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پیکرِ نورِ خدا مہرِ رسالت کا لباس


پیکرِ نورِ خداؐ ، مہرِ رسالت کا لباس
نورِ قرآں سے بنا آپؐ کی سیرت کا لباس

صبحِ نو خیز پہ والشمس کی طلعت کا لباس
شب کی ظلمت کو ملا ماہِ نبوّتؐ کا لباس

اس کو اپنانے سے تہذیب کو اک حسن ملا
خلعتِ جنّ و بشرؐ ، آپؐ کی سنّت کا لباس

اُنؓ کو اللہ نے اصحابؓ کا رتبہ بخشا
جن کے ایماں کو ملا آپؐ کی قربت کا لباس

سبطِ پیغمبرِ اسلامؐ کے ہی شایاں ہے
مسندِ منبرِ حق اور امامت کا لباس

تاج والوں سے رعونت کا لبادہ چھینا
خرقہ پوشوں کو دیا آپؐ نے عزّت کا لباس

وجہِ تخلیقِ جہاں ، صاحبِ لولاک لماؐ
اُنؐ کی تخلیق سے معدوم پہ خلقت کا لباس

آپؐ کے دم سے ہے اے باعثِ الطافِ عمیمؐ!
دل کے ہر لمحۂ افسردہ پہ راحت کا لباس

صاحبِ خُلقِ حسیں کا ہے یہ اعجاز فقط
وحشئی دہر کو پہنانا ، شرافت کا لباس

پوچھ تاریخ کے اوراق سے کتنا ہے کٹھن
طائفِ وقت کو پہنانا محبت کا لباس

خم ہے کیوں گنبدِ افلاک سوئے روئے حرم
چشمِ آفاق نے پہنا ہے عقیدت کا لباس

اُنؐ کی سنّت سے مزیّن نہیں تو کچھ بھی نہیں
لاکھ عرفانؔ! کوئی پہنے کرامت کا لباس

ہمارے تعلیمی مسائل اور ان کا حل: اسلامی تناظر میں

Education plays a very important role in the life of individulals, society and the state. Dawa, tarbiya and modern media are also considered informal parts of education. Edcuational issues being confronted by the Pakistani community today are not mere outcome of recent government policies but are rather extension of legacy of our colonial past. Aligarh is the symmbol of Westernized modern education advocated by pro-West Sir Syed Ahamd Khan whereas Deoband is the role model of religious education sponsored by the religious elite of that time. The former is deprived of religious education and tarbiya while the latter ignores secular knowledge and skills. The need of the hour is that we get rid of this educational dichotomy and develop an holistic educational system integrating healthy aspecths of both these streams so that graduates of general and modern education do benefit from religious norms; and graduates of religious education are also well aware of modern knowledge and skills. We will discuss these issues in this paper in perspective of Dr. Mahmood Ahmad Ghazi’s reflections on this topic.

Exploring English Language Teachers Classroom Assessment Practices of Class Viii in Larkano, Sindh

Formative assessment is important in education improvement as it provides instant opportunities to reflect and improve teaching and learning process. There is a dearth of literature on formative classroom assessment practices in Pakistan, and particularly in Sindh. Therefore, this research study explored teachers' classroom assessment practices in English language class VIII. The study was focused to explore the relationship of English language learning and formative assessment in class VIII. In this study qualitative cases study design was adopted in order to explore the phenomenon in the context of Larkano, Sindh. In order to respond the research question the semi-structured interviews, classroom observation and focused group discussion were used as data collection tools. The analysis of the data was carried out using qualitative data analysis approach (Yin, 2009). The participants of the study were the two English teachers (primary participants) and twelve students (secondary participants): six students from each participant teachers' class. The findings revealed that there are many factors that contribute towards assessment practices in classroom such as personal and professional perceptions, experiences and beliefs of teachers, classroom assessment resources, physical structure of the school building, and the textbooks. The teachers adopt subject-based approach to teach English rather than skilled based approach due to contextual constraints and limitations. The study suggests that English teachers professional development courses in formative assessment may be arranged for English language teachers in order to enhance their personal and professional skills.
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