Attitude of Muslim Parents towards Education of Their Girl Child : A Case Study of Jahangirabad Bhopal (M.P)

Size: px

Start display at page:

Download "Attitude of Muslim Parents towards Education of Their Girl Child : A Case Study of Jahangirabad Bhopal (M.P)"

Liliana Underwood
5 years ago
Views:

1 Since March 2002 E ducation An International, Registered & Referred Monthly Journal : Research Link - 152, Vol - XV (9), November , Page No ISSN RNI - MPHIN Impact Factor Attitude of Muslim Parents towards Education of Their Girl Child : A Case Study of Jahangirabad Bhopal (M.P) The main aim of this paper was to find out the attitude of Muslim parents towards education of their girl child. The paper was descriptive survey study comprising of 100 respondents both male and female taken from Jahangirabad area of Bhopal district. The age range of the sample was years and the whole sample belonged to the same area. The tool used in the study was interview schedule. The data thus collected was systematically coded and tabulated and inferences were drawn from the pattern of responses. Key Words : Attitude; Muslim parents; Girl child; Jahangirabad. Introduction : Education is one of the basic requirements of all human beings and is a key to success. It develops confidence in an individual and opens new horizons of development. It is unfortunate that women in India had remained backward from all the ages. There is no doubt that women are somewhat different in physical structure and may be less strong as compared to men, but the world has witnessed that women of the present times had reached to the outer space and are in no way inferior to men in any field, may it be science and technology, social works, military, sports or any other field. Education is the real ornament of a girl. It has been well said that if you educate a boy you are educating just one person, but if you are educating a girl you are education the entire family. A well educated girl can give better education to their children, thus making them better citizens for the nation. In addition to these, education of girls has far reaching benefits for the family and the society as a whole. For example; a child born to an educated mother is more than twice as likely to survive to the age of five as a child born to an uneducated mother. Educated mothers are 50 percent more likely to immunize their children than mothers with no schooling. On average, for a girl in a poor country, each additional year of education beyond grades three or four will lead to 20 percent higher wages and a 10 percent decrease in the risk of her own children dying of preventable causes. It has also been found that if every girl and boy received a complete primary education, at least 7 million new cases of HIV could be prevented in a decade. Benefits of girls' education include not only the reducing the impact of HIV/AIDS, but reduction of poverty, improvement of the health of women and their SAJAD AHMAD MALIK* & DR. S. A. SHAFFI** children, delay of marriage, reduction of female genital cutting, and increase in self-confidence and decision-making power. Women education from Islamic perspective : In the modern era of growth and development, there are still some illiterate and ignorant people who regard Islam as a religion that imposes restrictions on educational opportunities between men and women. This is a sad reflection from Muslims and the societies that we have built, since knowledge is one of the important pillars upon which the edifice of Islam has been raised (Abbasi, 2009). Prophet Mohammad (Peace and Blessings be upon Him) came at the time when many abhorrent acts against girls were practiced. He (S.A.W) preached Islam, granted women and girls their rights in every aspect of life, education being a prime feature (Onaid, 2011). Allah says in Holy Quran, He is the one who send a (Glorious) Messenger (blessings and peace be upon Him) amongst the illiterate people from amongst themselves who recite to them His Revelations and cleanses and purifies them(outwardly and inwardly) and teaches then the Book and wisdom. Indeed they were in open error before (His most welcome arrival). [Al jumu'a, 62:2] At another place Almighty Allah says, Say: 'can those who have knowledge and those who do not be alike?' So only the wise do receive the admonition. [Al-zumar, 39:9.] The hadith of Holy prophet (S.A.W) also emphasis the acquisition of knowledge. In the hadidth, the prophet (S.A.W) says, Acquisition of knowledge is binding on all Muslims (both men and women without any discrimination). Narrated *Research Scholar (Department of Continuing Education and Extension), Barkatullah University, Bhopal. (Madhya Pradesh) **Ex-Principal Regional Institute of Education, NCERT, Shymala Hills, Bhopal (Madhya Pradesh) Research Link - An International Journal Vol - XV (9) November

2 by Ibn Maja in al-sunnan, 1: ) At another place, the prophet (S.A.W) had said, Acquire knowledge even if you may have to go to China for it. (Narrated by al-bazzaz in al-masnad, 1:175, 95.) Hence it is evident from the above Quranic verses and hadiths that seeking knowledge and learning is obligatory for every Muslim and there are equal rights to education for all without gender discrimination. Methodology: The study had been conducted on 100 parents comprising of 54 males (fathers) and 46 females (mothers).the study had been conducted in various colonies of Jahangirabad area. For collection of data a well structured interview schedule was used..the data so collected was analyzed and interpreted for drawing conclusions. Analysis and Interpretation of Data : Table 1 : Age and Sex wise Distribution of Respondents Age group Male Female Total Respondents Percentage % % 41 and above % Total % The above table shows that 40% of the respondents belonged to the age group of years (20 males and 20 females). 38% of the total respondents belonged to the age group of years (20male and 18 female),and the rest 22% of the respondents belonged to the age group of above 41 years comprising of 14 male and 8 female respondents. Table 2 : Educational Level of Respondents The perusal of the chart shows that 22% of the total respondents were matric passed, 18% had studied up to senior secondary level, 13% up to graduate level, 9% up to post graduation and the rest 38% respondents were illiterate. The table 3, shows that (68%) of respondents (both male and female) were in favor of girl education. 62% respondents were in favor of providing modern/secular education to their girls. 59% were of the view that educated girls are more aware about their rights.54% respondents believed that education will prove helpful for girls to fight injustice and domestic violence.61% parents were of the view Table 3 : Percentage distribution of parent's opinion towards education of their girls Opinion Yes No Like boys, education is equally important to girls. 68% 32% Girls should be allowed to receive modern /secular education. 62% 38% Educated girls are more aware about their rights. 59% 41% Education will prove an important tool for girls to fight injustice and 54% 46% domestic violence. An educated girl will prove a better daughter, wife and a mother. 61% 39% An educated girl is independent and will assist the family financially. 56% 44% that an educated girl will prove successful at all her stages (daughter, wife and mother).and 56% parents were of the view that educated girl can assist her family financially. Results : From the study it was found that majority of the parents who were literate were in favor of girl education. They were having a positive attitude towards providing secular education to their girls. In their opinion, education was necessary for girls in the present times. The results also showed that educating the girls can make them independent and aware about their rights and can also help them to face the problems and challenges of lives. The study also elucidated that a section of respondents are still there who have a negative attitude towards girl education. Conclusion : From the study it was concluded that majority of the parents had a positive attitude towards education of their girl child. However, the negative attitude of some ignorant parents was seen as an obstacle for education of girls. References : (1) Abbasi R. (2014) : Women and education in Islam, Minhajul-Quran International. (2) Doshi, N (2007) : Towards Empowerment of Women, Cyber Tech Publications, New Delhi. (3) Fahimuddin (2004) : Modernization of Muslim Education in India, Adhyayan Publishers, New Delhi. (4) Jain, L (2008) : Dropout of Girl Child in Schools, Northern Book Centre, New Delhi. (5) Sheikh, R.M. (1973) : Educational Status of Muslim Women, Problems, Prospects and Priorities, Inter-India publications, New Delhi. Research Link - An International Journal Vol - XV (9) November

3 a Since March 2002 os';k&lel;k,d vr;ur xehkhj lel;k gs] tks LoLFk lekt,oa izxfr'khy jk"vª ds fy, dyad ds leku gsa os';ko`fùk dk vfkz gs] ^ukjh dk iq#"k }kjk ;ksu 'kks"k.k] cykrdkj,oa 'kkjhfjd vksj ekufld mrihm+ua Hkkjrh; lekt esa os';k dh lùkk izkphu dky ls gh jgh gsa _Xosn] /kez lw=ksa vksj Le`fr xzafkksa] iqjk.kksa esa os';kvksa ds fo"k; ij i;kzir foospu miyc/k gsa dsoy Hkkjr esa gh ugha] fo'o ds vu; Hkkxks a es a Hkh vr;ar izkphu dky ls bl izo`fùk dk izpyu fn[kkbz nsrk gsa dksbz Hkh L=h LosPNk ls os';ko`fùk ds /ka/ks dks ugha viukrh] viuh bpnk ls vleekfur] viekfur gksuk ugha pkgrh] ijurq ifjflfkfr;k mls blds fy, ck/; dj nsrh gs aa dbz ckj xjhch ds dkj.k vksj dbz ckj /kks[ks ls og bu xgjh [kkb;ks a es a /kalrh pyh tkrh gs] ftlls ckgj fudyus dk dksbz fodyi buds le{k ugha jgrka ^e/kq dk dfj;k* us miu;kl ^lyke vkf[kjh* esa cm+h gh xgjkbz ls bl lel;k dk fp=.k fd;k gsa vkffkzd vhkko ds pyrs dbz ym+fd;ksa dks vius ifjokj dks Hkw[kejh ls cpkus vksj viuk isv Hkjus ds fy, bl /ka/ks dks viukuk im+rk gsa i=dkj lqdhfrz }kjk lksukxknh bykdksa es a jgus okyh bu os';kvksa ls iwnus ij fd D;k rqegsa bl /ku/ks esa Mj ugha yxrk] rks os';k, viuh foo'krk izdv djrs gq, dgrh gsa& ^^D;ksa ugha yxrk gs] cgqr yxrk gs---,dne 'kq:&'kq: esa rks cksvh&cksvh vdm+ xbz Fkh---** ^^rks fqj D;ksa djrh gks rqe,slk\** ^^D;ksafd blls Hkh T;knk Mj,d vksj pht+ gs] mlls yxrk gs** ^^D;k gs og\** ^^Hkw[k---A** ¼1½ H indi Literature An International, Registered & Referred Monthly Journal : Research Link - 152, Vol - XV (9), November , Page No ISSN RNI - MPHIN Impact Factor JesMÙeeJe=efòe SJeb DeeOegefvekeâ ØeefleefveefOe ÛeefÛe&le efnvoer GhevÙeeme Øemlegle MeesOehe$e DeeOegefvekeâ efnvoer GhevÙeemeeW hej kesâefvõle nw, FmeceW JesMÙeeJe=efòe kesâ keâleevekeâ keâes DeeOeej yeveeùee ieùee nw~ DeOÙeÙeve nsleg ceoeg keâebkeâefjùee keâe GhevÙeeme meueece DeeefKejer, Deuekeâe mejejeieer keâe Mes<e keâeocyejer, DepeÙe veejeefjùee keâe GOej kesâ ueesie, Deveeefcekeâe keâe eflevekeâe eflevekesâ heeme Deewj ceesnveoeme vewefcemejeùe keâe Deepe yee]peej yebo nw Deeefo keâe ÛeÙeve efkeâùee ieùee nw~ JesMÙeeJe=efòe Skeâ Ssmee JÙeJemeeÙe nw, pees Deeefokeâeue cew Yeer Lee, Deepe Yeer nw Deewj Deeies Yeer jnsiee ner~ efkeâmeer Yeer meceepe kesâ efues ÙeÅeefhe Ùen yengle Mece&veekeâ mecemùee nw, uesefkeâve Fme efomee cew efpeleves Yeer ØeÙelve efkeâs ies, Jes veekeâeheâer efmeæ ngs nq~ meceepe cew efpelevee efjekeâeme ngdee, peeie keâlee DeeF&, metûevee Deewj šskeveesuee@peer efjekeâefmele neskeâj peerjeve cew Meeefceue ngf&, Ùen mecemùee Deewj pjeueble nesleer Ûeueer ief& nw~ Fmekeâe cetue keâejce ceveg<ùe keâer ØeJe=efòe ner DeefOekeâ efokeef& osleer nw~ [e@.efvemee peecejeeue ;g?k`f.kr is'kk fl=;ksa ds nq"pfj= gksus ds dkj.k ugha gs] vfirq iq#"kksa }kjk Ny] cy,oa dks'ky }kjk bls cuk, j[kus ds dkj.k gsa dbz ym+fd;ksa dks /kks[ks ls os';ko`fùk ds /ka/ks esa Q lk;k tkrk gs] ftlds fy, ;g iq#"k lekt dkqh gn rd fteesnkj gsa ^lyke vkf[kjh* miu;kl esa ehuk uke dh os';k tks fd,d pdys dh ekyfdu gsa viuh vkichrh lqukrs gq, cppkks a dh rjg foy[kdj jks im+rh gsa og lqdhfrz dks crkrh gs fd ftl?kj esa og dke djrh Fkh] mlh?kj ds ekfyd us mldh bttr ds lkfk f[kyokm+ fd;k vksj mls 'kgjh [ksy crk;ka,d fnu og fdlh rjg ls eksdk ikdj ogk ls Hkkx fudyha xk o tkus ds fy, tc og Vªsu esa csbh] rks ogk Hkh fvdv u gksus ds dkj.k VhVh us mls ijs'kku fd;k] rc,d jsy dezpkjh us mldh lgk;rk dh vksj mls vius?kj ys x;k vksj ^^,d jkr ml ukenz us viuh tkfr crk gh nh vksj eq>ij fdjik djus dh dher olwy yha mlds ckn mlus eq>ls dgk] ^^vc dksbz Hkh ym+dk rqels 'kknh ugha djsxk] D;ks afd iunzg o"kz dh mez es a gh rqe os';k gks xbz gksa vpnk gs] bz lc rqe isls dekus ds fy, djks---a** ¼2½ bl izdkj iq#"k tgk Lo;a dks ukjh dk fgrs'kh crkrk gs] ogha ukjh dks izrkfm+r djus es og lcls vkxs gksrk gsa vkt Hkh lekt esa L=h dks dsoy nsg ds :i esa gh ns[kk tkrk gsa os';ko`fùk ds uke ij mugsa 'kjhfjd,oa ekufld izrkm+uk nh tkrh gs] ijurq tsls&tsls budh mez c<+rh tkrh gs] buds xzkgd Hkh de gksrs tkrs gsa vksj ;s dbz chekfj;ksa ls xzlr gks tkrh gsaa pkyhl&isarkfyl rd igq prs&igq prs budh nsg buds fy, vfhk'kki cu tkrh gsa miu;kl esa js'keh uked os';k tks dhkh viuh nsg ds dkj.k bu nsg ckt+kjksa dh 'kkshkk Fkh] ckn esa,m~l tslh Hk;adj chekjh ls xzlr gks tkus ij ekyfdu }kjk mebefjeoe JÙeeKÙeelee (efnvoer efjeyeeie), [er.[er.f&., peccet efjeõeefjeåeeueùe, peccet (peccet SJeb keâmceerj) Research Link - An International Journal Vol - XV (9) November

4 a pdys ls fudky nh tkrh gsa viuk nq%[k O;Dr djrs gq, og lqdhfrz ls dgrh gs ^^tkurh gks] esa vhkh flqz pkyhl o"kz dh g w] ij esjk,p-vkbz-oh- iksftfvo vk;k gsa cl rhu&pkj o"kz dh ftunxh vksj gs esjs ikl---a** ¼3½ thou ds vafre fnuksa esa blh nsg ds lm+ tkus ij og ;k rks ikxy gks tkrh gs ;k fhk[kkfju cudj lm+dksa ij Hkh[k ek xrh ut+j vkrh gs vksj,d fnu ogha e`r ikbz tkrh gsa ^lyke vkf[kjh* miu;kl esa ysf[kdk us os';ko`fùk dh vkt dh flfkfr dk Hkh o.kzu fd;k gs fd fdl izdkj dbz ukjh laxbu iqjtksj Lojksa esa ;g ek x mbk jgs gsa fd os';kvksa dks ;ksudehz,oa Jfed dk ntkz fn;k tk, vksj os';ko`fùk dks m ksx dk rkfd bls os/k?kksf"kr fd;k tk ldsa ysf[kdk bl ij O;aX; djrs gq, dgrh gs ^^okg! D;k ckr] dez dks gh /kez ekuus okyksa ds ns'k esa vc ;ksu&dez Hkh /kez dgyk,xk--- cfygkjh budh cqf) dha** ¼4½ os';k, Hkh vius ekxz ls HkVd xbz gsa] og Hkh ;gh pkgrh gsa fd mugs odzj dk ntkz fn;k tk, ij 'kk;n og ;g ugha tkurh fd ;g ntkz feyus ds ckn Hkh bugsa buds vf/kdkj] budk vkreleeku okfil ugha feysxka ^'ks"k dknecjh* miu;kl esa ysf[kdk ^vydk ljkoxh* us ek;k cksl uke dh os';k dk fp=.k fd;k gs] tks vius gh firk }kjk cykrdkj dk f'kdkj gksrh gs vksj etcwjh esa viuk thou pykus ds fy, nsg ds /ku/ks dks viukrh gsa ijke'kz lalfkk dh ekyfdu :ch nh ds iwnus ij fd og 'kknh djds O;ofLFkr fxjlrh D;ksa ugha clkrh rks izfrmùkj esa og dgrh gs ^^vkb lky dh mez esa esjk thou u"v fd;k] ml vkneh usa dksbz vksj ugha],dne djhch fj'rsnkj gs oga?kj esa jgusokyk lk ia esaus 'kknh dj yh rks lk i dks dksu ikysxk\ vksj eq>s mlus fo"kdu;k cuk fn;ka :ch nh] esa D;k fdlh ds yk;d jg xbz\** ¼5½ ;g lk i dksbz vksj ugha eklvj th ;kuh ek;k cksl ds vius firk Fks] ftugksaus viuh gh csvh dh ft+unxh ujd cuk nh FkhA gj L=h dh rjg os';k dk Hkh,d LoIu gksrk gs fd mldk Hkh,d ifjokj gks] og Hkh fdlh dh iruh gks] ijurq ;g lekt,d os';k dks iruh dk ntkz dhkh ugha ns ikrka ;fn ns Hkh ns rks iruh cuus ds i'pkr~ Hkh og ml ftyyr Hkjh ftunxh ls dhkh ckgj ugha fudy ikrh ftldh og bpnk djrh gsa miu;kl ^nl }kjs dk fiatjk* miu;kl esa ysf[kdk us <sykckbz vksj eq[rkj lkgc ds lecu/kksa ds ek/;e ls bl oklrfodrk dks O;Dr fd;k gsa eq[rkj lkgc <sykckbz dks iruh cukdj?kj esa rks j[krk gs] ijurq iruh dk ntkz dhkh ugha ns ikrka <sykckbz viuh flfkfr ls voxr djkrs gq, dgrh gs ^^iruh cukdj\iruh dks fqjafx;ksa ds b'kkjs ij upokrs Fks eq[rkj lkgc\ 'kjkc ds u'ks esa dksbz iruh dk gkfk idm+us yidrk Fkk] rjg&rjg ds dqcksy cksyrk rks f[kfl;kus dh txg eqldh NksM+rs Fks\--- esjh flfkfr tjk Hkh ugha cnyha tks esa igys Fkh] vc Hkh gw & j.mh dh csvh ftls dksbz dqn Hkh dg ldrk gs] dgus dh dksu dgs& dj ldrk gs dksbz dqn Hkh ftlds lkfk dhkh Hkh] fdlh le; njokt+k /kfd;kdj?kql ldrk gs HkhrjA** ¼6½ os';k thou dk izhkko mudh larkuks a ij im+uk LokHkkfod lh ckr gsa,sls esa og pkgdj Hkh mugsa bl nyny ls cpk ugha ldrha miu;kl es a <sykckbz dks cpiu es a feys vieku dk okd;k ;kn vkrk gs tc mldh lgsfy;ksa ds HkkbZ mls ^j.mh j.kp.mh* dgdj iqdkjrs FksA ml le; og ifjidork ds vhkko esa ml nq%[k ls dvdj jg xbz Fkh] ijurq vkt tc og lr; ls voxr gs rks og lksprh gs vkt ;fn og dgha feys rks og ut+js a feykdj mugsa tcko nsa] ^^rqegkjh ek &cgus lqjf{kr gsa] rks gekjs gh dkj.ka ejn dh gol ds cgqr jax ns[k fy,a lkjh yyyks&piiks,d gh ujd&dq.m esa tkdj fxjrh gsa** ¼7½ ^frudk fruds ikl* miu;kl esa vkffkzd flfkfr [kjkc gksus ds dkj.k rkjk dks os';ko`fùk viukuh im+rh gsa rkjk dks mlds firk us,t;qds'ku yksu ysdj vejhdk f'k{kk xzg.k djus ds fy, Hkstk Fkk ijurq,d?kksvkys esaa mlds firk tsy pys x, vksj vkje Lokgk gks x;k],sls es yksu jí gks x;k] etcwju rkjk dks os';ko`fùk viukuh im+ha fons'k esa mls [kkus ds ykys im+ x, FksA gekjs lekt es a iq#"k ekufldrk gh,slh cu xbz gs fd og L=h dks dsoy Hkksx dh olrq le>rk gsa tc pkgs blrseky fd;k vksj NksM+ fn;ka vius vga dh rqf"v ds fy, og L=h dk mrihm+u djrk gs vksj lq[k dk vkuan eglwl djrk gsa miu;kl esa ysf[kdk us iq#"k ekufldrk dk fp=.k fd;k gs fd fdl izdkj iq#"k vius vga ds pyrs L=h dk 'kks"k.k djrk gsa rkjk uke dh os';k vius xzkgd }kjk feyh ;kruk ds fo"k; es a crkrs gq, dgrh gs] ^^esjs dim+ s QkM+s],d ckj vius vlr&o;lr ls xqnxqns fclrj ij] fqj mlls uhps yxkrkj eq>s xsan dh rjg mbk&mbkdj Qs adk] eq>dks QqVckWy dh rjg dh dbz fddsa ekjh! esjs ds'k uksps] cvu rksm+s] xky dkv [kk,] eq> ij Fkwdk] tc Hkh esa izfrokn esa gkfk&ik o pykus ;k dqn dgus dks gqbz] mlus eq>s i'kq dh rkdr ls Hkhapdj dgk ^^pqi] jamha** ¼8½ mlds }kjk nh xbz vekuoh; ;kruk ls og bruh vkgr gqbz fd mls vius 'kjhj rd dh gks'k ugha jgh] tc og gks'k esa vkbz rks yxkrkj mlds dkuksa esa mldh Hkqrgh vkokt+ xw t jgh Fkh ^^jamh] pqi jamh!--- etk vk jgk gs rq>s\ dslk etk p[kk;k ;s gh lc pkgrh gs vksjrsaa gj vksjr jamh gksrh gsa** ¼9½ miu;kl ^m/kj ds yksx* esa Hkh ys[kd vt; ukofj;k us os';ko`fùk dh lel;k dks mbk;k gsa miu;kl esa vk;'kk dks Hkh etcwjh esa bl /ka/ks esa vkuk im+rk gsa ekrk&firk dh e`r;q ds i'pkr~ thou ;kiu djus ds fy, ftl vkwfql esa og uksdjh ds fy, tkrh gs ogha igyh ckj mldk ckwl mldk 'kkjhfjd 'kks"k.k djrk gs vksj bl rjg ls og bl /ka/ks esa vk tkrh gsa vk;'kk ds,d fe= }kjk le>kus ij fd mls ;g uksdjh NksM+ nsuh pkfg, Fkh] rks izfrmùkj esa og dgrh gs ^^Hkw[k cgqr cqjh gksrh gs] lkrosa fnu dk Qkdk] lkjh bttr Hkqyk nsrk gsa ;g txg] enksza dh buk;r gsa** ¼10½ os';ko`fùk ds /ka/ks esa Q lh ;g fl=;k viuh xfjek] vkreleeku] 'kez lc dqn [kks nsrh gsa ogha iq#"k lùkkred lekt tks bugsa bl nyny esa /kdsyrk gs ogh bugsa?k`.kk dh ut+j ls ns[krk gsa Research Link - An International Journal Vol - XV (9) November

5 eksgunkl usfe'kjk; d`r ^vkt ckt+kj can gs* es a Hkh os';ko`fùk dh lel;k ij izdk'k Mkyk x;k gsa miu;kl esa 'kcue ckbz dk izseh mls izse ds >wbs tky es a Q lkdj dqn le; ekst elrh djrk gs vksj eu Hkj tkus ij NksM+ tkrk gsa 'kcue ckbz viuk nq%[k O;Dr djrs gq, dgrh gs ^^,d uokctkns dh eksgccr es a Qal xbza,d cjl rd vius tky esa Qalk, j[kk mlusa tc eu Hkj x;k rks mlh tky dks mlus dkv fn;ka blfy, fd tky cquuk vksj mls dkvuk enksza dh fqrjr gsa,e-,- fd;k Fkk esaus bfrgkl lsa ij,d csoqk eqlyeku ls eksgccr dj u flqz vius bfrgkl ls dv dj jg xbz] cfyd Hkwxksy ls Hkh vyx&fkyx gks xbza u viuk 'kgj jgk vksj u clrha lksprh Fkh ih-,p-mh- djus ds ckn ubz ih<+h dks f'k{kk ckavwxha ck Vuk ;g lc im+ka** ¼11½ blls ;g Li"V gksrk gs fd vkt L=h dgha Hkh lqjf{kr ugha gs txg&txg ij mldh bttr dh [kky ukspus ds fy, HksfM+;s csbs gsaa os';k thou dh ;g cgqr cm+h =klnh gs fd os';ky;ksa esa rks mudh vler ywvh gh tkrh gs] blds lkfk&lkfk 'kgj ds vkyk vqljks a dks [kq'k djus ds fy, Hkh bugs a viuh nsg dk lksnk djuk im+rk gsa bugs a fj'or dh rjg iz;ksx fd;k tkrk gs tks buds fy, dkqh nnzuh; gsa,d os';k ds 'kcnks a es a ^^fdlh dks VªkalQj djkuk gks ;k izeks'ku rc gekjh ;kn vkrh gsa VsaMj ikl djkuk gks rks mugsa gekjh t:jr im+rh gsa ljdkjh vkwfqlksa esa dhkh&dhkh lh/ks fj'or ugha nh tkrha gesa ijkslk tkrk gs] fj'or ds :i esaa ges a fcnuk gh im+rk gsa--- gekjs 'kjhj ij 'krjat dh ckft+;k [ksyh tkrh gsa vksj cm+s&cm+s lksns eatwj gks tkrs gsaa igys gekjs 'kjhj ij nlr[kr fd;s tkrs gsa] fqj dkx+tksa ija** ¼12½ bl izdkj os';k dks gj dne ij ftyyr Hkjh jkg ls xqtjuk im+rk gsa fu"d"kz :i es a ;gh dgk tk ldrk gs fd dksbz Hkh L=h viuh bpnk ls os';ko`fùk ugha viukrh] vfirq foo'krk es a bl /ka/ks es a Qal tkrh gs ;k Qalk nh tkrh gsa ljdkj dks pkfg, fd og os';ko`fùk ds muewyu dk gj lahko iz;kl djs] rkfd bl O;olk; dks izksrlkgu u feys vksj gj L=h LosPNk ls viuk thou;kiu dj ldsa lanhkz % ¼1½ dk dfj;k] e/kq % lyke vkf[kjh] i`- 19- ¼2½ ogh] i`- 36- ¼3½ ogh] i` ¼4½ ogh] i` ¼5½ ljkoxh] vydk % 'ks"k dknecjh] i`- 66- ¼6½ vukfedk] nl }kjs dk fiatjk] i` ¼7½ ogh] i` ¼8½ vukfedk] frudk fruds ikl] i` ¼9½ ogh] i` ¼10½ ukofj;k] vt; % m/kj ds yksx] i`- 22- ¼11½ usfe'kjk;] eksgunkl % vkt ckt+kj can gs] i`- 33&34- ¼12½ ogh] i`- 38- MeesOe-he$e Yespeves mebyeboeer efveùece (1) MeesOe-he$e MeyoeW mes DeefOekeâ vener nesvee ÛeeefnS~ (2) efnvoer SJeb ceje"er ceeoùece kesâ MeesOehe$eeW keâes ke=âefleosje 10 (Kruti Dev 010) cew šef&he keâjjeekeâj hespeceskeâj 6.5 cew YespeW~ (3) hebpeeyeer ceeoùece kesâ MeesOehe$eeW keâes Deveceesue efueefhe (AnmolLipi) Ùee Dece=le yeesueer (Amritboli) Ùee pee@ùe (Joy) cew šef&he keâjjeekeâj hespeceskeâj 6.5 cew YespeW~ (4) Deb«espeer ceeoùece kesâ MeesOehe$e šef&cme vùet jesceve (Times New Roman), SefjÙeue heâewš (Arial) cew šef&he keâjjeekeâj hespeceskeâj 6.5 Ùee ceef eâesmeeheäš Je[& cew Yespes pee mekeâles nq~ (4) MeesOehe$e keâer efjeefoe - (1) Meer<e&keâ (2) Syemš^skeäš (3) keâer-je[&dme (5) ØemleeJevee/ØeJesMe (5) GösMÙe (6) MeesOe heefjkeâuhevee (7) MeesOe ØeefJeefOe SJeb #es$e (8) meebefkùekeâerùe lekeâveerkeâ (9) efjejesûeve Ùee efjemues<ece (10) megpeeje (11) efve<keâ<e& SJeb (12) meboye& «eble metûeer~ (6) meboye& «eble metûeer Fme Øekeâej ow - For Books : (1) Name of Writer, "Name of Book", Publication, Place of Publication, Year of Publication, Page Number/numbers. For Journals : (2) Name of Writer, "Title of Article", Name of Journal, Volume..., Issue..., Page Numbers. Web references : (7) iegpejeleer ceeoùece kesâ MeesOehe$e njske=â<cee (Harekrishna), šsjeheâewš Je Ce (Terafont Varun), šsjeheâewš DeekeâeMe (Terafont Aaksah) cew šef&he keâjjeekeâj hespeceskeâj 6.5 cew Yespes pee mekeâles nq~ (8) MeesOehe$e keâer meeheäškeâe@heer efjmeûe& efuebkeâ kesâ F&-cesue DeeF&[er researchlink@yahoo.co.in hej Yespeves kesâ yeeo ne@[&keâe@heer, MeesOehe$e kesâ ceewefuekeâ nesves kesâ Iees<eCee he$e kesâ meele nmlee#ej keâj efjmeûe& efuebkeâ kesâ keâeùee&ueùe keâes Øesef<ele keâjw~ efjmeûe& efuebkeâ keâer meomùelee keâe Megukeâ Yegieleeve je ^erùeke=âle yeqkeâew Éeje meeroes š^ebmeheâj Ùee pecee efkeâùee pee mekeâlee nw~ yeqkeâ keâe efjejejce efvecveevegmeej nwyeqkeâ : mšsš yeqkeâ Dee@heâ FefC[Ùee yeçebûe : Deesu[ heueeefmeùee, Fvoewj, keâes[ - SBIN Keeles keâe veece : efjmeûe& efuebkeâ, Keelee vebyej Yegieleeve keâer cetue jmeero, MeesOe-he$e SJeb meer[er kesâ meele keâeùee&ueùeerve heles hej Yespevee DeefveJeeÙe& nw~ Research Link - An International Journal Vol - XV (9) November

E nglish Literature. The Theory of Karma

E nglish Literature. The Theory of Karma Since March 2002 An International, Registered & Referred Monthly Journal : Research Link - 150, Vol - XV (7), September - 2016, Page No. 27-28 ISSN - 0973-1628 RNI - MPHIN-2002-7041 Impact Factor - 2015-2.782