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مولانا محمد سورتی

مولانا محمد سُورتی ؒ
پچھلے مہینہ کا سب سے اندوہناک علمی حادثہ مولانا محمد سورتی کی وفات ہے، مرحوم اس عہد کے مستثنیٰ دل و دماغ اور حافظہ کے صاحب علم تھے، جہاں تک میری اطلاع ہے اس وقت اتنا وسیع النظر، وسیع المطالعہ، کثیر الحافظہ عالم موجود نہیں، صرف و نحو، لغت و ادب و اخبار و انساب و رجال کے اس زمانہ میں در حقیقت وہ امام تھے، وہ چند ماہ سے مرض استسقا میں مبتلا تھے، علی گڑھ میں ان دنوں قیام تھا اور وہیں ۷؍ اگست کو بروز جمعہ وفات پائی۔
مرحوم کا اصلی وطن سورت (گجرات) تھا، وطن میں ابتدائی تعلیم پاکر یہ دلّی آئے اور رامپور میں مولانا محمد طیب صاحب مکی کا تلمذ حاصل کیا، میری ان کی پہلی ملاقات ۱۹۰۸؁ء میں ہوئی، جب مولانا طیب مکی رامپور چھوڑ کر دارالعلوم ندوہ لکھنؤ میں ادیب اول کے عہدہ پر فائز تھے، فاضل استاد کے ساتھ یہ لائق شاگرد بھی لکھنؤ وارد ہوا اور اس زمانہ سے لے کر اخیر تک ان کے ساتھ میری علمی رفاقت اور ذاتی دوستی کا سلسلہ قائم رہا، معارف بھی ان کے رشحات قلم سے کبھی کبھی مستفید ہوتا رہا ہے۔
مرحوم اس فضل و کمال کے باوجود ہمیشہ پریشان حال رہے اور کہیں ایک جگہ جم کر بیٹھنا ان کو نصیب نہ ہوا، اس کا نتیجہ یہ ہوا کہ ان کے علم سے استفادہ بہت کم کیا جاسکا اور کوئی کارآمد تصنیف بھی اپنی یادگار نہ چھوڑ سکے اور نہ کوئی لائق شاگرد ہی ان کا قائم مقام ہوسکا، البتہ چند جسمانی اولاد ان کی یادگار ہیں۔
ایک زمانہ میں جامعہ ملیہ دہلی میں معلم رہے، پھر بنارس کے جامعہ رحمانیہ میں مدرس ہوئے، بعد کو بمبئی میں ایک اہلحدیث مدرسہ میں حدیث کا درس دینے لگے تھے، ٹونک کے مشہور کتب خانہ کی...

قرآن مجیدکے پانچ منظوم اردو تراجم کا تعارف و تجزیہ

This research article gives a brief introduction and analysis of five Urdu translations of the Holy Qur’ān. Qur’ānic translations are an important source of learning and understanding of Qur’ān. In Urdu the translations of the Holy Book started in late 16th Century A.D. The number of these translations is in hundreds till now, which include translations in Urdu prose and verse. The first rhymed Urdu translation of the Holy Quran was written in the last quarter of 18th Century A.D. At present these translations are in hundreds, including complete as well as partial translations. Most of the translations are in rhymed form, while some are in free verse also. In this article five complete Holy Qur’ān translations have been discussed. Main aim of the article is to introduce the poets and their translations, as well as brief analysis of the translations. The translations are; Asar Zubairi Lakhnavi's "Sehr ul Bayan", Syed Shamim Rajz's "Aab e Rawaan", Seemab Akbar Abadi's "Wahi e Manzum", Abdul Aziz Khalid's "Furqan e Javed" and  Qazi Ata ullah's "Mafhoom ul Quran". This article also explains how much the poets succeeded in presenting the message of Qur’ān. The merits and demerits of the translations have been highlighted. The article concludes that poetry, specially rhymed form, is not suitable for the translations of the Holy Book.

The Effects of an English Teachers Teaching Methods on Students Reading Comprehension Skills

In Pakistan, English is taught as a second or foreign language in the government schools with minimal opportunities to practice it both in and outside the school. Teachers still use traditional ways for teaching reading. They are not familiar with the latest ways and appropriate trends of teaching reading in ESL/EFL contexts. This affects students' comprehension skills. They still struggle to understand the text even after reaching the higher grades. In this situation, English language classrooms could be the only place for practising language skills. Teachers can provide ample opportunities to their students if they know how to teach reading comprehension. This study was conducted to explore the effects of an English language teacher's teaching methods/strategies on students' reading comprehension skills, and to gain insights from it, in order to improve my own understanding of teaching of reading comprehension in English. It means that after observing the teacher's existing teaching reading methods/strategies and interviewing the teacher and the students, I improved my own understanding of teaching reading comprehension in English. It would help me in teaching reading comprehension in my own context. This study was conducted in a private school with an English language teacher and grade six students, especially with three students as the focus group. Interviews, classroom observations, document analysis and post-lesson discussions were used as data collection methods. Ongoing and summative data analysis was used to analyze the data. The research location was chosen keeping in view the socio-economic status and language similarities in the teaching and learning of English in the context where the research problem occurred. It was found that the methods which the teacher used for teaching reading comprehension were effective for improving students' reading comprehension skills as students were able to use reading comprehension skills such as; skimming, scanning, predicting, and summarizing to comprehend the text. However, it was difficult to claim that all students used these strategies because assessing reading comprehension is a very complicated process. But observing the teacher and students closely and their responses to the tasks, it could be said that these methods were useful for teaching reading comprehension.
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