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مولانا مفتی محمد شفیع

مولانا مفتی محمد شفیع
ابھی پاکستان ریڈیو سے یہ خبر وحشت اثرمعلوم کرکے سخت صدمہ اور رنج ہوا کہ مولانا مفتی محمد شفیع صاحب کا قلب کی حرکت کے بند ہوجانے سے انتقال پُرملال ہوگیا۔ دارالعلوم دیوبند کے جو حضرات ِاساتذہ راقم الحروف کے بھی اساتذہ تھے، حضرت مفتی صاحب اُن کی آخری یادگار تھے، اب وہ بھی نہیں رہے۔ اِنَّالِلّٰہِ وَاِنَّا اِلَیْہِ رَاجِعُوْن۔
داغِ فراق صحبتِ شب کی جَلی ہوئی
اک شمع رہ گئی تھی سو وہ بھی خموش ہے
دیوبند میں دو خاندان علم وفضل اوردینی خدمات وفیوض کے اعتبارسے بہت نمایاں ہیں، ایک عثمانی اوردوسرا صدیقی۔ مفتی صاحب مرحوم اول الذکر خاندان کے گل سر سبد تھے۔ مولانا محمد یٰسین صاحب جودارالعلوم دیوبند میں درجۂ فارسی کے صدر المدرسین اور نہایت باکمال استاذ تھے، وہ آپ کے والدِ ماجد تھے۔ ۱۳۱۳ھ میں پیدا ہوئے، از اول تاآخر پوری تعلیم دارالعلوم میں پائی، ۱۳۳۵ھ میں فراغت پائی۔اس زمانہ میں دارالعلوم کاآفتاب جہاں تاب نقطۂ عروج پر تھا، اس بناء پر مفتی صاحب کواکابر علماء ومشائخ دیوبند سے استفادہ کا بہترین موقع ملا۔کہتے ہیں چراغ سے چراغ روشن ہوتا ہے، لیکن جہاں علم و عمل کے چند در چند شمع ہاے روشن مصروف انجمن آرائی ہوں تواُن کی فیض رسانی کا عالم کیا ہوگا! ذہانت، ذوق، علم وجستجو اورمحنت وکاوش کاملکہ خداداد تھا اس لیے مفتی صاحب جب فارغ ہوئے تودارالعلوم کے قابلِ فخر فرزند تھے۔ فراغت کے بعد حضرت مولانا مفتی ۔۔؟ الرحمن صاحب عثمانیؒ کی نگرانی اورتربیت کے زیرِ سایہ دارالافتاء میں ؟کام کیا اور درس وتدریس کی خدمت بھی انجام دی، یہاں تک کہ دونوں شعبوں میں ؟نام پیدا کیا، اوراب خود اکابرِ دیوبند میں اُن کا شمار ہونے لگا۔ اگرچہ تمام علوم وفنون متداولہ میں پختہ اور ٹھوس استعداد کے مالک تھے ،لیکن خاص فن فقہ تھا اور اس مناسبت سے تفقہ...

ڈیرہ غازی خان کی مذہبی و معاشرتی زندگی میں صوفیا کرام کی تعلیمات کے اثرات

Islam is the religion of peace and love for the humanity. It always ordered to his followers to treat other with kind and tolerance. The Holy prophet always proved himself the prophet of mercy as the Holy Quran Said, but we sent you as a mercy to the worlds. Islam spread through politeness. In Subcontinent the advent of Islam is a great achievement of the noble saints and sufis. D۔G Khan which was a purely Hindu area in the past and the several sufis came to this part of Punjab in the initial stage of Islam. They played glorious role in the advent of Islam in the region. Sufism is a deter-mine effort towards unity. His main purpose is to bring humanity close with one another, separated as it is into so many different units, closer together in the deeper understanding of life. The main task is to bring about brotherhood among races, nations and faiths and to respect one another's faith, scripture and teacher. Sufi is to confer Sympathy on these lives, to impart Love, Compassion and Kindhearted-ness on all creations. The Sufi message is the resonance of the same Divine message which has always come and will always come to inform humanity. This research paper highlights the services of sufis who influenced on socio religious life of the people of D۔G Khan. 

Understanding Inquiry Teaching in a Biology Classroom at the Secondary Level in a Private School in Karachi

The most common method of teaching genetics in Pakistani schools is through lecturing. This kind of teaching does not help students to gain in-depth understanding of the subject matter as a result students understand the subject matter at ‘knowledge’ level but not at ‘understanding’ and ‘application’ levels. The purpose of this action research was to improve students’ conceptual understanding of genetics by teaching it through inquiry method. Three cycles of action-research were carried out to teach five lessons over a six-week period. Each cycle consisted of two teaching lessons except the last one which consisted of one teaching lesson. A summative assessment was conducted at the end of the teaching to assess students’ learning in genetics. Data was collected at three stages of the study which included: pre-intervention, during intervention, and post intervention. In the pre-intervention (reconnaissance) stage, data was collected by using semi-structured interviews and classroom observations to explore the existing teaching learning process. During the intervention stage, the data was collected through observations and photography of teaching and aids used. In the post-intervention stage, data was collected by using the semi-structured interviews, both formal and informal talks with the research participants, and summative assessment of students. The findings from the study indicated that structured-inquiry based teaching helped students to conceptualize the genetic concepts at ‘knowledge’ level. However, they learn few genetic concepts at ‘understanding’ level. Summative test also shows that they did not demonstrate learning at the ‘application’ level. Initially, students showed difficulty in conducting and conceptualizing the inquiry activities but gradually they showed less difficulty when they become more acquainted with inquiry learning.
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