آپ ﷺ کی ولادت سے سیدہ آمنہ ؓ کا گھر بقعہ نور بن گیا ۔ عثمان بن العاص ؓکی والدہ فاطمہ ؓ کہتی ہیں کہ میں شب ولادت سیدہ آمنہ ؓ کے پاس تھی ‘ میں نے گھر میں جس طرف بھی نظر دوڑائی مجھے نور ہی نور نظر آیا ۔ صاحب سید الوریٰ بحوالہ علامہ زرقانی بیان کرتے ہیں کہ شفاء بنت عوفؓ جو شب ولادت سیدہ آمنہؓ کے پاس تھیں ‘ کہتی ہیں ’’ میرے لیے مشرق و مغرب روشن ہو گئے ۔‘‘ یہ تمام انوار زمین پر دیکھے گئے جب کہ آسمان سے بھی نور کی برسات ہو رہی تھی ۔ اس منظر کو فاطمہ ؓ یوں بیان کرتی ہیں ’’ میں نے ستاروں کو دیکھا کہ وہ جھکے پڑتے تھے اور مجھے یوں لگتا تھا کہ مجھ پر گر پڑیں گے‘‘ ۔ مزید بحوالہ طبقات ابن سعد اور البدایہ و النہایہ لکھتے ہیں کہ خود سیدہ آمنہ ؓ فرماتی ہیں جب وہ مجھ سے منفصل ہوا تو اس کیساتھ ایک ایسا نور ظاہر ہوا ‘ جس سے مشرق و مغرب روشن ہو گئے ۔ ‘‘ پھر با حوالہ زرقانی ‘ سیرت حلبیہ اور سیرت ابن ہشام لکھتے ہیں ’’ میں نے اس ولادت کی رات کو ایسا نور دیکھا جس کی وجہ سے شام کے محلات ر وشن ہو گئے۔ اور میں نے انھیں دیکھ لیا ۔‘‘
یہاںسوال پیدا ہوتا ہے کہ زمین و آسمان منور ہو گئے ۔ انوار کی برسات کا منظر بی بی آمنہؓ ، فاطمہؓ اور شفا ء کے علاوہ کسی اور کو کیوں نظر نہیں آیا؟ اس کا جواب یہ ہے کہ اللہ تعالیٰ کی مشیت ہے کہ جو چیزیں اللہ تعالی ٰصرف مخصوص لوگوں کو دکھانا چاہے وہ تمام چیزیں حقیقتاََ موجود ہونے کے باوجود عام لوگوں کی نگاہوں سے پوشیدہ رہتی ہیں ۔ قرآن مجید میں...
This article delves into the fascinating intersection of art and science, exploring how artists have embraced the enigmatic world of quantum physics as a source of inspiration. It investigates the ways in which quantum theories, such as superposition and entanglement, have been translated into artistic expressions, challenging traditional boundaries between art and science. Through a multidisciplinary lens, this article examines the profound impact of quantum physics on the world of art and the complex interplay between abstract concepts and visual creativity.
The role of a school head has been a significant factor in the success or otherwise of a school. Similarly, the pre-appointment training and continuous professional development of school heads play important role in their success as heads. Research indicates that when school teachers become school heads, generally with little or no pre-appointment training, they struggle in their initiation and socialization process as school heads. The current study was aimed to explore possible answers to questions around issues of personal and professional situations of the teachers that facilitate them in the process of becoming school heads in Khyber Pakhtunkhwa, Pakistan. The study explores answers to questions such as: What leads to teachers becoming school heads? What are the implications of becoming school heads? Whatexperiences do school heads have in their role socialization as heads? The study used qualitative, interpretive research approach, in accord with social constructionism. The sample of the study consisted of thirty male and female school heads in Peshawar, Khyber Pakhtunkhwa, Pakistan. The sample was selected using purposive and snowball sampling techniques. Semi-structured interviews were conducted with participants to collect data. The data so obtained was analyzed using thematic analysis. Findings reveal a variety of reasons behind the becoming of school teachers as school heads. Similarly, a variety of problems, issues and constraints are being faced by the respondents in their roles and socialization as school heads. The problems respondents faced in their professional socialization include dealing financial constraints, problematic teachers and lack of support from staff, absence of infrastructure and facilities in schools, overcrowded classrooms, lack of education officials’ cooperation and the bureaucratic iii centralization of powers. The headship role changes the respondents personal and professional identities and these identities often clash with their personal and professional responsibilities.Findings also show that there is lack of pre-appointment training for the school heads that has implications for their performance as school leaders. The study highlights the career trajectories of female school heads and the leading role experiences at school level and what kinds of problems they have been facing in the social context in which they lead.The study has important implications in terms of pre and post appointment professional development and training for school heads and regarding power delegation, and with respect to financial support, better facilities and delegation of appropriate power that may facilitate school heads in functioning in a better working environment. The female school heads need to be provided with differentiated provisions in terms of facilities and environment keeping in view their peculiar needs in a mainly conservative, male dominant working environment.