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کہتے ہیں جب سقراط کو زہر کا پیالہ دیا گیا اور اس نے مسکراتے ہوئے اسے اپنے ہو نٹوں سے لگاناچاہا تو اس کے ایک شاگرد نے زار قطار روتے ہوئے کہا ’’استاد مجھے افسوس ہے کہ آپ بے گناہ مارے جائیں گے‘‘سقراط نے زہر کے پیالے کو ذرا اور مضبوطی سے پکڑتے ہوئے کہا میں بے گناہ ضرور مارا جائوں گا لیکن میری یہ بے گناہی مجھے تاریخ میں ہمیشہ زندہ رکھے گی ۔تم اپنا مشن جا ری رکھنا ‘‘حقیقت بھی یہی ہے کہ ابدی زندگی انہی کو نصیب ہو تی ہے جو بے گناہ مارے گئے یا جو کسی عظیم مقصد کی خاطر اپنے نظریے کی صداقت کا پرچم بلند رکھتے ہوئے اپنے خالقِ حقیقی سے جا ملے ،
یہ تاریخ کا فیصلہ ہے کہ آزاد منش لوگوں نے اپنی آزادی کے لیے ہمیشہ رسم دار کو زندہ رکھا ۔ہر زمانے میں کوئی نہ کوئی منصور ضرور پیدا ہو اجس نے اپنے عہدِ وفا کو نبھانے کے لیے اس رسم کو زندہ رکھنے کے لیے یہ علان کیا کہ :
ہم ہیں منصور اس زمانے کے
ہم سے ہی رسمِ دار زندہ ہے
انسانی تاریخ کا جائزہ لیا جائے تو یہ بات واضح ہو جاتی ہے کہ ہنسی خوشی زندگی قربان کرنے کا جذبہ اور سر فروشی کی رسم کے پس منظر میں دو محرکات بہت نمایاں رہے ایک تو مذہب اور دوسرا سیاسی فلسفہ ۔ انسانی وقار اور تقدیس کو زندہ رکھنے والی سوچ اور فکر کی آزادی ضمیر کی آواز کی سر بلندی کے لیے جن لو گوں نے کسی سیاسی پلیٹ فارم پر جد وجہد کی انسانی قدرو ں کی پاسداری اور حقیقی جمہوری معاشرے کے لیے جدو جہد کی بلا شبہ تاریخ انسانی میں ان کا نام ہمیشہ زندہ رہے گا ۔
سر فروشی کے اس قبیلے...

HOMESCHOOLING: A FORMULA FOR ESTABLISHING ISLAMIC EDUCATION IN REMOTE COMMUNITIES IN INDONESIA

The disparity in the equality of education in Indonesia, especially in backwoods areas, is one of the problems of education in Indonesia. One of the Government's action in overcoming this gap is by distributing teachers to remote areas of the country. In addition, the government also stipulates several laws and regulations as the formal legality of education in backwoods communities. This study aims to explore the possibility of implementing the homeschool education model (homeschooling) for backwoods communities, as an effort to applied Islamic subject matter and prevail education in Indonesia. This study uses a naturalistic phenomenological approach, using triangulation as one of the data analyzes. The research location is in Hansibong, a backwoods hamlet in the Sojol mountains of ParigiMoutong district, Central Sulawesi. The results of this study found that education in Hansibong is carried out informally within the family. Learning process is held in a traditional way, using very minimal of media, methods and subject matter. The material taught is limited to morality values, reading and writing, arithmetic and the ability to survive in nature. Islamic education in its function as a strengthening of cognitive intelegence, morals, spirituality and nationality has not been provided in learning at home. As a research implication, a homeschooling socialization effort is needed so that the student community can continue to a higher level. The implementation of homeschooling that is not in accordance with the technical guidelines issued by the government will only disserve students because learning outcomes cannot be equalized with existing education levels.

Comparison of Self-Efficacy Beliefs of English and Urdu Medium School Teachers

The decision of using English as medium of instruction for mathematics and science subjects in public sector schools of the Punjab province of Pakistan invokes serious issues regarding its potential impacts on teacher effectiveness and student achievement. So far as the teachers are concerned, perhaps one of the best documented attributes of effective teachers is a strong sense of efficacy (Henson, Kogan, & Vacha-Haase, 2001). The study at hand was designed to explore the self-efficacy beliefs of school teachers make a comparison on the basis of medium of instruction. For comparison purpose, the sample consisted of teachers who taught mathematics and/or science any of the classes that had been declared to be English medium by the government. These classes generally include class 1,2, and 6. In some schools where this innovation had been introduced earlier, however, class 3 and 7 were also English medium. Present study, intended for comparison, is descriptive in nature and the method used was a survey research. Multistage stratified random sampling technique was used to draw sample from the population of school teachers from all public-sector primary, middle, and secondary schools of the Punjab province. Sample size was 1761 with 880 male teachers and 881 female teachers, 861 Urban and 900 rural teachers, 923 English medium and 838 Urdu medium teachers selected from 419 randomly selected primary, middle and high schools of the nine districts selected from nine administrative divisions of the Punjab province randomly. Data were collected through Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran & Woolfolk (2001). Long form of this viii questionnaire having 24 items on three different sub scales was used. The statements were translated into Urdu through translation-back-translation method with the help and guidance of a panel of experts. The bilingual version of the questionnaire was used to collect data. The collected data were analyzed using independent samples t-test, two way analysis of variance, and multivariate analysis of variance. The study revealed that Urdu medium school teachers had a higher level of self-efficacy as compared to English medium teachers on overall TSES scores as well as on the three sub-scales of the instrument. Gender was not found significant for efficacy difference. School level, school local, designation and teaching experience wise difference reached the level of significance. The findings of the study invite for a deeper probing into the matter and rethinking over the recently taken decision of transforming school education system form Urdu to English medium.
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