الف۔ اشخاص:
سیالکوٹ کی مٹی بڑی زرخیز اور مردم خیز ہے۔سر زمینِ سیالکوٹ نے علم و ادب اور فنونِ لطیفہ کے میدانوں میں گراں قدر خدمات سر انجام دی ہیں۔سیالکوٹ کی علمی و ادبی اہمیت مسلمہ ہے۔ہر دور میں خواہ وہ ہندو راج ہو یا مغلیہ راج یا انگریز راج سیالکوٹ نے ہر دور میں علمی و ادبی مرکز کے حوالے سے اپنی شناخت قائم رکھی ہے۔یہاں سے بہت سی نامور روحانی اور علمی و ادبی شخصیات نے جنم لیاہے اور بعض نے یہاں کی روحانی اور علمی وا دبی شخصیات سے فیض حاصل کیا ہے۔
اطہر سلیمی کی تحقیق کے مطابق سیالکوٹ قبل مسیح بھی ایک عظیم تعلیمی مرکز تھا وہ اس حوالے سے رقم طراز ہیں:
۷۰۰ق م سے ۶۰۰ ق م تک یہ اتنا عظیم تعلیمی مرکز بن چکا تھا کہ بنارس کے شہزادے بھی حصول علم کے لیے یہاں آتے تھے۔(۵۹)
مغلیہ عہد حکومت میں سیالکوٹ برصغیر پاک و ہند کے علمی مراکز میں سے ایک اہم علمی مرکز تھا۔خاص طور پر ملاّ کمال کشمیری(م ۱۰۱۷ھ) اورا ن کے شاگر د ملا عبدالحکیم سیالکوٹی کے مکاتیب نے بڑی شہرت پائی۔جہاں ملک اور بیرون ملک کے دور دراز گوشوں سے طالبان علم کھنچے چلے آتے تھے ۔اس زمانے میں سیالکوٹ میں نامی گرامی علما کا اجتماع رہا کرتا تھا۔(۶۰)
اکبر کے زمانے میں حضرت شاہ حمزہ غوث بڑے متقی بزرگ اور پرہیز گار گزرے ہیں ۔اکبر بادشاہ بھی سیالکوٹ آتا آپ کی صحبت میں ضرور حاضر ہوتا اور آپ کے کارناموں کی وجہ سے آپ کے لیے بہت بڑی جاگیر مقرر کی تھی۔حمزہ غوث آپ ہی کی جاگیر پر آباد ہے اس محلہ میں آپ کا مزار اور چلہ گاہ موجود ہے۔
Hadith and Science of Hadith are the terms used by specialists of Hadith known as Mohaditeen. A hadith is a recorded statement, action or approval of the Prophet Muhammad (S.A.W). It is considered as the second primary source of Islamic law after Quran. It is also a part of revelation. Prophet Muhammad (S.A.W) described it through his words. The science of hadith examplifies the principles with which a specialist in the field of Hadith evaluates the authenticity and accuracy of narrations. In the past there were two specific and developmental stages for the Books of Hadith terminology. In its 1st stage, the Scholars focused on the compilation of the statements of earlier scholars, quoting the expressions they had used without evaluating those terms or suggesting terms applicable to those expressions. This methodology was adopted by the earlier scholars such as Yaḥyā ibn Ma`īn, `Alī ibn al-Madīnī, Muslim ibn al-Ḥajjāj, and Al – Tirmidi. In the second period the Authors cited the quoted statements of the earlier works and began the collection and codification of relevant terms. In this period, the specific Principles were established. Examples of books authored in this manner are: Ma`rifah `Ulūm al-Ḥadīth by al-Ḥākim, Al-Kifāyah by al-Khaṭīb alBaghdādī and the Introduction of Ibn al-Ṣalāḥ. In this article the two major types of science of Hadith have been mentioned, Rewayat-ul-Hadith and Derayat-ulHadith. Its definition and historical background has been described.
Teaching – learning is an inclusive process involving many factors like motivation, intelligence, memory, interest, creativity etc. Some of the recently focused such factors are learning styles and emotional intelligence. Learning style refers to an individual’s preferred mode of acquiring knowledge. Similarly, emotional intelligence denotes a person’s capacity to asses, use and manage personal and others’ emotions. Both of these constructs are vital to learning and achievement. Individuals are different with respect to their learning styles and levels of emotional intelligence. Preferring a specific mode of learning reveals emotions of liking for it. Apparently, these constructs seem to be related as both involve emotions and cognition. This study attempted to highlight the distribution of learning styles and emotional intelligence of the university students along with determining the existence, nature and degree of relationship between them. The theoretical framework was taken from the FelderSilverman Model of Learning Styles (1988) and Davis, Stankov and Roberts’ (1998) conception of emotional intelligence. The objectives of this enquiry were: (1) To identify different learning styles of university students on gender bases, (2) To compare learning styles across disciplines, (3) To determine the levels of emotional intelligence of university students on gender bases, (4) To compare emotional intelligence across disciplines and (5) To find the relationship between learning styles and emotional intelligence. It was a descriptive-correlational enquiry which involved collection of quantitative data through a survey. The population of the study was consist of students of all five faculties of Abdul Wali Khan University Mardan. The cluster sampling technique was used to collect data from the final year students of the 15 selected departments under five faculties. The data were assembled through two standardized tools. The Index of Learning Styles (ILS, Felder & Spurlin, n.d.) was used to ascertain learning styles while Wong and Law Emotional Intelligence Scale (WLEIS, Wong & Law, 2002) was exercised to establish the levels of emotional intelligence. Prior to administering, these tools were passed through validity and reliability in the local context through pilot testing. Afterwards, these tools were dispensed to the sampled learners. The collected data were analyzed by means of percentage, mean, t-test, ANOVA, Tukey test and correlation. The findings revealed that visual, sensing and active styles of learning were highly preferred. In terms of emotional intelligence, majority of the students excelled on ‘self-emotion appraisal’ and fall behind on ‘regulation of emotion.’ In addition, female students subjugated all components of emotional intelligence. Moreover, significant differences of learning styles and emotional intelligence were indicated across gender and disciplines. The ttest findings revealed that female students were significantly superior (t (826) = - 2.135, р = .033 < .05) to male students on visual – verbal facet. Likewise, on emotional intelligence, female students were also meaningfully superior to male students on ‘self-emotion appraisal’ (t (826) = -2.475, р = 0.014 < 0.05) and ‘overall emotional intelligence’ (t (826) = -2.058, р = 0.04 < 0.05). In terms of relationship, the findings implied lower levels of correlations in general. Generally, the active – reflective and visual – verbal aspects of learning styles indicated low positive while sensing – intuitive aspect implied low negative association with the various facets of emotional intelligence. In terms of recommendations, the study suggested the improvement of curricula keeping in view the learning styles and emotional intelligence of the students. Also, the weak area of emotional intelligence, particularly ‘regulation of emotion’ has been addressed for improvement. In addition, new venues for research were also suggested. This study has wide implications for teachers, curriculum designers, students, educational psychologists and researchers.