بھیڑیا تے بھیڈ
اک جنگل وچ اِک خون خوار بھیڑیا رہندا سی۔ اوہ بہت ظالم سی تے جانوراں دے بچے کھا جاندا سی۔ اوسے جنگل وچ اک بھیڈ اپنے پنج بچیاں نال رہندی سی۔ اوس دے بچے بہت شرارتی سن۔ بھیڑیے دی اوہناں بچیاں اتے نظر سی۔ اوس نوں کھاون دا کوئی موقع نئیں سی مل رہیا۔
بھیڈ سویرے اپنے بچیاں نوں روٹی کھوا کے کم تے ٹر جاندی۔ اوہ اپنے بچیاں نوں آکھدی کہ گھر دے اندر ای کھیڈنا ایں۔ شرارتاں نئیں کرنیاں تے جے کوئی بوہا کھڑکاوے تاں تصدیق کرن توں پہلاں بوہا نئیں کھولنا۔ ایہہ آکھ کے بھیڈ کم تے چلے جاندی۔
اک دن بھیڈ دے کم اتے جاون توں بعد بھیڈ دے بچے شرارتاں کردے ہوئے گھروں باہر آ گئے۔ باہر بھیڑیا بیٹھا اوہناں نوں ویکھ رہیا سی۔ جدوں بھیڑیا اوہناں اتے حملہ آور ہویا تاں اوہ ڈور کے اندر آ گئے تے بوہا بند کر لیا۔ بھیڑیا ناکام ہو کے بوہے دے اک پاسے بہہ کے اوہناں نوں کھاون دا کوئی ہور پلان بناون لگ پیا۔ تیسرے پہر اوس نے بوہا کھڑکایا۔ بچیاں نے پچھیا کون؟ بھیڑیے جواب دتا میں تہاڈا ماما۔ تہاڈی ماں نے کھاون پین دا سامان دے کے مینوں تہاڈے ول گھلیا اے۔ ایہہ سامان لے لو۔ اوہناں بوہا کھول دتا تے بھیڑیے نے اندر وڑ دے ای اوہناں اتے حملہ کر دتا تے دو بچے کھا گیا۔ باقی بچیاں لک کے اپنی جان بچائی۔ بھیڑیے جان توں بعد وی بچے لکے رہے تے بوہا کھلا رہیا۔
جدوں شام نوں بھیڈ کم توں واپس آئی تاں گھر دا بوہا کھلا ویکھ کے پریشان ہو گئی۔ اوس گھر داخل ہو کے اپنے بچیاں نوں آواز ماری پہلا اک بچہ اپنی ماں دے سامنے آیا تے مڑ دوسرے وی...
This research article is a comparative study of arguments on Istishab from Ahli-eSunnah and Ahli-e-Tashyyo School of thoughts. Istishab means presumption of continuity. The word "Istishab" also means the continuance of companionship. Technically it means the presumption of constant of an earlier rule or it continued absence. In this sense it means the maintenance of status with respect to the rule. The previous rule is accepted. Unless a new rule is found that goes against. It is an easy reference one may refer to "Istishab-ul-hal" as the "accompanying rule". But the fact is that, Istishab-ul-hal is not a source for establishing new rules, but it is merely a set of presumptions. Istishab has vital importance in Islamic jurisprudence. But the authenticity and Significance of "Istishab" only can prove through arguments therefore decided to arrange a unique and comparative study of ‘Istihab” form Ahil sunnat and Ahil tashyy School of thoughts. So we can prove the rule of Istishab as an authentic and acceptable rule for all Muslim.
This study was conducted to explore incorporation of social and moral values through the secondary school curriculum in Khyber Pakhtunkhwa, Pakistan. The study revolved around the following research questions: What are the social and moral values included in the secondary school textbooks? What are the important social and moral values missing in the secondary school textbooks? What are the benefits of inclusion of social and moral values in the textbooks at secondary school level? Data were collected from two sources: Secondary school textbooks and Secondary School Teachers. Four textbooks of the compulsory subjects (Urdu, Pakistan Studies, English and Islamiat) of the secondary classes and Secondary School Teachers of district Mansehra who taught compulsory subjects comprised the population of the study. The sample of the study consisted of twenty four lessons from the textbooks and twelve Secondary School Teachers. To collect data about social and moral values from Secondary School Teachers semi-structured interviews were used. Textbooks of secondary classes and transcribed interviews of twelve secondary school teachers were examined in the light of the operational definitions of social and moral values by applying qualitative content analysis technique. The entire data were coded and categories were formed from the codes. Codes were grouped into categories: social and moral values. Peer/expert debriefing was used to review and assess the data to enhance the validity and reliability of the analysis process and findings. The findings of the study revealed that the secondary school textbooks contained social values like equality, human rights, service of humanity, regard for one‟s family, dignity of labour and charity. The textbooks also contained moral values like truth, honesty, obedience, faith and sacrifice. Social and moral values were associated with human behaviour on the xvi basis of which good or bad behaviour of individuals and their adjustment in a society can be judged. Some important social and moral values, however, seemed lacking in the books. These include values such as responsibility, hard work, obedience to the law, unity, patriotism and universal brotherhood and moral values such as virtue, good manners, submission, moderation and patience. The study, therefore, recommends that these values may be incorporated in the secondary school textbooks for a more wholesome education and character development of the students.