شمس پیر زادہ
افسوس ہے کہ جولائی کے اوائل میں جناب شمس پیرزادہ ممبئی میں حرکتِ قلب بند ہوجانے سے انتقال کرگئے، وہ کلیان میں ۱۹۲۷ء میں پیدا ہوئے تھے، یہیں ابتدائی تعلیم حاصل کرنے کے بعد انجمن اسلام بمبئی سے ہائی اسکول پاس کیا، بعض اساتذہ سے عربی بھی سیکھی۔ اس طرح مراٹھی، اردو، عربی اور انگریزی کئی زبانوں سے ان کو اچھی واقفیت تھی۔
جماعت اسلامی مہاراشٹر کے سربراہ کی حیثیت سے راقم ان کے نام سے بہت پہلے سے واقف تھا، لیکن ان کی علمی لیاقت اور تصنیف و ترجمہ کی صلاحیت کا اندازہ اس وقت ہوا جب وہ ۱۹۷۷ء میں ایمرجنسی کے بعد بعض اختلافات کی بنا پر جماعت اسلامی سے الگ ہوئے اور ادارۂ دعوۃ القرآن قائم کیا جہاں سے ان کی متعدد کتابیں شایع ہوئیں۔
قرآن مجید، احادیثِ نبویؐ اور فقہ اسلامی کا مطالعہ انہوں نے دقت نظر سے کیا تھا۔ دعوۃ القرآن کے نام سے کئی جلدوں میں عام فہم اور آسان زبان میں ایک تفسیر لکھی جو بہت مقبول ہوئی، حدیث میں ان کی کتاب جواھر الحدیث کو بھی قبولیت نصیب ہوئی، فقہ کے جدید مسائل پر انہوں نے متعدد رسائل لکھ کر اپنی فقہی و دینی بصیرت کا ثبوت دیا، ان کا تعلق اسلامی فقہ اکیڈمی سے بھی تھا جس کے سمیناروں میں وہ برابر شریک ہوتے اور ان کی رائے کا لحاظ بھی کیا جاتا تھا۔ پہلی بار میری ملاقات ان سے ہمدرد نگر دہلی کے سمینار میں ہوئی تھی، پھر بمبئی میں ملے تو اپنا ادارہ دیکھنے کی دعوت دی، وہاں گیا تو بڑی محبت و شفقت سے پیش ہوئے اور نہایت شوق سے ادارہ دکھایا۔
انہیں عربی سے اردو ترجمے کا اچھا ملکہ تھا، ڈاکٹر یوسف القرضاوی کی دو ضخیم عربی کتابوں الحرام والحلال اور رفقہ الزکوۃ کا سلیس و شگفتہ اردو...
The value of Shari’ah Maxims is realized all over the world. These maxims keep a superlative significance over all legal maxims as their sources are based on Qur’ān and Sunnah that is the real source of islamic law. Shari’ah Maxims such a important subject of islamic law that simplifies the interpretation of shari’ah. If the Shari’ah Maxims are inculcated and conceived properly then there is no need to burn midnight oil in learning the large number of sub-titles of Shari’ah. The fiqh defines the Shari’ah Maxims as the principles organized. This article explores the Four important Shari’ah Maxims relating to peace and ethics of a muslim state towards its non-muslim residants. It includes the meanings, arguments and real life examples about these maxims. These maxims are: (الذمی من اھل دارنا کالمسلم)Zimmies are considered equalent to the muslims of state.(الامر بیننا وبین الکفار مبنی علی المجازاۃ)The relations between muslims and non-muslims countries are based on equality.(ان حرمۃ قتل المستامن من حق اللہ تعالی)Those who have the entry into the muslim state with permit and peaceful intention, must be protected and neither be killed nor be harmed.(عبارۃ الرسول کعبارۃ المرسل)Any ambassador of the state will be considered the real representative of the sender who can completely deal all the things on behalf of his sender. Today it’s the dire need of the time to implement these Shari’ah Maxims generaly for the humanity and especially for Muslims Countries to solve the critical issues, because today the world needs peace the most as it was needed never before.
The work reported here is an investigation about the effectiveness of two teaching methods (i.e. Ausubel teaching method and traditional teaching method) in the teaching of physics at secondary level in Pakistan. The main objectives of this study were to compare the relative effectiveness of these teaching methods on students’ achievement and attitude, and to find out the impact of pre-lab on the learning of the students. This experimental work was carried out for the period of thirty-five weeks in the physics classroom and laboratory of Govt. Comprehensive School, Jhelum (Pakistan). Sixty-two secondary school science students of class X were randomly selected for this experiment. The posttest-only equivalent group design was used for this study. It involved two groups; experimental and control. These groups were equated on the basis of marks achieved by the students in a test of 8 th class science. The different tools used to collect the data were; the Achievement tests, Post labs, and Attitude scale. Experimental group was taught through Ausubel’s teaching method while control group was taught through Traditional. To measure the achievement of the students in the science theory and practical, the researcher administered the following tools; Experimenter’s tools 1 & 2, and post-labs. The other achievement tests used in the study were the Term Tests 1 & 2 administered by the school, and the question paper of physics theory and practical constructed, administered and evaluated by the Board of Intermediate and Secondary Education Rawalpindi (SSC annual examination 2005). To measure the scientific attitude of the students, an instrument was constructed and validated and then administered to the whole sample. Data collected by tools were analyzed by the application of software, SPSS and presented in the form of mean scores. To compare the mean scores of experimental and control groups, t-test was employed. The study indicated that Ausubel’s teaching method was found more effective than traditional teaching method in improving the achievement of the students in the subject of physics as measured by experimenter’s tools, term tests and in the SSC examination, v2005. The study also showed that the use of pre-labs significantly improved the performance of the students. It has found in various significant indications that the new way of teaching has improved performance of the students in various tests and some evidence that attitude have changed. The nature of pre-lab and post-lab need more improvement and further investigation at other levels and regions. There relative effectiveness should be evaluated so that the more effective tool can be used in the future. The persistence increase in the standard deviations for the experimental group suggests that not all students benefited equally. This gives rise to another area ‘cognitive learning styles’ that should be explored. This study can be seen as an exploratory study and offers encouragements that the new approach has considerable value for the learners. It needs replication, using many teachers, with boys and girls, and in all disciplines of science.