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آیاتِ استفہام اور فہمِ عبادات

عبادت کے معنی ’’اطاعت، خشوع و خضوع اور بندگی‘‘ کے ہیں۔ عبد جو کہ غلام اور بندے کو کہا جاتا ہے عبادت کوئی ثانوی چیز نہیں ہے جو زندگی میں کہیں ضمناً آجاتی ہو۔

 عقائد کے بعد سب سے زیادہ اہمیت تمام مذاہب میں عبادت کو دی گئی ہے ۔درحقیقت یہ دونوں ایک دوسرے کے ایسے لازم و ملزوم ہیں کہ ایک کو دوسرے سے جدا نہیں کیا جا سکتا ہے ۔ عقیدہ درخت ہے تو عبادت اس کا پھل ہے۔اور درخت اپنے پھل سے پہچانا جاتا ہے ۔اسلام کی خصوصیت یہ ہے کہ دین کے مختلف شعبوں کی طرح اس نے عبادت کے مفہوم اور اس کے طُرق کے متعلق بھی ایک ایسا واضح اور جامع ہدایت نامہ پیش کیا جو ہر اعتبار سے بے مثال ہے۔ چنانچہ اگر دنیا کے کل بانیانِ مذاہب اور داعیوں کے تعلیم و عمل کا مطالعہ اس پہلو سے کیا جائے کہ عبادت کے معنی پر کوئی تسلی بخش روشنی پڑ سکے ۔ اور اس کے بہترین طریقوں کا علم حاصل ہو سکے تو حضور سرور کائنات صلی اللہ علیہ وسلم کی ذات ہی وہ واحد ذات ہے جو واضح حقیقت کی طرف راہ نمائی کر سکے ۔اسلامی عبادات کا اولین طرہ امتیاز یہ ہے کہ اللہ وحدہ کی اور اللہ وحدہ کے لیے ہوتی ہے، جس میں کسی دوسرے کو کسی بھی اعتبار سے شریک نہیں کیا جاسکتا ہے ۔اس میں نہ تو پیغمبر کا کوئی حصہ ہے، نہ ان کے گھر والوں کا اور نہ فرشتوں کا اور نہ ولیوں اور شہیدوں کا ،اسلام کا یہ فیصلہ اٹل ہے کہ خدا کے علاوہ زمین پر اور نہ آسمانوں میں کوئی شے یا کوئی ہستی ایسی ہے جو لائقِ پرستش ہو، جس کے سامنے انسان اپنی گردن جھکاسکے اور جس کی بارگاہ میں اپنی روح اور...

معاشرتی زندگی میں قوانین اسلام کی اہمیت و افادیت

The Qur'an is the principal source of Islamic law, the Sharia. It contains the rules by which the Muslim world is governed (or should govern itself) and forms the basis for relations between man and God, between individuals, whether Muslim or non-Muslim, as well as between man and things which are part of creation. The Sharia contains the rules by which a Muslim society is organized and governed, and it provides the means to resolve conflicts among individuals and between the individual and the state. In this article, writer has throw light on the importance of Islamic Law in social life.

Effects of the Leadership Style of Principals of Efficacy of Teachers and Student Achievement

The present study aimed in finding out leadership style of school principals, and the relationship of leadership style flexibility and effectiveness with collective teacher efficacy and student achievement. It also focused on finding out the differences, if any, between leadership style flexibility and leadership style effectiveness of male and female principals, and the differences between collective efficacies of teachers working under principals with different leadership styles. The difference in achievements of students studying under principals following different leadership styles was also examined. In total 19 null hypotheses were formulated. The population comprised Army Public Schools and Colleges located in all the eleven regions throughout Pakistan. The sample taken was a population sample. Data regarding school principals’ leadership style, style flexibility and style effectiveness were obtained through the instruments of Leader Behavior Analysis (LBA-II Self and LBA-II Other). Data regarding collective teacher efficacy were obtained using Collective Efficacy Scale (CE-Scale) and the data on student achievement grade were obtained through results of students who appeared in the SSC annual examination conducted by Federal Board of Intermediate & Secondary Education, Islamabad (FBI&SE) in the year 2008. Parametric statistical techniques including correlation, t-test and ANOVA were used to analyze the data. The key conclusions based on the descriptive and inferential statistical evidences of the study indicated that there was consistency between the perception of school principals and their teachers regarding the leadership style, style flexibility and style effectiveness of school principals. Participating was perceived as the primary leadership style of the majority of school principals; Selling was the secondary leadership style, while Delegating was perceived as the developing style. The school principals’ leadership style flexibility and effectiveness were inversely related with each other as well as with collective teacher efficacy. It was concluded that school principals’ leadership style flexibility was inversely related student achievement. However, principals’ leadership style effectiveness and student achievement were positively related. Collective teacher efficacy and student achievement were positively related, thereby concluding that more collective teacher efficacy may result in higher student achievement. No difference was noted between collective efficacy of teachers working under principals with different leadership styles. There was no difference observed between achievement scores of students who were studying under principals following different leadership styles.
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