ڈاکٹر محمد ضیاء الدین انصاری
ڈاکٹر محمد ضیاء الدین انصاری میرے مخلص اور عزیز دوست تھے، مجھے ان کے انتقال کی خبر بہت دیر سے ملی، وہ علی گڑھ مولانا آزاد لائبریری میں ڈپٹی لائبریرین تھے، وہاں جاتا تو مطلوبہ کتابیں فوراً حاضر کرتے اور چائے سے خاطر تواضع کرتے، اصرار کرکے گھر بلاتے اور پرتکلف دعوت کرتے، خدابخش لائبریری کے ڈائریکٹر ہوکر وہ پٹنہ گئے تو اسے ترقی دینے کے لئے متعدد کام کئے اور کئی سمینار کرائے جن میں مجھے مدعو کرتے، وہاں سے ریٹائر ہوکر علی گڑھ آئے تو مولانا حسین احمد مدنیؒ پر ایک سمینار کا پروگرام بنایا مگر وہ نہ ہوسکا، ضیاء الدین صاحب کو علم و ادب سے بڑا شغف تھا اور وہ اچھے منتظم بھی تھے، کئی کتابیں لکھیں لیکن اشاریہ نگار کی حیثیت سے انہوں نے اپنا خاص سکہ جمایا، وہ بڑے شریف، نیک طینت، خوش خلق اور مرنجان مرنج شخص تھے، اﷲ تعالیٰ انہیں جنت نعیم عطا کرے اور پس ماندگان کو صبر جمیل عطا فرمائے، آمین۔
(ضیاء الدین اصلاحی، اپریل ۲۰۰۷ء)
The foundation of the Sharia is revelation, revelation is the name of two things, the Qur'an and the Sunnah, since both are related to the news, and to convey the news to others, narrators are needed, so for the propagation of the Qur'an and the Sunnah to future generations. It was necessary to have narrators, the narrators of the Holy Qur'an are called Qira, the narrators of the Sunnah are called Muhaddith, the traditions of the Holy Qur'an are called 'Qara'at' and the traditions of the Sunnah are called 'Ahadith'.
Both the Qur'an and the Sunnah are revelations, but still there are some differences between them which are explained in detail in the Book of Principles. It was a difficult task, and the significant efforts made by the Muhadditheen in this regard were more famous and campaigned than the knowledge of al-Qaraat and recitation. He became famous with this, and some people even got the wrong impression that he had nothing to do with jurisprudence, and this wrong impression was reinforced by the behavior of the some Narrators.
In reasoning and deriving from the Sunnah, there were many disorders and factors that gave birth to different schools of jurisprudence. For example, a hadith revealed to an imam or a jurist during reasoning has a hidden reason that is not revealed to anyone else. Therefore, there is a difference in argumentation. Similarly, sometimes the hadeeth is correct in a certain issue in front of a jurist, while on the other hand, it is weak in the opinion of another, which leads to diversity in argumentation.
When the jurists differed in the derivation of the issues and rulings, in fact, these are cases of priority and non-priority, in which there is, however, scope that any position can be declared preferred based on arguments.
Keywords: Hadith, Muhaddithin, Jurisprudential Proverbs, School of Thoughts, Differences.
In teaching learning process, emphasis is laid mostly on teacher centered approach, whereas it is responsibility of learner to learn the material. Teacher’s job is to teach the students learning methods and strategies. Cognitive psychologists emphasize to use the cognitive and metacognitive strategies for learning. There is a variety of study strategies being used in the West, to understand, store, retrieve and use information. PQ4R study strategy is one of them. However, in Pakistan, no evidence could be found in the area of research regarding this study strategy. The present study was an attempt to investigate the effect of PQ4R study strategy on scholastic achievement of secondary school students in the subject of Pakistan Studies. The accessible population of the study was 10th grade girls students studying in Govt. Girls Secondary Schools in District Rawalpindi. The sample school was selected out of 121 schools of District Rawalpindi through random sampling, and a sample of 104 girl students was randomly selected out of 390 girls students studying in the school. It was a pre-test post-test control group design of study which involved two variables. The independent variable was the PQ4R study strategy and the dependent variable was the scholastic achievement of students. The main objectives of the study were to measure the scholastic achievement of students at secondary school level before the experiment, to expose the experimental group to PQ4R method of study, to teach the control group through traditional method without using PQ4R method, to measure the scholastic achievement of experimental group and control group after the treatment, to compare the scholastic achievement of experimental group and control group after the experiment and to compare the scholastic achievement of high achievers and low achievers of experimental group and the control group after the treatment. The high achievers and low achievers were identified by using first and third quartiles. The data collected through pre-test and post-test were summarized through the use of measures of central tendency and variability. Significance difference between both the comparison groups in pre-test and post-test was analyzed by using t-test at 0.05 level of confidence. How the comparison groups were alike and unlike each other was analyzed through overlapping between the two. The Study results indicated that PQ4R was any effective study strategy that improved the scholastic achievement of students. Both the high achievers and low achievers improved in their scholastic achievement, however, high achievers took more advantage than the low achievers. These results are in line with the results of some previously conducted research studies such as Salim (2010); Rahim, et al. (2010); Bagherpour, Abdollahzadeh and Valipour (2009); Rodil (2009); Lee (2004); Ping (2000); Katayama and Robinson (2000); King (1992) and Faryal (2005). Teachers are recommended to teach the students the use of PQ4R learning strategy while teaching the content, students are recommended to use this strategy while studying the material. Curriculum designers are suggested to use this strategy in designing the curriculum, and this is much neglected but rich area for future researchers.