کیا بچوں کے لیے جو لکھا جا رہا ہے وہ اُن کے لیے مناسب ہے؟
میں نے اس سوال کو بہت سوچ سمجھ کر کیا ہے۔
میں نے گزشتہ چار برسوں میں جو پڑھا ہے،وہ میرے لیے بہت حیران کن ہے۔
دل چسپ بات یہ ہے کہ نامور رسائل میں بھی کچھ ایسی کہانیاں پیش ہو رہی ہیں جن پر بہت زیادہ اعتراضات کیے جا سکتے ہیں اور خوش قسمتی سے اُن کے مدیران اتنے مہربان ہیں کہ جن کی کہانیوں میں سنگین اعتراضات اُٹھائے جا سکتے ہیں۔ اُن لکھنے والوں کو مسلسل شائع کیے جا رہے ہیں۔ستم ظریفی یہ ہے کہ نامناسب جملوں،شادی، زچگی، عشق اور دیوانگی پرمبنی داستانوں تک کو شائع کر دیا جاتا ہے کہ مغرب میں اس طرح کی کہانیوں کی اشاعت بچوں کے لیے بہت سود مند تصور ہوتی ہیں۔
بچوں کو اگر ایک خاص عمر سے قبل کچھ بتانا جائز ہے تو پھر ہمارے معاشرے کا اللہ ہی حافظ ہے۔اس حوالے سے لکھنے والوں کی یہ دلیل وزنی نہیں ہے کہ جدید دور میں نونہالوں کے پاس انٹرنیٹ ہے اور کچھ بھی ان سے چھپا نہیں ہے۔ ہم اس بات کو بھول جاتے ہیں کہ کم سے کم پاکستان میں آج بھی لاکھوں بچوں کے پاس جدید سہولیات تک نہیں ہیں۔ وہ آج بھی ویسے ہیں جیسے پچاس سال قبل کے نونہال تھے۔اُن کے پاس نئی معلومات پہنچ جاتی ہوں گی لیکن چوں کہ اُن کا براہ راست تجربہ نہیں ہوتا ہے تو وہ کسی بات پر یقین نہیں کر سکتے ہیں، وہ تب یقین کریں گے جب وہ کسی تجربے سے گزریں گے۔
ایک رسالہ گھر کے سربراہ کی مانند ہوتا ہے اگر وہی غلط روایت قائم کرے گا توپھر پیروی بھی اسی کی ہوگی۔ اس لیے ضرورت اس امر کی ہے کہ کہانیوں پر اعتراضات کو قبول کیے جانے...
Before the advent of Islam, there was a strong tradition of polemic writings both among the Jews and the Christians to prove the errors of adversary. But, after the advent of Islam in general, and the conquering of Roman / Byzantine empire by the Muslims in the era of Righteous Califate in specific, due to embracing Islam by a large number of local populace, the flux of Christian polemic writing was directed towards Islam. A number of polemic writings surfaced as a resort to keep their religion alive. These writings tried to belittle all basic concepts, beliefs, and creeds of Islam, and even the personality of the Prophet Muhammad (PBUH), and the Holy Qur’ān. The contemporary orientalist polemic writers have claimed that there are several accounts originating from Jewish and Christian sources which tried to allegedly prove that the Holy Prophet Muhammad (PBUH) was instructed by Jewish or Christian scholars in the composition of Holy Qur’ān, and to support this claim, they not only point out to certain Jewish or Christian sources, but have parroted their arguments as well, with the similar motives. With this, they have attempted to discredit Islam by raising doubts about the origin of Qur’ān. But despite of their efforts the fact remains firm that the Qur’ān has a Divine origin and was revealed by Allah Ta‘ālā unto Prophet Muhammad (PBUH). In this regard, the purpose of this article is to analyze the medieval polemic writings, their motives, and their rumination by the orientalists of the contemporary age. A critical approach is adopted in this analytical, and historical study, using published authentic data and literature including academic books, research papers, periodicals, dictionaries and reliable web sites also.
Knowledge is the only mean of transformation towards betterment. Quran has emphasised the significance of acquiring knowledge. The Prophet (P.B.U.H) enlightened this world with divine guidance to transform this world from the clutches of immoralities and sins to pinnacle of piety and ethic via education. He has set an example for others to follow. As regards Sub-Continent, it has experienced different governments and system of education. This thesis is all about Muslim Educational System that prevailed in the Sub-Continent from Mughal Empire and onwards. Zaheer uddin Babar was the founder of Mughal Dynasty in the Sub-Continent who established own scheme of education. He introduced Persian, Arabic and Turkish languages on official basis besides establishing religious institutions to study Quran and Sunnah. His son Humayun also concentrated on education. Akbar being the potent monarch of the Sub-Continent instituted many secular institutions as well to please his Hindu subjects. He was also a great advocate of technical education. Moreover, Aurangzeb Alamgir endeavoured to highlight education. Aurangzeb and his daughters were gems of knowledge. Aurangzeb tried to proclaim the words of Allah eliminating anti-Islamic practices. After the downfall of the Mughal Empire, East India Company ushered in the sub-continent formalizing its own schemes of education to prolong its seizure in the Sub-Continent. During this regime, Shah Waliullah foresaw the ravages of the East India Company’s policy. So, he worked harder to wake up Muslims of the Sub-Continent. So, they could rectify their shortcomings and strive to acquire path of solidarity. Similarly, Sir Syed Ahmed Khan paved the way for renaissance in the Muslims via highlighting the significance of modern education. He did exclaim to have modern institutions for Muslims of the Sub-Continent. So, Muslims could compete with Hindus in all walks of life. Maulana Qasim Nanotvi via his orthodox dogmas exhumed defunct Muslims’ moral values embedding with Islamic Shariah. He envisaged Darul Uloom Deoband, a training galaxy of savants to spread Islamic essence further. Allama Shibli Naumani amalgamated western and orthodox education in Nadvatul Ulma Luknow. After inception of Pakistan, University of Cambridge introduced its ‘O’ and ‘A’ system in Pakistan. This system has overtaken urban areas of Pakistan creating a benchmark in the field of education. It facilitated thousands of students of Pakistan to excel in their exams challenging world. They cherish to enjoy the fruits of this superb system par excellence. In short, this thesis details comprehensive study of the educational system and remedies to improve educational system of Pakistan.