مولانا سید علی نقی نقوی
اس وقت اس برصغیر میں مولانا سید علی نقی نقوی کا ماتم بپا ہے، انھوں نے اپنے وطن لکھنؤ میں طویل علالت کے بعد ۱۸؍ مئی کو وفات پائی، گونا گوں علمی کمالات اور عملی خوبیوں کے جامع اور فرقۂ شیعہ کے ممتاز علماء و مجتہدین میں تھے، مدرسہ ناظمیہ اور سلطان المدارس میں تعلیم مکمل کرنے کے بعد لکھنؤ یونیورسٹی سے فاضل ادب کا امتحان دیا، پھر پانچ برس تک نجف میں تعلیم حاصل کی اور لکھنؤ یونیورسٹی کے شعبہ علوم مشرقیہ میں درس دیا، ۱۹۵۹ء میں علی گڑھ یونیورسٹی کے شعبہ دینیات سے وابستہ ہوئے اور ڈین فیکلٹی آف تھیالوجی ہوکر سبکدوش ہوئے، تفسیر، حدیث، فقہ، کلام، فلسفہ، منطق، نحو، لغت، تاریخ اور جغرافیہ کے علاوہ اردو فارسی اور عربی ادب پر بھی ان کی نظر گہری اور وسیع تھی اور عربی کے صاحب دیوان شاعر تھے، عربی، فارسی اور اردو میں تین سو کتابیں یادگار چھوڑیں، ان میں بعض کو شہرت نصیب ہوئی اور بعض کے ترجمے دوسری زبانوں میں ہوئے، وہ بڑے اچھے مقرر اور خطیب بھی تھے۔
مولانا نقن میاں اپنی شرافت، منکسر المزاجی اور حسن خلق کی وجہ سے ہر طبقہ میں مقبول تھے، رواداری اور صلح کل ان کا مسلک تھا اور وہ اتحاد بین المسلمین کے حامی تھے، ان کے شاگردوں کی تعداد ہزاروں سے متجاوز تھی، ان میں ہر فرقہ کے لوگ شامل تھے اور سب کے لئے ان کا فیض عام تھا، وہ دوسرے فرقہ کی مذمت سننا گوارا نہ کرتے تھے، ان کی کتاب ’’شہید انسانیت‘‘ پر خود ان کے فرقہ کے لوگ برہم ہوگئے تھے، مگر وہ سچائی اور حق گوئی سے باز نہیں آئے، اﷲ تعالیٰ ان سے عفوودرگزر کا معاملہ فرمائے اور ان کے متعلقین کو صبر جمیل عطا کرے۔ (ضیاء الدین اصلاحی، جون ۱۹۸۸ء)
Many western scholars have tried to interpret the Holy Qur’an into other languages of the world. William Montgomery Watt and Robert Spencer are included in the list of those commentators of the Qur’an who have presented their Quranic commentary in English language. But while interpreting the verses of the Holy Qur’an about the life, character and teachings of the Holy Prophet both the scholars have fabricated the teachings of the Holy Qur’an. Therefore, the main purpose of this study is to compare and analyze the interpretation of both western writers about the verses of Sūrah al-Aḥzāb in which the necessary information about the marriage of Prophet Muhammad with Hazrat Zainab has been discussed. Through the text analysis method and comparative and analytical approach, this article has raised some of the errors and propaganda elements found in the commentaries of both the Western scholars. The article proves that the writings of Western scholars like this need to be refined and scrutinized carefully in maintaining the sanctity of Islam and respecting the rights of the Prophet Muhammad (PBUH). This paper concludes that all such allegations are either based on fabricated historical reports or false interpretations and misunderstanding of the facts.
English language, the ‘lingua franca’ of the globalized world necessitates (Jenkins, 2009) even countries where it is not spoken as the first language to institute it as a second language (Caine 2008). Pakistan is also amongst one of the countries where English language is given much importance and is being taught as a compulsory subject from Early Childhood Development (ECD) to graduation level. Literature (Ahmed, 2011; Noreen, Ahmed & Esmail, 2015) says that in Pakistani English as a Second Language (ESL) classrooms, reading and writing are the two main skills that are focused on more, while the two other language sub-skills: speaking and listening are ignored. Experiential data, specifically relating to the rural and far-flung areas of Pakistan, like Gojal, traditional method teaching and learning practices are also prevalent there: due to which the learners of (English language) EL lack in speaking skills. As a result of the growing numbers of ESL learners, there is an ongoing search for new, effective and efficient instructional methods for the improvement of the teaching and learning processes in English language. In the 21st century, technology has gained substantial attention due it offering an abundance of devices and tools that make authentic language input accessible to EL learners (Frenik, 2013). Technology and its usefulness in developing language sub-skills is being explored as an option in formal and informal settings in many parts of the developing world where access to authentic language input is limited due to the areas in question being relatively remote (Hsu, 2013). However, there seems to be a dearth of descriptive data on the role technology plays or is seen as playing for EL learning in the remote areas of Pakistan. Accordingly, a sequential mixed methods design was employed to explore the role of technology in the enhancement of high school students’ English language speaking skills. The data was collected in two phases. In the first phase, semi-structured-interviews were used to collect data from English language teachers. Two Focus Group Discussions (FGDs) were also conducted to obtain data from the students. In the second phase, a mixture of open-ended, 4 and 5 point rating scale questionnaire was developed based on the emerging themes of the first phase and was administered to 116 high school ESL learners. The study findings revealed that technology is perceived as a tool that supports students in the enhancement of their speaking skills. Technologies such as television,