حب الوطنی
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اساتذہ کرام اور میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’حب الوطنی ‘‘
صدرِذی وقار!
جہاں تک حب اور محبت کا تعلق ہے تو کائنات رنگ و بو میں جتنا ذکر محبت کا ہوتا ہے شاید کوئی اور اصطلاح اتنی استعمال نہ ہوتی ہو ،کبھی کوئی اولاد سے محبت کا ذکر کرتا ہے۔ کبھی خوشبو سے محبت کا ذکر کیا جاتا ہے، کبھی دوستوں سے محبت کی پتنگیں بڑھائی جاتی ہیں،کبھی جائیداد سے محبت کا ذکر خیر ہوتا ہے بلکہ جائیداد کی محبت میں تو کشت و خون کا سلسلہ بھی روا رکھا جا تا ہے، سیم وزر سے محبت کی جاتی ہے۔ سونے چاندی کے اضانے میں اپنی تمام توانائیاں صرف کی جاتی ہیں، کوئی اولاد سے محبت کرتا ہے، کوئی مال سے محبت کرتا ہے، کوئی جان سے محبت کرتا ہے، اور وہ شخص کتنا خوش نصیب ہے جس کو اللہ اور اس کے رسولؐسے محبت ہوتی ہے۔
معزز سامعین!
بحیثیت مسلمان ہماری حقیقی محبت کا تقاضا یہی ہے کہ ہماری محبت کے جملہ پہلو سرورِ کائنات کی ذات با برکات کے لیے ہوں۔ اور آپؐ کے ساتھ محبت اس بات کی بھی متقاضی ہے کہ آپ کے ہر قول وفعل کو من وعن تسلیم کیا جائے اور پھر ہر زاویے سے اس پر عمل کرنے کی کوشش کی جائے ، اس میں ہماری دنیوی و اُخروی کامیابی ہے۔ سرکارِ دو عالمؐ کا ارشاد گرامی قدر ہے کہ حب الوطن من الایمان کہ وطن سے محبت ایمان سے ہے۔
صدرِذی وقار!
وطن کی محبت ایمان سے ہے اس کا اگر بنظر عمیق جائزہ لیں تو اسلام کے جملہ احکام بالخصوص اسی محبت کی تکمیل کے خواہاں ہیں۔...
The present study aimed at finding out the portrayal of rote learning method implementation which was applied by the coaches of TPQ al-Barokah in Kampung Melayu Village, Rejang Lebong, Bengkulu. This study used a qualitative approach. The data were gathered by means of observation and interview techniques. After the data were collected, the data were analyzed using phases referring to Miles, Huberman, and Saldana comprising data condensation, data display, and drawing conclusion. The findings of this study concluded that the rote learning method for Tajwid learning was considered very effective to be applied, and its merit was evident in students’ competence in the recitation of Qur’an at TPQ al-Barokah. Their competence was seen when they were re-examined by their Qur’anic coaches, and they could provide examples of Tajwid’s application in the Qur-an properly and correctly.
The world in the recent years has experienced different types of disasters due to changes in the global climatic patterns and human activities. Pakistan has faced many natural disasters in the last couple of years. Attabad Lake Disaster is one of those disasters which occurred on 4th January 2010 and left thousands of people as Internally Displaced People (IDPs). The international agencies working for humanitarian assistance consider Education as the fourth pillar of humanitarian aid in emergency situations. Attabad Lake disaster destroyed schools and disrupted the teaching and learning process in the particulararea. Therefore, this particular study was carried out to get an insight of post disaster teaching and learning experiences of teachers and students in SD school Shishkat which was hit by Hunza lake disaster. The study was conducted in a private school in Shishket Gojal, Hunza. This particular school building was submerged in the Attabad Lake during the disaster. A qualitative research study was conducted to get an in-depth knowledge of teachers' and students' teaching and learning experiences in the post-disaster situation. A Focus Group Discussion (FGD) was carried out with six teachers and twice with the students. Interviews were taken from the head teacher and an administrator of Sunshine ED (pseudonym). Three classroom observations and some important analyses of documents were done for getting appropriate data. The major findings of the study revealed that due to changed landscape of the area and changed academic year such as long vacations, students' dropout and turnover of teachers, change in school timings and change in the examination system have greatly influenced teaching and learning activities in the school. The study further found that teachers did not get any PD training for dealing with teaching and learning in an emergency situation and that the curriculum needed to be reviewed according to the needs of the students. Moreover, teaching and learning activities have changed after the disaster due to lack of resources, changed behaviour of the students and teachers and changed daily activities of the students and teachers. The findings of this study recommend some guidelines for the teachers and teacher education institutions to overcome the issues of teaching and learning during emergency situations.