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۔ خاندان مراتب اور ادب

خاندان مراتب اور ادب

                سیّد مراتب علی اختر کے اجداد سے لے کر اب تک گیلانی سادات ادب کے پودے کی آبیاری میں مصروف ہیں۔ یوں تو تصوف اور ادب کا چولی دامن کا ساتھ ہے اس لئے اہل تصوف کا ادب شناس اور صاحب ذوق ہونا لازمی امر ہے مگر اس خاندان کی ہستیاں جنھوں نے خود شعر کہے ان کا ذکر کچھ یوں ہے۔

حضرت شیخ غوث محمد اُچی

                آپ سادات شیخو کے جدّامجد ہیں آپ صاحبِ دیوان شاعر تھے اور آپ کا دیوان ’’دیوانِ قادری‘‘ کے نام سے موجود ہے۔(۱)پروفیسر ڈاکٹر محمد جمیل قلندر اس پر تحقیق کر رہے ہیں۔آپ مشاہیر و اکابرسادات حسنی ہیں حضرت غوث ِاعظمؒ سے نسبت آبائی ہے۔ صاحبِ عظمت و کرامت، واقفِ منقول ومعقول تھے۔ عبادت و ریاضت اور زہدوورعمیں یکتائے روزگار تھے۔

سیّد اصغر علی گیلانی صاحبِ شجرۃ الانوار رقم طراز ہیں کہ سیّد محمد کے بزرگوں میں سے اوّل سید ابوالعباس بن سید صفی الدین سیدعبدالقادر جیلانیؒ اپنے چھوٹے بھائی سید ابو سلیمان کے ساتھ 656ہجری میں ہلاکو خاں تاتاری کے حملہ بغداد اور قتل و غارت کے وقت بغداد سے نکل کر روم آگئے۔ پھر جب کچھ امن و امان ہوا تو حلب میں آکر اقامت گزین ہوگئے۔ سید محمد غوث یہیں پیدا ہوئے۔ تعلیم و تربیت اپنے والد سے حاصل کی۔ عنفوان شباب میں پدر بزرگوار کی اجازت سے مختلف ممالک اسلامیہ کی سیر و سیاحت کو نکلے ، حرمین الشریفین کی حج و زیارت سے مشرف ہوئے۔ عراق، عرب، ایران، خراسان، ترکستان اور سندھ و ہند کی طویل سیاحت کی۔ یہاں کے اکابر علماء وفضلا اور مشائخ و صوفیا سے ملاقاتیں کیں۔ لاہور بھی تشریف لائے۔چندے یہاں قیام کیا پھر ناگور چلے گئے۔ یہاں ایک مسجد تعمیر کی۔...

صحیح مسلم کے تراجم ابواب کا صحیح بخاری کے تراجم ابواب سے اخذ و استفادہ

A review and comparative analysis of the intellectual pursuit,  methods, approaches and publications of Imam Bukhari and Imam Muslim In his compilations of hadith, Imam Bukhari was considerate of the view point (or school of thought) of his prior narrators/authors of hadith collections and in doing so, he validated and embellished their (past narrators) publications. Similarly, narrators after Imam Bukhari benefited from his intellectual vigour, as evident in the work of Imam Muslim,  who as Imam Bukhari’s student profited from his work, and compiled a treasure of validated hadiths. This body of work had deep influence on the contemporary and upcoming authors and collectors of hadith, as a source of religious knowledge. Since,  Imam Muslim didn’t/couldn’t perform the compilation/ Codification / arrangement of his collected hadith, which was later on performed by Imam Novi, who was intellectually and academically influenced by the Imam Bukhari’s publications – hence, a great deal of semblance is evident in both the authors (Imam Bukhari and Muslim) publications. This is especially visible in certain aspects such as prescribing translation chapters (tarjumatul-baab) with the Quranic verses and hadith scripts. Similarly, Codification chapters for explanatory (questioning) notions is also common method practiced in both the author’s work. However, on the other hand, the publication of both the author’s differ in certain dimensions as well. For example, Imam Bukhari’s publications incorporates a complexity of thought, legalistic determination (Fiqh) and collective scholarly wisdom (ijtihad). Whereas, Imam Muslim’s work pursues a relatively simplistic and comprehensible format. In this article, we seek to review and present a comparative analysis of the intellectual pursuit, approach and publications of both the aforementioned authors.

Exploring Successes and Challenges in Implementing Aku-Eb Based Portfolio Assessment in Lower Secondary Schools Situated in Karachi

Curriculum, to a great extent shapes students' experiences in school. Assessment as a major component of curriculum plays an important role in students' academic life because it not only assesses students learning but also contributes in their learning. Unfortunately, there are many issues in our curriculum, teaching learning and assessment. Almost in all the public and private schools, government prescribed textbooks are the only source of knowledge that are followed religiously, which provides one-sided, limited and outdated knowledge to the learners. Teachers are transmitting knowledge and there is no connection of teaching and learning with learners' daily lives. Moreover, assessment encourages rote learning and tests only knowledge, neglecting other higher order skills. The purpose of this research was to explore the success and challenges of three private schools in Karachi, Pakistan, who have initiated the Aga Khan University- Examination Board (AKU-EB) based portfolio assessment in their schools. The design of the research was a qualitative paradigm case study. One hundred and eleven students from all three schools, along with head teachers, and mathematics teachers of each school participated in this research. Besides students and teachers, one of the AKU-EB officials was the research participant. For data generating, I conducted semi-structured interviews of the teachers, head teachers and AKU-EB official and surveyed the students through a questionnaire. The findings revealed the portfolio assessment minimised teacher centered teaching approaches and promoted students active participation in teaching and learning. Use of reflection, self-assessment, peer assessment, presentation, and a collaborative learning environment in a school were major successes of this project. Stakeholders also a highlighted a few challenges regarding conducting and assessing group work, self – and peer - assessment. Stakeholders also faced challenges because of limited time available for the projects and ambiguity in the instructions for some projects.
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