Search from the Journals, Articles, and Headings
Advanced Search (Beta)
Loading...
Loading...
Loading...
Loading...
Loading...
Loading...

طاہر شادانی

طاہر شادانی(۱۹۱۶ء۔۱۹۷۰ء)کا اصل نام محمد صدیق ہے۔ شادانی پسرورپیدا ہوئے ۔آپ نے یونیورسٹی اورنٹیل کالج لاہور میں شادان بلگرامی اور حافظ محموود شیرانی سے کسبِ فیض حاصل کیا۔ ان کی ساری زندگی تعلیم وتعلم میں گزری۔ تعلیم سے فراغت کے بعد محکمہ تعلیم سے وابستہ ہو گئے۔ ۱۹۸۲ء میں سرکاری ملازمت سے سبکدوش ہوگئے۔ آپ نے ضیا محمد ضیا اور حفیظ صدیقی کی رفاقت میں پسرور میں حلقہ ارباب ذوق کے نام سے ادبی حلقہ قائم کیا۔ (۶۸۲)

طاہر شادانی نے اردو ادب میں شاعری کے ساتھ ساتھ تدوین اور ترجمے میں بھی گراں قدر خدمات سر انجام دی ہیں۔ آپ کا کلام ’’فنون‘‘ ،’’شام و سحر‘‘ ،’’اقرار‘‘ ،’’الہلال‘‘،تحریریں ،’’سیارہ‘‘،اور ’’شاخسار‘‘ کے علاوہ دیگر ملکی سطح کے رسائل و جرائد میں چھپتا رہا۔ آپ پنجاب ٹیکسٹ بورڈ لاہور سے بھی وابستہ رہے۔ اور چھٹی سے دسویں تک اردو کی درسی کتابیں مرتب کیں۔ اردو قواعد و انشا کے حوالے سے بھی شادانی نے علمی کتابیں تالیف کیں۔ آپ کا صرف ایک شعری مجموعہ’’شعلہ نمناک‘‘ ایوانِ ادب لاہور سے ۲۰۰۰ء میں ان کی زندگی میں شائع ہوا۔ ان کا بہت سا شعری کلام مختلف رسائل و جرائد میں بکھرا پڑا ہے۔

طاہر شادانی نے اپنے شعری مجموعے ’’شعلہ نمناک‘‘ کا آغاز حمدوں سے کیا ہے۔ لیکن شادانیؔ کی یہ حمدیں صرف روایت کاتتبع نہیں ہیں۔ حمد و نعت کی طرف ان کا ذہنی میلان ابتدا سے تھا۔ شادانی کی شاعری پر اقبال کے اثرات واضح طورپر محسوس کیے جا سکتے ہیں ۔ان کی حمدوں میں دعا کا وہی انداز ہے ۔جوا قبال کے ہاں ہے اقبال نے اپنی نظم دعا میں اﷲ سے نیک انسان بننے کی دعا مانگی ہے۔

لب پہ آتی ہے دعا بن کے تمنا میری

 

کُتبِ اُصول حدیث اکیسویں صدی میں ؛ایک تعارفی جائزہ An Introductory Review of the Books written on ‘Usūl e Ḥadīth in 2ist Century

Muslims are a unique nation in the world who have shown unparalleled activism in preserving their sayings and relics. Caution was in view from day one. The simple precautionary measures taken in the early days later took the form of theology. In the beginning, the principles and rules of this knowledge did not exist in a disciplined form, although the scholars of Muḥaddithin adhered to the basic principles of this knowledge from the very beginning. However, references to these principles were to be found in the books of the pious. In the 4th Hijri, the scholars of Muhaddithin compiled the previous scattered work on the art of the principle of Ḥadith. Now these comprehensive definitions and terms are before us in a systematic and disciplined form in the books of ‘Usūl e Ḥadīth. In this short essay, the definition and necessity and importance of Hadith and ‘Usūl e Ḥadīth have been highlighted and also an introductory review of books written on ‘Usūl e Ḥadīth th and their authors and authors has been presented. Which indicates this. How strict were the rules and regulations of the Muslim Ummah for examining the authenticity and text of the Holy Hadith and how did they separate the authentic, weak and subject matter of the hadiths and write their separate books? And how hard they have worked to promote art.

Mathematics Teachers Selection and Use of Instructional Materials

The purpose of the study was to investigate how secondary school mathematics teachers select and use instructional materials. It was a qualitative study. The data were collected through observation, interview and document analysis. Instructional materials play an important role in school curriculum as they contain the content of a subject matter. Often teachers look at instructional materials, such as textbooks as curriculum. However, the instructional materials alone do not build the curriculum. It is the encounter between teachers, instructional materials and students that brings about the enacted curriculum. The findings of the study showed that teachers' selection of instructional materials took place mainly at the school level and the departmental level. At the classroom level the teachers' autonomy concerning selection of material was found limited and was concerned with the how of teaching only. The classroom teaching was found more textbook directed. The teachers' selection of the content was selective and was influenced by several factors such as instructional time, syllabus, beliefs about teaching and learning, and beliefs about technology. The study also identified several issues related to teachers' selection and use of instructional materials. Teachers' selection was guided by cognitive, syllabus and management concerns. However their analysis did not go beyond to broader sociological issues, for example, gender bias, which was reinforced by the teachers' unawareness of the issues. Design errors appeared to be another issue whereby the teachers were not concerned with precisions, which could be the possible sources of student misconceptions. Based on the findings the study suggests that the departmental plans and decisions should be more flexible and give teachers autonomy in selecting instructional materials within their classrooms. It also suggests that the teacher development programs should pay more attention to enabling teachers to analyze the instructional materials for content as well as for sociological issues imbedded in them.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

Join our Whatsapp Channel to get regular updates.