آہ! مولانا ضیاء الدین اصلاحی ؒ
دارالمصنفین کے ناظم اور معارف کے مدیر جناب مولانا ضیاء الدین اصلاحی ۲؍ فروری ۲۰۰۸ء کی صبح کو اپنے خالق حقیقی کے حضور پہنچ کر اس کی رحمت سے جاملے لیکن اپنے پیچھے دارالمصنفین کے ہر فرد بلکہ در و دیوار کو روتا، بلکتا چھوڑ گئے، شبلی و سلیمان کا یہ گلشن ویرانی کی تصویر بن گیا، اس جہاں علم و دانش کی روح بھی جیسے ان کی موت کے ساتھ رخصت ہوگئی اور سچ یہ ہے کہ علامہ شبلیؒ، مولانا سید سلیمان ندویؒ، مولانا شاہ معین الدین ندویؒ اور سید صباح الدین عبدالرحمانؒ کی قابل فخر روایات کی مسند اور بزم جس شمع سے روشن تھی، ایک حادثے نے اس کو گل کردیا، اِنا ﷲ وَاِنا اِلیہ رَاجِعونْ۔
مولانا اصلاحی ۳؍ جنوری کو سفر حج سے واپس آئے تھے اور بالکل چاق چوبند اور صحت مند تھے، یکم فروری کو وہ اپنی اہلیہ کے ہمراہ ایک عزیز سے ملنے کے لئے سرائے میر کے قریب موضع کھریواں کے لئے قریب ساڑھے نو بجے صبح روانہ ہوئے، جمعہ کا دن تھا، خطبہ اور نماز پڑھانے کے لئے مجھے تاکید فرمائی، عین نماز جمعہ سے پہلے یہ خبر ملی کہ ان کی جیپ حادثہ کا شکار ہوگئی ہے اور وہ صدر اسپتال میں زخمی حالت میں لائے گئے ہیں، نماز کے فوراً بعد ان کے تمام متعلقین اسپتال پہنچے، وہ سراپا زخمی تھے، ان کی اہلیہ بھی زخمی تھیں، لیکن ہوش میں تھیں، مشورے کے بعد وہ ایک مقامی سرجن ڈاکٹر فرقان کے ہسپتال میں لائے گئے، خون بہت زیادہ نکل چکا تھا، خون دیا گیا اور پھر مناسب سمجھا گیا کہ ان کو فوراً بنارس کے بی ایچ یو ہسپتال میں منتقل کیا جائے، وہاں کچھ ضروری ٹسٹ ہوئے، دوائیں بھی دی گئیں لیکن افاقے کے آثار نہیں تھے، صبح کا...
Āisha bint Abdu Al-Rahmān (1913-1998), better known by her pen nickname ‘Bint Ash-Shātī’, was one of the 20th-century Egyptian exegetes (mufassirīn) of the Qur'ān who implemented the methodological approach to the interpretation of the Qur'ān introduced by her teacher, mentor and husband Amīn alKhawlī, an eminent Egyptian scholar of the Qur'ān who contributed to the Qur'ānic sciences from several important aspects. Bint Ash-Shātī continued the legacy of her teacher and published a number of works related to the discipline of the Qur'ānic sciences such as al-Tafsīr al-Bayānī li al-Qur'ān alKarīm and al-I’jāz al- Bayānī li al- Qur'ān wa Masā’īl Ibn alAzraq. She made an attempt to examine all the previous Qur'ānic exegeses. Though Bint Ash-Shātī benefited from the classical tafsīr literature in her writings, she made several critiques on the classical tafsīr literature. Because of her scholarly approach, she became a famous Qur'ānic scholar in her life and even she was awarded the King Faisal Award, the most prestigious award in the Muslim world, in 1993 for her intellectual contributions. This paper attempts to analyze the methodological approach adopted by Bint Ash-Shātī in her works on Qur'ānic studies.
Peace education, through its essentially transformative nature, promotes the culture of peace by instilling certain peaceable attitudes and values in the minds of students. Development of a culture of peace is the pivot to a stable, progressing and prosperous society. Present study was designed to examine the existing situation of peace education in secondary schools of the Punjab. The ‗Affective Phase‘ of Castro & Galace Model of Peace Education (CGMPE) was used to carry out the whole process. The ‗Affective Phase‘ of CGMPE was composed of twelve (12) peaceable attitudes/values. Major objectives of the study were to analyse the curriculum of public secondary schools of the Punjab with reference to peace education; to explore the on-going peace education practices; and to assess the peaceable attitudes of students and teachers. Convergent Mixed Methods Design was employed to execute this study. Multistage sampling technique was used for sample selection. The study was conducted in two phases. Phase-1 was a desk study. During this phase textbooks of compulsory subjects (English, Urdu, Islamic Studies and Pakistan Studies) for grade 9 and 10 were analysed to see the existence of content on peaceable values. A self-developed content review format was used for this purpose. Phase-2 of this research endeavour was a mixed-methods field study. In this phase, 40 education managers (32 Headmasters/Headmistresses of the sampled schools; DEOs (SE) and CEOs of the 4 selected districts) were interviewed on a semi-structured interview schedule to explore the peace education practices in secondary schools. Data were also collected from 640 students and 160 secondary school teachers, by administering a questionnaire, to examine the level of their peaceable attitudes. Qualitative data were analysed by employing thematic analysis technique. Percentages and mean values were calculated to gauge the perceived level of peaceable attitudes of the respondents. Independent samples t-test was applied to compare the peaceable attitudes of secondary school teachers and students. Analysis of the data revealed that all the peace values had their representation in the textbooks, however, they had not been given equal consideration. Moreover, four of the peace values i.e. ‗Respect for Life/Nonviolence‘, ‗Gender Equality‘, ‗Cooperation‘ and ‗Openness and Tolerance‘ were least emphasized in the textbooks. It was also found that teachers usually tried to promote sense of ‗Cooperation‘, ‗Self-respect‘, ‗Ecological Concern‘ and ‗Compassion‘ whereas the peace values like ‗Gender Equality‘, ‗Global Concern‘, ‗Social Responsibility‘ and ‗Openness and Tolerance‘ were not focused at during regular teaching learning activities. Most of the teachers were allegedly found interested in preparing their students for getting good marks in the examinations instead of making them peaceful citizens. Moreover, it was revealed that both secondary school teachers and students maintained favourable attitudes towards all the peaceable values. Nonetheless, they had relatively less support for the peaceable values ‗Global Concern‘, ‗Openness and Tolerance‘, ‗Social Responsibility‘ and ‗Positive Vision‘. It was concluded that the four (out of twelve) peaceable values i.e. ‗Global Concern‘, ‗Openness and Tolerance‘, ‗Social Responsibility‘ and ‗Positive Vision‘ were less represented in the curriculum and teaching practices as well as relatively less supported by the students and teachers. It was recommended that sufficient reading material may be included in the curriculum at secondary education level. Present study is expected to pave the path for exploring new horizons for the researchers in the field of peace education in Pakistan.