Search from the Journals, Articles, and Headings
Advanced Search (Beta)
Loading...
Loading...
Loading...
Loading...
Loading...
Loading...

مو لانا شاہ عبدالرحیم مجددی

مولانا شاہ عبدالرحیم مجدّدیؒ
دینی حلقوں میں مولانا عبدالرحیم مجددی صاحب کی وفات کی خبر بڑے رنج و غم کے ساتھ سنی جائے گی، ان کے جدامجد حضرت مولانا شاہ ہدایت علی صاحبؒ سلسلہ نقشبندیہ مجدّدیہ کے ایک بڑے شیخ طریقت تھے جن کی ذات سے جے پور (راجستھان) میں مدتوں رشد و ہدایت کا چراغ روشن رہا، وہ صاحب تصانیف بھی تھے، حضرت مجدّد الف ثانیؒ کے مکتوبات کا اردو ترجمہ ’’درلاثانی‘‘ کے نام سے کیا تھا، انہی کے سایہ عاطفت میں مولانا عبدالرحیم صاحب کی پرورش و پرداخت ہوئی۔ مولانا مفتی محمد رضا انصاری مرحوم اور دوسرے علمائے فرنگی محل سے درسیات کی تکمیل کی سلوک و تصوف کی منزلیں اپنے بزرگوار کی رہنمائی میں طے کر کے خود بھی شیخ کامل ہوئے اور جب ان کے انتقال کے بعد ان کی مسندِ ارشاد پر متمکن ہوئے ان کا فیض بہت وسیع اور عام ہوگیا۔
مولانا کی تعلیم و تربیت قدیم طرز پر ہوئی تھی اور وہ ایک صاحب ورع و تقویٰ بزرگ اور شریعت و طریقت کے جامع شخص تھے مگر ان میں ایجاد و اختراع کی قابلیت بھی تھی اور وہ زمانے کے حالات و مسائل اور وقت کی ضرورتوں اور تقاضوں سے بھی واقف تھے، علاوہ ازیں وہ مخلص اور بڑے عملی شخص تھے، انھوں نے اپنے دادا کے کاموں کو وسعت و ترقی بھی دی اور ان میں اضافہ بھی کیا، ان کا سب سے بڑا کارنامہ جامعۃ الہدایۃ کا قیام ہے، جس کو وہ قدیم و جدید تعلیم اور عصری علوم سائنس اور ٹکنالوجی کا مرکز بنانا چاہتے تھے۔ اپنی اسی خصوصیت کی وجہ سے انھوں نے اپنی اولاد کو دارالعلوم ندوۃالعلما میں داخل کیا۔
دسمبر ۱۹۸۵؁ء میں مولانا عبدالرحیم صاحب نے جامعۃ الہدایۃ کے افتتاح کی تقریب بڑے اہتمام سے منائی تھی جس کا دعوت نامہ ازراہِ کرم مجھے...

قواعد التفسير نشاتھا وتطورھا

Rules of Tafseer are basically concerned with understanding meaning of the Holy Qur’an and learn how to take advantage of it. This article preliminary defines the importance of Rules of Tafseer of the Qur’an and also elaborates the different terminologies associated with rules of Tafseer and how these rules are made and developed with the passage of time. This paper also provides an insight into the previous and current studies carried out in the field of Rules of Tafseer. In the beginning, the Rules of Tafseer were considered as part of Usool-e-Fiqh, Tafseer and Qur’anic Science. The knowledge and awareness about Rules of Tafseer was actually accumulated from the Holy Qur’an, Hadith, teachings’ of Sahabah (R. A), Usool-e-Fiqh, Arabic grammar, books of Quranic Science and books of Tafseer, while later on new books were introduced in 14th century.

Improving Primary Esl Students Reading Through Whole Language Approach

The study focused on the implementation of the Whole Language Approach (WLA) to improve students' reading in a primary ESL classroom, in one of the private schools in Karachi, Pakistan. The purpose of the study was to explore the effectiveness and possibilities of implementation of WLA for improving ESL/EFL students' reading, in a context, where both the learner and teacher have low language proficiency in English language. The study was conducted through the qualitative action research. The duration of the study was five and half weeks. The targeted population consisted of forty-one students of Class III, with the regular classroom teacher acting as an observer and critical friend. Data was collected through teacher (researcher) classroom observation tool, whole class discussion and informal talks with the students, interview and post-lesson discussions with the classroom teacher, document analysis and reflective journal. My analysis of the data started from the first day of my fieldwork in the form of reflections. I played a role of a teacher and researcher simultaneously. The findings at the reconnaissance phase indicated that students were not able to read the reading materials with understanding, rather they relied on the dictionary to comprehend the text. The approach to teach reading mainly used whole word approach (go get the words with correct pronunciation and intonation), which did not facilitate students' reading with understanding, and the class was dominated by teacher talk' and those students who were linguistically stronger than their peers. The study suggests that there were some possibilities and some challenges in implementing the WLA in Class III. The major findings from the implementation phase were; teaching reading through WLA gave me, as an ESL teacher, new insights to teach reading more effectively and proved to minimize teacher-centered approach and increase child-centered approach. Reading from whole' to part gave students opportunity to read for meaning' and to understand the holistic picture of the reading materials. Using WLA in teaching reading in the English classroom increased students' motivation and achievement. Ethical issues were also taken into consideration for maintaining confidentiality of the institution, students and the teacher. Challenges were identified and implications were drawn that provided recommendations for future practices for implementing WLA in the teaching of reading.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

Join our Whatsapp Channel to get regular updates.