سرشاہ سلیمان
نئی تعلیم نے جو بہتر سے بہتر نمونے ہماری قوم میں پیش کئے اُن میں سے ایک سرشاہ سلیمان تھے، وہ مشرقی تعلیم کے ایک ممتاز خاندان کے فرد فرید تھے، ان کا آبائی وطن ضلع اعظم گڑھ ہی کا ایک ممتاز قصبہ تھا، ملا محمود جون پوری جن کا نام شمس بازغہ اور فرائد کے مصنف کی حیثیت سے آفتاب کی طرح درخشاں ہے، ان کے مورثِ اعلیٰ تھے، سرسلیمان مرحوم نے بھی ابتدائی مشرقی تعلیم حاصل کی تھی، اور عربی تعلیم سے بہرہ ور تھے، ملا محمود نے فلسفہ میں ادب کی، اور ادب میں فلسفہ کی شان پیدا کی تھی، یہی خصوصیت سر سلیمان کی ذات میں تھی، ایک طرف وہ قصائد ذوق اور مثنویات میر کو ترتیب دیتے تھے اور دوسری طرف آئن سٹائن کے نظریہ پر نقد و تبصرہ کرتے تھے۔
سر سلیمان کی فطری ذہانت بے نظیر تھی، ذہانت کی بجلی ان کی رگ رگ میں بھری تھی، وہ نہ صرف ہائی کورٹوں کے جج رہے، بلکہ قانون کے نکتہ شناس بھی تھے، ان کی لیاقت و قابلیت کی شرح کے لئے چند سطریں کسی طرح کافی نہیں ہوسکتیں، اور ان سب باتوں کے ساتھ وہ مسلمان بھی تھے، ایماناً اور عملاً مسلمان! وہ ان تنگ ظرفوں میں نہ تھے جو رومن حروف کے چند الفاظ پڑھ لینے کے بعد اپنے کو حقائق و معارف کا سب سے بڑا عارف مان کر دین و مذہب سے بے نیاز ہوجاتے ہیں، اور بندگی کی حد سے آگے بڑھ کر خدائی کے عرش کا اپنے کو مستحق سمجھنے لگتے ہیں، مرحوم میں ان خوبیوں کے ساتھ بہت سی اخلاقی خوبیاں بھی جمع تھیں، وہ منکسر، متواضع، حلیم، اور سادہ مزاج تھے، ساتھ ہی اپنی رائے کے مضبوط اور کام کے دھنی تھے، وہ عالم تھے، مگر عمر بھر طالب العلم بنے...
vidence of non-Musims in Islamic perspective. It is the responsibility of an Islamic state to ensure justice in all walks of life. Islamic law provides justice to all its citizens, irrespective of their race, colour and religion etc. There is a difference of opinion amongst the jurists as to whether a non-Muslim can be a witness for or against a Muslim or not? As for as the matters of giving evidence in favour of or against each other amongst themselves is concerned, so, majority of the jurists say that of is permissible. This research article deals with this issued opinions of the jurists have been presented with their arguments
The present research was conducted to examine the socio-cultural dimension of English language teaching in Pakistan in terms of identity construction of learners, the possibility of a language shift and social segregation in society. The position of English is compounded within its historical background, its global importance and Pakistani society's perceptions regarding its value. State policies of language and education have implicated English in power structures which have led to the emergence of private elite institutions. These institutions reflect the dual relationship between English and Pakistani society: on the one hand they are based on society's assumptions regarding English and on the other they help to establish these assumptions on the socio-cultural level. Societal attitudes regard teaching and learning of English as highly desirable based on its power to confer economic and social rewards and as the only means to access higher education. Private English medium schools fulfill the elite demand for quality English medium education but exclude the majority because of the expenses involved. This has created a situation of inequality, which impacts not only educational opportunities but also distribution of economic rewards which depend on literacy in English. These institutions contribute to elitist domains of power which has resulted in a very limited vertical, social and economic mobility. The research findings indicate that English language teaching has become a major cause of estrangement between various social strata. Teaching of English in Pakistan is traditionally supplemented with English literary texts which are usually culturally and ideologically loaded. Combined with center-based curriculums and pedagogies, the texts' message could influence learners' identity and subjectivity. Learners could be influenced by the world views impounded in them and combined with the westernized environment and the emphasis on English as the only language within the school, these features could collude to implement a hidden curriculum of acculturization. The hybrid identities which would emerge would be a western-oriented youth, who would be empathetic with western cultural norms and would hold their own languages and cultures in low esteem. The present study attempts to bring awareness about the present ELT practices in the elite schools. It is grounded in theories of language policy and planning, structuralism, postmodernism and deconstruction. Being a sociolinguistic inquiry, it draws on quantitative and qualitative data from stake holders in education and analyses it against documentary evidence. Based on research findings which indicate linguistic assimilation and a language shift towards English, the recommendations include changes in policies related to English pedagogies, teacher training and the regularization of private schools.