غزل ۔۔۔ڈاکٹر انوار علی انوار
شومئ قسمت ہے یا اک کھیل ہے تقدیر کا
رنگ اب مجھ سے نہیں ملتا میری تصویر کا
غرق ہوتا ہی رہا، برباد ہوتا ہی رہا
خواب جس نے بھی یہاں دیکھا کوئی تعمیر کا
مجھ سے بڑھ کر اس کو میری شاعری اچھی لگی
یہ کرشمہ دیکھ لے کوئی میری تحریر کا
اس نے جاکر اور ہی دنیا نئی آباد کی
مستقبل حصہ رہا ہے جو میری جاگیر کا
جس نے ذہنوں کو غلامی میں کیا تھا پختہ تر
منتشر میں نے کیا وہ سلسلہ زنجیر کا
ہائے دو راہے پہ میں آکے کھڑا ہی رہ گیا
خواب سے باغی تھا ہر اک راستہ تعبیر کا
میں نے انور راہ پر ڈالا نہیں اس شوخ کو
ہر گناہ اس کا تسلسل ہے میری تقصیر 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.
This study set out to examine the process of initiation and implementation of school reform. It examined the process taken by one case study school in its efforts to improve the quality of teaching and learning in that particular school. In addition, it set out to examine the relevance of the current literature with regard to a developing country context. The process of initiation and implementation was found to include the following elements needs analysis, planning, creating awareness, moving through phases, and putting decisions and ideas into practice. These are broadly similar to major components and stages identified in the literature. The results indicated that while some of the findings relate well with contemporary literature, some of them does not fully agree with it. The starting point of the process, for instance, was found not to be the same in both contexts thus making the work of the change agent different in both contexts. There were some aspects of the change process which appear distinctive to a developing country context. These include: The importance of documentation in the process of change. - Creating and developing middle level change agents -The varying roles of change agents in developing and developed countries Creating awareness in different cadres of the school, hence making the starting point for the change agent different. This highlights the gap existing between the two situations i.e. developing and developed country contexts. The particular need to build confidence among the teachers. - Identify the practical constraints arising from limited resources. In summary, this small scale study raises a number of issues, possibilities and questions which may need to be taken into account when initiating, planning and implementing a school reform.