportunities to participate in the major and the minor issues of the classrooms. Classroom curriculum instilled democratic values. xviiIt was recommended that level of interaction may be increased. Teachers should be provided co-operative and competitive environment for the promotion of democracy and social responsibility. Teachers should plan properly in the classroom for promoting democracy. Teachers should be given proper training for teaching democracy. Curriculum must be shaped to inculcate democratic values in students, so that the students become the democratic agents of positive change in the society.