وہ مجھ سے بے زار بڑا ہے
دل ہے کہ اُس سے خوش رہتا ہے
ساتھ نہیں ہے دُور کھڑا ہے
ننگے پائوں کانچ چُبھا ہے
میرا قصور تو بس اتنا ہے
میں نے تجھ سے پیار کیا ہے
دل کیا جانے بھولا بھالا
رشتوں میں جو زہر گُھلا ہے
اَفلاطون کہے شاعر پر
حُسن کی دیوی کا پہرا ہے
میں شاعر وہ حُسن کی دیوی
اَفلاطون بھی سچ کہتا ہے
پیار اگر یَک طَرفہ ہو تو
پَل پَل کا جینا مَرنا ہے
سنا ہے مدہوشی میں شب بھر
اُس نے میرا نام لیا ہے
وہ تجھ کو کیوں یاد کرے گا
صادقؔ وہ مصروف بڑا ہے
The study was conducted to examine some of the important questions raised by both the religious scholars and the proponents of the Enlightenment movement. The purpose of the study was to interpret enlightenment in Western and Islamic context and to examine the impact of western enlightenment on contemporary Pakistani society in the light of Islamic teachings. The study was quantitative in nature. Survey was conducted to probe into the perceptions of the Pakistani people regarding impact of western enlightenment on various aspects of contemporary Pakistani society. The sample of the study was 1000 people from four provincial headquarters of Pakistan including male and female from urban and rural areas of the provincial capitals. Two research instruments were developed by the researcher based on review of the related literature. First was a questionnaire named WEBI, Western Enlightenment Beliefs Inventory; second was a checklist named WEKAPC, Western Enlightenment Knowledge, Attitude and Practices Checklist. Results showed that most of the respondents were of the view that western enlightenment exerted significant influences on their thinking, lifestyles, and education, culture, media and social practices. Majority of the respondents thought that western enlightenment emphasized on tolerance, cultural harmony, equality, social justice and independent thinking. Gender-wise comparisons indicated that male respondents were more positive towards western enlightenment than the female respondents. It was recommended that Pakistani society needs to be made aware of the philosophy of western enlightenment and Islamic values which are characteristics of western enlightenment movement. There is need to initiate interfaith dialogue to understand socio-cultural dynamics of a Muslim society and a western society.
Classroom experiences play a vital role in developing students' conceptual understanding of mathematics. Therefore, it is essential to engage students in such mathematical tasks in the classroom which provide students opportunities for reasoning, conjecturing, pattern seeking and generlizing in a collaborative learning environment. The National Curriculum of Mathematics (2006) also emphasizes the changing role of teachers from knowledge transformers to facilitators in the student-directed learning process and this cannot be achieved unless teachers are provided professional development to choose and design mathematical tasks for their students which promotes students mathematical reasoning and conceptual understanding. This study explored the ways through which a primary mathematics teacher brought improvement in her selection and implementation of mathematical tasks for developing students' mathematical understanding. The reported study used Collaborative Action Research which comprised four action research cycles using Lewin's model of Action Research that aimed to explore progress in the participant teacher's task selection and implementation. Data for the study were collected from a private school in Karachi Pakistan where I worked with one mathematics teacher for more than two months. Data collection tools included classroom observations, semi structured interviews, reflections/reflective sessions and students' sample work. The findings of the study demonstrated that the factors resulting in improvement of teacher's task selection and implementation includes the facilitation by the mentor teacher, enhancement in one's own content and pedagogies knowledge and development of a teacher's understanding of students' cognitive level. The findings of the study also revealed that the common factors influencing the selection of mathematics tasks comprised shortage of time, obligation of syllabus coverage, level of students' understanding, students' prior knowledge and teacher's belief about mathematics. This study also highlighted the residing factors influencing the implementation of rich mathematical task which include the nature of the selected task, its alignment with students' prior knowledge, amount of time provided to students and mainly the role of the teacher in implementing the tasks. Based on the findings, this study recommends that classroom teachers should be provided some autonomy to make modifications in the syllabus. Moreover, the school management should work for teachers' professional development by arranging in- service teacher training sessions for lifelong learning.