مولانا بشیر احمد خاں
افسوس ہے پچھلے دنوں دارالعلوم دیوبند کے نہایت لائق وفائق اورمشہور استاذ مولانا بشیر احمدخاں صاحب کااچانک انتقال ہوگیا۔ مولانا ریاضیات اور ہیئت میں برِصغیر ہندوپاک کے علماء میں اپنا جواب نہیں رکھتے تھے۔ اس کے علاوہ فقہ اورحدیث میں بھی اُن کی نظر وسیع تھی، چنانچہ دارالعلوم دیوبند میں ان فنون کی اونچی کتابیں اُن کے زیر ِ درس رہتی تھیں اور کبھی کسی طالب علم نے اپنی بے اطمینانی کااظہار نہیں کیا۔ علوم وفنون میں اس درجہ مہارت اور اُن میں شغف کے ساتھ مولانا میں نظم و نسق اور دنیوی معاملات و مسائل کو سمجھنے اور ان کے حل کرنے کی صلاحیت بھی بدرجہ ٔ اتم تھی۔ اسی بناء پر چندماہ ہوئے اُن کا انتخاب نائب مہتمم کے عہدہ کے لیے ہواتھا۔ عمر اگر چہ ستّر( ۷۰) کے لگ بھگ تھی، لیکن قویٰ مضبوط اور عام تندرستی بہت اچھی تھی۔ ۱ ۲؍ اگست کومجلسِ عاملہ کی میٹنگ میں وہ شروع سے آخرتک شریک رہے اوراُس کاکبھی وہم بھی نہیں ہوسکتا تھاکہ دو دن کے بعد ہی مولانا یک بیک راہی عالم ِبقا ہوجائیں گے۔یوں بھی عابد مرتاض اور خندہ جبین وخوش اخلاق تھے۔ اﷲ تعالیٰ مغفرت وبخشش کی نوازشوں سے نوازے اور اُن کے درجات اونچے کرے آمین۔ [اکتوبر۱۹۶۶ء]
The Oneness of Allah is the most important belief in the Islamic faith. Allah SWT is one in His Self, His attributes, and His acts. His self is neither composite nor divisible in any way. The effort to understand how the unity and uniqueness of God is compatible with the diversity of His attributes produced many explanations and doctrines throughout the Islamic History. The most famous doctrine is the Asha’riah position, that the attributes neither identical to the self of Allah nor different from it. The Mutazilah deny the divine qualities in order to maintain the unity of God. This article attempts to explain the position taken on this question by Muhyiddin Ibn Arabi – one of the most famous Sufi scholars. He tried to resolve the problem in his own way, based on his conception of “nisab”.
This study aimed at investigating the effects of Contextualization and Concept Mapping on Expository Writing skill at Intermediate Level. The study was delimited to Intermediate students of Government Girls Higher Secondary School, City D. G. Khan. Many strategies are used to improve expository writing skills of the students. Contextualization and Concept Mapping are one of them. Contextualization relates new knowledge with students own previous experience. Contextualization helps the learner in understanding target language. Concept Mapping is systematic graphic structure which helps the students in organization of knowledge. It is like preparing an outline for writing. The positive results of previous studies led the researcher to study the effects of Contextualization and Concept Mapping in her own context and situation. The study is significantly important as the findings can be extended to the similar situations by the teachers, learners, educationists, course designers and curriculum developers. The main part of the study was experimental in design where pretest-posttest control group design was applied to show the relationship between dependent and independent variables. One control and two experimental groups were ix randomly selected to conduct the experiment. The attitude towards contextualization and concept mapping was measured through opinionnaire from students. The sample for experiment was taken from Government Girls Higher Secondary School, City D. G. Khan. Total 60 students were taken out of 100 enrolled students to make an average ability group sample and then were divided randomly into three groups, twenty students comprising each. Two groups were experimental and one was control. The opinions of the students were taken to validate the results of experiment conducted. All the tools were developed personally and all the data was also collected in person. Study commenced with the test of proficiency level of students in the subject of English that was measured through Preliminary English Test and then students were randomly divided into three groups. The control group received instruction through traditional lecture method whereas intervention course of contextualization and concept mapping was applied on experimental groups. Data was collected through pretest-posttest, intervention course and opinionnaire and analyzed through applying SPSS 20 tool. T-test, descriptive statistics and post hoc test were employed to extract results. The responses of students were measured through descriptive statistics and percentages. The findings of the study include: contextualization and concept mapping strategies were more effective to improve expository writing skill of the students than traditional method. The findings signify that improvement in students’ writing is because of the treatment through contextualization and concept mapping. The opinions of students also confirmed that they considered contextualization and concept mapping as effective strategies for teaching expository writing. x The study led to the recommendations regarding implementation of Contextualization and concept mapping in different contexts and disciplines to diverse group of students at different grade levels. These strategies can be included in all level of training courses for teachers as well as for researchers. The researchers may expand their researchers with contextualization and concept mapping with different delimitations.