ارادھنا
اے ربِ رحیم و کریم۔۔۔!
اِن اللہ علی کلِ شیئٍ قدیر!
میں خانہ بدوش ، سیلانی ، آوارہ!
تیری زمیں پر۔۔۔تیرے موسموں کے ساتھ محوِ سفر ہوں
تو کریم۔۔۔سبز موسم کا لباس پہن کر!
تو رحیم۔۔۔خوشبو کی طرح روح میں اُتر کر!
میرے تڑپتے سسکتے دل کو۔۔۔!
اپنی آغوش میں لے کر۔۔۔اپنے ہاتھوں سے سہلاتا ہے
دشتِ بیاباں میں دل فریب آہو بلا کر !
ستاروں کی سرگوشیوں میں!
نرم ٹھنڈی ریت پر سلا کر!
میرے خیالوں کے، حوالوں کی بدکتی ناقہ کو وحشتوں سے نجات دلاتا ہے
میرے تڑپتے سسکتے دل کو!
اپنی آغوش میں لے کر ، اپنے ہاتھوں سے سہلاتا ہے
تو ہی خالق۔۔۔ تو ہی مالک۔۔۔!
تیری کائنات میں اسرار جبرائیل ؑ کے ثبوت موجود ہیں
نیاز الہام اور قلب نامہ بری کے!
چراغ نور کی روشنی میں مظہر خلیلؑ کے ثبوت موجود ہیں
تو مجھے بزم رقص سے۔۔۔!
کوہ قبیس کی طرف لسان شعور کے لہجے میں بلاتا ہے
مسافتوں کے مارے دل کو!
اپنی آغوش میں لے کر، اپنے ہاتھوں سے سہلاتا ہے
تیری وجہ سے
لوح و قلم کو بھی ۔۔۔اپنے ہونے کا یقین ہے
تو ہی ’’وھو علی کل شی ئٍ قدیر۔۔۔وھو علی بِکل شی ئٍ علیم‘‘ ہے
صبح و شام میرے ارادوں کو۔۔۔تو اپنی پہچان کرواتا ہے
مسافتوں کے مارے دل کو!
اپنی آغوش میں لے کر ۔۔۔اپنے ہاتھوں سے سہلاتا ہے
Education is a key to developing positivity in human beings. It helps to become a good citizen. In Islam, education has a central role that every Muslim must seek. Islamic education is centered on the teaching of the Quran and the Sunnah of the Holy Prophet (PBUH). The Quran is revealed in Arabic, therefore sources of the teachings of Islam are in Arabic. It is the religious duty of the Muslim Ummah to learn Arabic and have command in it. The Quran is the only Book that provides complete guidance to humanity, whether the matters related to social life, economic matters, political issues, or religious life. Keeping this in view, the curriculum should also be prepared in the light of the teachings of the Quran and the Sunnah of the Holy Prophet (PBUH). Focusing on the contemporary curriculum design for Islamic studies for higher education, this paper describes the missing material in the existing curriculum and suggests that the use of modern resources, arranging conferences, and an expansive transformative framework for Islamic studies are the key tools for its implementation. It stresses the curricular designers to approach the existing curriculum more comprehensively which covers Islamic Law, comparative studies, contemporary trends in world traditions, peace dialogue, and practical involvement of students too. This goal can be gained through amendments or revising the existing curriculum. The outcome of it will results in students' critical thinking, positivity, comprehensive knowledge, language proficiency, and character building.
Poetic Citation in the Tafasir of AI-Qurtubi and Adwa-ul-Bayan Linguistic and Syntactical Comparative Study (Chapters: Al-Ambiya and Al-Haj) The Holy Quran, which is the last book of Almighty Allah and revealed for the guidance of the whole humanity till the doomsday, is indeed the most important and deserving book for a research scholar to carry out his research on it. Learning of Arabic language is a basic tool for its understanding and the Arabic poetry has its major role in the learning process of this language. Arabic language helps the commentators of the Holy Quran in defining the actual lexical and contextual meaning of the difficult words occurred in the Holy Quran. Among the classical commentators of the Holy Quran, Imam Qurtubi (died in 671 H) is one of those commentators who have very abundantly cited the Arabic poetry in his Tafsir. Likewise, Allama Shinqiti (died in 1393 H) is one of those commentators in the contemporary period who followed the same pattern in his Tafsir. Having a profound love for the Arabic poetry, I carried out my research work in the comparative linguistic and syntactical study of the poetic citation used by these two commentators delimiting the research work to two chapters of the Holy Quran. This research work is divided into five chapters: Chapter One: deals with the poetic citation, its importance in defining the meanings of the difficult words occurred in the Holy Quran. Chapter Two: deals with the biographies of the two commentators and the characteristics of their commentaries along with pattern followed by them in their Tafasir. Chapter Three: consists of the analytical study of the poetic citation in Tafsir Qurtubi in the two chapters of the Holy Quran mentioned above covering their linguistic and syntactical aspects. Chapter Four: consists of the analytical study of the poetic citation in Tafsir Adwa-ul-Bayan in the two chapters of the Holy Quran mentioned above covering their linguistic and syntactical aspects. Chapter Five: consists of the comparative study between the two commentaries focusing on the similarities and dissimilarities in both of them.