مولانا عبدالحئی سہارنپوری
ہندوستان میں عربی علم و ادب و لغت و محاورات کے جو چند مخصوص ماہرین ہیں۔ ان میں ایک مولانا عبدالحئی صاحب سہارنپوری استاد جامعہ عثمانیہ بھی تھے، افسوس کہ انہوں نے ۲۷؍ رمضان ۱۳۴۸ھ کو بمقام حیدرآباد دکن، مرض طاعون میں مبتلا ہوکر وفات پائی، مرحوم کے دادا شیخ الحدیث مولانا احمد علی صاحب سہارنپوری تھے، جو اپنے زمانے میں علم حدیث کے مرجع کل تھے، ان کے صاحبزادہ اور مرحوم مولانا عبدالحئی صاحب کے والد مولانا عبدالرحمان صاحب ادب عربی کے نامور عالم اور عربی کے شاعر تھے، انہوں نے اندلس کی تباہی کے مشہور مرثیہ کی بحروقافیہ میں مولانا حالی مرحوم کے اشارہ سے ہندوستان کی تباہی کا بہت پردرد مرثیہ لکھا تھا، مولانا عبدالحئی مرحوم کی عمر پینتالیس اور پچاس کے درمیان تھی، عربی کے شاعر اور عربی ادب و امثال اور محاورات کے بڑے عالم تھے اور سرکار نظام کی اعانت سے وہ عربی محاورات کا ایک ضخیم لغت فراہم کررہے تھے، افسوس کہ یہ عظیم الشان کارنامہ بھی ان کی موت سے ناتمام رہا۔ اِنَّا لِلّٰہِ وَ اِنَّا اِلَیْہِ رَاجِعُوْنَ۔
میری ان کی ملاقات دارالعلوم ندوہ میں ۱۹۰۶ء میں ہوئی تھی، جہاں آکر وہ بعض فنون کی تکمیل اور جھوائی ٹولہ میں طب کی تعلیم حاصل کرتے تھے۔ یہ دارالعلوم کا عجیب زمانہ تھا، مولانا شبلی مرحوم زندہ تھے، مولانا حمیدالدین صاحب اور مولانا ابوالکلام صاحب کئی کئی مہینے آکر مولانا مرحوم کے پاس رہتے تھے اور ہر وقت علمی چہل پہل اور علم و ادب کی گفتگو رہتی تھی، اس صحبت میں مرحوم بھی شریک رہتے تھے۔
ان کے والد حیدرآباد میں مطب کرتے تھے، اس تعلق سے حیدرآباد جاکر رہے اور جامعہ عثمانیہ میں استاد مقرر ہوئے، ساتھ ہی ولی عہد بہادر نواب معظم جاہ بہادر (ہزبائنس پرنس آف برار) کی استادی و اتالیقی کے منصب پر...
Management of Islamic education in pesantren needs to return to its historical roots in order to confirm the identity, character, distinctiveness and uniqueness. There is a spirit that is timeless, even the underlying model of ideal education in the contemporary era. Development of Islamic epistemology for education should be able to give birth to a generation of Muslims who worships in the field of religion and experts in the field of science and technology. Pesantren as an educational institution of Islam with a good management should be able to play its role to achieve this goal. Whereas in fact there who think that pesantren have not been able to put its strategic position in the development of science in accordance with the times. Nevertheless, the existence of Islamic educational institutions such as pesantren is evidence that pesantren have been organized in a good management so that it can survive in changing times from time to time. More precisely knowing Islamic education management in pesantren from the perspective of epistemology may illustrate that pesantren will continue to be needed to confront the changing times.
This project report presents the processes and the outcomes of the development project which was conducted at A.C. School, Karachi, as a requirement of my Master of Education (M.Ed.) program. The selection and planning of the project was done in three phases. In the first phase, a situation analysis was conducted at the school. As a result, of gaps in the teaching of English and Social Studies emerged. For the teaching of English, a need assessment survey was further conducted. In the second phase, interviews of the teachers and students, both verbally and through questionnaires, were carried out, and observational studies were made in the classroom. In the third phase, based upon observations of the English classes and analysis of information collected, it was discovered that in the teaching and learning of listening and speaking skills, proper methods were not being utilized. Bridging of this gap was selected as the project and Grade 6 selected for its implementation. The project goal that emerged was ‘Development of listening and speaking skills in English for Grade 6 teachers'. The project was planned, and two workshops were conducted on two alternate days. The first workshop was aimed at orientation of the teachers towards the importance and the conceptual understanding of the development of listening and speaking skills. The second workshop was activity-based and designed to educate the teachers on how to plan and implement lesson plans to improve the listening and speaking ability of students. Feedback on what they had learnt in the workshops was obtained through discussions, evaluation forms and questionnaires. On the third day, observation of the teaching by one of the teacher in the classroom was carried out, and some gaps were discovered in her understanding of what had been discussed in the workshops. To fill the gap, the following week; a class was conducted by me to demonstrate how the lessons should be conducted. The day after, the other teacher was observed conducting a class. After the class, both the teachers were provided critical feedback on their teaching style and methods. Finally, based on what they had understood, discussions were held with them on how to conduct lessons through poem and role-play. The teachers were asked to reflect upon and discuss what they had learnt during the project. The outcomes revealed that the teachers' conceptual understanding of the effective use of strategies of story telling, poetry, and role-play increased,