حضرت دلؔ شاہ جہاں پوری
حضرت دلؔشاہ جہاں پوری بڑے پایہ کے قدیم اساتذۂ شعرو سخن میں سے تھے۔فنی اعتبار سے وہ مسلمہ طورپرجانشینِ امیر مینائی تھے۔نظام حیدرآباد نے بھی ازراہِ قدردانی اُن کو اعتبار الملک کاخطاب دیا تھا۔اُن کی شاعری کااصل میدان تغزل تھا، اگرچہ قدرت ہرصنف پررکھتے تھے۔’’نغمۂ دل‘‘اور’’ترانۂ دل‘‘ کے نام سے اُن کے دومجموعے شائع ہوکر عوام وخواص میں مقبول ہوچکے تھے۔ اُن کے تلامذہ کی تعداد جن میں اب بعض خود استاد ہیں سینکڑوں تک پہنچی ہوگی۔ شعروسخن کے علاوہ موصوف اونچے درجے کے طبیب اوردرس نظامی کے باقاعدہ فارغ التحصیل تھے۔اخلاقی اعتبار سے بھی بڑے بلند مرتبہ بزرگ تھے۔ نہایت بامروت وسیر چشم،متواضع،خوددار اورغیور۔ افسوس ہے پچھلے دنوں نوے برس کی عمر میں وفات پائی۔اب ایسے لوگ کہاں ملیں گے؟ اﷲ تعالیٰ مغفرت و رحمت کے لطف ونوازش سے سرفراز فرمائے۔آمین [مارچ۱۹۶۰ء]
The Hadith were account usually brief of the words and actions of the beloved Prophet, [May Allah Bless him and grant him peace]. As Such, they were subjected to intense security by generations of Muslim Scholars. The Principles to authenticate and document this literature along with it peculiar terminology called Usool-e-Hadith. This unique Science is a historic achievement of early Muslim scholars, having and history of centuries contributing to its evolution. In the opinion of the Late 'Allama Rashid Rida of Egypt, "The Indian Muslims are playing the leading role in the diffusion and dissemination of Hadith learning in the world to-day. As a matter of fact, according to him, but for the painstaking labour of the Indian Muslims towards the cultivation of the science of al-Hadith, it would have well nigh died down." A number of Scholars in the Indo-Pak sub-continent have produced an extensive work on the subject in Urdu language as well, during last century. My Research work focuses on analytical study of the same books on Usool-e-Hadith.
The teaching of English has undergone many changes over the years depending on what the functions of English have been viewed to be. How an individual teacher approaches the teaching of English depends on the teacher's beliefs about the nature of language and the teaching and learning of it. Teaching approaches have varied from the grammar translation method on one end of the continuum to the communicative approach on the other. I tried to explore the beliefs of one teacher in the ESL classroom. I interviewed the teacher on a number of occasions and I also interviewed the coordinator of the English department as well as the students who were in her class. At the same time I observed a number of her lessons to get an insight into her practice. I was trying to see the relationship between her beliefs and her classroom practice. Through the interviews and the observations, I discovered that it is not always a one to one relationship between belief and practice. There were instances where there was a direct link between belief and practice and there were instances where the link was less obvious. There were also instances where there was simply no link between belief and practice. Teaching in the classroom context is complex, however, to a great extent, the teacher's beliefs do play a vital role in what happens in the classroom and in this sense have a great impact on the learning outcomes of the students. The study has also made some recommendations for the teachers, for the school and for teacher educators.