مولانا عبدالباری حاوی
افسوس ہے گذشتہ ماہ ہمارے نہایت فاضل دوست مولانا عبدالباری صاحب حاویؔ نے بھی ہوائی جہاز کے ذریعہ حج کے ارادے سے جاتے ہوئے ظہران میں وفات پائی۔انا ﷲ وانا الیہ راجعون ۔مولانا وانمباڑی(شمالی ارکاٹ) کے باشندہ تھے اوروہیں حضرت مولانا گنگوہی حضرت شیخ الہند اورمولانا تھانوی کے ارشد تلامذہ سے علوم و فنون اسلامیہ ودینیہ کی تعلیم پائی۔یوں توسب علوم وفنون میں کامل درک رکھتے تھے لیکن حدیث اورعربی ادب میں بڑا کمال حاصل تھا۔ پہلے مختلف مدارس اورایک ہائی اسکول میں درس کی خدمات انجام دیں، اب ادھر دس برس سے مدراس کے مشہور جمالیہ عربک کالج میں صدر الاساتذہ کے عہدے پرفائز تھے۔عربی زبان اوراردو وفارسی میں شعر کہتے تھے۔ پہلے تخلص مجاہدؔ تھا پھر حاویؔ کے تخلص سے مشہور ہوئے ۔بڑے خوش اخلاق اورعابد و زاہد بزرگ تھے۔ وضعداری، مروت اورشرافت ان کی فطرت تھی۔جیسا کہ سفرنامہ مدراس میں عرض کیا جاچکا ہے علالت اورضعف کے باوجود راقم الحروف سے ملاقات کے لیے قیام گاہ پرتشریف لائے۔سات آٹھ مرتبہ حج وزیارت مدینہ سے مشرف ہوچکے تھے۔اس مرتبہ پھر جارہے تھے کہ اثنائے راہ میں پیغامِ اجل آپہنچا۔عمرساٹھ کے لگ بھگ ہوگی اﷲ تعالیٰ صدیقین وشہداء کامقام عطا فرمائے۔ آمین۔ [مارچ ۱۹۷۲ء]
Shah Waliullah pioneered the promulgation and publication of Ḥadtih in the Subcontinent. His immediate students and avid readers owned this sacred responsibility and brought forth this beacon of Ḥadtih in Khyber Pakhtunkhwa, posthumously. In the said region, not only a meticulous research has been conducted on assorted genres of Ḥadtih but also a profound work has been executed on its treatise. Especially, “The Ṣaḥiḥ Bukhari” has remained the focus for research and analysis. Besides, in madaris of Khyber Pakhtunkhwa, different sermons and oral disquisitions of the noteworthy religious scholars and Ḥadtih experts (specifically “Ṣaḥiḥ Bukhari”) have been recorded and published in several books and booklets. In this respect, the researcher has uncovered twenty seven published and non-published treatises. In this dissertation, the work of the eminent Ḥadtih scholars is collated, vetted and analyzed, while this introductory analysis is about the Ḥadtih books published particularly during the period ء1901 to ء2015. This research study will be helpful in realizing the arduous efforts and valuable services rendered by the experts in the field of Ḥadtih.
In most of the Pakistani schools, it has been seen that there are inadequate practices for English language teaching and learning, particularly as relates to writing skills (Khan & Khan, 2016). Developing English Language writing skills requires teachers to be familiar with writing strategies that can facilitate students (Khan, 2011). In Pakistani schools, it seems that English language writing skills are neglected in classroom teaching because the English language teachers are not acquainted with the “new practices of teaching English language in general, and teaching of writing skills in particular” (Siddique, 2007, p. 20). The need to enhance effective writing skills in learners, therefore, requires introduction/ exposure to various writing strategies to teach writing skills in an interesting way (Omar, 2016). This study was conducted in the context of Karachi, Pakistan, to explore how mind-mapping technique can be used to help improve students’ writing skills of grade 3. It was a qualitative action research study carried out to design an action so as to attempt to bring a change. The data were collected in three main phases: reconnaissance phase, intervention phase and post-intervention phase. Data collection tools were pre and post-test, observations, focus group discussion, semi-structured interview and field notes. In the light of data analysis of the reconnaissance phase, there were several problems identified as they related to students’ ability to generate, organize and independently write on a given topic. One of the important tools to support learners in this regard is to use pre-writing strategies in writing tasks (Buzan, 2002). In addition, pre-writing strategies can help to boost students’ motivation and engagement with writing and develop them as independent writers (Keen, 2017). Based on the reconnaissance findings, I planned an intervention and conducted three teaching cycles on teaching students mind mapping and how to use their mind map to produce independent texts. The study outcomes suggest that students’ exposure to a pre-writing strategy such as mind-mapping technique did help to improve students’ writing skills. The study participants were able to think, generate and organize their information about a given topic. Study outcomes also reveal that the use of mind maps seemed to boost students’ motivation, their engagement with writing seemed to increase and they were able to function as independent writers. Therefore, this suggests that using a pre-writing strategy such as mind-mapping technique can support learners in improving their writing skills.