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فصل پنجم: آیاتِ استفہام میں فہمِ آخرت

دین کی اصل توحید ہے قرآن کے مطلوب انسان کی زندگی ایک اللہ کی وفادار ہوتی ہے اس کا ہر سجدہ ،ہر امید، ہر اندیشہ، ہر محبت، ہر خوف، ہر دعا ،ہر عبادت صرف اور صرف اللہ کے لئے ہوتی ہے وہ اپنے رب کے ساتھ کسی کو شریک کرنے کا تصور بھی نہیں کر سکتا اللہ کے سوا کوئی رب نہیں ہے وہ واحد و یکتا ہے وہی معبود برحق ہے ۔

اللہ تبارک وتعالیٰ قرآن مجید میں ارشاد فرماتے ہیں:

" اِنَّ اِلٰهَكُم لَوَاحِدٌ "۔[[1]]

"بیشک الہ تم سب کا ایک ہے"۔

قرآن میں بہت سے مقامات پر ہمیں توحید کا بیان ملتا ہے۔اس آیت میں الہ کی بنیادی نوعیت یہ ہے کہ معبود حقیقی سب کا ایک ہی ہے۔ اس میں تعدد کا احتمال نہیں ہے یہ خدائی اور معبودی ہے نہ اس کے سوا کسی کو معبود بنا سکتے ہیں اور نہ ہی کسی اور سے خیر کی توقع کی جا سکتی ہے۔ یہ توحید ہی سب سے پہلی اور سب سے بڑی چیز ہے جو ملت ابراہیم علیہ السلام کی وراثت کی حیثیت سے اس امت مسلمہ کی طرف منتقل ہوئی ہے ۔ اللہ تعالیٰ اپنی ذات و صفات میں یکتاو یگانہ ہے کوئی اس کی برابری کرنے والا نہیں ہے کوئی اسکا ہمسر مسلمان ہونے کے لیے ان تمام عقائد پر ایمان لانا ضروری ہے جن کو ہمیں قرآن میں حکم دیا گیا ہے۔

 ارکان"رکن" کی جمع ہے اور رکن کسی بھی چیز کا اہم جز ہوتا ہے جس کے بغیر وہ مکمل نہیں ہوسکتی ایمان کے چھ ارکان ہیں لہذا اگر ایمان کا ایک رکن بھی ساقط ہو جائے تو انسان مومن نہیں رہتا خواہ وہ لاکھ ایمان کے دعوے کرتا رہے جیسے...

نکاح اور پاکستانی معاشرے میں شادی بیاہ کے مروجہ رسوم کا تحقیقی وتنقیدی جائزہ

The enlightened and moderated teachings of Islam empowered every one of the human society, specially the woman who used to be much oppressed in all civilizations of the world before emergence of Islam. Islam gave them an elevated status in all over the world in the status of mother, sisters, daughter and wife. It declared null and void the ignorance rules against them and, prohibited their sexual exploitation. Moreover, Islam gave a regular system of nikkah and marriages for women. The holy Prophet peace be upon him declared nikkah and marriage as his Sunnah and kept its procedure very simple. Furthermore,  he described marriage as a gigantic source of achieving chastity, but today in Pakistan the marriages have been made very complex and costly because of the   unIslamic customs and traditions. Those unIslamic customs became the part and parcel of the Pakistani marriages which not only made nikkah and marriage a difficult task but also devastated the economic, social and the religious life of Muslims. The Pakistani marriages are conducted with such customs of Mehndi, big congregations: Bharat, beating drums and singing songs. The article briefly discusses status of mirages in the pre Islamic era, Islamic concept and importance of nikkah and the new customs practiced in Pakistani marriages and their economic, social and religious impacts by best use of old and new resources.  

A Model for Integration of Information and Communication Technologies Icts in Teacher Training

The use of information and communication technology (ICT) in education has revolutionized teacher education and use of innovative approaches in teaching methodology has changed teaching and learning process. To find out the impact of ICT in teacher education, this study was conducted to (i) examine the level of integration of ICT in exiting pre-service Bachelor of Education (B.Ed) program offered by Government Colleges of Education and Provincial Institute of Teacher Education, (ii) evaluate the competency deficiencies of teacher educators in use of ICT in teaching and learning process, (iii) analyze the need assessment of B.Ed trainees in terms of use of ICT and, (iv) develop ICT-supported training model for teacher educators. The population of the study was four (04) male and female Heads of institutions, thirty seven (37) teacher educators of B.Ed classes and four hundred and nine (342) B.Ed trainees of all Government Colleges of Education including Provincial Institute of Teacher Education. The census sampling was used to select all the four (04) Heads of the institutions and thirty seven (37) teacher educators. However, a simple random sampling technique was used for the selection of B.Ed trainees. The sample thus consisted of four (04) male and female Heads of institutions, thirty seven (37) teacher educators of B.Ed classes and one hundred forty seven (147) B.Ed trainees of all Government Colleges of Education including Provincial Institute of Teacher Education. A mixed method approach, using both quantitative and quantitative method, a concurrent triangulation strategy, was used for this study. Data was collected through questionnaires, focus group discussion, in-depth interviews and classroom observations. The questionnaires were designed to collect the quantitative data and focus group v discussion, in-depth interviews and classroom observations were used to obtain the in- depth knowledge for qualitative analysis. In addition to this research, the researcher conducted pilot test for the application of developed ICT-supported model in routine class courses focusing integration of ICT in teaching and learning process. The findings of study show the very low level of ICT-supported teaching due to lack of facilities and resources, but study found very positive perceptions among the teacher educators, heads of institutions and B.Ed trainees towards integration of ICT in teacher education program. The overwhelming majority of respondents showed willingness to use ICT in classroom teaching. However, the study found that teacher educators require more training on new ICT-integrated pedagogical approaches for the improvement of their ICT skills. The pilot testing of model found significant impact on teaching and learning process. The research suggests several key reforms for policy makers and recommendations for head of institutions, teacher educators and B.Ed trainees. For policy makers, this study proposes that teacher education curriculum should be revised and reforms be made in assessment method using ICT according to the international standards along with the provision of ICT tools and digitalization of classrooms. The study also recommends that at college level, heads of institutions may make serious attempt to encourage ICT-supported environment for both teacher educators and B.Ed trainees and existing resources be fully utilized at maximum level. In addition, the B.Ed trainees be encouraged by teacher educators to prepare the assignment using electronic sources and project-based techniques, evaluation methods, and computer based assessment be used by teacher educators to encourage integration of ICT in teaching learning and assessment process.
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