اُستاد عبداﷲ کنون
معاصر مراکشی عالم ، مورخ اور ادیب
( شیخ نذیر حسین )
عصر حاضر کے ممتاز مراکشی مصلح، عالم، ادیب اور مورخ استاد عبداﷲ کنون نے ۹؍ جولائی ۱۹۸۹ء کو بیاسی برس کی عمر میں انتقال کیا۔ ان کی ساری زندگی تعلیم و تدریس، تصنیف و تالیف اور دعوت و تجدید میں گزری۔ وہ ۱۳۲۶ھ؍ ۱۹۰۸ء میں فاس میں پیدا ہوئے، انھوں نے دینی اور روحانی ماحول میں پرورش پائی۔جب مراکش پر فرانسیسی سیادت قائم ہوگئی تو ان کے والد عبدالصمد طنجہ (Tangier) کے بین الاقوامی شہر میں چلے آئے۔ اس کے بعد وہ ہجرت کرکے مدینہ منورہ جانا چاہتے تھے، لیکن پہلی جنگ عظیم کے باعث وہ اپنے خاندان سمیت طنجہ ہی میں ہمیشہ کے لیے مقیم ہوگئے۔
استاد عبداﷲ کنون نے ابتدائی تعلیم اپنے والد ماجد اور اعلیٰ تعلیم مراکش کے مشاہیر علماء سے پائی۔ بیس برس کی عمر میں وہ تعلیم و تدریس کے علاوہ اخباروں اور رسالوں میں مضامین لکھنے لگے۔ اس وقت سرکاری مدارس میں فرانسیسی زبان کا چلن تھا اور عربی زبان خارج ازنصاب تعلیم تھی، اس لیے استاد عبداﷲ کنون نے مسلمان بچوں اور بچیوں کی تعلیم کے لیے طنجہ اور تطوان میں آزاد مدارس کھولے، جہاں ذریعہ تعلیم عربی زبان تھی۔
۱۹۵۳ء میں فرانسیسیوں نے سلطان محمد خامس کو معزول کرکے ایک غیر مقبول شخصیت کو مراکش کے تخت پر بٹھادیا تو سارا ملک سراپا احتجاج بن گیا۔ سلطان کی بحالی کی تحریک میں استاد عبداﷲ کنون نے قائدانہ کردار ادا کیا۔ جب سلطان محمد خامس مراکش کے تاج و تخت پر دوبارہ متمکن ہوئے تو انھوں نے عبداﷲ کنون کو طنجہ کا حاکم اعلیٰ مقرر کیا۔ اس کے بعد جب طنجہ کے بین الاقوامی علاقے کا مراکش میں انضمام ہوا تو وہ سیاسی اور مالی معاملات طے کرنے کے لیے دول یورپ اور حکومت...
Allah Himself has taken the responsibility to protect the Holy Quran and the Hadith of the Holy Prophet. He Himself has provided the sources of their protection. One of the means of the protection that was the creation of such a group of the Qura who not only served the Holy Quran but also provided worth mentioning services in Ahadith of the Holy Prophet. But their services are hidden from us. By Qura the researcher means those Qura whose recitation styles and narrations are studied and taught in the different quarters of the world who are known as Qura Saba & Ashra (سبعہ وعشرہ). They are ten imams each with two Ravi’s. They are thirty Qura in total. I have selected only last three Imam & their two narrators in this Article. These Qurra are known as Qurra Thlathah (قراء ثلاثہ). The services of these imams have been highlighted in the light of the following eleven Ahadith books. Sihah: Sahih Bukhari, Sahih Muslim, Sahih Ibn-e-Habban, Sahih Ibn-e-Khuzeema. Sunan: Sunan Abu Dawud, Sunan al-Tirmidhi, Sunan al-Nasai, Sunan Ibn Majah, and Sunan al-Kubra. Masaneed: Musnad Ahmad ibn Hanbal, Musnad Abu Ya`la al-Mawsili. How many people have reported them and what is the standard of the weakness and soundness of those narrators have also been discussed in this article. Besides these books of Ahadith, these Ahadith have been searched in other books of Ahadith also. The status of these Qura has been explained in the light of the commentary of Muhadithin. Whether Ahadith critics have declared them thiqa or weak or have declared them as average sadooq. The most important thing is that there is no one weak reporter in these imam qura. Two out of three imam qura are ranked as thiqa and one sadooq. And among the narrators of these qura one is thiqa, one sadooq, and nobody are weak reporters. There is silence about the remaining four reporters of these qura. The reason is that there is no hadith reported from them. Because of all this their religious and scholarly authenticity could be determined. The narrations of these thalathah (ثلاثہ) Qura are confined to reporting the Holy Quran but they have also reported about every part of fiqh and they have been utilized and refered to
All the formal and informal endeavors at intra and interpersonal, group or national level to promote conducive peace environment by bringing attitudinal change through imparting knowledge, skills and values regarding mutual coexistence, elimination of violence and promotion of a culture of peace come under the purview of peace education (PE). However, the dream of PE, developing and maintaining a culture of peace, has not yet materialized in Pakistan. Youth in Pakistan have not fully acquired the values, skills and practices to resolve conflicts and minimize violence. There are many socio cultural and political reasons, yet the most pressing is related to school/classroom practices of the teachers, curriculum, school environment and institutional policies. The focus of this study was to explore the perceptions and practices of teachers about PE using the case study method under the qualitative research paradigm. Data were collected through semi structured interviews, observations and document analysis, which were later on transcribed and analyzed. The major conclusion from the study is that peace is contextual and different people perceive it differently. Hence, strategies used in PE also vary accordingly. That is the reason why teachers are using different strategies to teach for peace. Moreover, curriculum, co-curricular activities and the school environment help teachers to impart the skills and values related to peace. Adding to this, peace pedagogy is essential in making the content fruitful. However, teachers believe that certain topics in the curriculum and unbridled access to media obstruct the objective of attitudinal change in favour of peace. The study has some implications for teachers and schools. Unless teachers build their pedagogy on a peace principle, the desired objective even in the presence of useful content, cannot be achieved. Moreover, peaceful school environment and eliminating stereotyped contents from the curriculum can help in meeting the objectives.