آصف علی
افسوس ہے پچھلے چند گھنٹوں کے فصل سے ہندوستان کی عموماًاوردہلی کی خصوصاً دونامور ہستیوں نے اس دنیا کوخیرآباد کہا۔آصف علی مرحوم نے وطن سے بہت دور دیارغیر میں جان جان آفریں کوسپرد کی لیکن وطن کی خاک نے یہ کشش دکھائی کہ ان کی نعش ہوائی جہاز کے ذریعہ سوئٹزرلینڈ سے دہلی پہنچی اورشفیق الرحمن صاحب قدوائی اوروہ دونوں یہیں دفن ہوئے۔ سیاسی مسلک کے علاوہ دلّی کی خاص وضع داری اورشرافت، خوش اخلاقی اوروسعت ظرف وعالی حوصلگی کے اعتبار سے دونوں میں بہت کچھ مشابہت ومماثلت تھی تاہم ہر ایک کی چند خصوصیات تھیں جن کے باعث دونوں اپنا اپنا الگ مقام رکھتے تھے۔آصف صاحب نہایت ذہین انگریزی اور اردو دونوں زبانوں کے خوش بیان مقرر اور ادیب تھے اوراردو زبان کے خوش گوشاعر بھی تھے، چنانچہ انجمن ترقی اردو ہند کے سہ ماہی رسالہ’ اردو‘کے ابتدائی دور میں ان کی بعض نظمیں شایع ہوئی تھیں۔ اردو طرز تحریر میں ان پر ٹیگوریت غالب تھی جس کاثبوت ان کی کتاب’ پرچھائیں‘ سے ملتاہے ۔تحریک آزادی کے زمانہ میں ان کاشمار صف اوّل کے کانگریسیوں میں رہا۔ آزادی حاصل ہونے کے بعد وہ امریکہ میں ہندوستان کے سفیر رہے پھر اڑیسہ کے گورنر بنادیے گئے اوراب آخر میں سوئٹزرلینڈمیں اپنے ملک کی سفارت کی خدمات انجام دے رہے تھے کہ اسی عہدہ پرداعی اجل کولبیک کہا ـع
حق مغفرت کرے عجب آزاد مرد تھا
[مئی۱۹۵۳ء]
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
Advancements in science, technology and education highlight the importance of engaging science students in Socio-Scientific Issues (SSI)-based argumentation and enabling them to make informed decisions. The purpose of this research was to explore the efficacy of SSI- based argumentation in the context of biology (genetics) for improving grade-IX students’ argumentation skills focusing on complexity and quality of argumentation. The study was conducted as a pre-experiment in one school. To meet the needs of the study, all of the grade-IX students (n = 44) of biology group were recruited as sample. However, 38 students provided their responses on writing frames for both the pre- and post-test. After being taught a unit of 12 (45-minutes each ) lessons on genetics, students were explicitely instructed argumentation skills in one 45-minutes each session and engaged in oral and written argumentation in further three 45-minutes lessons. Data were gathered through pre- and post-instruction with detailed written students’argumentation on writing frame which were consisted of SSI-based scenario with guiding questions . In order to answer the two research questions, the data were analyzed twice using separate frameworks for complexity and quality of argumentation. The findings indicated an increase in the argumentation skills of grade-IX students. The difference between pre-test to post-test complexity of argumentation was considered significant (Wilcoxon signed ranked W = 553; Z = -4.940; p < 0.01). Also, the effect size (r = 0.80) was considered as large. Similarly, the difference in the level of quality of grade-IX students’argumentation was also found significant (Wilcox on signed ranked W = 528; Z = -5.005; p < 0.01) with large (r = 0.83) effect size. The results are important as strategy of teaching of science through argumentation about SSI has been found efficacious for improving complexity and quality of students’ argumentation skills in the context where most of the students are unaware of SSI-based argumentation. The finding are also important because they add to the literature for the area where there has been found dearth of research in the field of SSI based argumentation.