پوتا، مفتی عتیق الرحمن عثمانی
بُرہان اورندوۃ المصنّفین کے احباب کویہ معلوم کرکے صدمہ ہوگا کہ گزشتہ ماہ دسمبر کی ۷؍ تاریخ کومولانا مفتی عتیق الرحمن صاحب عثمانی کااکلوتا پوتا دس برس کی عمر میں تین چاردن کی علالت کے بعد سب کو داغِ مفارقت دے گیا۔بچّہ نہایت ذہین وطباع اورہونہار تھا،تعلیم بھی بہت اعلیٰ پیمانہ پر ہورہی تھی، ایک نہیں کئی کئی گھروں کاچشم وچراغ اور رونقِ خانہ تھا۔ موت برحق ہے لیکن اُس غنچۂ ناشگفتہ کوکیاکہیے جس نے عالمِ آب و گِل میں داخل ہوکر ابھی زندگی کا ارمان کیاہی تھا کہ موت کے دستِ ستم نے اُس کوخوابِ عدم میں پہنچا دیا۔ اناﷲ واناالیہ راجعون۔ اللھم اجعلہ لنا اجراً وذخراً وشافعاً ومشفعاً۔
[جنوری ۱۹۶۷ء]
After reading the whole books and find out the interpretation, there were various sayings, the meanings and interpretations of the verses of Quran. The reader does not have the capability to select correct and incorrect. He does not know what to do about the various interpretations. At first the people of Mecca knew the status of Revelation; they do not need to explain that revelation, because it was their native language while the Prophet (S.A.W) explains it in detail. After the earlier periods, it was necessary to adapt some rules to know the correct sayings, that rules were already include the Quran itself, in the Sunnah, in the Quranic Sciences, in the books of fundamentals of Jurisprudence, and in the books of Quranic Sciences. Later on, however, wrote the books as contemporary independent science as such as book of Husain Al Ḥarbī named (قواعد الترجيح عند المفسرين) and book written by Khalid Al Sabbath named (قواعد التفسير جمعاً ودراسةً). These rules of preference are most important as with the help of these rules, the books of interpretation can be clarified from incorrect sayings. These rules are various, including, related to Quranic text, Sunnah, the views of Companions, the evidence, or related to the linguistics of Arabs. The preference proves the strength of a saying or strengthens an aspect than others through rules of preference. One of the objectives of this research is that the rules of preference can distinguish between correct and incorrect interpretation. The researcher recommended attention to these rules of preference and to study it as a separate subject to get full benefit from the books of interpretation.
An Evaluation of English Textbooks at SSC Level in Government Schools of Khyber Pakhtoonkhwa The present study sought to evaluate English textbooks which are taught at government schools of Khyber Pukhtoonkhwa at SSC (Secondary School Certificate) level. The main purpose was to see congruence in the objectives laid down by the National Curriculum Wing and the textbooks prepared by Khyber Pukhtoonkhwa Textbook Board. The study was based on multimodel approach of Creswell (2005) in which both quantitative and qualitative data were collected, analyzed and compared to have a richer insight into the research problem. Quantitatively, survey research method was adopted and questionnaires were prepared and administered to students and teachers. The questionnaires were made keeping in view the research objectives and the objectives of National Curriculum Wing covering four main skills ; speaking, writing, reading, listening and three sub skills; pronunciation, vocabulary and grammar. The questionnaires were translated into Urdu, piloted and their validity and reliability were calculated. In order to collect data qualitatively, a checklist was devised having seven broad categories like the questionnaires and the prescribed textbooks were evaluated against them. The quantitative data was analyzed using SPSS version 16 and frequencies, means, standard deviation were calculated. The qualitative data was thematically analyzed. The findings of the study reveal that the prescribed textbooks are not good enough to achieve the objectives spelled out by National Curriculum Wing. Listening skills and pronunciation are altogether ignored. As far as other skills, traditional methods of presentation are adopted. In case of writing, product approach is adopted instead of process. Likewise, in case of grammar, artificial and contrived discrete point activities are provided. The focus of attention is form and not functions. Moreover effort is made to teach language at word and sentence level and not at discourse level. Reading section is not challenging for students and vocabulary section does not enable students to become autonomous learners. To sum up, the prescribed textbooks do not help the students to become communicatively competent. In the light of the findings of the research, suggestions for improvement of textbooks and recommendations for further research were suggested.