قیام امن میں اصحاب صفہ کا کردار

Almighty Allāh sent his messengers to lead and guide the human beings. One of the lessons we learn from the lives of the prophets and their struggles is the significance of the presence of a peaceful environment. During the lifetime of our holy Prophet establishment the for examples numerous find we, (صلى الله عليه وسلم) Muhammad and maintainance of peace. The Arab society was famous for battles and the people were wild in nature, but, with the arrival of Islām, they became the most loving and peaceful society in the world. This article focuses on the role of Aṣḥāb al-Ṣuffah in maintaining and promoting peace. Aṣḥāb al-Ṣuffah was a group of people who stayed at the northern corner of al-Masjid al-Nabawī under the constant watch of the Prophet (ﷺ) himself. Aṣḥāb al-Ṣuffah lived in a and life his observed They. (صلى الله عليه وسلم) Prophet the to proximity closed learnt from his lectures. So, it can truly be called the first school of the Islamic history. A number of students, schooled in al-Ṣuffah were sent to the different parts of the Arabia and later, to other parts of the Islamic empire, to disseminate the message of peace and love among the people. Their efforts are a significant part of the Islamic history in the promotion of peace.

Similarity Between Rembrandt and Hardy: Chiaroscuro and Fate/Nature Vs. Human Struggle

Similarity Between Rembrandt and Hardy: Chiaroscuro and Fate/Nature Vs. Human Struggle The aim of this study is to add a new dimension to critical approach towards the works of both art and literature. It will help broaden the spectrum of the critical appreciation of the creative works in both art and literature. Presently we all admire and analyze the creative works of art and literature, but consider them as separate entities. Whereas the basic difference between the works of art and literature is only the difference of medium that is., lines, shapes colours and words. The forces that work behind every creative work are the same like the desire to express, communicate, appreciate and being appreciated. The source of information and inspiration is also the same; it is the world around us. So while commenting on the writer of a specific school of thought, the artists, musicians, architects and even the designers of the same school of thought should also be considered. This Research is carried out in three phases. In phase-I, the views of writers, critics, historians and scholars, who in any way have contributed to the fields of intertextuality and interdisciplinary studies are discussed. These included; D.H. Lawrance, Harold Bloom, Mark Staff Brandl, William Hazlitt and Annie Escuret. In phase II Rembrandt's use of chiaroscuro and Hardy's use of fate/nature vs. human struggle in particular are considered. The photographs of Rembrandt's paintings' etchings and drawings are studied, discussed and analyzed. The characters in Hardy's novels are also studied discussed and analyzed with reference to their respective background. Hardy's philosophy of life is also considered. In phase III, the final analysis is carried out by comparing both the contrasts presented by Rembrandt and Hardy in their creative works. We do expose our literature and art students to different schools of thought, artists and writers; but the knowledge which we expose them to, is fragmentary and isolated. Instead of a congenial whole, different pieces of information float in their minds like small detached entities. That is why our majority students lack the ability to extend their personal and critical ideas about an issue or a fact. A comprehensive, comparative and integrated study; which involves different fields of knowledge, will help develop a mature critical thinking in our students. It will lead them to a better understanding of life and the world around them.