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شاہ محمد عبدالحلیم عطا شیخ

مولانا شاہ محمد حلیم عطا شیخ
افسوس ہے کہ گزشتہ مہینہ مولانا محمد شاہ حلیم عطاشیخ الحدیث ندوۃ العلما لکھنؤ نے ستر برس کی عمر میں وفات پائی۔آپ ضلع رائے بریلی کے مشہور قصبہ سلون کے باشندے تھے۔جہاں کی مشہور خانقاہ میں آپ کے برادر بزرگ سجادہ نشین ہیں۔ گھر کے اچھے کھاتے پیتے تھے۔لیکن ندوہ میں بہت معمولی طریقہ پر رہتے تھے۔ مرحوم عوامی شہرت کے عالم نہیں تھے اور نہ اپنے مزاجِ لا ابالی کی وجہ سے ہوسکتے تھے۔لیکن درحقیقت بہت اونچے درجہ کے فاضِل اور نہایت وسیع المطالعہ تھے۔ حدیث ان کاخاص فن تھا۔صحیح بخاری کے ساتھ عشق رکھتے تھے اور پھر حافظہ اس بلاکا تھا کہ جو کچھ پڑھتے تھے دماغ میں نقش ہوجاتا تھا ۔مولانا سید سلیمان ندویؒ انھیں چلتا پھرتاکتب خانہ کہاکرتے تھے۔ ندوہ کے اساتذہ تک اپنے فن کے مشکل مسائل میں ان سے برابر استفادہ کرتے رہتے تھے۔
علمی کمالات کے علاوہ اخلاق وفضائل کے اعتبارسے سلفِ صالحین کا نمونہ تھے۔ہرشخص سے بڑے تپاک سے ملتے تھے، چھوٹوں پر ان کی شفقت عام تھی،اپنے اساتذہ کاذکر بڑی عقیدت اور محبت سے کرتے اوراستادزادوں سے ان کے خوردہونے کے باوجود برادرانہ تعلق رکھتے تھے۔ کم وبیش ایک برس سے خون کے دباؤ کے عارضے میں مبتلا تھے۔ جولائی میں بہت شدید دورہ پڑا اور تقریباً ۴۸ گھنٹے بے ہوش رہے ۔ہرچند کہ بہتر سے بہتر علاج کیاگیا۔لیکن چوں کہ وقت پورا ہوچکاتھااس لیے کوئی افاقہ نہیں ہوااور آخروہ قیدِ حیات سے ہی آزاد ہوگئے ۔اﷲ تعالیٰ غریق رحمت کرے اور بیش از بیش ان کے مدارج بڑھائے ۔آمین [نومبر۱۹۵۵ء]

 

تحقیقات حدیث میں پروفیسر جوزف شاخت کی طرز تحقیق کا تنقیدی جائزہ

In general, the results of research studies conducted by Professor Joseph Schacht and his fellows on criticism of Ahadith are contradictory with the results of Muslim Scholars. Muslim Scholars, point of view is that Muhaddithin have opposed, with full power, the condemnable tries for fabrication of Ahadith. Valuable principles for the identification of authentic and unauthentic traditions were the result of the struggles done by Muhaddithin. With the help of these principles the categorization of Ahadith came in to practical. Professor Joseph Schacht argues that the material presented as Ahadith and Sunna of Prophet by Muslim scholars is the production of later times. According to his point of view, there is no authentic hadith in the bulk of traditions and if assumed that there are few authentic, they are also mixed up with unauthentic and there is no possibility of identification of authentic one. This study is a try to identify the mistakes of his research approach.

Developing Young Childrens Creative Writing Ability in English As a Second Language in a Primary English Medium School in Karachi, Pakistan

The purpose of the study was to improve teaching of creative writing for young children in English as a second language. For this purpose, action research was done in an English medium private primary school in Karachi, Pakistan. Five students were involved as research participants and their teacher acted as my critical friend during the study. The main question asked was: How can I, as a teacher researcher, help children of class five to develop creative writing ability in English as a second language in an English medium primary school in Karachi, Pakistan? I conducted six cycles of action research. During each cycle I planned-acted-observed-reflected (See figure 1, action research cycle, chapter two) and used this experience and my reflection to plan the next cycle of research. Data collection was done through interview, document analysis, observation and reflection. I learnt during pre-intervention phase that there was an issue of children's motivation; there was too much control over children's writing; insufficient use was made of stimulating materials and activities to motivate and support creativity. I also learnt that no sense of audience was developed when writing, and there was no focus for writing of second drafts; as giving peer feedback was not practiced. I used a range of strategies to address these issues, for example. When pictures and other people's writings were used as a trigger children wrote with a lot of intent and enthusiasm. When music was played, children learnt the rhythm quickly and wrote poems easily. Children's imagination was supported through songs and pictures. When children's work was shared and published, they became motivated and confident. When a focus was provided for writing, the second draft the children's enthusiasm was sustained. The quality of writing also improved, because they were able to expand their ideas through answering questions asked by their peers. When children gave peer feedback they learnt to appreciate their peers' work and also their own. It was also found that if teachers care for children and treat them well, it motivates them to write creatively and also builds confidence in them. The research experience indicated that it was possible to teach creative writing to nonnative speaker children if the focus was on pedagogy as well as and on emotions of the children as both readers and writers.
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