مولانا مفتی محمد عتیق فرنگی محلی
مولانا مفتی محمد عتیق کا سانحہ وفات بھی مذہبی اور علمی حلقوں کے لئے باعث رنج و افسوس ہے، ہر چند کہ وہ عمر طبعی کو پہنچ چکے تھے، اور عرصہ سے بیمار رہتے تھے لیکن اس قحط الرجال کے زمانہ میں ان کا دم بساغنیمت تھا، وہ فرنگی محل کے اس خانوادہ سے تعلق رکھتے تھے، جس نے کئی سو برس سے تعلیم و تدریس، تصنیف و تالیف اور ارشاد و ہدایت کی شمع روشن رکھی ہے، اس خاندان کے فیوض و برکات سے ہندوستان ہی نہیں بلکہ دوسرے ممالک بھی مستفید ہوتے رہے ہیں۔
ملا نظام الدین کا مجوزہ نصاب تعلیم ایسا مقبول ہوا کہ سینکڑوں برس سے عربی مدارس میں رائج ہے، اور درس نظامی کی تکمیل دستار فضیلت کے حصول کے لئے ضروری سمجھی جاتی ہے، اس دو ڈھائی سو برس میں ساری دنیا میں انقلاب برپا ہوگیا، اور تعلیمی نصاب میں غیرمعمولی ردوبدل ہوا، لیکن ہندوستان میں عربی مدارس کی بڑی تعداد اب بھی درس نظامی پر جمی ہوئی ہے، یہ ملا نظام الدین اور ان کے جانشینوں کے خلوص اور کمال علم و عمل کا اثر ہے کہ عوام و خواص سب اس خاندان کی حلقہ بگوشی کو باعث فخر سمجھتے رہے، مل بحرالعلوم نے جب جنوبی ہند کا رخ کیا تو نواب ارکاٹ استقبال کے لئے آگے بڑھے اور ان کی پالکی کو کاندھا دیا۔
مولانا محمد عتیق صاحب اسی خاندان عالی کے ایک ممتاز فرد تھے، اس خاندان میں علم و عمل کا ایسا اجتماع رہا کہ فرنگی محل دارالعلوم کہلایا، ملا نظام الدین علمی کمال کے ساتھ شاہ عبدالرزاق ہانسوی سے ارادت رکھتے تھے، اس طرح اس خاندان میں علم و معرفت، معقول و منقول اور فقرو درویشی کا ہمیشہ اجتماع رہا۔ مغربی علوم و فنون کی چمک دمک سے سبھی...
Force Conversion is adaptation of a different religion or irreligion under duress. Some who have been forced to convert may continue, covertly with the beliefs and practices originally held, while outwardly behaving as converts. At many places the Orientalists put the statement that Islam basic purpose is to establish sovereignty throughout the globe and its primary purport deals with ‘authority’, ‘political’ and ‘economic’ matters for which it also used force for the implementation. Although it is an erroneous statement as Islam’s basic purport is religious, pure and simple; it deals with other social issues. While Islam stressed upon free will and there is no restriction in accepting other religions. As other religions are not in pure form now and Islam is being preserved by Allāh, so it teaches to submit oneself to the Will of Allāh. The early converts to Islam were the Prophet (peace be upon him) close friends Abu Bakr (may Allāh be pleased with her) and his family members in which his faithful wife Khadija (may Allāh be pleased with her), his cousin Ali were on the top, sand his slave Zayed. None of them argued and accepted Islam immediately. Among them Abu Bakr (peace be upon him) enjoyed prominent place among Arabs and with his influence five people accept Islam in which Sa’ad, Zobeir, Talha, Othman and Abd-al-Rahman who were member of prominent families. Abdul Rahman converted four people of his family. Likewise Bilal (may Allāh be pleased with her) was the first slave, ransomed by Abu Bakr (may Allāh be pleased with her). These early converts of Islam were men of piety and dignity.1
Science is not a basket of facts and principles. It is an ever-growing, ever-expanding and ever-changing body of knowledge. It provides useful methods of exploring the unknown secrets of nature. Because of its distinctive spirit and nature, science demands the learner to be skeptical and challenge it. For several reasons, in the Pakistani middle school science classroom, the teaching-learning standard is not satisfactory. In the middle schools, the expository method is pre-dominantly used by science teachers. This traditional teaching method emphasizes the practice of transmission of information just to meet the needs of the examination system. It ignores the fact that knowledge often emerges from problems and scientific thinking. Therefore, there is a genuine need that current methods and strategies for science teaching should be reversed or modified and more innovative teaching approaches should be introduced in the middle school science classrooms. In relation to teaching for conceptual understanding of primary, middle and secondary school science content, research literature has come up with a wide variety of teaching techniques, methods and approaches, such as problem solving, discovery, investigation, and inquiry. For this study, one of the innovative teaching methods Inquiry Approach' was selected. The Inquiry Approach is a powerful means of seeking deeper understanding in the scientific concepts and it emphasizes process-oriented classroom activity and provides ample opportunities to the children for realizing the process objective of science teaching and learning. The study focused on the possibilities and limitations associated with the use of the Inquiry Approach in Pakistani middle school science classrooms. The study employed a qualitative mode of research and was carried out in one of the private middle schools located in Karachi with two science teachers of different academic background and experience. Interviews and observations were relied on as major data sources. As a result of the qualitative analysis of the data, the study has come up with some findings related to possibilities and limitations associated with the use of the Inquiry Approach. One of the significant possibilities was the positive response to teaching through an Inquiry Approach. The second possibility worth mentioning possibility was the ability to develop knowledge and skills about using Inquiry Approach in the science classroom.