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ہم ہیں وطن کے پاسباں/ ہم وطن کے محافظ

ہم ہیں وطن کے پاسباں /ہم وطن کے محافظ
وطن اس خطہ زمین کو کہتے ہیں جس سے انسان کو نسبت ہوتی ہے، جس کی فضا سے انس ہوتا ہے، جس کی ہوا سے اسے موانست ہوتی ہے۔ یہ فطر تی بات ہے کہ جس جگہ انسان کی پیدائش ہوتی ہے وہاں کی ذی روح اور غیر ذوی العقول مخلوق سے قلبی لگاؤ ہوتا ہے اور پھر اس تعلق اور لگاؤ کی بنیاد ہر دم واپسیں تک اس کا یہ سلسلہ مؤدت قائم رہتا ہے۔
انسان کے ساتھ اس محبت اور پیار کے اٹوٹ انگ کے طور پر عمر بھر منسلک رہتا ہے اور یوں اس کے شب و روز گزرتے رہتے ہیں ۔بحیثیت مسلمان تو وطن کے ساتھ محبت اور بھی زیادہ ہوتی ہے کیونکہ ارشاد رسالت مآب صلی اللہ علیہ و آلہٖ وسلم ہے ــ’’ حب الوطن من الایمان‘‘ وطن کی محبت ایمان سے ہے۔ یعنی تکمیل ایمان کے لیے وطن کی محبت انتہائی ضروری ہے۔ اور یہ جس کے ساتھ حقیقی محبت ہو، جس کے ساتھ زندگی کے ایّام بحسن وخوبی گزارے ہوں، اُس کی حفاظت اور اس کی پاسبانی بھی ضروری ہو جاتی ہے۔ اگر اُس کی حفاظت اور پاسبانی کا فریضہ ادا کرنے پرنفس آمادہ نہ ہو اورطبع نازک پر یہ گراں گزرے تو پھر وطن کی محبت کا دعویٰ زبانی کلامی تو ہو سکتا ہے اس کا حقیقت کے ساتھ دور کا بھی واسط نہیں ہوتا۔ ایک شخص حفاظت کا دعویدار ہے لیکن اس کی موجودگی میں عنادل خوش الحان کی بجائے بوم نے شاخہائے وطن پر قبضہ کر رکھا ہے تو اس کی حفاظت اور محبت کا یہ دعویٰ کھوکھلا ہے۔ ایک دہقاں کی زبان کھیت و کھلیان سے محبت کا اظہار کرتی ہے لیکن اس کی خوبصورتی کو خس و خاشاک نے ختم کیا ہوا ہے تو اس کا...

A Critique of Robert Spencer’s Views Regarding Dhimmis and Jizya

The following research paper is an academic and historical study of Robert  Spencer’s views about Dhimmis and Jizya. According to Robert Spencer, dhimmis are treated like ‘guilty’ people and subjected to biased and stringent conditions. Furthermore, he believes that there is an entire system of regulations that institutionalize an inferior status for non-Muslims in Islamic law. This paper is an academic effort, aiming to prove that Islam does not treat non-Muslim citizens as inferior and second class citizens nor imposes unbearably rigorous taxes on them. It consists of two parts: the first deals with Robert Spencer’s views regarding Dhimmis and the second part takes into account his views about Jizya. In this connection, all his views and allegations have been taken into consideration and an attempt has been made to absolve Islam of such groundless allegations.

Female and Male Mentors Views and Practices About Gender Equality

Ever persistent gender inequalities in education have been subject of researches, scholarly discussion, and educational reforms in Pakistan for past decade. Education reforms, in particular, have explored possible impact of improved policy and practice on girls and boys opportunities of schooling. AKU-IED's Strengthening Teacher Education in Pakistan Project (STEP, 2008-2016) was one such reform effort, which aimed at integrating gender equality perspective in its interventions around improving the quality of delivery of primary and elementary education in the selected districts of Sindh and Baluchistan. The Cluster-Based Mentoring Programme (CBMP) was one of STEP's flagship interventions, which allowed a group of teacher mentors to help these mentee teachers of their respective clusters in improving their teaching practice. Besides improvement in teaching pedagogies and content knowledge, these mentors also focused on developing their mentee teachers' understanding of gender based inequalities in education and in society. Since these mentors played a forefront role in promoting gender equality in schools, it was important to develop insights into these individuals' own understanding of gender equality. This particular study, hence, aimed to investigate views and practices of two male and female mentors from a district in Sindh about gender equality. For this purpose, a case study method within the qualitative research paradigm was undertaken. The data were collected through observations of workshops and follow up visits of mentors, post-observation discussions, semi-structured interviews, and document analysis. The findings of the study indicate that both these male and female mentor had clarity on gender concepts. However, the application of these concepts in their work with mentee teachers reflected their struggle to maintain a balance between their theoretical positions i.e. gender equality and the socially approved conduct in local patriarchal context. The study further revealed that the female mentor faced consistent resistance from male mentee teachers who particularly contested the notion of gender equality. At times, these male mentees' participation in the workshops also indicated their disapproval of a female mentor assuming a position of a more knowledgeable person. The findings also suggest that the male mentor engaged male and female mentee teachers who generally followed his instructions throughout. The study showed that while both mentors were able to communicate different dimensions of gender equality through their work with mentors, their relationship with mentee teachers as well as their overall interactions with them were informed by the expectations of local patriarchal culture. The study supports the idea that mentors'
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