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مولانا سید شاہ رضوان اﷲ قادری مجیبی

مولانا سید شاہ رضوان اﷲ قادری مجیبی
افسوس ہے کہ خانقاہ مجیبیہ پھلواری شریف پٹنہ کے سجادہ نشین مولانا سید شاہ رضوان اﷲ قادری مجیبی ۳۱؍ دسمبر ۲۰۰۳؁ء کو وفات پاگئے، اِنا ﷲ وَاِنا اِلیہ رَاجِعونْ۔
ابھی عمر کی جس منزل میں وہ تھے، یہ جانے کے دن نہیں ہوتے لیکن مشیت الٰہی میں کس کا دخل؟ موت کا تو وقت مقرر ہے، فَاِذَا جَآءَ اجلُھُمْ لَا یستَأخِرُونْ سَاعۃ وَّلَا یستَقْدِمُوْنَ۔[الاعراف:۳۴]
خانقاہ مجیبیہ کا علمی و روحانی فیض مدت دراز سے جاری ہے، شاہ صاحب اس کی قدیم روایات اور اپنے عالی مقام اسلاف کی خصوصیات اور خوبیوں کے حامل تھے اور خود بھی ایک صاحب فیض عالم اور ذاکر و شاغل بزرگ تھے، ان کی ذات سے ہزاروں طالبین و سالکین فیض یاب ہورہے تھے مگر اب تزکیہ و اصلاح اور ارشاد کا یہ سرچشمہ بند ہوگیا۔
ان کو تقویٰ و اخلاص، صوم و صلوٰۃ کی پابندی، سادگی و درویشی اور خوش مزاجی و خوش خلقی ورثے میں ملی تھی، راقم کو دو تین بار ان کی خدمت میں حاضری اور ان کی پاکیزہ سیرت اور مطہر زندگی کے جلوے دیکھنے کا اتفاق ہوا، ہر بار نہایت خندہ پیشانی سے ملے اور لطف و کرم سے پیش آئے، اﷲ تعالیٰ ان کے درجات بلند کرے اور پس ماندگان کو صبر جمیل عطا کرے، آمین۔
(ضیاء الدین اصلاحی، فروری ۲۰۰۴ء)

ہبہ مشاع اور غیر مشاع میں قبضہ

The institution of ‘Gift’ (ہبہ) is common in every religion. Every religion promo-tes this practice, as it is a tool to create sense of love and affection between the giver and the receiver. Similarly, Islam encourages its followers to perform it from time to time and spread sense of love and affection. The holy Prophet (Peace and Mercy be upon him) not only ordered the believers of Islam to exchange gifts but also, he himself was habitual of distributing things among the Muslims as gifts. Here, in this article, this exercise of the ‘Gift’ is discussed. Firstly, its lexical and terminological meanings are mentioned and supported with verses of the holy Quran and the traditions of the holy Prophet (PBUH). Furthermore, its need and importance are given consideration. Secondly, kinds of the ‘Gift’ are specified, which are ‘Gift of existing things and non-existing things’. Then the existing things are divided into ‘Devisable and non-devisable items’. In the end the concept of possession in the ‘Gift’ is stated. Along with all this opinions of the five schools of thoughts i.e. Hanafi, Maliki, Shafai, Hanbali and Shia, and their basis regarding possession of the ‘Gift’ are presented.  

Teaching Mathematics for Relational Understanding at Lower Secondary School Level in Rural Pakistan

Teaching of Mathematics in the rural context of Pakistan is mostly traditional; i.e. teachers often use the "chalk and talk" method to teach abstract concepts of Mathematics. Students copy the solutions to mathematical problems from the black-board without understanding the underlying meaning of the mathematical structure. Teachers and students perceive that Mathematics is the set of rules and procedures and mathematical problems can easily be solved by memorizing the mathematical algorithms. Although this method helps students solve mathematical problems quickly and get accurate results, they are usually not able to justify their solutions through reasoning and they cannot seek links among different mathematical concepts. Consequently, they develop a superficial understanding of mathematical concepts which remains in their memory for a short period of time. However, research has shown that if students are given opportunities to make connections between different concepts of Mathematics, they develop relational understanding which remains in the students' memory forever and helps them to learn new content of Mathematics meaningfully. The purpose of this study was to investigate how Mathematics in the rural context of Pakistan could be taught to the lower secondary level students for relational understanding. This study was conducted in one of the private schools in Chitral, Pakistan, using action research method. The participants were a Mathematics teacher and four students of Grade 8. Data about the impact of intervention has been collected in different stages of the study. At the pre-intervention stage, semi-structured interviews and classroom observations were conducted to explore the existing scenario of teaching and learning. During the intervention stage, multiple Mathematics teaching strategies and approaches were used. Students had been engaged in different mathematical activities which enabled the researcher to learn how the students developed relational understanding. At the post-intervention stage, semi-structured interviews had been conducted with participant students to observe the change in students' perception about the nature and teaching and learning of Mathematics. In addition, the reflective diaries of the researcher, field notes and students' works have been used as sources.
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