مولانا ابوبکر اصلاحی
افسوس ہے کہ ۲؍ مئی کو جماعت اسلامی کے ایک ذمہ دار بزرگ اور اعظم گڑھ کے اطراف کے مشہور عالم مولانا ابوبکر اصلاحی صاحب نے داعی اجل کو لبیک کہا، مدرسۃ الاصلاح سے فراغت کے بعد انہوں نے ضلع بستی میں دینی تعلیم کی اشاعت اور درس و تدریس کی خدمت انجام دی، ۴۶ء میں مدرسۃ الاصلاح آئے۔ راقم نے صرف و نحو اور فقہ کی بعض کتابیں ان سے پڑھیں، وہ جماعت کے بڑے سرگرم رکن تھے، اس لیے مدرسہ سے سبکدوش ہوکر اس کے تنظیمی کاموں میں لگ گئے، ان کی اچھی کارگزاری کی بنا پر جب جامعۃ الفلاح قائم ہوا تو اس کی ترقی و استحکام کا کام انہیں سپرد کیا گیا اور وہ عرصہ تک اس کے نیک نام ناظم و صدر مدرس رہے۔ اب علالت و معذوری کی وجہ سے سرائمیر میں اپنے گھر ہی رہتے تھے۔
دارالمصنفین بھی تشریف لاتے تھے، مولانا شاہ معین الدین احمد ندوی سے تعلق خاطر تھا۔ مولانا ابوبکر صاحب کی وفات سے جماعت اسلامی اپنے ایک اچھے اور مخلص کارکن سے محروم ہوگئی، اﷲ تعالیٰ مغفرت فرمائے اور پس ماندگان کو صبر جمیل عطا کرے۔ آمین! (ضیاء الدین اصلاحی، مئی ۱۹۹۸ء)
The Concept of Collective Ijtihad and Introduction to Prominent Institutions in the Muslim World for resolving contemporary jurisprudential issues is a burning issue these days. Ijtihad is the effort made by the mujtahid in seeking knowledge of the ahkam (rules) of the Shariah through interpretation. It is a known fact the ahkam specifically and explicitly prescribed in the Holy Quran and Sunnah are limited, and as human society evolves, new problems come to the fore. This is the responsibility of mujtahid to present solution of the problems in the light of the rules and principles prescribed in the Holy Quran and Sunnah. This endeavor can take place in three shapes, first by an individual effort of a mujtahid, second by a group of in the form of collective ijtihad while its more advanced shape is the consensus (ijma’a) of all the mujtahidin of the time. In this article all the three modes of ijtihad have been discussed and it has been concluded and suggested that the best option for resolving the issues faced by the Muslim Ummah is collective Ijtihad due its easy implementation. This also helps in avoiding many complications while seeking consensus (Ijma’a) in present day time. In this article a list of the problems have been given which need immediate attention of the Muslim scholars, while in the last part introduction of some prominent institutions of the Muslim World have been given with elaboration of their objectives.
This study was undertaken to investigate the effectiveness of two instructional methods (i.e. Johnstone’s three-cycle instructional method and traditional instructional method) in the teaching of chemistry. Johnstone conceptualized that if chemistry concepts are made distinct and represented at three levels, are helpful in the meaningful learning. The main objectives of the study were to compare the relative effectiveness of these two instructional methods on the student learning and achievement. This experiment was carried out for the period of twenty two weeks in the chemistry classroom and laboratory of Federal Government Boys Model School F-8/3 Islamabad. Seventy-six science students of class ninth were randomly selected for the experiment. The design conceptualized for the study was the “posttest –only equivalent group design”. The research study had two groups i.e. experimental and control. Both the groups were equalized on the basis of eighth class science achievement scores. Different tools used to collect data were; multitier formative tools and a summative achievement tool. Experimental group was taught through Johnstone’s instructional method and the control group was taught through the traditional instructional method. Formative assessment was also made by the formative assessment tools. The achievement of the students in the chemistry theory and practical was measured by the summative tests called posttest theory and posttest practical. During the study the traditional formative assessments were also administered. The instruments constructed were validated. Data collected were analyzed and given the shape of mean scores. In order to compare the mean scores of the experimental and the control group, t-test was applied. The analysis of the data revealed that Johnstone’s instructional method was more effective than the traditional instructional method because the experimental group performed significantly better than the control group. Important information revealed was that the traditional measures of assessment were not suitable for the assessment of meaningful learning. Qualitative assessment mode was suitable for meaningful learning because these are not meant for the assessment of rote learning. The study demanded that learning and the way of assessment need to be matched. The study emphasized that the examination system of Pakistan needs to be re-evaluated and Johnstone’s instructional method be applied in chemistry classrooms in Pakistan and laboratories need to be improved for effective learning of chemistry.