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7 دھوکہ

دھوکہ

 

                اج میں تہانوں اپنی آپ بیتی سناناں واں میں میٹرک دا امتحان بڑے چنگے نمبراں نال پاس کیتا۔ میں ابے ہوراں کولوں داخلے لئی پیسے منگے تے اوہناں مینوں آکھیا ’’پتر‘‘ کل مینوں تنخواہ ملن والی اے میں تینوں کل داخلے جوگے پیسے دیواں گا۔ ایہہ گل سن کے میں بڑا خوش ہویا۔ پئی کل مینوں ابے ہوراں نے داخلے لئی فیس دینی اے۔ کیوں جے مینوں پڑھن دا بڑا شوق سی پر گھر دی مالی حالت  کجھ بہتی چنگی نہیں سی۔ ابے ہوراں دی تنخواہ نال ا ی گھر دا خرچ ٹر رہیا سی۔ فیس ملن دی خشی وچ راتیں مینوں نیندر نہ آئی۔ رب رب کردیاں رات لنگھی تے سویرے ابے ہوراں وعدے موجب مینوں کالج وچ داخلہ  لین لئی فیس دتی۔ فیس ملن دی مینوں ا ینی خوشی ہوئی جنی کسے بال نوں ضد کرن پچھوں پسند دا کھیڈونا ملن دی ہوندی اے۔ میں کالج جان دی تیاری اینی کاہلی نال کیتی کہ گھر دے جی میریاں پھرتیاں تے حیران سن۔

                کالج جاندیاں ہویاں رستے وچ کجھ لوک کھڑے نظریں پئے۔ لوکائی دے اکٹھ وچ اک بندہ بانہواں اڈھ کے کہہ رہیا سی کہ میرے پتر دا ایکسیڈنٹ ہوگیا اے۔ دوا دارو لئی مینوں کچھ روپیاں دی لوڑ اے۔ پر اینے وڈے اکٹھ اگے ہاڑے پاون دے باوجود کوئی وی بندہ اوس دی مدد لئی تیار نہ ہویا، اوس دے رون ھاکے انداز نے میرے دل نوں موم وانگوں پگھلا دتا تے میں اپنی ات دی نرم طبیعت پاروں اوس دی مدد کرن لئی تیار ہوگیا تے اپنے داخلے دے پیسے اوس دی تلی اتے دھر دتے گھر پرتن سمے مینوں اوس دکھیار دی مدد کرکے ڈاہڈی خشی محسوس ہورہی سی تے میں پھل وانگوں ہولا ہوکے پینڈا چھیتی...

Exploring Individual and Social Factors that Influence Human Belief: An Analysis in the Light of Quran and Sunnah

استقصاء العوامل المؤثرة في الاعتقاد الإنساني من الناحية الفردية والاجتماعية: دراسة تحليلية في ضوء القرآن والسنة This research work was primarily designed to explore the factors that affect and change the human beliefs. The paper particularly addresses the issue from individual and social perspectives in relation to Holy Quran and authentic traditions of Holy Prophet PBUH. Qualitative research approach was employed for the collection and demonstration of data. The review of relevant literature concluded that there are many factors which seriously affected and changed the human beliefs. However, the most important and common factors are four: individual, social, religious, and economic. These factors play a significant role in changing Islamic beliefs of an individual. In this context, it was recommended that Islamic states in general, and Islamic scholars in particular should play their role to preserve Islamic beliefs in its original form. Furthermore, Muslim scholars should also design the strategy of purging beliefs from impurities and presenting them in systematic, logical and rational way along with their impact on the society

Investigating Mathematics Teachers’ Knowledge About Mathematics, Mathematics Teaching and Learning in Schools in Pakistan

This study aimed to explore mathematics teachers' knowledge about the nature of mathematics, mathematics teaching and learning and investigate the sources that shape their viewpoints. In response to emerging issues and questions teachers were engaged in a process of developing their thinking and teaching practice. The study employed both quantitative and qualitative methods. Data pertaining to the teachers' conceptions of 174 secondary mathematics teachers were obtained using a survey designed by the researcher on the basis of similar surveys described in the literature. To take the study beyond the descriptive findings of the survey and to explore the sources that shape teachers' viewpoints, twenty teachers were then selected to participate in focus group discussion. Finally, two teachers participated in a small intervention study. The study demonstrates that the teachers' knowledge about the nature of mathematics originates from their social, cultural and religious experiences. For example, the teachers had dual views about the nature of mathematics. On the one hand, teachers believed that mathematics knowledge is divine, created by Allah and therefore irrefutable and absolute. On the other hand, they maintained that mathematics knowledge is a human creation, invented to facilitate religious practices and to support human survival. With reference to their teaching practice, they considered the teacher to be the 'teacher as a fountain of knowledge' and hence students seldom get the opportunity to explore and construct mathematics knowledge and learn it for conceptual understanding. The study revealed that institutional support, expectations, teachers' personal and professional commitment, their prior mathematics learning experiences and subject content knowledge play an important role in engaging teachers in developing their thinking and teaching practice. Teachers need to be engaged in a process of critically questioning their views and practices as they are deeply rooted in their social and cultural experiences. The contribution of this thesis is that institutional and cultural influences are local, and derived from the Pakistani context, so these have particular significance which should be taken into account in teacher development.
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