مِسٹر صلاح الدین خدابخش
بعض اتفاقات بھی عجیب ہوتے ہیں، پچھلے رسالہ میں مسٹر صلاح الدین خدابخش (جن کو اب مرحوم کہنا پڑتا ہے) کی بعض تحریروں کا گلہ کیا گیا تھا۔ ابھی وہ رسالہ چھپ کر تیار ہی ہوا تھا کہ کلکتہ سے ان کی اچانک وفات کی خبر آئی، اﷲ تعالیٰ ان پر رحم فرمائے اور اپنی مغفرت سے سرفراز کرے، ان کے قلم سے گو ایسی باتیں مستشرقین یورپ کی ترجمانی میں اکثر نکلتی رہیں، تاہم انکی ایسی پرجوش مخالفت قوم میں پہلے کبھی نہیں ہوئی، جیسی اس وفعہ ہوئی اور اس کے اثر کے سامنے ان کو مجبوراًمسلم آؤٹ لک لاہور میں اپنا معذرت نامہ شائع کرنا پڑا، جس میں محمد رسول اﷲ صلی اﷲ علیہ وسلم کے ساتھ اپنی گہری عقیدت اور مستشرقانہ الزامات کی بے حقیقی کا اعتراف اور ان کے جوابات کے لئے اپنی بعض تصنیفات کا حوالہ درج تھا، کس کو خبر تھی کہ ان کا یہ معذرت نامہ حقیقت میں ان کی پوری عمر کا آخری توبہ نامہ ثابت ہوگا، لیکن حسن خاتمہ کی توفیق دینے والے کی حکمتوں اور مصلحتوں کو کون سمجھ سکتا ہے؟
بداں را بہ نیکاں بہ بخشد کریم
مرحوم خدابخش خان سابق چیف جسٹس عدالت عالیہ، حیدرآباد دکن اور بانی کتب خانۂ مشرقی بانکی پور کے فرزند ارجمند تھے، علم کی محبت باپ سے ورثہ میں پائی تھی، بیرسٹر تھے، کلکتہ میں پریکٹس کرتے تھے، جرمن زبان سے جرمن مستشرقین کی کتابوں اور مضمون کے ترجمے انگریزی میں کرتے رہتے تھے، اب ان کی کتابوں میں اسلام کے متعلق جو کچھ بھلی بری باتیں ہوتی تھیں وہ ان کو اسی طرح رہنے دیتے تھے، اس لئے کبھی کبھی ان میں نہایت زہریلا مواد ملا ہوتا تھا، شعر و شاعری سے بھی دلچسپی تھی۔
(سید سلیمان ندوی، ستمبر ۱۹۳۱ء)
In this article an effort has been made to describe Hazrat ‘ishah (R. A) ’s methodology of derivation of Ahkm from Holy Quran. Holy Quran and Sunnah of Holy Prophet (S. A. W) is basic source of Islamic Shar‘ah. Hazrat ‘ishah Siddqah (R. A) was the wife of the Holy Prophet (S. A. W), and the daughter of Hazrat Ab Bakr (R. A). She spent her time in learning and acquiring knowledge of the two most important sources of Islam, the Qur'an and the Sunnah of His Prophet (S. A. W). Hazrat ‘ishah (R. A) narrated 2210 Ahdth out of which 174 Ahdth are commonly agreed upon by Bukhri and Muslim. She was an ardent and zealous student of Islamic jurisprudence. She has not only described Ahdth and reported her observations of events, but interpreted them for derivation of Ahkm. Umm Al-Mu’minn Hazrat ‘ishah (R. A) is a great scholar and interpreter of Islam, providing guidance to even the greatest of the Companions (R. A) of the Holy Prophet Muhammad (S. A. W). She has not only described Ahdth and reported her observations of events, but interpreted them for derivation of Ahkm. Whenever necessary, she corrected the views of the greatest of the Companions of the Holy Prophet (S. A. W). It is thus recognized, from the earliest times in Islam, that about one-fourth of Islamic Shar‘ah is based on reports and interpretations that have come from Hazrat ‘ishah (R. A). As a teacher she had a clear and persuasive manner of speech. Hazrat ‘ishah (R. A) is a role model for women. She taught Islam many people. She was an authority on many matters of Islamic Law, especially those concerning women.
This report contains pertinent information related to an educational development project conducted in one of the schools in Karachi. The project was designed and developed on the basis of need assessment. The need assessment was carried out in three phases (pre-assessment, assessment, and post-assessment). In the last phase of the need assessment, the identified need of the school was analyzed and prioritized in the light of the level of needs (system resource, service provider, and service receiver). The culture of isolation was understood as the root cause of various issues faced by the school. Therefore, the purpose of this project was to develop collaborative and professional practices among the school teachers. To achieve this purpose, six workshops and classroom practices were conducted. In the first workshop, the project focused on building participants' conceptual understanding of collaboration and collegiality. As a result, the participants broadened their perception about the concept. Also, their understanding regarding the topic was enhanced and developed. Furthermore, the project participants developed a couple of implementation strategies for conducting team-teaching and peer-coaching. Moreover, the school teachers conducted three team-teaching and peer-coaching sessions during the project implementation, as a practice of collaborative strategies. Most importantly, these strategies (team-teaching, peer-coaching, and participatory planning) were the main focus of the project for addressing the identified need of the school. To measure the achievement in all activities, a monitoring and evaluation framework was constantly used. This framework contained certain instruments like; interview, questionnaires, field notes, reflective journal, and observation.