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ثناء اﷲ امرتسری

مولانا ثناء اﷲ امرتسری
۱۵؍ اگست ۴۷؁ھ کے بعد مشرقی پنجاب کے مسلمانوں پر جو قیامت گزری، اس کی تاریخ قیامت تک ناقابل فراموش رہے گی، مسلمانوں کے لئے یہ سانحہ کتنا حسرتناک ہے کہ اب امرتسر سے لے کر دلّی کے کناروں تک ساری مسجدیں بے چراغ خانقاہیں سونی، مدرسے بے نشان اور کتب خانے ویران ہوگئے، اسی حادثہ میں مولانا ابوالوفا ثناء اﷲ صاحب امرتسری کے صاحبزادہ عطاء اﷲ سنا ہے بحالت نماز شہید ہوئے، ان کا کتب خانہ لٹ گیا اور وہ خود مع خاندان بہ ہزار خرابی گوجرانوالہ پہنچے اور اب خبر آئی ہے کہ انہوں ۱۶؍ مارچ ۱۹۴۸؁ء کو بعارضۂ فالج وفات پائی، اِنَّا لِلّٰہِ وَ اِنَّا اِلَیْہِ رَاجِعُوْنَ۔
مولانا ہندوستان کے مشاہیر علماء میں تھے، فن مناظرہ کے امام تھے، خوش بیان مقرر تھے، متعدد تصانیف کے مصنف تھے، مذہباً اہلحدیث تھے اور اخبار اہلحدیث کے اڈیٹر تھے، قومی سیاسیات کی مجلسوں میں کبھی کبھی شریک ہوتے تھے۔
مرحوم سے مجھے نیاز اپنی طالب علمی ہی سے تھا، وہ سال میں ایک دو دفعہ ہندوستان کے مختلف شہروں میں آتے جاتے لکھنؤ آتے تھے اور دارالعلوم ندوہ میں تشریف لاکر احباب سے ملتے تھے، اسی سلسلہ میں مجھے بھی نیاز حاصل ہوا، ایک دفعہ کا واقعہ ہے کہ مرحوم مدرسہ میں تشریف لائے، میں درس میں تھا، ان کو آتا دیکھ کر ان کی طرف لپکا، مگر مرحوم نے میرے بجائے سبقت استاذی شمس العلماء مولانا حفیظ اﷲ صاحبؒ کی طرف کی اور حدیث کا یہ ٹکڑا پڑھا۔ کبِّرالکبُر یعنی بڑے کو بڑائی دو۔
مرحوم ندوہ کے رکن بھی اکثر رہے، بلکہ خود ان کے بقول ندوہ کانپور میں ان کی دستار بندی ہی کے جلسہ میں پیدا ہوا، مرحوم نے ابتدائی تعلیم کے بعد کچھ دنوں مدرسہ دیوبند میں پڑھا، پھر وہ کانپور آکر مدرسہ فیض عام میں داخل ہوئے...

From Jihad to Salam in Pursuit of Political Change: A Perspective based on Qur’ānic Sources

The political reality of many countries in the Muslim World is untenable and reforms and change is absolutely necessary. This article argues that use of force and violence for political change is making things worse as one can witness in Syria and Iraq. The article advances a Qur’ānic perspective on the desirability of peace as a goal and peaceful means as instruments of change. The article acknowledges that the Qur’ānic sanction for use of force to defend religious freedom prcludes the advocacy of pacifism but nevertheless the article does make a strong case for privileging peace over use of force.

Facilitating Teachers to Enquiry in Social Studies Classrooms

The aim of Social Studies education is to develop democratic citizens. The current teaching and learning practices in Social Studies classrooms in Pakistani schools are not meeting the aims of Social Studies education due to the transmission mode of teaching. Consequently, it has failed to develop the necessary knowledge, skills and disposition which are prerequisitse for democratic citizenship. The reasons for this state of Social Studies education are: firstly, teachers lack of knowledge about effective approaches of teaching and learning this subject; a and secondly, in the case of teachers' knowledge, use does not fully materialize in the classroom, as in spite of their exposure to the theory, they have little support in converting it into effective practice. This action research project was conducted with two Social Studies teachers teaching the said subject in a private English medium secondary school. The major purpose of this study was to enhance my own understanding and practices of the process of facilitating teachers to use the enquiry strategy in their classrooms, with the aim to develop teachers' knowledge, skills and attitudes, so that the objective of teaching and learning Social Studies could be realized. In the process of facilitating teachers to use the enquiry strategy at their workplace, I employed coaching with the view that it can be an effective strategy, particularly in facilitating experienced teachers' learning. I first introduced the teachers to the theory and process of enquiry strategy by conducting a session on enquiry with them. In the light of the reflections on the session, I further engaged the teachers in joint planning to prepare them to use the enquiry approach. However, I realized that one teacher was dominating the sessions; and furthermore, their needs and realities were distinct. Therefore, from then onwards, I facilitated the teachers individually by engaging each one separately in preparing lessons and supporting them in actualizing the plans. Moreover, I demonstrated to them certain stages and activities, whenever I found the teachers perplexed and confused. Teaching was followed by engaging the teachers in post-lesson discussions, during which I encouraged them to reflect on the process, issues, and critical incidents of the instruction and provided them constructive feedback for further improvement. The study found that the teachers' learning could be enhanced at their workplace by engaging them in planning, asking critical questions, challenging their assumptions and beliefs, supporting them in the real classrooms through demonstration/ modeling, where
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