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۔غزل

غزل ---عنبرین خان

بتاؤ کون کہتا ہے, محبت بس کہانی ہے
محبت کو خدارا تم ,کبھی بھی کھیل مت سمجھو
محبت پھول کی خوشبو, محبت  رنگ تتلی کا
محبت اک اشارہ ہے, وفا کا استعارہ ہے
زمیں والے! بتاؤ کس طرح سمجھیں محبت کو
محبت روشنی ہے, رنگ ہے, خوشبو ہے , نغمہ ہے
محبت ماؤں کا آنچل, محبت باپ کی شفقت
محبت ہے بہن کی اور ہے بھائی کی الفت بھی
محبت حق کا کلمہ ہے, محبت چاشنی من کی
محبت تو ازل سے ہے,محبت تا ابد ہوگی
فنا ہو جاۓ گی دنیا, فنا ہو جائیں گے ہم تم
محبت کا احاطہ اور کن الفاظ سے ہوگا

 

محبت تو صحیفہ ہے, محبت آسمانی ہے
محبت معجزہ ہے معجزوں کی ترجمانی ہے
محبت پربتوں کی جھیل کا شفاف پانی ہے
محبت اک ستارہ ہے, فلک کی بیکرانی ہے
محبت تو زمیں پر آسمانوں کی نشانی ہے
محبت اڑتا پنچھی ہے, محبت بہتا پانی ہے
محبت رب کی رحمت کا جہاں میں نقش ثانی ہے 
محبت کھیلتا بچہ ہے اور چڑھتی جوانی ہے
محبت روح کا مرہم, دلوں کی حکمرانی ہے
محبت تو ہے آفاقی,زمانی نہ مکانی ہے
محبت باقی رہ جاۓ گی,یہ تو جاودانی ہے
محبت تو محبت ہے,محبت زندگانی ہے

Introducing an Unexplored South Asian Treatise on I‘jāz Al-Qur’an

The present paper explores and introduces a manuscript on i‘jaz al-Qur’ān (inimitability of the Qur’ān) named Nūr al- Īqān bi i‘jaz al-Qur’ān written by a profound South Asian Sindhi Scholar, Maulana Muhammad Ismā‘īl al-Ūdvī. The field of i‘jaz al-Qur’ān has been and is the field of interest of many Muslim as well as non-Muslim theologians and scholars. Many Muslim scholars of the Middle East and the West have written books and research papers from third/ninth Century up to present times. The main and significant reason for this is that the doctrine of i‘jaz al- Qur’ān proves the prophecy of Prophet Muhammad peace be upon him. This paper argues that Shaikh al-Ūdvī is the first South Asian Sindhi Muslim Scholar, who wrote a separate treatise in Arabic on the doctrine of i‘jaz al-Qur’ān, which is not introduced properly in academic circles of the day. In this treatise, al-Ūdvī has advanced some new and original arguments to support the doctrine and the prophecy of Prophet Muhammad peace be upon him.

A Principles Impact on Teachers Classroom Pedagogical Practices

The principals and heads of schools are considered managers rather than academic leaders; they appear to be authoritarian bosses rather than facilitators or guides for their staff, particularly in developing countries (Oplatka, 2004). Literature, however, suggests that principals/heads could play a key role in improving teaching and learning at school (Lingard, 2003; Townsend, 1997); such leadership is termed as pedagogical leadership (Sergiovani, 1998), which emphasizes the development of learning communities by effective leaders (Mitchell, 2000). Research that has already been done on school leadership in Pakistan (Memon, 2000; Kanwar, 2000; Shafa, 2003; Khaki, 2005) reveals that principals or headteachers in Pakistan are mostly involved in managerial work. However, Kanwar (2000) and Khaki (2005) also share that heads are also found to be engaged in certain academic practices like visiting classrooms for observing the delivery of content and helping teachers academically. This observation hints towards the role of heads as academic leaders and demands further exploration of this notion. Against this backdrop, a research study was designed to explore the role of a private school leader in improving teachers' classroom pedagogical practices. The study was conducted in a private school in Karachi, which was selected on the basis of a set of criteria that sought an effective head of school. The study employed a qualitative inquiry approach and involved interviews with principal, teachers, and students. In addition, shadowing and observations of the principal and document analysis were used as additional sources of data in order to triangulate the findings. The data analysis and findings suggest that the links between the school leader and teachers' classroom pedagogical practices are quite complex, which can be categorized as of direct and indirect nature of pedagogical leadership in a private school. In direct relationship, the school leader acts as mentor, co-planner and guide; while in indirect relationship, the leader acts as facilitator, resource manager, and builder of a learning friendly environment. In addition to this, the principal uses different strategies like peer coaching, arranging professional development workshops inside and outside the school, and providing material resources to develop teachers professionally and students academically. Furthermore, findings also indicate that the relationship between the principal and different stakeholders also help him/her to act as a pedagogical leader. The study also shares some of the factors that challenge the principal to undertake school improvement.
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