استفہام ۔مخاطب کی توجہ و آمادگی کا حصول
قرآن نےمخاطب میں آمادگی پیدا کرنے کے لیے بعض اوقات اپنی گفتگو کا آغاز سوال سے کیا ہےاور پھر جواب کی صورت میں مدعا بیان کیاہے ۔ اس طرح سامعین کو متوجہ کرنے کے لیے بہترین موقع پیدا کیا ہے ۔ سورۃ المعارج میں آخرت اور احوال آخرت کاتفصیل کے ساتھ تذکرہ کیا گیا ہے ۔ اتنے اہم مضامین کے لیے آمادگی اورتوجہ کی اشد ضرورت تھی جس کی بنا پر قرآن نے سوال سے آغاز کیا ہے اورانداز یہ اختیار کیا ہے کہ لوگ سوال سے زیادہ جواب کی طرف متوجہ ہوں۔ " سَأَلَ سَائِلٌ بِعَذَابٍ وَاقِعٍ" “ [ ] (ایک مانگنے والے نے وہ عذاب مانگا ہے )اس کا جواب طویل دیا گیا جس کے سننے کے لیے مخاطبین میں دلچسپی پیدا ہونا فطری امر ہے ۔ قرآن حکیم نے سوال کر کے مخاطب کو جواب سننے کے لیے آمادہ کیا۔ یوں گویا قرآن نے اپنی دعوت اور تعلیم کے لیے ایک نفسیاتی تکنیک استعمال کی ۔[ ]
ABSTRACT: Extremism remains the main concern for global security after 9/11 event. Western countries consider the religious intolerance in Muslim countries as a source of prevailing extremism. Pakistani Madaris (seminaries) are considered as a place for indoctrination of extremism and intolerance. The questions need to be addressed that why and how religious students tended towards extremism. The evidence shows that in Pukhtoon Society; the traditional social institutions of Hujra (Community center) and Jumaat (Mosque) relationship is also affected in post Afghan Soviet war. Hujra (Pukhtoon Community centre) which is traditionally the main supporter and financer of Jumaat (Mosquereligious institution) ; now seems to be overpowered by the religious institutions after getting trained and motivated organized Taliban (students of Indigenous Islamic Education System) and financial freedom after Afghan Soviet war. In this paper the question of legal status given to Taliban and their education status by the Islamic Republic of Pakistan is discussed. For exploring to answer this question both primary and secondary sources of data are used. The study concluded that no properly defined legal status exists for the millions of Taliban graduates in the state; and the aspired streamlining efforts of Madaris with formal education are non productive and ineffective. Even the supreme court of Pakistan is unanswered about the legal status of these graduates. Legislators elected in 2002 National Election faced cases in Supreme Court of Pakistan of their ineligibility based on the in¬ equivalency of their Madaris Sanad (Degree) to the formal University Degree of Pakistan. Government of Pakistan tried to mainstream Madaris education with formal education system of Pakistan, through changing their curricula which is all time resisted by Madaris. It is concluded at the end of the study of integrating Madaris education with formal education system in vertical arrangement rather than in horizontal or lateral arrangement (change of curriculum and amalgamation of courses etc.) . The approach of Vertical arrangement acknowledge the importance and value of both systems and provide benefits to the stakeholders in large. Different modalities are discussed in this paper.
This study aimed to find out the prevalence of students with learning difficulties in the subject of mathematics at primary level. Twenty-three hundred and ninety-two (2392) students were selected as a sample for this purpose. The term learning difficulty is not an indication of intelligence levels, but it means that the students may face problems resulting from physical, educational, emotional and environmental factors. It included the development of screening checklist for the identification of students with learning difficulties in Mathematics and the diagnostic test consisting of four subtests: 1-Pre-number Concepts Test (PNT), 2-Number Diagnostic Test (NDT), 3-Arithmetic Operations Test (AOT), and 4-Geometry Diagnostic Test (GDT). Content validity of the screening checklist and the diagnostic test were ensured through the opinion of the experts of the relevant field. Reliability of screening checklist and the diagnostic test was determined through Cronbach’s alpha coefficient which was .83 and .80 respectively. Descriptive and inferential statistical tools were applied to analyze the collected data. Independent sample t-test was used to find out the difference among the students with respect to gender, rural area, low and high achievers. The prevalence of the female students with learning difficulties in the subject of mathematics comparatively higher as compared to male students at primary level. Prevalence of male and female students with learning difficulties was 15.4 and 20.2 percent respectively. The prevalence of students with learning in mathematics is 15.6 percent. It was highly recommended that training programme should launch for the capacity building of the teachers teaching mathematics at primary level. Moreover teachers have to use the activity based pedagogical skills for the effective and forever learning in the subject of mathematics.