مولانا شبلی (فقیہ ندوہ)
اعظم گڑھ کی سرزمین سے تین شبلی پیدا ہوئے، اور اتفاق سے تینوں کسی نہ کسی حیثیت سے ندوہ سے وابستہ رہے، ایک نے وہاں تعلیم و تربیت پائی اور شبلی متکلم کے خطاب سے مشہور ہوئے، اس وقت مدرسۃ الاصلاح سرائے میر کے مہتمم اور صدر مدرس ہیں، دوسرے اس کے معتمد تعلیم بلکہ روح رواں تھے، جن کو دنیا علامہ شبلی کے نام سے جانتی ہے، تیسرے مولانا شبلی فقیہ ندوہ تھے، جنھوں نے نہ وہاں تعلیم پائی اور نہ کسی خاص شہرت کے مالک ہوئے، مگر ندوہ اور ندویوں کو ان کی ذات سے ان کے دوسرے ہمنام بزرگوں سے کم فائدہ نہیں پہنچا، ندوہ کے ابتدائی چند سالوں کے علاوہ اس کی پچاس سالہ زندگی کے ہر دور میں یہ ہمارے مولانا شبلی نظر آئیں گے، اس دور کا کوئی ایسا ندوی نہیں ہے، جو ان کا شاگرد نہیں، اور ان کے سامنے اس نے زانوے تلمذ تہ نہیں کیا۔
ولادت اور تعلیم و تربیت: غالباً ۱۸۷۲ء میں ضلع اعظم گڑھ کے ایک گاؤں جیراجپور میں پیدا ہوئے، ابتدائی تعلیم کے بعد عربی کی تحصیل کے لئے فرنگی محل لکھنو اور پھر مدرسہ عالیہ رامپور گئے، وہاں کئی برس رہ کر تعلیم کی تکمیل کی۔
مولانا اپنے قیام رامپور کا قصہ اکثر بیان کرتے تھے، فرماتے تھے کہ دو ڈھائی روپیہ ماہانہ کل خرچ ہوتا تھا، دن میں دونوں وقت کھانا کھاتا تھا، ۴ چراغ کے تیل پر خرچ ہوتا تھا، اور ۴ دھوبی صابون وغیرہ اور ۲؍۴ حجامت وغیرہ پر۔
تکمیل تعلیم کے بعد ہی مولانا مدرسہ چشمہ رحمت غازیپور میں صرف و نحو کے مدرس مقرر ہوئے۔
ندوہ میں آمد: علامہ شبلی نعمانی مرحوم مردم شناس بھی تھے، ایک مرتبہ اتفاق سے غازیپور گئے ہوئے تھے، چشمۂ رحمت میں بھی جانے کا اتفاق ہوا، اور مولانا شبلی...
In Islamic point of view, the family is an institution that starts from the legal bond of marriage. The marriage is a contract that confirms the mutual rights of husband and wife. Including the other rights, one is the provision of maintenance to wife. The wife having leaving her family and making a life time compromise to live with her husband reserves the right to be exempted from all kind of financial obligations. In Islamic family system, the husband is responsible both in legal and moral angles, to support his wife and provide the maintenance according to his financial status. Likewise, the wife has the right to demand the provision of maintenance from her husband. In time of none Provision, she can take this right through court. The wife reserves this right only if she is willing to live with her husband and does not disobey her husband’s reasonable orders. If it is so, then the stand for provision of maintenance shall be treated as invalid. In this paper, the matter of maintenance provision and its related problems have been discussed in contrast with the Pakistan family Laws which will provide a profound knowledge to the readers.
The present research was conducted to examine the socio-cultural dimension of English language teaching in Pakistan in terms of identity construction of learners, the possibility of a language shift and social segregation in society. The position of English is compounded within its historical background, its global importance and Pakistani society's perceptions regarding its value. State policies of language and education have implicated English in power structures which have led to the emergence of private elite institutions. These institutions reflect the dual relationship between English and Pakistani society: on the one hand they are based on society's assumptions regarding English and on the other they help to establish these assumptions on the socio-cultural level. Societal attitudes regard teaching and learning of English as highly desirable based on its power to confer economic and social rewards and as the only means to access higher education. Private English medium schools fulfill the elite demand for quality English medium education but exclude the majority because of the expenses involved. This has created a situation of inequality, which impacts not only educational opportunities but also distribution of economic rewards which depend on literacy in English. These institutions contribute to elitist domains of power which has resulted in a very limited vertical, social and economic mobility. The research findings indicate that English language teaching has become a major cause of estrangement between various social strata. Teaching of English in Pakistan is traditionally supplemented with English literary texts which are usually culturally and ideologically loaded. Combined with center-based curriculums and pedagogies, the texts' message could influence learners' identity and subjectivity. Learners could be influenced by the world views impounded in them and combined with the westernized environment and the emphasis on English as the only language within the school, these features could collude to implement a hidden curriculum of acculturization. The hybrid identities which would emerge would be a western-oriented youth, who would be empathetic with western cultural norms and would hold their own languages and cultures in low esteem. The present study attempts to bring awareness about the present ELT practices in the elite schools. It is grounded in theories of language policy and planning, structuralism, postmodernism and deconstruction. Being a sociolinguistic inquiry, it draws on quantitative and qualitative data from stake holders in education and analyses it against documentary evidence. Based on research findings which indicate linguistic assimilation and a language shift towards English, the recommendations include changes in policies related to English pedagogies, teacher training and the regularization of private schools.