مُلاّ جان محمد
افسوس ہے گذشتہ مہینہ ہمارے دومخلص قومی کارکن ملاجان محمدکلکتہ اورمولانا محمد عاقل الٰہ آباد انتقال کرگئے۔ملا صاحب کااصل وطن پشاور تھالیکن عرصہ دراز سے کلکتہ میں آبسے تھے اوراب سچ مچ وہی ان کاوطن تھا۔نہایت پُرجوش،جری اوربیباک انسان تھے۔گذشتہ نصف صدی میں کوئی قومی اور ملی تحریک ایسی نہیں ہے جس میں انہوں نے بڑھ چڑھ کراورولولہ و عزم کے ساتھ حصہ نہ لیا ہو۔ ان کی علمی زندگی کاآغاز تحریک خلافت سے ہوا اوراختتام مجلس مشاورت پر۔کلکتہ میں شاید ہی کوئی مسلم ادارہ(یہاں تک کہ محمڈن اسپورٹنگ کلب بھی) ایسا ہوجس میں ملاصاحب نے نمایاں حصہ نہ لیاہو۔اسی وجہ سے وہ کلکتہ کے لوگوں میں بے حد مقبول تھے۔ بڑے بے غرض،بے لوث اورنہایت سادہ اورمخلص مسلمان تھے۔۱۹۵۰ء میں کلکتہ کے فساد میں لوگوں نے ان کو بچوں کی طرح چیختے اور روتے دیکھا ہے۔ عمر۸۵ سال کے قریب تھی۔ [نومبر ۱۹۷۲]
Penelitian ini bertujuan untuk mengetahui peningkatan keaktifan dan hasil belajar siswa pada mata pelajaran Pendidikan Agama Islam (PAI) setelah diterapkannya metode pembelajaran demonstration berbasis discussion process. Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian dilakukan di SMA EKASAKTI Padang pada kelas XI. Metode pengumpulan data yang dilakukan pada penelitian ini adalah: observasi, wawancara, dokumentasi, dan tes. Analisis data dalam penelitian ini dilakukan secara deskriptif kuantitatif dan kualitatif. Hasil dari penelitian ini adalah: (1). Kesiapan siswa dalam menerima pelajaran sebelum dilakukan tindakan 39, 06%, setelah siklus I 70, 31%, dan setelah siklus II 86, 23%. (2). Keaktifan siswa dalam proses pembelajaran sebelum dilakukan tindakan 23, 18%, setelah siklus I 67, 97%, dan setelah siklus II 85, 41%. (3). Persentase siswa yang mendapatkan nilai tuntas di atas 70 sebelum dilakukan tindakan 31, 75%, setelah siklus I 68, 25%, dan setelah siklus II 87, 75%. (4). Terdapat peningkatan yang signifikan antara masing-masing indikator pada setiap siklus, hal tersebut dapat di lihat dari peningkatan kesiapan, keaktifan, dan hasil belajar siswa pada saat sebelum dilakukan tindakan, pada siklus I dan pada siklus II. Pada siklus II semua indikator telah melampaui target persentase indikator keberhasilan yang telah ditetapkan. Sehingga siklus penelitian dapat dihentikan pada siklus II dan dapat di tarik kesimpulan bahwa metode pembelajaran demonstration berbasis discussion process berhasil serta lebih efektif dibandingkan dengan metode ceramah.
Politics of Language: English literature, Pakistan and our colonial past This research has been a means to examine the study of the topic mentioned in Pakistani educational context and the English literature and language being taught after the creation of Pakistan. An attempt has also been made to look into the cultural and socio-political dimensions of control which were established by the British colonist through the implementation of their language and literature in subcontinent in 1835. Furthermore, Antonio Gramsci (1935) and Edward Said's (1979. 1983) theoretical models are used here to describe the on going process of cultural hegemony, which is being carried on through educational institutions. This has been dealt with by attempting to discuss the present English curriculum at post graduate level with especial reference to Punjab University in the light of research topic. The research was carried out in two phases .In phase one modification of questionnaire was completed. Pilot study and, pre-testing of the scales was done to see its appropriateness to the suggested research purpose. Main study was performed. The sampling that was used in this study was purposive. The total sample size was 150. The instrument of this study was a questionnaire, which was a modified form of Likert scale for the attitude measurement. It had four parts and 20 items. The locale of the study had been four colleges in Rawalpindi and Islamabad which are affiliated with the University of the Punjab. The scale helped to validate the three main dimensions (pragmatic, affective, cultural) associated with the study of English literature. The research aimed to find out how hegemony of the Western literature is perpetuated through education in Pakistan therefore, in the second phase the theoretical models were investigated through a detailed library research. The theoretical analysis as well as the curriculum content selection was analysed qualitatively, in order to highlight the role and importance of other literatures in english in the curriculum as other and indigenous cultural representations in education to neutralize and decentralize the Anglo centricity that exists in our present pedagogy of English literature in higher education. The following conclusions were drawn from the data interpretation and qualitative analysis of the curriculum: 1. The curriculum revisions show that our policy makers and curriculum designers are allowing to perpetuate the hegemonic stance of the previous colonisers for not taking an independent course by not introducing other literatures than mainstream British. 2. The curriculum designed is not in the interest of the great majority of Pakistani's in the area of culture and ideology. 3. The domination and hegemony of the Western discourse exists in the form of preponderance of British and American writers in literature syllabi. 4. The major problematic is the uncritical consumption of hierarchy of literature as knowledge in educational context and therefore the post colonial educational structure emerges as the target of criticism.