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خدمتِ خلق

خدمت خلق
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اساتذہ کرام اور میرے ہم مکتب شاہینو!
آج مجھے جس موضوع پر اظہار خیال کرناہے وہ ہے:’’خدمت خلق‘‘
صاحب صدر!
خدمت خلق ایک ایسا جذبہ ہے جس سے معاشرہ میں اخوت، ہمدردی اور بھائی چارہ کار جحان پروان چڑھتا ہے، مرجھائے ہوئے چہرے کھل اُٹھتے ہیں ، افسردہ دلوں میں خوشی و مسرت کی لہر دوڑ جاتی ہے۔
صدرِذی وقار!
خدمتِ خلق کا جذبہ رکھنے والا شخص کبھی حالات کے تھپیڑوں سے گھبراتا نہیں، جملہ امور کی انجام دہی سے سر خرو ہوتا ہے، پژمردہ دلوں کی ہمدردیاں اس کے ساتھ ہوتی ہیں اور یوں وہ ہر میدان میں کامیابی و کامرانی کے گھوڑے دوڑاتا ہوا آگے بڑھتا جا تا ہے۔
جنابِ صدر!
خدمتِ خلق حقوق العباد میں سے ہے، اور حقوق العباد کی ادائیگی اسلامی عبادات کا ایک اہم جزو ہے، حقوق اللہ کی معافی کا امکان بہرحال موجود ہے لیکن حقوق العباد کی ادائیگی کے بارے میں باز پرس ہوگی۔
صاحبِ صدر!
خدمتِ خلق کے لیے انفاق فی سبیل اللہ کی عظیم صفت سے متصف ہونا انتہائی ناگزیر ہے، مال خرچ کرنے سے عوام النّاس کے قلوب میں مخیر حضرات کی عزت میں اضافہ ہوتا ہے اور یوں محبت کی فضاء پروان چڑھتی رہتی ہے۔
جنابِ صدر!
خدمتِ خلق کے مختلف انداز ہوتے ہیں ، والدین کی خدمت، اساتذہ کی خدمت ، ضعیف حضرات کی خدمت، کمزوروں اور ناداروں کی خدمت، بے کسوں اور کسمپرسوں کی خدمت، اصدقا و اقربا کی خدمت، ہمسائیوں اور عزیزوں کی خدمت، یہ سب خدمت خلق سے ہی ہے۔
لیکن جنابِ صدر!
وہ لوگ قسمت کے سکندر ہیں ، مقدر کے دھنی ہیں جوطلباء کی خدمت کرتے ہیں، تو ان کے علمی میدان میں...

الاستدراك: أهميته وأثره في تفسير القرآن الكريم تبيان القرآن ومفاتيح الغيب نموذجا

Rectification is a terminology of Islamic Studies which means corrections of mistakes, completion of deficiency and clarification of ambiguity, it is a very special Quality of Islam due to its impacts and importance. Rectifications of Honourable Muslim Scholars on one another is a source for the innocency of this Ummah, here is the example of Rectification in the era of Sahahaba رضي الله عنهم and Tabieen and later, while the book of Eimam Al Hakim “Al Mustadrak Ala Sahehain” is an example of rectification at the time of Tabieen; in which he collects the narrations missed by Imam Bukhari and Imam Muslim in their books Saheeh Bukhari and Saheeh Muslim. The Honourable scholars follow this way in all the disciplines  of Islamic Studies especially in the field of Tafseer because they had rectifications on one another in their explanation of the Holy Quran. As for example Eimam Al Sayuti (911 AH) and Emam Aalusi (1270 AH) has rectifications in their explanations of Holy Quran on the Tafseer of Eimam Fakhr uddin Al Razi “Tafseer ul Kabeer”, while in our era Shaikh Ghulam Rasool Saeedi (1437 AH) follow the same way, and most of his ratifications in his Tafseer “Tibyan ul Quran” is related to Imam Razi. One thing which is unforgettable is that, these Scholars have maintained respect of personalities and opinions, furthermore they were mostly impartial in their research as well as tolerant while dealing with these issues even having different schools of thoughts etc. Their difference did not make them discourteous or impolite.

Developing Students’ Relational Understanding in Mathematics

The teaching of mathematics, even in the selective private schools in Pakistan, is done in a traditional fashion. This kind of teaching helps students follow pre-ordained rules, transmitted by the teacher, without understanding the rationales for them. The consequence is that students develop proficiency in procedural skills but lack reasoning and thinking capacity in mathematics. This study was designed to investigate how a small sample of upper primary school students could be helped to develop a relational understanding of some basic number concepts. Using an action-research approach these students were engaged in a set of mathematical activities which allowed the researcher to trace their thinking. Data collection in this study occurred in three stages. At the Pre-Intervention stage semi-structured interviews and classroom observations were conducted to ascertain how students learned and were taught mathematics in their school context. During the Intervention stage the researcher set students various mathematical activities to help trace their mathematical thinking and learning. At the Post-Intervention stage students discussed in small groups both, the helping and the constraining factors in developing their relational understanding in mathematics. The findings that emerged were that multiple representations, the appropriate use of mathematical language and students' efforts to justify their claims helped them learn to reason mathematically. However, the teacher's own inadequacies in mathematical concepts and the limitations of words and pictures in representing abstract mathematical ideas sometimes constrained what the students could learn.
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