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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...

Islam and Woman in the Contemporary Arab World: An Interpretation of Rajaa Al-Sanea’s Girls of Riyadh from Islamic Feminist Perspective

The present position paper explores to examine Rajaa al-Sanea’s“Girls of Riyadh” (2005) from the Islamic feminist perspective. Also, the study highlights the model of western feminism epitomised in the narrative under reference, vis-à-vis the Islamic concept of feminism. Islamic feminism grants equal rights to women and ensures its implementation in the Islamic state and society, whereas Western-sponsored feminism dwells on the archetype of women’s liberalism. That, in turn, leads to an anarchic and chaotic society, because of its believing in bringing women not only equal to men but superseding them in socio-cultural positioning. In the existing situation, the novel decries phallocentric society of Saudi Arabia and aiming at replacing it by the sensate-secular feminism that believes in the undue autonomy of the women. In order to investigate the presence of overwhelming patrilineal mores, the study pursues Islamic feminism as a theoretical model and employs reader’s response technique as a methodology. More far the findings of the research are concerned, the researchers conclude that replacing the patriarchal autonomy in the said society by Islamic feminism is befitting and benefitting than to replace it by the western feminism.

Exploring the Use of Literary Texts to Develop Moral Values in Grade Six of a Private School in Karachi, Pakistan

English literature teaching and learning practice can transform individual understanding, appreciation, and eventual practice of moral values. Research in this area indicates the ever-present dichotomy of how reading literary texts for moral learning should ensue, through William Bennett's teacher-centred, transmission approach, or through a more transactional approach between reader and text, as elaborated in Louise Rosenblatt's Reader Response Theory. Dr Darcia Narvaez builds upon Rosenblatt's theory, considering it a more active approach to MTC that can foster practical moral learning practices, which do not work through top-down transmission but rather ensue from the students themselves, regardless of their individual reading ability. An exploratory, qualitative study to discover how Grade Six students read, interacted and identified with the literary texts taught in class was conducted, using the methods of semi-structured individual and focus group interviews, document and textbook analyses, and classroom observations, and the collected data were carefully analyzed through pattern forming, identifying themes, developing major categories and planning each category under a code to generate explicit findings. Findings that emerged were that Grade Six students are aware of their moral selves and basic moral values, equating morality with a system of rewards and punishments, or a system of right and wrong actions. The major finding is that students willingly identify with the moral messages inside literary texts when it is presented through a personal approach, rather than through a didactic text. The intention of this research is to inform interested stakeholders such as curriculum planners, English Literature teachers, and the general teaching body, parents, and, most essentially, all the readers of Literature, be it in any language or from any culture, of the integral moral message that literature hopes to convey, so that through active reading, discussion and interaction with the literary text, we can all enhance our moral attitudes and practices, to lead our lives successfully and safely into this new century and A consequently through our living and learning, pass forward a rich legacy to future readers of literature, to carry forward the torch of moral enlightenment into the next century.
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