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مولانا عبدالسلام ندوی

مولانا عبدالسلام ندوی
گزشتہ مہینہ مولانا عبدالسلام ندوی کی وفات اردو زبان کے علمی اورادبی حلقوں کے لیے ایک بڑا الم ناک سانحہ ہے۔مرحوم کاسب سے بڑاوصف اور کمال جس میں مشکل سے ہی کوئی اُن کاحریف ہوگایہ تھا کہ وہ صرف ایک نامور مصنف، بلندپایہ ادیب اورنقد سخن کے بہترین جوہری تھے، اس حیثیت سے وہ لیلی علم وادب کومخاطب کرکے بجاطورپر کہہ سکتے تھے کہ :
’’سب سے بیگانہ ہے اے دوست شناسا تیرا‘‘
۱۹۲۸ء میں امرتسر میں ندوۃ العلماء کے سالانہ جلسہ کے موقع پر راقم الحروف کو مولانا ابوالجلال ندوی اورمولانا نورالحق ندوی جواُس وقت نئے نئے مصر سے واپس آئے تھے ان دونوں کی معیت میں مولانا مرحوم سے ملاقات کا پہلا اورآخری بھی، شرف حاصل ہوا تھا۔یہ ملاقات جس طرح ہوئی،مولانا کو جس وضع قطع میں دیکھااوراُن سے جو گفتگو ہوئی، اگرکوئی اورہوتاتویقینا بدگمان ہوجاتالیکن میرے دل پراُس کاخاص اثر ہوا اوراُن کے فطری مصنف اورادیب ہونے کا جزم ہوگیا اوربے ساختہ زبان سے تمکین دہلوی کایہ شعر نکل گیا:
آنکھ پڑتی ہے کہیں پاؤں کہیں پڑتا ہے
سب کی ہے تم کو خبر، اپنی خبر کچھ بھی نہیں
مرحوم کی عبارت سادہ مگر شگفتہ اوربہت سلجھی ہوئی ہوتی تھی۔ جس موضوع پرگفتگو کرتے تھے اُس کے تمام پہلوؤں کامکمل تجزیہ کرکے ہرپہلو پرسیرحاصل بحث کرتے تھے، اس لیے اُن کاطرزنگارش صرف پڑھنے میں دلچسپ ودل نشین نہیں تھا بلکہ یقین آفرین بھی تھا۔مولانا شبلی نے اپنے شاگرد کے اس وصف طبعی کو پہلے ہی تاڑلیا تھا اوروہ اس کے بڑے قدران تھے۔چنانچہ اُن کے مکاتیب میں مرحوم کی نسبت جو حوصلہ افزاتاثرات وخیالات ملتے ہیں وہ اُن کے کسی دوسرے شاگرد یہاں تک کہ سید صاحب کے متعلق بھی نہیں ملتے۔ بیسوں مقالات کے علاوہ مرحوم کی مستقل تصنیفات تاریخ وفلسفہ،اخلاق،شعروادب اورتنقید سے متعلق ہیں،اردو ادب کاایسا قیمتی سرمایہ ہیں...

غلام احمد پرویز کے تصورِمرکزِملت کا تنقیدی جائزہ A Critical review of Ghulam Ahmad Pervez's concept of

The Holy Quran is revealed by Allah Almighty to Prophet Muhammad ﷺ over approximately 23 years. Allah Almighty has given the command in the Quran Majeed for people to obey His Messenger. According to Ghulam Ahmad Parwez, the Quran Majeed states that obedience to Allah and His Messenger means obedience to the central authority of the Government named (Markaz e Millt). The Quran provides fundamental principles, such as prayer, fasting, pilgrimage, etc., but the detailed regulations are subject to the discretion of Markaz-e-Millat, who can adapt them according to the contemporary circumstances. Any changes made by the central authority in these regulations are considered legitimate and in accordance with the divine will. This study argues that the obedience to Allah and His Messenger mentioned in the Quran does not refer to obedience to the central authority of the Muslim community, known as "Markaz-e-Millat" (Center of the Community). Numerous Quranic verses warn against disobedience and denial of the Prophet. The Prophet's actions and behavior serve as a complete model for the community, and faith in him is a fundamental requirement of the religion. In conclusion, the idea that obedience to Allah and His Messenger essentially means obedience to the central authority of the Muslim community is an interpretation based on rational understanding but is ultimately unacceptable. Kyewords: Qu’rān, Interpretation, Ghulām Aḥmad Pervez Markaz-e-Millat, Government

Teaching Writing in Esl Classrooms: Study of Two Advanced Diploma in Education: English Language Teaching Graduates Practices

Teaching writing in an ESL/ EFL class remains a challenge for language teachers. Literature from the developed countries documents a number of new approaches that are used successfully in teaching writing. However, research studies conducted in Pakistan have not addressed this area extensively and thus there appears to be a gap. An exploratory case study was designed in order to understand the changes in practices of those teachers of English language who have been through a training programme to teach writing. The study focused on the practices and perception of two Advance Diploma in Education English language Teaching (ADE: ELT) graduates who were teaching writing in private schools in Karachi, Pakistan. Data were gathered through interview, document analysis, and classroom observation. The findings suggest that there appears to be a lot of interest in using writing as a process approach. However, the two teachers used both the process and the product approaches, depending on the nature of the task and the level of support needed by the students. Pre-writing activities are used extensively to encourage development of ideas for writing; however, a greater understanding of its purpose of use is needed. Feedback is detailed and given at various stages of the writing process. Focus of the feedback is not only on grammatical accuracy but also on improvement of ideas, their presentation, and coherence. Findings also show that one of the key factors that facilitated the implementation of new strategies for teaching writing was teachers' confidence in their own knowledge and skills gained from the ADE: ELT programme. Other important facilitating factors included: supportive school leadership, peer support in the school, reflective practice and the teachers' commitment to change. The factors that hinder the implementation of teaching writing as a process include time constraint, the pressure to complete school syllabus, examination and teachers' beliefs. These findings suggest that if teacher education programmes for language teachers provide sufficient time and opportunities for trainee teachers to practice the newly learnt skills, it would give them confidence to implement it in their schools. Also, as is evident from this study, a number of external factors affect the implementation of the new approaches. Teachers should also be prepared to address these issues in order to effectively implement their learning.
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