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وصال مبارک

وصال مبارک
آنحضرتؐ کی تاریخ وفات میں اختلاف پایا جاتا ہے البتہ جن امور پر علماء کا اتفاق ہے ۔ وہ یہ ہیں۔ اول سال وفات ۱۱ ھ ہے۔ دوم مہینہ ربیع الاول کا تھا۔ سوم یکم سے ۱۲ ربیع الاول تک کوئی تاریخ تھی۔ چہارم دو شنبہ کا دن تھا۔ اس سلسلہ میں مولانا شبلی ( سیرت النبی۔ج۲۔ ص۔۱۱۲ ) حاشیہ لکھتے ہیں کہ ارباب سیّر کے ہاں تین روایتیں ہیں یکم ربیع الاول‘ دوم اور ۱۲ ربیع الاول۔ ان تینوں روایتوں میں باہم ترجیح دینے کے اصول روایت و درایت دونوں سے کام لینا ہے اور روایت دوم ربیع الاول کی‘ ہشام بن محمد سائب کلبی اور ابو مخنف کے واسطے سے مروی ہے۔ اس روایت کو اکثر قدیم مورخوں ( مثلاََ یعقوبی و مسعودی وغیرہ) نے قبول کیا ہے لیکن محدثین کے نزدیک یہ دونوں مشہور دروغ گو اور غیر معتبر ہیں۔ یہ روایت واقدی سے بھی ابن سعد و طبری نے نقل کی ہے( جزء وفات) لیکن واقدی کی مشہور ترین روایت جس کو اس نے متعدد اشخاص سے نقل کیا ہے وہ ۱۲ ربیع الاول کی ہے۔ البتہ بیہقی نے دلائل میں مسند صحیح سلیمان التیمی سے دوم ربیع الاول کی روایت نقل کی ہے( نور النبراس ابن سید الناس‘ وفات) لیکن یکم ربیع الاول کی روایت ثقہ ترین ارباب سیر موسیٰ بن عقبہ سے اور مشہور محدث امام لیث مصری سے مروی ہے۔ امام سہیلی نے روض الانف میں اسی روایت کو اقرب الی الحق لکھا ہے اور سب سے پہلے امام مذکور ہی نے روایتاََ اس نکتہ کو دریافت کیا کہ ۱۲ ربیع الاول کی روایت قطعاََ ناقابل تسلیم ہے کیوں کہ وہ باتیں یقینی طور پر ثابت ہیں‘ روز وفات دو شنبہ کا دن تھا۔ اس سے تقریباََ تین مہینے پہلے ذوالحجہ ۱۰ ھ روز جمعہ سے ۱۲...

حقوق نسواں: ناریخی تہذیبی و مذہبی تقابلی مطالعہ

Family is the basic institution among all other institutions. Ifthis institution is good then the whole society will be good. Ifthis institution is not sound, then it is difficult to get good society. In this institution a woman play an important role, either that be a wife, mother, daughter or sister. In any condition we cannot deny her importance and her role in the general well-being of society. From the historical study we come to know that until the teaching ofthe prophets were followed, woman was honored. But when their teachings were neglected or mixed with personal interest then women were deprivedfrom their rights and were dishonored, As a result social system sufferedfrom disruption. The injustice with women was notjust in any particular culture or religion but in every culture and religion she remained under violence. When Holy prophet (PBUH) came, he saved her rights and responsibilities, so thatfamily should bepeaceful andsociety wouldget good citizens. A comparative study of women's rights has been presented in this paper, and it will be estimated that what other religions and cultures give rights to women and what Islam has given

Classroom Interactions and the Construction of Students Gender Identity in a Private Primary School

The study aimed to explore the role of classroom interactions between teacher and student and student and student in the construction of gender identities of children of early years. The study was conducted in one of the co-education primary private school in Karachi, Pakistan. A case study approach was used within the qualitative paradigm to explore the phenomena of classroom interactions, both verbal and non-verbal, of Class II. Observations of the teachers’ and students’ actions and practices, interviews and artifacts and textbook analyses were done as they unfolded in the natural setting. The data was collected through observations of the classroom interactions, focus group interviews with students, formal and informal discussions with the teachers and analysis of the artifacts and the documents of Class II. All these sources helped me in exploring the role of classroom interactions in constructing gender identities in early years. The data gave me an in-depth understanding of the phenomena. The study reveals that they children bring powerful gender concepts from their homes and society in schools. The classroom, as a site, becomes a platform where the children reinforce and transform their gender identities by socialising with each other. Girls get messages of femininity, whereas boys get messages of masculinity through several means, such as language, actions, teaching and learning processes and curricular and non- curricular activities. It is the school and teachers who can challenge the gender stereotypes because teachers can play a role of change agents in the society and schools prepare the children for their future roles and responsibilities. The study also highlights the importance of favorable learning environment for both girls and boys by involving them in pairs and group discussions and activities. Sometimes, children may get involved in games for physical and mental development, and they may do so in order to make themselves social. The study evidenced that teachers treat boys and girls differently based on their assumptions. It points out the importance of gender awareness among the stakeholders of the school in order to provide them an equitable environment and to strengthen the students’ learning.
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