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مولانا اخترا حسن اصلا حی

مولانا اختراحسن اصلاحی
افسوس ہے کہ گزشتہ مہینہ مولانا اختر احسن صاحب اصلاحی مہتمم مدرسۃ الاصلاح سرائمیر نے انتقال کیا، وہ مولانا حمیدالدین فراہیؒ کے ارشد تلامذہ میں تھے، ان کو انھوں نے اپنی مخصوص طرز پر کلام مجید پر غور و فکر اور اس کی تفسیر و تاویل کی تعلیم دی تھی اور وہ اس کے اچھے شارح و ترجمان تھے، اور سیاست میں بھی پوری دستگاہ حاصل تھی، دینداری اور زہد میں بھی استاد بزرگ کے شاگرد رشید تھے، انھوں نے پوری زندگی نہایت سادگی اور قناعت کے ساتھ ایک قلیل معاوضہ پر مدرسۃ الاصلاح کی خدمت میں گذار دی، اس زمانہ میں غربت و عسرت کے ساتھ علم و دین کی خدمت صرف عربی مدارس کا حصہ ہے وہ طبعاً نیک نفس، خاموش، عزت پسند اور نام و نمود سے بے نیاز تھے، ورنہ ان کے بعض رفقاء کی طرح ان کا شمار بھی مشاہیر میں ہوتا، مدرسۃ الاصلاح کی روح رواں اب وہی تھے، وفات کے وقت پچپن سال کے قریب عمر رہی ہوگی، اﷲ تعالیٰ علم و دین کے اس خادم کو اپنی رحمت و مغفرت سے سرفراز فرمائے۔ (شاہ معین الدین ندوی، نومبر ۱۹۵۸ء)

 

جرم وسزا کا اسلامی تصور: معاشرتی اثرات کا تجزیاتی مطالعہ

Islam provides a systematic system of crime and punishment through the Qur'an. The Qur'an first urges everyone to believe in Allah and the Last Day. And after that he commands piety. In the presence of which man's heart and mind remain free from sin. The Qur'an presents the concept of a society in which everyone meets his basic needs and desires in a legitimate way. And it does not have to resort to illegal and criminal means to meet these needs. When crime is not eliminated in these two ways, then the state orders the imposition of  sanctions. Islam is not limited to severe punishments. It calls for the establishment of a social system in which there is no room for crime. Even so, if a person commits a crime, the state punishes him as a warning. People can learn from these punishments and refrain from following the path of sin. The Qur'an also commands a group of Muslims to be present at the time of punishment.

Controversy As a Strategy for Teaching Social Studies

Controversy has an image of fear, danger and caution in the schools in Pakistan. In this dissertation I have tried to explore how controversy, an inevitable phenomenon in our daily life, can be constructively and positively used in the classroom. In this study controversy is presented as an alternative way of making Social Studies interesting, meaningful and respondent to the needs and interests of the students. To seek a conclusion, I have discussed some of the problems and possibilities a teacher may face while dealing with controversy. The dissertation clarifies different notions of the term "controversy" and puts emphasis on controversy as an educationally useful strategy for teaching Social Studies. A substantial part of the dissertation explores my frustrating, yet at the same time extremely valuable experience in which I went through tensions of being a teacher, an outside researcher and a teacher educator at the same time. Therefore, the dissertation has valuable methodological insights which will be useful for further research and my work with teachers. The research shows that the teachers have choice: either to avoid controversy and play safe, or to venture and fulfill their moral responsibility in making difference in the life of young citizens, the future of this country.
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