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فصل پنجم: آیاتِ استفہام میں فہم آخرت

 عقیدہ آخرت یا ایمان بالآخرة ارکانِ ایمان کا سے ایک رکن ہے اور اس سے انکار کفر ہےموت ایک اٹل حقیقت ہے جسے زندگی ملی اسے موت سے بھی دوچار ہونا پڑے گا۔

ارشاد ربانی ہے:

"كُلُّ نَفْسٍ ذَاىِٕقَۃُ الْمَوْتِ۰ۭ وَاِنَّمَا تُوَفَّوْنَ اُجُوْرَكُمْ يَوْمَ الْقِيٰمَۃِ"۔[[1]]

"ہر جان موت کو چکھنے والی ہےاور قیامت کے دن تم اپنے پورے پورے بدلے دیئے جاؤ گے"۔

اس آیت میں اللہ تعالٰی نے فرما دیا ہے کہ جو زندگی تم اس فانی دنیا میں گزارو گے اپنے اعمال کے مطابق سزا یا جزا پاؤ گے اور کسی پر ذرہ برابر بھی ظلم نہ کیا جائے گا۔

حافظ مبشر حسین تحریر فرماتے ہیں:

 "جو لوگ یہ سمجھتے ہیں کہ انسان اور یہ کائنات حادثاتی طور پر خودبخود پیدا ہوگئ تھی موت کے بارے میں بھی ان کی یہی سوچ ہے کہ یہ سب خودبخود فنا ہو جائے گا۔لیکن اسلام ہمیں بتاتا ہے کہ اس کائنات کا ایک خالق و مالک ہے جس نے خاص مقصد کے تحت اس کائنات اور اس میں بسنے والوں کو وجود بخشا ہے اسی کے حکم سے انسان پیدا ہوتا ہے اور اسی کے حکم سے مرتا ہے انسان کو پیدا کرنے کا مقصد یہ ہے کہ انسان اپنے پیدا کرنے والے کی عبادت کرے اور اسی کے حکم کے مطابق زندگی بسر کرے گویا زندگی انسان کے لیے مہلت ہےاس مہلت سے فائدہ اٹھاتے ہوئے اگلی زندگی کی بہتری کی کوشش کی تو وہ کامیاب اور اگر اس مہلت سے فائدہ نہ اٹھا سکا تو اگلی زندگی میں بھی نقصان اٹھانے والوں کی صف میں ہوگا"۔[[2]]

اس فصل میں تفسیر ضیاء القران کی روشنی میں عقیدۂ آخرت کے...

روايات سيرت كى تحقيق كا حديثى معيار

Seerah is a separate Islamic science from Hadith as their primary sources are different. Although there are some extents where there is over laying between them, but traditionally Seerah has different principles as compared to Hadith. The Scholars of Hadith were very strict in applying their rules whereas the scholars of Seerah were more flexible. The reason is, when academics were dealing with Ahadiths and deducingdivine rulings, they wanted to make sure they were founding the rulings on Ahadiths that were authentic and sound. So that is why they applied very stringent rules to accept Ahadith. However, when it came to Seerah, they were more flexible in their rules, because they study this as history of The Prophet PBUH which does not touch the Sharia rulings. So, we find that writers of Seerah would accept narrations, they would not usually accept if they were dealing with Ahadith. This practice with Seerah narrations was followed by our early scholars. But recently, there is a new movement among some of our researchers that they wanted to apply the rules of Ahadith on Seerah. We do not agree this approach and in this article, we have had a humble effort to compile a set of rules for acceptance of Seerah narrations.

Reconceptualization of Assessment Practices in a Developing Country Context: A Case Study of Master of Education Students

Master of Education students at lED come from developing countries in Central Asia, South Asia and East Africa. They bring together divergent educational and life experiences. However, most of the students have experienced similar assessment practices as students and teachers. In their assessment practices prior to lED, which is characterized in this study as 'traditional', teaching and learning have been geared towards examinations and tests. The selective purpose of assessment selects and rejects people, and social reproduction is maintained by the traditional assessment. Additionally, traditional assessment has often caused great deal of psychological discomfort and elements of 'unproductive competition' reflecting on extrinsic reward in schooling. At lED, they are exposed to the alternative approaches to assessment. One of the aims of lED is to "bring about improvement in the performance of teachers through professional development and improvement". In order to improve the quality of education in the developing country context, these M.Ed. students have a very intensive learning experience. They are encouraged to critically examine their existing educational philosophy, including assessment notions. Many people reconceptualize their assessment notions. After the completion of the course the M.Ed. students are potentially in a position where they will be able to influence assessment practices, to varying degree, when they return to their home work environments. The data from this study illustrate how the M.Ed. students reconceptualize their assessment practices, the factors that hinder or help them to reconceptualize, and also the implications of their lED learning experience for future professional activities. The possibility of 'dissonance' is also discussed as a number of students, although they appear to have reconceptualized their views on assessment, revert to their traditional assessment behaviours due to different internal and external factors. There is sometimes a gap between espoused and actual assessment practices at lED. Among the major reasons for that gap is the higher education system of which lED is a part. lED is required to follow accountability, quality assurance and grading practices that are congruent with the university and other institutions. Although the focus of the study was not to give suggestions for the development of IED's assessment policy and practices, implications are drawn which may assist in addressing assessment related issues more effectively.
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