ماہر القادری
افسوس ہے گذشتہ مئی کی ۱۰تاریخ کو اردو زبان کے نامور شاعر،ادیب اور نقاد جناب ماہرالقادری صاحب کا ۷۲برس کی عمر میں انتقال ہوگیا۔جدہ میں کوئی بڑامشاعرہ تھا،اُس میں شرکت کے لیے گئے تھے۔بہت رات گئے مشاعرہ میں اپناکلام سنایا، داد و تحسین سے محفل گونج اٹھی۔اُس سے فارغ ہوکر ابھی قیام گاہ پر آئے ہی تھے کہ اچانک سینہ میں درد اٹھا اور طبی امداد کے پہنچتے پہنچتے روح قفس عنصری سے پرواز کرگئی۔اناﷲ واناالیہ راجعون۔تدفین مکہ مکرمہ کے مشہور قبرستان جنت المعلی میں ہوئی۔
مرحوم کااصل نام منظور حسین تھا، بلند شہر میں پیداہوئے تھے، تقسیم سے پہلے ہی اردو کے نامور شعراء میں شمار ہونے لگے تھے لیکن اس زمانہ میں وہ صرف حسن وشباب کے شاعرتھے، نظم سے زیادہ اُن کی غزلیں پُرکیف ووجد آفرین ہوتی تھیں، نظم میں اُن کا نعتیہ کلام اورسلام بڑے معرکے کا تھا جس سے اُن کی شہرت گھر گھر پہنچی۔ تقسیم کے بعدکراچی چلے گئے۔طبیعت کے شروع سے نیک اور دین دار تھے، پاکستان میں جماعت اسلامی کے زیر اثر آجانے سے اُن کی زندگی میں انقلاب عظیم آگیا۔اُن کاماہنامہ ’فاران‘ جماعت کاآرگن ہونے کے ساتھ ایک بلند پایہ ادبی مجلہ بھی تھا،اس میں مرحوم کے قلم سے لکھے ہوئے تنقیدی مضامین زبان وبیان کے اصول وقواعد اوران کے رموز ونکات کے نقطۂ نظر سے پڑھنے کے لائق ہوتے تھے۔اُن کی نثر ونظم کے متعدد مجموعے شائع ہوکر مقبول عوام وخواص ہوچکے ہیں۔برہان اوراس کے ادارے سے انھیں قلبی تعلق اورلگاؤ تھا۔گذشہ سفرنامۂ پاکستان میں انھوں نے اپنا تذکرہ پڑھا توفوراً ایک محبت بھرا خط لکھا جس میں سفر نامہ کے حسن انشااورطرزبیاں کی دل کھول کرداد دی اورساتھ ہی ایک تازہ نعت بھی بھیجی جواُسی زمانہ میں برہان میں شائع ہوگئی تھی۔
جنت المعلی کی سرزمین کاکیا کہنا!ظاہر ھاحسنۃ وباطنھا حسنہ،سبحان اﷲ!نور ہی...
Muslim–Christian relations are as mature as Islamic history itself. Historical evidences state the first interaction of Muslims and Christians occurred in 5th year after nabuwwah (615 AD) when Muslims migrated to Ḥabshah (Abyssinia) and second contact was established after immigration of the Holy Prophet (PBUH) to Madinah. After getting socio-political stability in 8th hijrī (629 AD), Muhammad (PBUH) sent letters and ambassadors to different statesmen and religious leaders to spread the Islamic Mission and Message globally. One letter was also sent to the chief Bishop of Najrān. In response, the chief Bishop of Najrān accepted the invitation and personally came to meet the Prophet (PBUH) with his reputed delegation. The beloved Messenger (PBUH) warmly welcomed this delegation. As a result, the peace agreement was reached after some theological debate and discussion. Later on, throughout history, the relations between Muslims and Christians have been in situation of up and down. It’s also a fact that over the centuries, the Muslims-Christians relations had sometimes been one of enmity, sometimes one of rivalry, competition, and encounter. In spite of it, the Najrān’s delegation case has a historical significance in Muslim-Christian relations in the literature of both religions. Therefore, in this study efforts were made to explore the event of Najrān delegation as theological foundations for Muslim-Christian relations in times of the Holy Prophet (PBUH) and how can we get benefit from it in modern era. Moreover, this study perceives that the case of Najrān delegation was the first practical interaction between Muslims and Christians of that age. Hence, we could get benefit from it with its modern applications and interpretations. The analytical, comparative and historical approaches have been adopted in this study with qualitative paradigm. I compared and analysed the case in Islamic and Christian context and then gave recommendation for its application.
In spite of the policies to allow student participation in school governance in Zanzibar in an attempt to provide avenue for students to learn democratic values and principles, hardly anything was known about the practice on the ground. This study explored the practice and dynamics of, and the beliefs and attitudes about, student participation in school governance in public secondary schools in one district. The study employed a sequential mixed-method research design whereby quantitative data were collected through a survey questionnaire distributed to a sample of 560 participants from 21 schools. Quantitative data were analysed both descriptively and inferentially to determine frequencies, percentages, and correlations. On the basis of the findings from phase one two schools were selected for in-depth qualitative exploration through semi-structured interviews, focus group discussions and document reviews. Qualitative data were later coded and categorized into themes. The findings revealed that students participated in school governance through two key governance structures – student government and school committee. Besides, overwhelmingly, respondents held positive attitudes and beliefs about the practice of student participation in school governance and there were positive correlations between beliefs and attitudes and the student participation practices in school governance. The study also found that student participation is influenced by unbalanced power relations and socio-cultural beliefs and practices which favour adults at the expense of students. Other influencing factors were gender issues which disadvantaged girls, inadequate skills among students and limitations in, and the flouting of the policy guidelines in the process of student participation in school governance. Overall, the issues surrounding the practice of student participation in school governance appeared to impede the achievement of the main purpose of student participation in school governance of learning democratic principles and values. On the basis of these findings, there is need to review the policies and to eliminate the policy-practice gap to provide equitable opportunities for student participation in school governance. In addition, concerted efforts through education are needed to equip students with essential skills for effective participation, and to reduce unfavourable gender and socio-cultural beliefs and practices. Further studies are recommended to explore in-depth the dynamics of gender relations, and the norms, assumptions, values, and traditions related to socio-cultural practices in the wider community in general and in schools in particular and come up with possible strategies to reduce imbalance and negative impact of gender relations and socio-cultural beliefs and practices in the practice of student