آج کا طالب علم کل کا معمار
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’آج کا طالب علم کل کا معمار ‘‘
معزز سامعین!
طالب علم معاشرے کا ایک اہم رکن ہوتا ہے، معاشرے کا نظام اسی صورت میں صائب اور صحیح ہوتا ہے اس کے باشندے علم یا فتہ ہوں، ہنر مند ہوں، معاشرے کی جملہ اقدار سے واقف ہوں، معاشرے کی تشکیلِ نو میں اہم رول ادا کرنے کے متمنی ہوں۔
صاحبِ صدر!
یہ دنیاشجر وحجر کا نام نہیں ، شمس وقمر کا نام نہیں ، گل وگلزار کا نام نہیں ، میدان و پہاڑ کا نام نہیں، اس کے لیے میدان کا وجود از حد ضروری ہے، ہر چیز ہو لیکن اس میں انسان نہ ہو تو اس کو معاشرہ ، قوم، ملت ، ریاست اور ملک کا نام نہیں دے سکتے۔
صاحبِ صدر!
صحت مند معاشرے کی تشکیل میں جورول تعلیم یافتہ انسان کا ہے وہ کسی اور عنصر کا نہیں ہے۔ پانی زندگی کے لیے انتہائی ضروری ہے۔ مٹی حیات کی بقاء کے لیے انتہائی ناگزیر ہے، آگ کے بغیر تصور زیست ناممکن ہے، ہوا کا وجود زندگی کے لیے جزولا ینفک ہے۔ لیکن ان سب کے باوجود صاحبِ علم کا وجو دتعمیری نقطہ نظر سے انتہائی اہمیت کا حامل ہے۔
صدرِذی وقار!
اچھا طالب علم ملک کی تعمیر وترقی میں اہم رول ادا کرتا ہے، اگر اس کی تعلیم کا بندوبست صحیح طور پر ہو جائے تو وہ ایک نعمت سے کم نہیں ، آج اس کی تعلیم و تربیتی انداز سے ہوگی ، اس کا سلیبس اسلامی ہو گا ، اس کے اساتذہ مثالی ہوں گے، اس کا ماحول...
Today in the world, the human beings are crunch in crimes in developed society or in undeveloped society. As a result the whole world has become insecure and unsafe. A society and nation can perish and drowned due to its cruelty and crimes. The Muslim society is also being victims of such crimes. According to the scholars the basic reason of this issue is illiteracy and get for away from Islamic teachings while fearless from God and from the Day of Judgment, social injustice, instability, destabilization, disunity and dis-integrity, away from knowledge, negative role of media and impatience tolerance are also considered as major factors. The scholars and reformers are suggested to control the crimes through laydown of justice or establishment of Courts and spread of knowledge, bring awareness among the peoples, establishment of educational institutes in a society. In this article it has been point out the major causes of social crimes and their potential remedy in the light of Qur’an and Sunnah.
English language is a symbolic capital and an asset in linguistic market. Its contribution in the determination of professional career is considerable. At national level, it can divide or unite a nation. At global level, it has become lingua franca for most of the political, economic, social interactions and working language of international organizations. In Pakistan, it enjoys wide recognition and is a principal means of communication and business. It is also viewed as the language of opportunities. The government takes necessary measures to facilitate its learning in educational institutions yet madrassas lag behind in its implementation contrary to the needs of the professional job market. The purpose of this study was to investigate the teaching situation in madrassas; to probe English language attitudes of madrassa students and teachers; and to look into the possibilities of related reforms in the curriculum. Based on 42 qualitative in-depth interviews conducted in six purposively selected madrassas in the three districts of Khyber Pakhtunkhwa, the findings revealed positive attitudes and willingness to accept the language as part of the curriculum. It was also revealed that the language was not active part of the curriculum owing to the lack of financial resources for provision of books and trained teachers. The study further revealed that the government did not give proper attention to curricular reforms in madrassas. Along with discriminatory attitude of the government, the dominance of conservative anti-western religious elite and the narrow worldview of madrassa authorities alongside poverty and ignorance also contributed to the situation. As part of policy measures, the findings revealed the need for confidence building measures to bridge the gulf between the state’s authorities and religious scholars; attention to the academic requirements of madrassa students; funding for meeting their immediate needs; executive measures to identify, isolate and then target the selected few religious institutions that spread sectarianism and hatred. Further, the government needed to appreciate the socio-educational role of madrassas, to treat them at par with other educational institutions and to enter into a dialogue with reputed scholars at national level for mainstreaming religious education through English language reforms that would provide a fair chance to the graduates in the job market and thus would be a good step forward in bringing madrassas into the mainstream education system.