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تفسیر معارف القرآن کا تعارف و منہج

 ”تفسیر معارف القرآن جو کہ اردو میں ہے۔مفتی شفیع نے اس کا نام”خلاصہ تفسیر بھی نقل کیا ہے۔یعنی اس تفسیر میں جہاں اصطلاحی اور مشکل الفاظ آئے ہیں ان کو آسان لفظوں میں تبدیل کردیا ہے۔

 اور اگر کوئی مضمون مشکل تھا۔تو اس کو بھی یہاں سے الگ کر کے معارف ومسائل میں آسان لفظوں میں بیان کردیا ہے۔تاکہ اگر کوئی آدمی زیادہ دیکھ نہ سکے تو اس خلاصہ تفسیر سے کم از کم قرآن کا مفہوم سمجھ سکے۔ اس کے علاوہ معارف و مسائل پر اگر غور کیا جائے تو عبارت صرف ان کی اپنی ہے۔ لیکن مضامین سارے علماء سلف کی کسی تفسیر سے لیے گیے ہیں۔

جس کے حوالے ساتھ ہر جگہ لکھ دئیے ہیں،علماء کے لیے تفسیر قرآن میں سب سے پہلا اور اہم کام لغات کی تحقیق نحوی ترکیب، فن بلاغت کے نکات اور قرات کے اختلاف پر بحثیں ہیں جو ہر اہل علم کے لیے قرآن کو سمجھنے میں سنگ میل کی حیثیت رکھتے ہیں۔ اس کے زریعے قرآن کے صحیح مفہوم کو سمجھاجاسکتا ہے۔ لیکن عوام کے علاوہ بہت سے اہل علم بھی ان تفصیلات میں الجھے ہوتے ہیں۔حالانکہ قرآن کا اہم مقصد صرف رب رحیم کے ساتھ مضبوط تعلق ہے۔ اور اس کے نتیجے میں مادی تعلقات اعتدال پر آجائیں اور دنیا سے زیادہ آخرت کی فکر پیدا ہو۔

تفسیر”معارف القرآن“میں عوام کی سہولت کے پیش نظر ان بحثوں کی تفصیل نہیں لکھی گئی ہے۔ بلکہ آئمہ تفسیر کے اقوال سے جو جمہور کے نزدیک راجح ہے۔اس کے مطابق تفسیر لی ہے اور اس میں ایسے مباحث علمیہ کو بھی چھوڑ دیا گیا ہے۔جو عوام کے لیے غیر ضروری ہے۔ اور دوسری مستند و معتبر تفاسیر سے بہت سے ایسے مضامین کو بھی نقل کیا ہے۔جو انسان کے دل میں...

جرم و سزائے ارتداد پر قرآن حکیم سے متعلقہ شبہات کا تحقیقی جائزہ جرم و سزائے ارتداد پر قرآن حکیم سے متعلقہ شبہات

According to Islamic Criminal Law, Apostasy is a crime, severely punishable in this world and hereafter. Some people are of the view that worldly punishment is not mentioned in Quran. Rather the rule has been given that a man is free to choose or give up any religion; no one would be compelled in this regard. This is essential to contemplate this critical matter; What is the accurate interpretation of the verses of the Quran in this regard? How the worldly punishment of Apostasy is derived from Quran? What is the meaning of "There is no coercion in Islam"? Either Islam prohibits every form of coercion or it has also been used in some commands of Islam?  In this article, a critical analysis of these doubtful questions regarding the punishment of Apostasy is presented in the context of the Holy Quran.

Impact of Hands-On Activities on Students’ Motivation and Achievement in Science

We are living in the era of science and technology and it has made the world a global village. Science and technology has become a prominent indicator of economic development and prosperity. Nations of the world are striving for the excellence in this field. Pakistan is a developing country and advancement in the field of science and technology is the only way that can embark upon an era of economic development and prosperity for the country. Advancement in science and technology requires revolutionary changes and improvements in teaching learning science at all levels. One of the desired changes is the use of hands-on activities in teaching and learning science. Students’ involvement in hands-on activities exposes them to vibrant connections from abstract concepts to material examples and from scientific principles to scientific applications, which contribute a lot to students’ better comprehension of the scientific knowledge and their ability to solve problems using their scientific knowledge. It has been found that hands-on activities provide enjoyment to children and develop greater enthusiasm for science in the classroom. Keeping in view the need and importance hands-on activities in science education, the present study was undertaken. This study was designed to investigate the impact of hands-on activities on 8th grade students’ motivation toward science learning and their achievement in science. The study was conducted on 342 students of two boys’ high schools and two girls’ high schools, all schools were from public sector. The sample of the study comprised of 145 male and 197 female of grade 8, of which 169(49%) were assigned as experimental group and instructed by hands-on activities, while the 173 (51%) were assigned as control group and instructed by the viii traditional method. For the study, students’ motivation toward science learning scale (SMTSL) was used to measure students’ motivation toward science learning and science achievement test developed and validated by the researcher, was used to collect the data regarding students achievement score in science. The data were analyzed by using Independent Sample t-test through SPSS. The results indicated that there was a significant difference between the means score on students’ motivation toward science learning and students’ science achievement in favour of the experimental group. Gender wise comparison showed that male students were higher on motivation toward science learning as a result of experiencing hands-on activities but the difference was small and insignificant. Moreover, the gender wise comparison on achievement score as a result of experiencing hands-on activities showed that hands-on activities are equally beneficial for both male and female students and no difference on science achievement was found therein. The results of this study are important in the context of developing countries that have limited resources to spend on science education. The study recommends that science curriculum should be more activity based and include more hands- on activities at this level and teachers should be trained effectively so that the students’ motivational level toward science learning and their achievement in science can be enhanced.
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