قافلہ کا آخری مُسافر
نواب وقارالملک مرحوم
علم والے علم کا دریا بہا کر چل دیئے
واعظانِ قوم سوتوں کو جگا کر چل دیئے
کچھ سخنور تھے کہ سحر اپنا دکھا کر چل دیئے
کچھ مسیحا تھے کہ مردوں کو جلا کر چل دیئے
. نواب محسن الملک کی وفات پر ہم نے تدبر و سیاست کا ماتم کیا، مولانا نذیر احمد کے مرنے پر سحر نگاری اور بزم آرائی کا مرثیہ پڑھا، مولانا شبلی کی موت پر ہم نے علم کے فقدان پر نوحہ کیا، لیکن نواب وقارالملک کی رحلت پر ہم قوم کا ماتم کرتے ہیں اور الوالعزمانہ اخلاق کی گم شدگی پر فریاد۔
یہ ہستی گراں مایہ جس نے ہماری دنیا کو ۲۷، جنوری ۱۹۱۷ء میں الوداع کہا، ہمارے کارفرما قافلہ کا آخری مسافر تھا، اس کے بعد وہ دور جو انقلاب ہند کے بعد شروع ہوا تھا ختم ہوگیا، وہ دور جو انگریزی کالجوں کی کائنات نہیں، بلکہ بوریا نشین مدارس کا نتیجہ تھی، گزرگیا، وہ دور جو قدیم تعلیم اور قدیم اخلاق کے دنوں کو پیش کرتا تھا، منقطع ہوگیا، یعنی آئندہ ہماری قسمت کے مالک عربی مدارس کے شملے نہ ہونگے، بلکہ انگریزی درسگاہوں کے ہیٹ ہونگے، اب مشرق، مشرق کی قومیت پر حکومت نہیں کرے گا، بلکہ مغرب، اب لیڈری اور رہبریٔ جمہور کے لئے جوش دل اور اخلاص عمل ضروری نہ ہوگا بلکہ صرف ایک کامیاب عہدہ اور ایک عمدہ سوٹ فیا ویلاہ علی فقید الاسلام ویا خیباہ للمسلمین۔
مرحوم کو سب سے پہلے میں نے دارالعلوم ندوہ میں دیکھا، غالباً ۱۹۰۳ء یا ۱۹۰۴ء میں، پست قد، فربہ جسم، چھوٹی گردن، کچی پکی لمبی داڑھی، سرگھٹا ہوا اور سر پر ایک ترکی...
Personality development is the process of improvement in behaviors and attitudes to make an individual a unique person. Sufism brings about positive changes in the behaviors of individuals. The positive changes are brought through moral development within inductive environment griped by building of character. Moral development guides through “Zuhud” and “Taqwa” for minimization of material luxuries, enhancement of repentance and self-purification. The purpose of moral development is achieved with an institution articulated with teacher-student (Murshid-Murid) relationships; this environment ensures the provision of guidance and scholarships for the engaged students. The engagement of students revolves around knowledge, awareness and behavior. In the dimension of knowledge students are helped with raising moral and spiritual awarenessto enhance firmness in faith and encouragement towards good deeds. In addition, behavioral (amal) dimension is covered with remembrance of Allah, optional prayers, fasting services, alms giving along with obligatory ones. All these behavioral deeds are performed with devotion for the sake of closeness “Taqarrub” to Allah. Finally, ma’rifat (Recognition) is applied to secure soundness in building of character.
The study examined the associations of environmental knowledge and environmental attitude towards pro-environmental behavior among 375 respondents of 9th and 10th grade of public and private secondary schools of Pakistan through mixed method approach. An adapted tool called ‘CATES’ originally developed by (Malkus and Musser 1993) was used to collect the quantitative part of data. Overall reliability for the present ‘study tool’ was found to be 0.791 in our Pakistani context. Association and dissociation were determined among male and female, rural and urban, and public and private students. The study found a positive association among environmental knowledge, attitude and behavior. It was found through the Independent Samples t-test that there were significant differences between environmental knowledge and income of the parents of the respondents. The significant difference was also found between the environmental attitude and the age groups 12-13 and 14-15 years. The students of younger age group of 9th grade (12-13 years) revealed comparatively better than their older counterparts i.e. 10th grade (14-15 year) students. One way analysis of variance (ANOVA) found significant differences in environmental knowledge with education and income of parents, similarly the significant difference was also found in environmental attitude and education of parents. However the study found no significant differences among environmental knowledge, attitude, and behavior towards the groups of male and female, public and private, rural and urban AN ENVIRONMENTAL STUDY ON KNOWLEDGE, ATTITUDE AND BEHAVIOR 2 respondents of the study. Pearson Correlation analysis showed a moderate r(375) = .424**, p < .001 positive relationship between environmental attitude and environmental behavior, significant but moderate positive r(375) = .313**, p < .001 between environmental knowledge and attitude, and significant but weak positive r(375) = .233**, p < .001 between environmental knowledge and environmental behavior scores of the secondary school students of 9th and 10th grade respectively. Thus the findings of the correlation analysis supported that the environmental knowledge was a weaker predictor of the environmental attitude as well as of environmental behavior, while the environmental attitude was the moderate predictor of the environmental behavior. The results of regression revealed that there was a positive impact of environmental knowledge and environmental attitude on the environmental behavior of the secondary school students of 9th and 10th grade level. Finally new directions for future research in environmental knowledge and their impacts are recommended.