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مو لانامحفوظ الرحمن نامی

مولانا محفوظ الرحمن نامی
افسوس ہے کہ ایک طویل علالت کے بعد گذشتہ مہینہ مولانا محفوظ الرحمن صاحب نامی نے وفات پائی مرحوم ایک ممتاز عالم دین، خوش بیان واعظ اور عملی انسان تھے، انھوں نے مسلمانوں کی بڑی مفید علمی تعلیمی اور ملی خدمات انجام دیں، وہ سیاسی خیالات میں قوم پرور تھے، اور ان کا اتنا اثر تھا کہ لیگ اور کانگریس کے اختلاف کے شباب کے زمانہ میں اسمبلی کے انتخاب میں مسلم پارلیمنٹری بورڈ کے ٹکٹ پر لیگ کے امیدوار کے مقابلہ میں کامیاب اور شعبۂ تعلیم میں پارلیمنٹری سکریٹری مقرر ہوئے، لیکن وہ ایک دیندار اور باحمیت مسلمان تھے، اس لیے زیادہ دنوں تک حکومت کے ساتھ نہ چل سکے اور ایک مذہبی معاملہ میں ان کو اس عہدے سے الگ ہونا پڑا، درس و تدریس سے بھی ان کو ذوق تھا، نورالعلوم کے نام سے انھوں نے بہرائچ میں عربی کا ایک مدرسہ بھی قائم کیا تھا، نئے نظام تعلیم میں ان کو مسلمان بچوں کی تعلیمی مشکلات کا ذاتی تجربہ ہوچکا تھا، اس لیے پارلیمنٹری سکریٹری کے عہدہ سے الگ ہونے کے بعد وہ ہمہ تن مسلمان بچوں کی مذہبی تعلیم کی جدوجہد میں لگ گئے، اور درس قرآن کا ایک سلسلہ مرتب کیا جس سے بہ یک وقت ابتدائی عربی، ترجمہ قرآن اور اردو زبان تینوں کی تعلیم ہوجاتی تھی، یہ سلسلہ بہت مقبول ہوا، اور مولانا نے اس کی تبلیغ و اشاعت کے لیے ہندوستان بھر کا دورہ کیا اس غیر معمولی محنت سے ان کی صحت خراب ہوگئی اور ان پر فالج کا حملہ ہوگیا، اور سات آٹھ سال صاحب فراش رہنے کے بعد ۲۰؍ نومبر کو انتقال کیا، اﷲ تعالیٰ ان کی خدمات کو قبول اور ان کو اپنی رحمت و مغفرت سے سرفراز فرمائے۔ (شاہ معین الدین ندوی، دسمبر ۱۹۶۳ء)

تعقبات ابن العراقي واستدراكاته في تحفة التحصيل على العلائي في جامع التحصيل

The research reveals significant insights cited by Ibn Al ‘Irāqī in his book "Toḥfah Al Taḥṣīl" on the illusions of Al-‘Alā'ī in his book "Jāmi Al Taḥṣīl". It highlights the scientific value of those illusions that Ibn Al-‘Irāqī pointed out. Several of them are related to narrators of hadith and their issues of hearing from their sheikhs. Many of those illusions are related to the chain narrators (isnad), the main text of the report (matn), or their position in the books of sunnah. There are no previous studies on this subject. I put the sequential insights I revel under headlines through which one can realize the illusions that Al-Ala'i fell in. I conclude with the perceptions that both Ibn Al-‘Iraqī and Al-‘Alā’ī have shared. I don’t mention my opinion after each insight for Ibn Al-‘Iraqī; however, my silence is an approval to what he said. When I went against him or it was important to mention any comment or information, I openly said my opinion and explained the reasons for my opposition. Some of the research findings are: Al-Ala'i ignores mentioning the narrator's gap (irsal), although Al-Mizzī mentions it in his book "Tahdhīb", or the scholars mention it before both of them.  He describes the narrator having a gap (irsāl) and attributes it to Al-Mizzī.  He added notes like "he didn't encounter him" and formulated expressions that weren’t mentioned by neither Al Dhahabī nor Al-Mizzī. He references a Ḥadīth to a book that it is not included in.

Connecting Students’ Learning of Mathematics to Their Daily Life Experiences in Gilgit-Baltistan

Mathematics has always been an important subject for every student because of its extensive application in the day-to-day life. Despite its importance and application in daily life, the teaching and learning of mathematics in primary schools is mostly textbook based that does not allow students to a see connection between their learning of mathematics in classroom and its use in their day-to-day activities or their careers. As a result, students perceive mathematics as a worthless subject with no use in their daily life. Thus, it is felt that there is a genuine need to study this issue in order to develop a positive image of mathematics as a practical and worthwhile subject. Therefore, I conducted this qualitative case study on 'how Grade 4 mathematics teachers connect students' learning of mathematics to their daily life experiences in public sector primary schools in Gilgit-Baltistan. Using qualitative case study method, data was collected through semi-structured interviews, classroom observations and document analysis. Research participants included two mathematics teachers from two public sector schools of Gilgit-Baltistan that have been developed as project schools by the Aus-Aid funded project,"Education Development and Improvement Programme". Implemented by the Professional Development Centre (North) of Aga Khan University Institute for Educational Development (PDCN-AKU-IED). The findings of the study revealed that connecting the teaching and learning of mathematics to students' daily life stimulates students' thinking, motivates and develops curiosity to recognize mathematics in their surroundings and to apply their learning of mathematics to day to day activities. It was also found that the teaching of mathematics through practical examples from the local context develops in students a positive attitude towards mathematics and its learning. As a result, the students' image of mathematics changes from being a dry and abstract subject to an interesting, practical, and worthwhile subject. Another finding of the study is that teaching mathematics through connecting it to students' daily life experience requires the teacher to have strong knowledge of mathematical concepts, innovative pedagogical skills and understanding of mathematics used in the local context. The study revealed that the textbooks used in schools, the examination system and the teachers' lack of content knowledge and pedagogical skills greatly influence students' learning, conceptual understanding and application of mathematics. Based on the findings, the study draws a number of conclusions having implications for mathematics teachers, schools, education department, and teacher education institutions.
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