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ڈاکٹر صابر کلوروی

ڈاکٹر صابر کلوروی مرحوم
شبلی ڈگری کالج اعظم گڑھ کے علامہ شبلی سمینار میں پاکستان کا ایک وفد جناب ریاض مجید کی قیادت میں آیا تھا، ڈاکٹر عبدالعزیز ساحر اور محترمہ رابعہ سرفراز کے ساتھ ایک شخصیت ڈاکٹر صابر کلوروی کی تھی، متین، کم سخن لیکن کشش کے مالک، شبلی کی تنقید نگاری کے عنوان سے ان کے مقالے نے بڑی داد حاصل کی۔
دو دن کے مختصر قیام کے بعد جب وہ اور ان کے رفقا رخصت ہوئے تو رخصت کرنے والوں نے کہا کہ سرحد پار سے آنے والے اس دستۂ علم نے ایک بار پھر دلوں کو فتح کرلیا، علامہ شبلی اور ان کی یادگاروں خصوصاً دارالمصنفین سے ان کی غیر معمولی محبت کسی عقیدت مند زائر کے جوش و شوق کی عکاس تھی، وہ بادیدۂ نم رخصت ہوئے تھے اور کسے خبر تھی کہ اتنی جلد وہ اس دنیا سے ہمیشہ کے لیے رخصت ہوکر بے شمار پلکوں کو نم کرجائیں گے، ان کے انتقال کی خبر موقر رسالہ ’’اخبار اردو‘‘ اسلام آباد سے ملی، ۳۱؍ اگست ۱۹۵۰؁ء سے شروع ہوکر ۲۲؍ مارچ ۲۰۰۸؁ء کو ختم ہونے والا یہ سفر مختصر ہی کیا جائے گا لیکن کلوروی مرحوم نے اپنی صفت و لیاقت سے اس قلیل مدت کو پرثروت بنادیا، اقبالیات ان کی ادبی کاوشوں کا سر عنوان ہے، ’’یاد اقبال، داستان اقبال، اشاریہ مکاتیب اقبال، اقبال کے ہم نشین، تاریخ تصوف‘‘، کتابوں کے علاوہ ان کا اصل کارنامہ ان کی تھیسس ’’باقیات شعر اقبال‘‘ ہے ڈاکٹر عطش درانی اور دوسرے اہل قلم کی تحریروں سے اردو لسانیات میں ان کی منفرد اور امتیازی خوبیوں کا علم ہوا، مشفق خواجہ نے ان کو غریق تحقیق کہا تھا، اﷲ تعالیٰ غریق رحمت کرے، معارف، پشاور یونیورسٹی میں ان کے کسی رفیق یا شاگرد سے ان کے متعلق ایک مفصل مضمون کی توقع کرسکتا ہے۔

غلام رسول سعیدی ؒ کے ترجمہ قرآن کا چھ مختلف تراجم سے تقابل (ایک تحقیقی و تنقیدی جائزہ)

The Quran is the last book of Allah. The Quran was revealed in Arabic. The Qur'an was not revealed only to the Arabs. This book has been published to guide all Human beings. There for, translation of the Quran is necessary for non-Arabs. The translation of the Quran was started in the beginning of Urdu language. So far there have been many translations of the Holy Quran in Urdu . I have compared Allama Saeedi's translation of the Qur'an with other translations in this article. I have proved in this article that their translation is an extension of the Quran, the Barelvi school. Their translation is often matched by professional translation in many places. Barelvi School has original (genin), translation, Quran, Maulana Ahmad Raza Khan Barelvi and Allama Syed Mohammad Kachochvi. This work of mine is unique in its investigation  of Allama Ghulam Rasool Saeedi. In my opinion, resding the Qur’an is essential for the understanding of the Qur’an in order to understand the Qur’an but also the study of translations that have a distinct identity and they have been the study of our teachers.

A Study of Secondary Mathematics Teachers Beliefs About the Nature of Mathematics

Aim of this study was to investigate a secondary mathematics teacher's beliefs about the nature of mathematics and to see how these beliefs were manifested in his teaching practice. I conducted a life history research to explore the biographical learning processes of a male teacher, which occurred due to transition in his work situation. It highlighted the key stages in his academic and professional life, and illustrated the critical points, which reshaped his views about mathematics, and its teaching and learning. The data were collected through interviews, classroom observations, informal discussions and documentary evidences. In order to investigate the beliefs of a teacher about the nature of mathematics, the life history approach is an appropriate method, as Johnson and Golombek (2002) state that narrative inquiry enables teachers to organize and articulate, what they know, and believe about the subject, and its teaching and learning, and to communicate them to the researcher. They further argue that their stories reveal the knowledge, ideas, perspectives, understandings, and experiences that guide the researcher in understanding their beliefs. The findings of the study showed that the teacher considered mathematics as a subject, which was practical, a language of communication, a sequence of topics, a process of thinking, and problem solving. Findings also showed that beliefs are not static; rather, they change when new knowledge and desirable experiences are gained. Beliefs have a deep influence on practices, and practices form the beliefs, thus these two are interrelated phenomena. Findings suggest that it is necessary to study teachers' beliefs about the nature of the subject, in order to bring change in their practice, because, without knowing teachers' beliefs, their practices cannot be changed. Therefore, I conclude with the suggestion that in teacher professional development programs a study of the nature of mathematics teachers' beliefs may be included.
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