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مولانا شاہ بدر الدین

مولانا شاہ بدرالدین

ابھی گزشتہ مہینہ کے معارف میں ہم نے حضرت امیر شریعت صوبہ بہار اور امارت شرعیہ صوبہ بہار کا تذکرہ کیا تھا، خیال میں بھی نہ تھا کہ اس کے ایک ہی مہینہ کے بعد ہم کو حضرت ممدوح کی دائمی مفارقت کا ماتم کرنا پڑے گا، حضرت مولانا شاہ بدرالدین سجادہ پھلواری اس عہد کے جنید و شبلیؒ تھے، ان کا زہد و ورع، نزاعت و ارتقاء، علم و عمل، صورت و سیرت، ہر چیز نمونۂ سلف تھی، کم و بیش چالیس برس تک یہ علم و عرفان کی شمع صوبۂ بہار میں روشن رہی اور اس کی روشنی دور دور تک پھیلتی رہی، ان کے شب و روز کے چوبیس گھنٹے ذکر و فکر اور مطالعۂ کتب کے سوا اور مشاغل میں کمتر صرف ہوتے تھے، ان کی نشست گاہ ایک کتب خانہ تھی، ان کے چاروں طرف کتابوں کا انبار لگا رہتا تھا اور اس کے بیچ میں یہ زندہ کتب خانہ جلوہ فرما رہتا تھا، اس عہد میں یہی ایک ہستی تھی جو ظاہر و باطن، علم و معرفت، حقیقت و شریعت کا مجمع البحرین تھی اور جس سے ہزاروں اور لاکھوں علم و معرفت کے پیاسے سیراب ہوتے رہتے ہیں، پھلواری کا سجادہ اس بزرگ ذات کی رونق افروزی سے چشمۂ خورشید تھا، افسوس کہ یہ آفتاب اب ہمیشہ کے لئے ڈوب گیا۔
وہ میرے والد مرحوم کے پیر بھائی تھے، دونوں مولانا شاہ علی حبیب صاحب قدس سرہ، سجادہ نشین پھلواری سے مستفید تھے، خاکسار کو آغاز عمر میں ۱۸۹۸؁ء میں پھلواری کی خانقاہ میں چند ماہ بسلسلۂ طلب علم والد ماجد مرحوم کے حسب ہدایت رہنے کا اتفاق ہوا تھا، اس وقت سے اخیر عمر تک اس ہیچمدان پر خاص نظر عنایت تھی، کبھی کبھی مکرمت ناموں سے سرفراز فرماتے، تو ’’اعزا خواں‘‘ کے...

قرآن كا سات حروف پر نازل ہونا

According to Hadith literature, the Quran is revealed in seven Ahruf, the plural of harf. Ahruf are distinct from Qira'at. This is a very momentous and lengthy topic, indeed, one of the most complicated discussions on the sciences of the Qur’an. It is very difficult to discuss it in full details in this work but the important things about it are being presented in this article. The first problem we face with this Hadith is what is meant by the Revelation of Qur’an on Seven “Ahruf”? We find a great deal of difference of opinion on this subject. Up to thirty five different views have been quoted by Ibn al-‘Arabi and others. Some of the popular views are quoted in this article. The context of these narrations indicates clearly that the word ‘seven’ does not denote an unspecified large number but it denotes the specific numerical value ‘seven’. Hence, in the light of these narrations this view (that seven means more than that) does not hold good and the majority of scholars reject it. In the vast collections of Hadiths, we do not find any mention of difference in the Qur’an other than that accounted for in “ahruf”. How then may we explain differences in reading and “ahruf”? I have not been able to find a satisfactory answer to this confusion with the advocates of this theory.

The Learning and Practising the Notion of Child Rights in a Lower Secondary Classroom

In a context like Pakistan children are usually prepared with unquestioning mind. They mostly remain unaware of their basic rights, which they deserve by the virtue of being human/children. It is assumed that rights are the notion that should be known by the courts and judges. This lack or absence of awareness about basic child rights results into violation, deprivation and humiliation towards them. This attitude can be observed at different stages such as society, family and school. It is my strong belief that schools and specially Social Studies teaching can play a significant role in educating children about their rights and the ways these rights can be ensured. Therefore this small-scale collaborative actions research study aimed at developing understanding and practicing the notion of child rights education. The study was conducted in a private community based school with one teacher of a lower secondary class. The study was conducted in a collaborative action research mode where the power relationship between the research participants were equally shared, we both were equal contribution towards each others' learning and both of us had a stake. The study began with a reconnaissance stage where we shared our existing understanding about child rights in our society and developed it further through various activities. We also tried to explore if it exist in our school. With this realizationthat child rights is a missing phenomenon in school, we designed a curriculum framework and strategies in the form of an action plan. The notion was then practiced in the classroom through variety of activities such as role-plays, stories, poster, indoor games and discussion on several issues. The implementation of these activities resulted into students' enhanced understanding about their rights and the way these rights are violated in our society. They also realized that they have certain responsibilities in order to take care of the rights of other children. The study was exciting as well as challenging for both of us. Exciting, because child rights was a new notion for every person involved in this study including teacher, the students and myself. Challenging because of the sensitivity involved in the very nature of the topic and issues related to collaborative work.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

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