منصف ہاشمی کی نثری نظمیں
نثر اور نظم میں کیا فرق ہے؟ نوراللغات میں ’’نثر‘‘ کی تشریح ان الفاظ میں کی گئی ہے۔ ’’وہ عبارت جو نظم نہ ہو‘‘۔ یعنی لفظ ’’نثر ‘‘ کی اپنی کوئی حقیقت نہیں ہے۔ اسے’’ نظم‘‘کے منفیانہ یا تنسیخی معانی سے ہی پہچانا جائے۔۔۔ نثر کے لغوی معنی ہیں :’’پراگندہ‘‘، ’’بکھرا ہوا‘‘ ۔اس کی صفات میں’’ خشک‘‘، ’’غیر شاعرانہ‘‘ وغیرہ الفاظ تقریباً ہر لغت میں پائے جاتے ہیں۔ نثر کو نظم سے قریب ترلانے کے لیے جو حربے استعمال کیے گئے ان میں جملوں کے آخری الفاظ کا مقفیٰ ہونا شرطِ اول تھی۔ گویا نثر پر نظم کو مسلط کرنا شرطِ اول تھی، نہ کہ نظم پر نثر کی فوقیت کو جتانا۔ درحقیقت نثر نگاری دوسرے درجے کی ادبی کاوش ہے جب کہ نظم گوئی سرِ فہرست تھی۔ بیسویں صدی کے آخری تیس چالیس برسوں میں ’’نثری نظم ‘‘ کو ادبی جریدوں میں جگہ ملنی شروع ہوئی۔ لیکن اردو نے کبھی اس بات کو تسلیم نہیں کیا کہ’’ غزل گو‘‘یا ’’نظم گو‘‘کی جگہ ’’غزل نویس‘‘یا ’’نظم نویس‘‘ بطور اصطلاح تسلیم کیا جائے۔ ’’سخن‘‘ کا مطلب ’’بات‘‘ نہیں بلکہ’’موزوں بات‘‘ تسلیم کیا گیا ۔ا س کے لوازمات میں آہنگ ، لہجہ (صوت) ،زحافات کو صفِ اول میں جگہ دی گئی۔
منصف ہاشمی کو فیس بک اور رسائل کی وساطت سے میں دو دہائیوں سے پڑھ رہا ہوں۔ ارکان اور زحافات سے معرا ہونے کے باوجود ان کا آہنگ ایسے بیانیہ پر مبنی ہے جس میں نظم کی خصوصیات موجود ہیں۔ ترصیع، تجنیس، سجع، آہنگ اور سب سے بڑھ کر امیجری، شعر یات کے تقاضوں کو پورا کرتی ہیں۔ مترنم نہ ہونے کے باوجود ان کا بیانیہ شاعرانہ غنایت کا حامل ہے۔ ان کی نظمیں مضمون نگاری کے حوالے سے خیال بندی اور معاملہ بندی کی شرائط پر بھی پورا اترتی ہیں۔
موضوعات کے...
Sīrah is the topic which started during 1st Hijrah, from that time till now there are several books written on this topic, there is no such personality in history other than Prophet Muhammad (PBUH) whose biography from his birth till his death is preserved in such a manner. None of the aspect of his life is hidden, there was no such personality in history that was praised to such an extent. There are so many books written on the Sīrah of Holy Prophet (PBUH), but the one which was written by Allama Ibn-e-Kathir is indeed unique among them all. During his era there were too many books written on Sīrah al-Nabawiyyah but his command on Ḥadith and Fiqh made his work unique among others, he added authentic Aḥadith and narrations in his book and included such points which remained hidden from other authors. His book consists of 4 parts, and also includes Fiqh al Sīrah, which shows his great command over Fiqh (Islamic Jurisprudence). The work of Ibn-e-Kathir helps in deeply understanding the Sīrah of Prophet.
This study examined how head teachers of two Community-Based Schools (CBS) in Karachi understood monitoring in relation to school yearly plan. The study was conducted within the qualitative paradigm. Two head teachers of local CBS schools (Mountain and City) participated in the study. Interview, observation and document analysis were used as a major research data collection tools. The results of the study revealed that the head teachers have been engaged in monitoring practices. Both of them considered monitoring as a fundamental factor for the smooth functioning of the school activities. However, the way they approached the tasks are different. The head teachers viewed monitoring professional development of teachers, parental involvement to promote students' learning, teaching and learning, and planning as the key areas to be monitored. The data reveal that in the Mountain school monitoring approach is delegated, while in the city school it is mostly the head teacher who carries out monitoring all activities. The study reveals that head teachers' professional exposure and presence of professional capacity in the school determine their monitoring approach. For instance, the principal of the Mountain school has an extensive and professional and academic exposure. He has two professionally trained teachers in his team, to whom he has delegated the responsibility of monitoring by the virtue of their professional assignments as academic head and head of ECD section respectively. While in the City school, the teachers have nominal professional qualifications with some exposure to short term courses. The study identifies some focused areas in the CBS school context for monitoring. Both head teachers do monitoring, but there is no such monitoring strategy as a part of yearly plan. Monitoring finance and teaching and learning are focused. The study identifies planning as the backbone for development of school. The study shows different kinds of planning in both schools. But both head teachers monitor the plan. Finally, the study finds some areas for further exploration for researchers.