Makhloot taleem koi akela masla nahi hai balkay yeh shobah taleem mein maghribi istaamari asraat ki pedawar bohot se masaail mein se aik hai. Taleem aik samaji amal hai aur samaji aqdaar taleem ke nazriye aur taleemi amal ko mutasir karti hain. Hum tasleem karein ya na karein lekin hum zehni aur amali tor par secular aqdaar, secular nazriyat aur secular afaal par amal peera hain aur is mein koi istisna nahi. Daftar ka mister ho ya masjid ka maulvi zubaan se kuch bhi kahain amali tor par sab secular hain. Yani unka deen ka khana alag hai aur dunya ka khana alag. Hukoomat jo ijtimaat ka mazhar hoti hai woh deen ki madakhilat pasand nahi karti aur ahl-e-masjid aur madarsa jo deen Islam ki numaindgi aur izhar ka dawa karte hain woh hukoomat ki madakhilat ko bardasht karne ko tayar nahi. Yeh jo kuch kaha gaya, natija hai maghribi istiamaari asraat ka jo hamari zindagi ka hissa ban chuke hain. Sigmund Freud aur doosre maghribi mahireen nafsiyat insaan ki zindagi ke taqreeban teen chothai amal aur faislon ko us ke la shaoor aur tehath al-shaoor ka karnama samajhte hain jab ke Islam insani zindagi ke tamam kaamon ko shaoori aur iradi amal se wabasta qarar deta hai. Is tarah tasawwur-e-insan aur tasawwur-e-hayat ka bunyadi farq taleem ke har shobah mein numaya hota hai. Pakistani faislah saazon ka asal masla un ki woh fikri aur zehni maroobi hai jis ki bina par woh ladini maghribi tasawwur-e-ilm aur tasawwur-e-taleem ke itne aadi ho chuke hain ke woh un ke fikri sanchon se nikalna bhi chahain toh baa asani nahi nikal sakte, lekin asal masla is se bhi ghambeer hai ke woh maghribi fikri sanchon se nikalna hi nahi chahte kyun ke woh usay hi taraqqi ki ma'araj samajhte hain. Ek Algeria ke mufakkir Malik Bennabi ne is soorat-e-haal ko yun bayan kiya hai ke "mehkoomana zehniet, mehroomi se bhi zyada khatarnak hoti hai". Badqismati se hamara nizam-e-taleem secularism, materialism aur hedonism ke arkaan-e-sulasa par iman bila ghaib laane ka natija hai jo maghrib ke neo-colonialism ka mahasal hain. Hamare naam nahad danishwar aur faisla sazi par faaiz maqtdra oopar bayan kiye gaye azmaz (Isims) ko hi insani fikr aur muashrah ki taraqqi aur irtiqaa ki bunyad samajhte hain aur har woh fikr jo in azmon se takraati hai usay qadamati pasandi aur rawayat par sati qarar dete hain. Kisi mulk ya muashray ka nizam-e-taleem sirf yeh nahi hai ke aap ne nisab kya wazah kiya hai aur aap kitaabein kaun si parh rahe hain aur mukhtalif darajat mein talba ke ikhtitami imtehanat kaise lete hain balkay kuch aur amoor bhi nizam-e-taleem ka bunyadi hissa hain, yani aap taleem kaun si zabaan mein dete hain, aap taleemi idaroon mein kis tarah ki nisabi aur ghair nisabi sargarmiyan tarteeb dete hain, talba o talibat ki akhlaqi tarbiyat aur shakhsiyat ki nashwonuma ke liye kya policies wazah karte hain, taleemi idaray ke mahol ko kis sanchay mein dha lete hain, naiz aap larkon aur larkiyon ki sanfi zarooriyat puri karne ka kya ihtemam karte hain. Makhloot taleem yani (Co-Education) ya (No Co-Education).an ka talluq oopar bayan kiye gaye tamam amoor se hai. Goya makhloot taleem ya (Co-Education) koi alehda ishu (Isolated Issue) nahi hai balkay nizaam taleem ka asasi ishu hai jis ka faisla us zehniyat mein hota hai jo zehniyat faisla sazi ke maqam par faiz hai. Bad qismati se faisla sazi ke maqam par faiz zehniyat (jaisa ke bayan kiya ja chuka hai) mahkoom zehniyat hai jo kaghzi azadi ke bawajood fikri azadi se mehroom aur hameet-e-Islami se tehi daaman hai. Pakistan ka nizaam-e-taleem secular hai islami nahi hai Co-Education yaani ladkon aur ladkiyon ki makhloot taleem deeni nuqta nigaah se mukammal tor par naqabil-e-qabool hai aur is silsile mein bohot zyada dalail dene ki zaroorat nahi bas itna keh dena hi kafi hai ke Allah aur Allah ke rasool ne mard aur aurat ke azadana ikhtilat ko napasand farmaya hai. Nez chunkeh taleem zindagi ke mufawidah rol moasar tor par ada karne ke liye tayar karti hai aur islam ki roh se mard aur aurat ke life roles mukhtalif hain is liye un ki taleem bhi mukhtalif aur alehda mahool mein honi chahiye. Aap heran honge ke sirf islam hi nahi aisaiyat bhi shayad makhloot taleem ki ejazat nahi deti. Ab to pata nahi ke kya surate hal ho. 1983 mein mein ne ek saal UNESCO fellowship ke tehath Australia mein guzara. Wahan taleemi idaroon ki do streams thi, sarkari taleemi idaray aur church ke taleemi idaray. Sarkari taleemi idaroon mein to makhloot taleem thi hatta ke university level par hostel bhi makhloot the jab ke church ke taleemi idaray mein makhloot taleem nahi thi aur lutf ki baat ye hai ke church ke taleemi idaray ma'arif-e-taleem ke lehaaz se barter aur ashrafiya ke pasandida tar idaray the. Jaisa ke hum keh chuke hain ke islami muashra mein makhloot taleem ki koi gunjaish nahi isi tarah doosre aasmani mazahib (agar ke in mein bohot tahreefaten ho chuki hain) bashmul eisayat aur yahoodiyat makhloot taleem ke nazriati aur amli dono pehluon se mukhalif hain. Hum yahan ek aise eisayi aalim ka nuqta nigaah pesh karte hain jo taleem ke shuba mein wasee nazar rakhta hai aur Vatican ke namainde ke tor par makhloot taleem ki mukhalifat karta hai. John Micklecki namai ye eisayi aalim jo kuch kehta hai uska khulasa husb-e-zail hai. Khandani nizam aur mukhtalif asnaaf ke bahmi talluqat mein kuch bunyadi gur bar ho gayi hai maslan kabhi koi yeh tasawwur kar sakta tha ke tamam yorpi qawam ki namainda yorpiyan parliament ye tajwez de gi ke hum jinsi (Homosexual) talluqat ko qanooni shadi ke barabar tasleem kiya jaye. Hum dekhte hain ke aaurat, aurat ki tarah ka rawiya nahi rakhti. Mard, mard ki tarah ka rawiya nahi rakhta aur khandan ka shiraza pehle ki tarah nahi raha. Khandan jo tehzeeb tamadun ki ikai thi aur jo insani sharaf ki namaindgi karta tha ab use ek matruok aur rajat pasand tasawwur bana diya gaya hai. Humein in masail ke hawale se bunyadi tor par nizaam-e-taleem par ghor karna hoga jo insan sazi ka bunyadi aala hai. Woh likhta hai ke America ke public education system mein awail umri se akhlaqi aqdaar ki nafi bilkul aizhar man alshams hai. California department of education ke aik survey ke mutabiq 1940 mein shoba taleem ke baray baray masail ye the. Bari ka khayal na rakhna, Chyong GumChbate rehna, shor machana, ka read war mein dorre phirna, qataar torrna, uniform ke mutabiq munasib libaas nah pehnna, kora cricket phelana waghera. 1980 tak akhlaqi zabita dramayi tor par badal chuka tha jiska 1940 mein tasawur bhi nahin ho sakta tha. 1980 aur is ke baad ke rawayon mein inhiraf ki surat ye thi Drug ka istemal, sharab ka be mehba istemal, qabal az shadi hamal, khudkushi, zina bil jabr, dakka zani aur tashadud. 1994 ki inhirafi fehrist mein jo kharabiyan shamil hui thin un mein balatarb mein schools mein bandooq zani, jinsi harass, aur muntaqil hone wali jinsi bimariyon mein be tahasha ziadti. Ye musannif sawal karta hai ke kis amal ne muashrati tanazul ko hawa di hai? Mana hamal adwiyaat ke istemal mein ziadti kis wajah se hui hai? Talaaq ki sharah kyun barh gayi hai? Bachon ke sath ziadti ke waqeat kyun ho rahe hain? Kasirul afradi taalluqat ki wajah kya hai? Mardon ki aapas mein aur aurton ki aapas mein jinsi taalluqat ki wajah kya hai? Par tashadud jurm kyun barh gaye hain? Fahash literature ki kasrat kis wajah se hai? Musannif in tamam kharabiyon ki wajah fitri qawaneen se rogurdani qarar deta hai. Woh fitri qawaneen jo mard aur zan ke un ke fitri rol ki wazahat karte hain aur jise hamari society taraqi aur liberalsm ke naam par pas e pusht daley huye hai. Woh kehta hai ke in fitri qawaneen ki khilaf warzi ka aghaz taleemi idaroon se hota hai jahan makhloot taleem hai aur phir makhloot taleem ke ye bure asar pore masahray mein phelte hain aur jin ka koi ilaj nahi siwaye is ke ke jad yaani makhloot taleem ko khatam kiya jaye. Mazkoorah musannif makhloot taleem ke hawale se liberals ke tamam dalail ko mustard karta hai aur kehta hai ke (Teen Age Sex), Teen Age Pregnancy, AIDS, khandaan ka inteshar be tahasha, infiradi nafsiati amraz, mashray mein phelne wale be baap ke bachey aur is tarah ki be shumar samaji kharabiyon ki awwalin zimmedar taleemi idaroon mein makhloot taleem hai. Woh kehta hai ke qudrat ne mard aur zan ke darmiyan mukammal yakjehti ki sirf shadi ki surat mein ijaazat di hai ya phir rishton ke lehaaz se zaroorat ke mutabiq qareeb honay ka rasta diya hai. Kisi aur lehaaz se mard aur zan ka ikattha hona khaliq ki marzi ke khilaf hai aur us ki khilaf warzi nuksan deh hai. Zara andaza farmaye ke kis tarah ek eesai aalim mard aur zan ke ikhtilat ko napasand qarar de raha hai aur aalim bhi woh jo hamare liberals ke pasandida mulk America se talluq rakhta hai. Yahan hum ek musalman danishwar ka nuqta nigaah zara tafseel se bayan karte hain "Aahan gar Muhammad Sami ne makhloot taleem par ek fikr angaiz mazmoon likha jiska khulasa zail mein pesh kya jata hai" Maghribi tehzeeb ki lanaton mein ek lanat jis se miyar-e-taleem tabah ho raha hai woh hai makhloot taleem. Islami muashray mein makhloot taleem ka tasawur ek muanidana tasawur hai jise kisi surat qubool nahi kiya ja sakta.ta. makhloot taleem ka yeh nizaam beeswi sadi ke aghaaz mein Scotland mein shuru hua baad mein England ke kayi aik sarkari aur private taleemi idaroon ne is system ko ikhtiyaar kar liya. tehreek niswan ke karkunon ne 1950 se makhloot taleem ke tauseei tasawur ko aage barhana shuru kar diya ta ke nah sirf mard aur aurat kaam ki jagahon par raan se raan mila kar baithen balkay schoolon mein bhi larkon aur larkiyon ke jabra aur gaal aapas mein takraayein. fi zamanah Islami dunya mein bohot si NGOs ne yeh zimmedari uthai hai jo maghribi fund nigaah se makhloot taleem ko barhaane mein masroof hain. doosri taraf maghrib mein makhloot taleem ki tabahkariyon ko dekh kar kayi aik danishwaron ne single sex education ke haq mein raah hamwar karna shuru kar di hai. larkon aur larkiyon ko aik hi class room mein bitha kar jo nuqsaanat aur khatraat paida hote hain woh nafsiati bhi hain aur hayatiati bhi. mashhoor Islami scholar Ibn Hazm (wafat 456 hijri) apni kitab "Tohaf al-Hamamah" mein jo ke muhabbat kundgan ki nafsiyat ke baare mein hai makhloot majalis mein paida hone wale awariz ke silsile mein bayan karta hai ke woh Islami zindagi ke liye ajnabi aur un hone awariz hain neez mard-o-zan mein aise rawaye aur aisi nafsiyati kifayat paida karte hain jo pasandida nahi hoti. jadeed aur liberal soch walay logon ko shayad yeh baat sadgi aur satahi soch par mabni mehsoos ho lekin jadeed sciencei tehqiq bhi is tasawur ki maunat nahi karti hai. aik American musannif George Gilder apni kitab jis ka naam hai "Men and Marriage" mein likhta hai ke makhloot taleem mein parhne walay larkay aur larkiyan qabul az waqt bulughat ki stage ko pohanch jate hain. is hi tarah doctor Harriet Hannlan jo ke Virginia Technical University mein khawateen scientists hain unhone 284 larkon aur 224 larkiyon ke azahan ki sargarmiyon ka tajziya kiya jin ki umraen 6 mah se 16 saal tak thin. unhone natija nikala ke zehan ke woh marakiz jo zuban dani se mutalliq hain woh larkon ki nisbat larkiyon mein 6 saal tak ziada taraqqi yafta the is ke muqablay mein (Spatial Ability) yani makaani zehanat aur yaadashat ke hawale se larkay larkiyon se 4 saal aage the. yehi wajah hai ke larkon aur larkiyon ka zaban, riyazi aur jughrafiya nazara fuzuk ki taleem ki quality mukhtalif hoti hai. is hi tarah larkay apni ungliyon ka irtibat larkiyon ki nisbat 9 mah baad seekhte hain is ki wajah yeh hai ke larkon ki ungliyon ke aasab larkiyon ki ungliyon ke aasab ki nisbat baad mein nasho numa patte hain. haath ki ungliyon ka yeh asri irtibat drawing aur khush khatti seekhne mein ahem kirdar ada karta hai. sawal paida hota hai ke mukhtalif azahan aur mukhtalif salahiyaton ke hamil larkon aur larkiyon ko jab ke un ke mustaqbil ke life roles bhi mukhtalif hain aik hi chhat tale bitha kar aik tarah ki tadrees kis tarah munafiqana ho sakti hai is mein lazima kisi aik category ki haq talafi to hogi. yeh baat un logon ke sochne ki hai jo infardai insani haqooq aur insaf sab ke liye ke ilm baradar hain. yeh kehne ke baad ke Islam makhloot taleem ki ijazat nahi deta hum secular nukta nigah se bhi is ka jaeza le lete hain yeh jaeza hum teen char pehluon se lenge pehla hai psychological aspect (saiklojical pehlu)insaani nafsiyat ke shoba mein jadeed tareen tajziq humein larkon aur larkiyon ke infaradi ikhtilafat ki taraf tawajah mabzool karti hai. Larkon aur larkiyon ki physical development umar ke mukhtalif adwaar mein mukhtalif hoti hai. Unki zehni nashonuma ka pattern bhi mukhtalif hota hai. Larkon aur larkiyon ke Attitudes, Social Behavior, Aptitudes, Interests mukhtalif hote hain. Unke Developmental Tasks mein ikhtilaf hota hai. Agar hum jadeed nafsiyat ki tajziq par mabni yeh sab batein maan lein to larkon aur larkiyon ko ek hi class room mein bitha kar ek hi tarah ki Educational Treatment dena kisi ek sanf se lazmaan na insaafi ho gi. Sociological Pehlu (Sociological Aspect) Samaji tor par larkiyon aur larkon ke roles mukhtalif hain. Social relations mukhtalif hain samaji tor tareeqay mukhtalif hain socialization ke andaaz mukhtalif hain. Taleem samaji tarbiyat karti hai jab ke larkon aur larkiyon ki samaji zarooriyat, samaji rawayye aur samaji nashownuma ke tawaazun mukhtalif hain to ek chhat tale mixed taleem samaji nashownuma ke tawaazun ko pooray nahi kar sakti. Taleemi Pehlu (Educational Aspect) Yahan taleem se murad nisab aur tadrees nisab hai. Zindagi ke alag alag roles nibhane ke liye larkon aur larkiyon ke liye alag alag nisab ki zaroorat hai. Yeh tasleem ki nisab ke kuch hisse mushtark honge lekin in mushtark hisson mein bhi amli aur aitlaqi pehlu mein sanfi zarooriyat ke mutabiq farq rakhna pare ga. Baaz nisabi lawazimat mein amli aur aitlaqi pehlu aise honge jin ka byaan larkon aur larkiyon ki makhloot class mein mumkin nahi hoga. Doosra pehlu jo tadrees nisab yaani (Delivery of Curriculum) se hai iss mein bhi baaz oqat sanfi farq maloom hota hai. Biology, physiology aur psychology parhate hue kayi muqamat aah o fughan aise aate hain jahan ustaad ke liye makhloot class room mein khul kar baat karna mumkin nahi hota aur agar aisa kare to kam az kam Pakistan ki had tak class room ka mahaul pur taqaddus nahi rehta. Isi tarah agar koi idara akhlaqi aur sharai taleem aur tarbiyat ka dawa karta hai to larkon aur larkiyon ke ikatthe bithane mein ba maqsad baat nahi ki jasakti. Hum nisabi aur ghair nisabi sargarmiyon mein to larkon aur larkiyon ko ikatthe rak kar aisi sargarmiyan sar anjaam dena khullam khulla be hayaai ko dawat dene ke mutaradif hai jo badqismati se hamare bohot sare sarkari aur private taleemi idaron mein ho raha hai aur is ke nataij bhi samne arahe hain. Main yahan misaliN dena shuru kroon ga to shayad is makhloot mahol mein jo pardah dari ke sath makhloot hai mumkin nahi hoga. Makhloot taleem ke chand aik fawaid jo is ke hamy gunwate hain woh sirf yeh hain: 1. Makhloot taleem ka mahol larkon aur larkiyon mein bahami ittehad ka aik jazba paida krne mein muaawin banta hai. 2. Makhloot taleem ke idaray talba aur talibat ko haqeeqi dunya ke tajurbaat aur ahaal se roshanas krte hain. 3. Makhloot taleem sanfi musawat ke tasawur ko pura krne ka baais banti hai. 4. Makhloot taleem, taleemi masarif ke lehaz se maashi tor par zyada soud mand hai. Upar bayan kye gaye fawaid sirf secular zehan ko shayad appeal kren lekin qudrat ke qawaneen par nazar rakhne wala shakhs in fawaid ki haqiqat ko achi tarah janta hai aur agar yeh fawaid hon bhi to jo khatraat aur nuqsanat samne aate hain unke muqable mein in ki haqiqat baqi nahi rehti. Nuqsanat: 1. Makhloot taleem ka mahol talba aur talibat mein mutaliaati intishar (study distraction) ka baais banta hai. 2. Makhloot taleem mein jinsi masail janam le skte hain jin ka hm shuru ki sutoor mein byan kr chuke hain. 3. Hamari nazar mein makhloot taleem mashray par bhi aur fard par bhi bure asraat murattab krti hain. 4. Talibat ki taleemi haq talafi. Larkiyan fitratan sharmili tabiyat ki hoti hain is liye makhloot taleem mein in ki class participation mutasir hoti hai. 5. Makhloot taleem mein talba aur talibat zehni intishar ka shikar rehte hain jis se un ke taleemi maayari par bura asar pdta hai. 6. Khandani nizaam mutasir hota hai. Waliden ki grip dheeli pad jati hai. 7. Mojooda mahol mein jinsi be rah rawi be lagam ho jati hai. 8. Jinsi bulughat ka dorania jaldi shuru ho jata hai jis se kai aik masharti masail paida hote hain. 9. Mashra inteshar ka shikar ho jata hai. Talaq ki sharah barh jati hai tootay gharanon ke bach.ورت تعلیم کے مسائل۔Wat taaleem ke nataij jin ka hamare muashre ka samna hai. Makhloot taaleem aur waliden ka rawiya Ek zamana tha ke baaz waliden apni larkiyon ko university mein dakhil nahi karwa sakte thay ke wahan makhloot taaleem ka gand hoga. Khawateen university ke haq mein sab se zyada mazboot dalil yeh hoti thi ke aise waliden ki larkiyon ko bhi aala taaleem hasil karne ka haq milna chahiye jo makhloot taaleem pasand nahi karte lekin ab khawateen universityon ki achi tadad hone ke bawajood waliden ki woh muzahimat baqi nahi rahi. Hairat iss baat ki hai ke deen daar ka parcham buland kainat waliden ab buzur modern ko ulte education ke naam par ko education ko sare se bura nahi samajhte aur single sex education ke mauqe hone ke bawajood ko education ki taraf lapakte hain. Pas to chahiye kard Hamara muashra makhloot taaleem ki daldal mein mukammal tor par dhans chuka hai jabke maghrib mein is ke khilaf nafrat peda ho rahi hai. Shayad hum bhi khandani nizam aur samaji tanabana mukammal tabah karne ke baad hi lotain lekin kya hi acha hai ke musbat Islami soch rakne wala tabqa poore zor se is ke khilaf tehreek chalaye. Hukumat ko bhi is inhiraf se roka jaye aur waliden ko bhi makhloot taaleem ki tabahi karion se aaghah kiya jaye.