خواجہ حسن نظامی دہلوی
افسوس ہے گزشتہ ماہ میں خواجہ حسن نظامی صاحب دہلوی نے کم وبیش ۷۷ سال کی عمر میں چند روزہ علالت کے بعد اپنے وطن دہلی میں ہی وفات پائی۔ مرحوم عجیب وغریب شخصیت کے مالک تھے۔ دیکھنے میں کمزور ولاغر اورضعیف ومنحنی انسان تھے لیکن ارادہ وعمل کی قوت بے پناہ رکھتے تھے۔ان کی تعلیم قدیم مسلمان خاندانوں کی روایات کے مطابق ہوئی۔لیکن جس کو اعلیٰ معیار کہاجاتا ہے اس حدتک نہ تھی۔ انھوں نے اپنی زندگی نہایت ہی معمولی حالت سے شروع کی، یعنی ایک مزدور کی طرح سرپرکتابوں کابوجھ لادکر ایک جگہ سے دوسری جگہ لے جانااوراس طرح اپنی معاش پیداکرنا ان کی معاشی زندگی کاسب سے پہلا قدم تھا۔ لیکن اپنی محنت، استقلال، جذبۂ عمل اورذہانت کی وجہ سے وہ اس ادنیٰ ترین حالت سے ترقی کرکے ایک ایسے بلند مقام پر پہنچ گئے جہاں ہرمذہب و ملّت کے لاکھوں انسان ان کی عزت کرتے تھے۔ بڑے بڑے والیانِ ریاست ان سے ملنے میں فخر اورمسرت محسوس کرتے تھے۔حکومتیں ان کی بات کوگوش توجہ سے سنتی تھیں اوربہت سے لوگ جن میں ہندو، مسلمان، سکھ، عیسائی اورپارسی، مرد و عورت، جوان و پیر سب ہی شامل تھے ان کے حلقۂ ارادت میں شامل ہونے کے باعث ان کے ایک ایک فقرہ اور جملہ پرسردھنتے تھے۔ ۲۸ء یا ۲۹ء میں بزمانۂ قیام ڈابھیل ایک مرتبہ سورت شہرمیں ایک مسلمان بوہرہ کی دکان پرجانے کااتفاق ہواتو باتوں باتوں میں معلوم ہواکہ وہ اوراس کاپورا گھرانہ خواجہ صاحب سے بیعت ہے اور اگرچہ یہ گھرانہ اردو پڑھنے کی استعداد نہیں رکھتاتھا تاہم اس کامعمول یہ تھاکہ خواجہ صاحب کے ہاں سے ’’درویش‘‘ نام کا جورسالہ نکلتا تھا، سال کے اختتام پراس کی جلد بندھتی تھی اور ایک مطلا جزدان میں وہ محفوظ رکھ دیا جاتا تھا۔عید بقرعید کے دن نماز عیدکے بعد...
The question of moral rectitude and upbringing of youth in the current social arena is the contemporary discovery attributed to social and family norms that also undergo change due to social and economic reasons. Consequently, deferring levels of piety become more or less acceptable according to an individual’s surroundings and age. The study was done to determine the association between religiosity and behaviors likely to improve the moral, social and psychological habits of young Muslims. The discussion of the article contextualizes the effects of observing practices of Islam on a larger scale. A sample study of this research can be used as evidence to counter the contemporary environment which inevitably generates contradictions for young people. The contradictions result in uncertainty and materialistic atmosphere which does not cater to their spiritual needs and the requirements to develop as the youth of Ummah. Yet, we cannot stop or avoid the negative channels and their effects prevailing on the internet. We can; however, extend the positive spiritual energy in youth that is only possible through careful observance of religious practices comprising regular prayers, fasting, charity and pilgrimage (Hajj). The current apathy of our youth towards the religious injunctions may be attributed to social and family norms that are in some cases relative to the economic conditions and social backup. This will evaluate and assess the way and means of effective inlaying of moral fields where our young people can improve their moral aptitude and rectitude. The impasse of current moral turpitude can be shattered with the bounding relation of human activity and Islamic ritual.
The purpose of the research would be two-fold: 1). to find out the use of experiential learning in Marketing, Human Resources Management and Finance courses of five leading business schools in Karachi, 2). to measure the effectiveness of using experiential teaching methodology in teaching HR, finance and marketing courses in the business schools of Karachi. Following hypotheses were formulated: H1. There would be a gender difference in effectiveness of experiential learning, H2. There would be age differences in effectiveness of experiential learning, H3. Experiential learning in Finance course is more effective than in HRM and Marketing, H4. There would be difference in use of experiential learning between universities, H5. Experiential learning enhances different skills in students. A quantitative survey research design was employed to answer the research questions of the study. The study was conducted in two phases. In phase one, Indigenous Use of Experiential Learning Scale (UELS) was developed in compliance with the Guidelines of International Testing Commission (International Testing Commission, 2013), and Experiential Learning Scale (ELS; Driscoll, 2011) was adapted from the survey used in a study titled, “Graduates’ perspectives regarding the impact of the integration of experiential learning in academic program” by Bridget Anastasia Driscoll at Iowa State University in 2011 (Driscoll, 2011). In Phase Two, the data was collected using Indigenous Use of Experiential Learning Scale (UELS) and adapted Experiential Learning Scale (ELS; Driscoll, 2011) in order to test hypotheses. According to the results of hypothesis one no gender difference was found in the variable of experiential leaning (t=-1.110, df =84, p >.05). Second hypothesis results depict that experiential learning differed among the age of students, (F (2,384) = 9.567, p < .01).Third hypothesis findings shows that experiential learning differed among the courses, (df (2,384) =10,340, p < .01). Fourth hypothesis outcome suggests that the use of experiential learning differed, (df (4,82) =15.565, p < .01) among business schools. The x results of fifth hypothesis demonstrate that overall fourteen skills with Eigen values greater than 0.5. i.e. 1. formulation of ideas (.820), 2. independent thinking (.758), 3. analytical thinking (.686), 4. Problem solving (.712), 5. effective communication (.746), 6. writing skills (.686), 7. technical skills (.631), 9. research skill (.627), 10. responsibility (.623), 11. integration of knowledge from multiple disciplines (.606), 12. self-confidence (.594), 13. organization (.540), 14. listening skills (.515), and 15.time management (.504). From the research that has been undertaken, it is possible to conclude that there was no significant relationship between the gender of students and the impact of experiential learning and males and females equally developed their skills as a result of experiential learning. It was further found out that experiential learning differed significantly from 18 to 20 years than in 21 to 23 years, and 24 years and above age. However, these results are not conclusive and the factors contributing to such differences in learning need to be investigated on. In addition, the study demonstrated that experiential learning in Finance was more effective than in HRM and Marketing which could be attributed to students motivation and interest associated with the use of experiential learning. Furthermore, it is possible to conclude that experiential learning is used in all five business schools that were part of the study. The findings indicate that experiential learning, though comparatively a new concept in business education in Pakistan has found its way to business education. Last but not the least, all students who were taught using experiential learning improved their skills as a result of their experience. The skills comprised formulation of ideas, independent and analytical thinking, effective communication, writing, and technical skills, sense of responsibility, integration of knowledge from multiple disciplines, self-confidence, organization , and time management . Hence the study clearly shows that experiential learning leads to skill development which is the most needed trait in business graduates when it comes to employability.