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مولوی ریاض حسن خان خیالؔ

مولوی ریاض حسن خان خیالؔ
افسوس ہے کہ گذشتہ مہینہ مظفر پور بہار کے مشہور صاحب علم اور علم دوست رئیس مولوی ریاض حسن خان خیال نے اُناسی (۷۹) سال کی عمر میں انتقال کیا، وہ اور اُن کے بڑے بھائی مولوی اعجاز حسن خان مرحوم قدیم مشرقی تہذیب و شرافت اور قدامت و وضعداری کا نمونہ تھے اﷲ تعالیٰ نے ان کو دولت دنیا کے ساتھ علم کی دولت سے بھی نوازا تھا اُن کا خاندان صوبہ بہار کے تاریخی اور صاحب وجاہت خاندان میں تھا، دونوں بھائی صاحب علم و نظر اور وسعتِ معلومات کے لحاظ سے زندہ کتب خانہ تھے، اعجاز حسن خان مرحوم کے مضامین الندوہ اور معارف وغیرہ میں نکلتے رہتے تھے، اس علمی ذوق کی بنا پر اُن کے بہت سے ہم عصر اصحاب علم و کمال سے اُن کے تعلقات تھے، مولانا شبلی مرحوم کے خاص دوستوں میں تھے، مکاتیب شبلی میں ریاض حسن خان کے نام کے بہت سے خطوط ہیں، مولانا مرحوم جب پٹنہ جاتے تو انہی کے مہمان ہوتے تھے، اس سلسلہ میں ایک ادبی لطیفہ قابل ذکر ہے۔
ایک مرتبہ مولانا ان کے مہمان تھے، ریاض حسن خان کی طبیعت کچھ نا ساز تھی، وہ دوسرے کمرے میں تھے، مولانا جب اُن کی مزاج پرسی کے لیے پردہ اُٹھا کر کمرہ میں داخل ہوئے تو ریاض حسن خان احتراماً اٹھ کر بیٹھ گئے، مولانا نے فرمایا آپ بیمار ہیں تکلف نہ کیجئے لیٹے رہئے، ریاض حسن خان نے اس کے جواب میں مولانا کا یہ شعر پڑھ دیا۔
باہمہ دعویٰ تمکین نتوان خواست زمن
کہ تو از پردہ بدر آئی و بر جا ہاشم
یہ برجستہ جواب سُن کر مولانا بہت محظوظ ہوئے اعجاز حسن خان مرحوم کا انتقال فروری ۱۹۳۹؁ء میں ہوا تھا، ۱۴ سال کے بعد چھوٹے بھائی بھی بڑے بھائی سے جاملے، وہ...

علامہ زمخشری کا تصورنظم قرآن

Despite his being a staunch Mutazali, Allama Zamakhshari declares the Holy Quran to be a miracle on account of its unique coherence and cohesion. For the first time in the history of Quranic exegesis, he made a subject of the mutual juxtaposition of Quranic words, sentences, verses and surahs such discussions on the Quranic cohesion as are related to literary and communicative aspects such as metaphor, simile, allusion and syntax. Similarly, he demonstrated the Quranic cohesiveness by beautifully applying the roles and regulations of rhetoric on the verses of the Holy Quran. Such forms of coherence and cohesion did he adopt as can be declared as the fundamentals of the idea of the Quranic cohesion. In this regard, this article is the first such comprehensive study of the Tafseer e Kashaf.

Exploring Teachers Practices of Teaching Creative Writing Skills in an Early Childhood Development Ecd Classroom in a Community School: A Case Study

This study explores how a teacher in an English language classroom of Early Childhood Development section (ECD-IV) teaches young children's creative writing skills. Using a qualitative case study method, the research was conducted in a community school in Karachi, Pakistan. In this study, the primary research participants were one ECD- IV language teacher and four young children aged between seven to eight years. The data was generated through semi-structured interviews, classroom observations and the document analysis. The major findings reveal that although the language teacher (LT) provides opportunities to the young children to practice creative writing, the children do not explicitly express their creative thoughts and ideas while writing creatively. During the study, the six lessons that I observed, informed me that once in a week, the LT provides a topic to the children for doing creative writing. Most of the time, the children are expected to complete the given story, which indicates that the teacher only expects the product in one lesson from the children and ignores the process of writing. In addition, it is also evident from the data that the LT has an ambiguous perception about the writing process. Rather, she mixes it up with the steps she follows to introduce creative writing. Moreover, the teaching pattern exhibits similarity in the lesson delivery of the teacher. The LT introduces the topic through a detailed or lengthy discussion, after which she asks children to write some sentences to complete the task. During lesson presentations, it was observed that teacher's interactions with the children are most of the time bilingual or sometimes translation from English to Urdu, where as children completely used Urdu language in interacting with their peers and teacher. Hence, when it comes to writing, they experience difficulty in expressing their thoughts in English language. Findings also inform that the LT checks creative writing only for the assessment purpose, as she checks the grammar, spellings and hand writing of the children. This creates ambiguity between the concept of nurturing creativity and the convention of language, which consequently increase young children's struggle to write creatively. Eventually, the whole picture of findings project that there is a dire need to bring improvement in the practice of teaching and learning of creative writing in the ECD classroom. Therefore, the study ends with some recommendations offered for the purpose of improvement.
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