آصف علی
افسوس ہے کہ اس مہینہ کے شروع میں ہماری قومی و ملی جماعت کی دو ممتاز شخصیتیں ہم سے جدا ہوگئیں یعنی آصف علی مرحوم اور شفیق الرحمن مرحوم قدوائی نے انتقال کیا، یہ دونوں پرانے قومی کا رکن تھے، ملک و وطن کی انھوں نے بڑی خدمات انجام دیں اور اس کے لئے قید و بند کی مصیبتیں جھیلیں، ہندوستان کی آزادی کی جدوجہد میں ان کا نمایاں حصہ تھا، آصف علی صاحب مرحوم تو پرانے آدمی اور مشہور و ممتاز شخصیت رکھتے تھے، سیاسی ز ندگی سے پہلے بھی وہ ایک اچھے بیرسٹر تھے، اور سیاست کے میدان میں بھی ان کو نمایاں مقام حاصل تھا، اور ہندوستان کے بڑے لیڈروں میں ان کا شمار تھا، ہندوستان کی آزادی کے بعد وہ مرکزی حکومت کی وزارت، اڑیسہ کی گورنری، امریکہ اور سوئیزرلینڈ کی سفارت جیسے بڑے بڑے عہدوں پر ممتاز رہے، اور سو ئیزرلینڈ میں ہی ان کا انتقال ہوا، علمی حیثیت سے بھی وہ بڑے لائق اور ذہین وذکی تھے، اردو کے بھی ادیب تھے اور انگریزی و اردو دونوں میں ان کی تصانیف ہیں، انتقال کے وقت ۶۴، ۶۵ سال کی عمر تھی، ان کی موت سے ایک ایسی جگہ خالی ہوگئی جس کا موجودہ حالات میں پر ہونا مشکل ہے۔ (شاہ معین الدین ندوی، اپریل ۱۹۵۳ء)
Qur’an and Ḥadith as fundamental and primary sources of Shariah stand as hall mark of Islam. Ḥadith called traditions as the second fundamental source of Islam embodies sayings, actions and expressions of Prophet Muhammad (SAW) explicit or implicit. Mainly there have been two trends of rejecting the status of Ḥadith. One is rejecting the authority of Ḥadith and other rejects the authenticity of Ḥadith especially “Khabar-al-wahid” or solitary tradition. Other group does not completely reject the authority of Ḥadith rather text of Ḥadith especially in case of weak traditions. This paper discuss the opinion of rejecters of Ḥadith and contribution of Muslim scholars along with their arguments from Qur’an and Sunnah of Prophet Muhammad (SAW) to highlight the importance and significance of authority and authenticity of Ḥadith in all disciplines of Islamic thought.
Teachers beliefs and their implicit theories about their students intelligence, abilities and the ways in which they learn, determines their approach to teaching. Many teachers in Pakistan conceive intelligence as an ability possessed by a few individuals in their classrooms. This notion has lead to teacher's categorisation of their students according to their cognitive abilities. On the other hand, teachers play an active role in transmitting knowledge to the students through passive participation and rote learning. This makes student receivers of knowledge rather than potential users and producers of knowledge. This case study, therefore, explores a teacher's belief about the notion of intelligence and her classroom practices in which the teacher engages. It also studies the implications of these beliefs for her classroom practices. Finding reveals that the teacher had certain beliefs and conceptions about the ability and intelligence of her students and the way they learn. These beliefs have implications for teachers' attitude and behaviour towards different ability groups, their classroom interaction and feedback to their students, the use of pedagogical content knowledge, and their students self-image. The study also reveals that there is a relationship between teacher's beliefs and her practices. This relationship is hindered sometimes by other factors in her workplace. By engaging the teacher in critical reflection on both her beliefs and her practices, the teacher was able to re-conceptualise the implications of her conceptions of intelligence and slightly changed her practices in the classroom. These changed practices brought significant changes in the teachers attitude and students learning which made the teacher re-conceptualise many of her beliefs and conceptions about intelligence.