آہ !شوکت سلطان
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دلِ ستم زدہ کو ہم نے تھام تھام لیا
۸؍ ۹جنوری ۱۹۸۶ءکو دارالعلوم ندوۃ العلماء لکھنؤ میں اسلامی ادب پر ایک بین الا قوامی سیمینار تھا، جس میں ہندوستان کے علاوہ عرب ممالک کے علماء اور فضلاء بھی کافی تعداد میں شریک تھے، وہیں جناب سید حامد صاحب سابق وائس چانسلر مسلم یونیورسٹی علی گڑھ نے یہ اندوہ ناک خبر دی کہ شبلی نیشنل پوسٹ گریجویٹ کالج کے سابق پرنسپل جناب شوکت سلطان کی وفات ہوگئی، یہ خبر سننے کے لیے تیار نہ تھا، اعظم گڑھ سے ۶؍ جنوری کو لکھنؤ گیا تھا، اس وقت تک ان کی کسی علالت کی کوئی اطلاع نہ تھی وہ اپنی بڑی لڑکی سے ملنے علی گڑھ گئے ہوئے تھے، اعظم گڑھ سے لکھنؤ ان کی وفات کی کوئی خبر نہیں تھی، بے حد پریشان اور ملول ہوا، خیال ہوا کہ علی گڑھ سے ان کی میت اعظم گڑھ ضرور آئے گی، اور شبلی منزل کے احاطہ ہی میں ان کی ابدی آرام گاہ بنائی جائے گی، نہایت پریشانی میں لکھنؤ سے اعظم گڑھ روانہ ہوا، کہ شاید جنازہ میں شرکت ہوجائے، یہاں پہنچا تو معلوم ہوا کہ وہ ۳۰؍ دسمبر ۱۹۸۵ء کو اپنی اہلیہ کے ساتھ لڑکی سے ملنے کے لئے للت پور گئے، ۵؍ جنوری کو فجر کی نماز کے لیے اٹھے، وضو کا پانی مانگا تو کچھ تکلیف محسوس کی، چارپائی پر لیٹ گئے تو پھر ابدی نیند سوگئے، وہیں اﷲ تعالیٰ کی رحمتوں اور برکتوں کی آغوش میں سپرد کردیے گئے، اس سانحہ کی خبر۸؍ جنوری کی شام کو اعظم گڑھ پہنچی، میں ۱۰؍ جنوری کو دارالمصنفین پہنچا تو جمعہ کی نماز کے بعد اسی کے احاطہ میں ان کے جنازہ کی غائبانہ نماز پڑھی گئی، اس میں شریک تو ہوگیا، مگر یہ خیال اب تک...
Sirah of the Holy Prophet ﷺ is the topic on which a lot of work has been done both in the Muslim and non-Muslim world. For Muslims it was the source of aspiration and adaptation for the practical purposes of social life while for the non-Muslims it was the source of inquisitiveness and understanding Islam as a successful religion in the past and present time. Therefore, Muslim enthusiastic interest in the biography of the Holy Prophet ﷺ developed and evolved into a regular science while the west has modified the knowledge of biography according to their own order of preference but within the same biographic precedents. Both have tried to reconstruct the biography of the Holy Prophet ﷺ historically, chronologically and logically.
Clinton Bennett is one of the western scholars who has contributed not only in the Islamic literature but also the biographic field. His work consists of numerous issues in Islam. Whatever he has learned from Islam and the Sirah of Holy Prophet and thus concluded in the form of his own thoughts, he has expressed most of them in his famous five books for example ‘In Search of Muhammad’, ‘Muslims and Modernity’, ‘Studying Islam’, ‘Interpreting the Qur’an’, and ‘Victorian Images of Islam’ (doctoral thesis)’.
This study focuses on Clinton Bennett’s work on Sirah specifically with his broader view of the subject. This research is descriptive and analytical in nature and presents a detailed analysis of the work it is based upon.
Teaching writing in an ESL/ EFL class remains a challenge for language teachers. Literature from the developed countries documents a number of new approaches that are used successfully in teaching writing. However, research studies conducted in Pakistan have not addressed this area extensively and thus there appears to be a gap. An exploratory case study was designed in order to understand the changes in practices of those teachers of English language who have been through a training programme to teach writing. The study focused on the practices and perception of two Advance Diploma in Education English language Teaching (ADE: ELT) graduates who were teaching writing in private schools in Karachi, Pakistan. Data were gathered through interview, document analysis, and classroom observation. The findings suggest that there appears to be a lot of interest in using writing as a process approach. However, the two teachers used both the process and the product approaches, depending on the nature of the task and the level of support needed by the students. Pre-writing activities are used extensively to encourage development of ideas for writing; however, a greater understanding of its purpose of use is needed. Feedback is detailed and given at various stages of the writing process. Focus of the feedback is not only on grammatical accuracy but also on improvement of ideas, their presentation, and coherence. Findings also show that one of the key factors that facilitated the implementation of new strategies for teaching writing was teachers' confidence in their own knowledge and skills gained from the ADE: ELT programme. Other important facilitating factors included: supportive school leadership, peer support in the school, reflective practice and the teachers' commitment to change. The factors that hinder the implementation of teaching writing as a process include time constraint, the pressure to complete school syllabus, examination and teachers' beliefs. These findings suggest that if teacher education programmes for language teachers provide sufficient time and opportunities for trainee teachers to practice the newly learnt skills, it would give them confidence to implement it in their schools. Also, as is evident from this study, a number of external factors affect the implementation of the new approaches. Teachers should also be prepared to address these issues in order to effectively implement their learning.