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مولانا حافظ احمد سعید دہلوی

مولانا حافظ احمد سعید دہلوی
قلم یہیں تک پہنچا تھا کہ اچانک مولانا حافظ احمد سعید صاحب دہلوی کی وفات حسرت آیات کی اطلاع ملی۔اناﷲ وانا الیہ راجعون۔مولانا جمعیۃ العلمائے ہند کے بانیوں میں سے تھے اوراس کے پہلے جنرل سیکرٹری تھے۔ اس حیثیت سے انھوں نے ملک میں دورے کیے اورجگہ جگہ تقریریں کیں،یہ زمانہ تحریک خلافت کے شباب کازمانہ تھا۔مولانا کی تقریروں نے دھوم مچا دی اوربچہ بچہ کی زبان پران کانام تھا۔دلّی کی ٹکسالی زبان بولتے اوراسی میں گھنٹوں خاص لب ولہجہ کے ساتھ تقریر کرتے تھے۔اس لیے اُن کی گفتگو اورتقریر دونوں اس قدر شیریں اورشگفتہ ہوتی تھیں کہ بس ’’وہ کہیں اورسُنا کرے کوئی‘‘۔ قرآن مجید کے بہت اچھے حافظ تھے اوراُس کے ساتھ بڑا شغف رکھتے تھے۔نہایت آسان زبان میں قرآن کاترجمہ وتفسیر لکھ رہے تھے جو غالباً پایۂ تکمیل کو پہنچ گئی ہے۔ دینیات پرمتعدد کتابیں بھی ان کی یادگار ہیں۔ متعدد بارحریت وطن کی راہ میں جیل گئے۔ طبعاً بے حد خلیق، ملنسار، خوش طبع اوربڑے بذلہ سنج بزرگ تھے۔ اگرچہ ادھر دوبرس سے جمعیتہ کے صدر تھے لیکن چند درچند عوارض واسقام کے باعث برسوں سے گوشہ نشین ہوگئے تھے۔دلی سے باہر کے لوگ اُن کی تقریر سننے کو ترستے تھے مگرانھوں نے سفر کرنا بالکل ترک کردیا تھا۔عجب باغ وبہار انسان تھے۔ان کا فقرہ فقرہ زبان کی لطافت ونفاست کامرقع ہوتا تھا۔دلّی وہ دلّی ہی نہیں رہی ہے۔ اب ایسے بزرگ کہاں ملیں گے؟کل من علیھا فان ویبقیٰ وجہ ربک ذوالجلال والاکرام۔ اﷲ تعالیٰ کروٹ کروٹ جنت نصیب اورصدیقین وشہدا کامقام جلیل عطافرمائے۔آمین [دسمبر۱۹۵۹ء]

 

علاقة الذات بالصفات الإلهية في فكر محيى الدين بن عربي

The Oneness of Allah is the most important belief in the Islamic faith. Allah SWT is one in His Self, His attributes, and His acts. His self is neither composite nor divisible in any way. The effort to understand how the unity and uniqueness of God is compatible with the diversity of His attributes produced many explanations and doctrines throughout the Islamic History. The most famous doctrine is the Asha’riah position, that the attributes neither identical to the self of Allah nor different from it. The Mutazilah deny the divine qualities in order to maintain the unity of God. This article attempts to explain the position taken on this question by Muhyiddin Ibn Arabi – one of the most famous Sufi scholars. He tried to resolve the problem in his own way, based on his conception of “nisab”.

Myth or Reality: Exploring Teachers Understanding of Teacher Leadership Roles in a Pakistani School

This qualitative case study was designed to explore the teachers' understanding of teacher leadership roles in a Pakistani school. Their understanding of teacher leadership roles were explored in relation to their views, practices and professional roles within the school context. The study was conducted in a school and two female teachers participated in it. The data collection processes involved semi-structured interviews, document analysis and observations inside and outside of the classroom. Their interactions with pedagogy and students inside the classroom and their interactions with parents and colleagues outside the classroom was the focus of observation. The findings indicate the teachers' understanding of teacher leadership roles within the school context, as leading school activities and colleagues was their ultimate goal. The study found that both the teachers continuously improved their personal, interpersonal and professional capacities while interacting with the context. Teachers were found autonomous in their instructional strategies in their respective classrooms. Teachers' instructional leadership roles and their relationship with students were found to be rooted into their personal beliefs of knowledge, learning and experiences. The study also found that teachers' own outlook of students' behaviour and their beliefs about learning determined their own relationship with students. The two teachers defined teacher leadership in a hierarchical fashion. In this vertical order of leadership, the headteacher and teachers with formal roles such as deputy headteacher, coordinators, alternate coordinators and teachers formed the chain of leaders. In this top-down chain of leadership, classroom teachers were placed at the bottom. The study reveals that the teachers viewed parents' involvement crucial for their children education, but their emphasis on parental involvement was limited only to academic affairs. The study also suggests that the scope of leadership of teachers with formal positions (coordinator) is broader and wider than those who possess less formal positions such as alternate coordinator. In short, the teachers' understanding of teacher leadership is different in terms of its scope, but both the teachers understand teachers as leaders. The school context and teachers' early experiences provided them with motivation and opportunities to develop their capacities as teachers and teacher leaders.
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