سیدہ آمنہؓ کی وفات
سیدہ آمنہؓ اپنے شوہر کی وفات کے بعد ان کی قبر کی زیارت کے لیے نہیں جا سکی تھی ۔ اب انہیں موقع ہاتھ لگا تو اپنے لخت جگر کو جن کی عمر چھ سال کے لگ بھگ تھی اور ام ایمن کو ساتھ لیے شوہر کے مزار پر حاضری دینے کے لیے سوئے مدینہ روانہ ہوئیں ۔ ایک ماہ قیام کرنے کے بعد واپسی کا راستہ لیا ۔ قدرت خدا کی دیکھیے کہ راستے میں بیمار ہوئیں اور ابواء کے مقام پر پہنچیں تو ان کا آخری وقت قریب آ گیا اور وفات پا گئیں ابواء کے مقام پر دفن کر کے ام ایمن سیدالصادقین ﷺ کو لے کر مکہ آئیں اور عبدالمطلب کو اس واقعہ سے آگاہ کیا آپ کو بہت دکھ ہوا ‘ولادت سے پہلے باپ چل بسا اور اب والدہ بھی اللہ کو پیاری ہوگئیں اس حال میں یتیم پوتے کو سینے سے لگا کر رو پڑے انہوں نے آپ ﷺکو اپنی کفالت میں لے لیا اور والدین کی کمی محسوس نہ ہونے دی ۔
اہم نکتہ: بعض سیرت نگاروں نے لکھا ہے کہ سیدہ آمنہ ؓمدینہ میں اپنے رشتے داروں کو ملنے گئی تھیں یہ بعید از قیاس ہے کیونکہ سیدہ آمنہ کی اپنی ذاتی رشتہ داری نہ تھی ۔ اگر یہ بات کہی جاتی کہ سیدہ آمنہؓ اپنے سسرال کے رشتہ داروں سے اپنے نور نظر کی شناسائی کے لیے تشریف لے گئی تھیں تو بجا ہوتا کیونکہ وہ سسرالی رشتہ دار تھے اور سسرال کی ننھیال بہت دور کی رشتہ داری کی بات ہے اور علامہ شبلی کہتے ہیں کہ میرے نزدیک بعض مورخین کا یہ بیان درست ہے کہ حضرت آمنہ ؓاپنے شوہر کی قبر کی زیارت کے لیے گئی تھیں جو مدینہ میں مدفون تھے بعض مورخین نے لکھا ہے کہ آمنہ...
Sufism is the heart of Islam. It is attached with Islam as the human soul is woven within the body. Sufis have always been the center of Muslim society, especially; in the sub-continent, they have firmly imprinted their marks in every sphere of life. Various mystic traditions as Naqshbandi, Chishti, Qadri etc. Are commonly known in India and Pakistan. This study explores the great Sufi, Hakim Mohammad Akhtar, for his unprecedented services in the field of mystic practices, poetry and Islamic literature. In the initial part of the study, his family background and educational account have been described which show that not only he was a passionate follower of mystic legacy from an early age but a true stalwart of Islam. The historical account of Hakim Akhtar reveals that he was a staunch devotee of Molana Rome which resulted in the form of his famous book "Maarif-e-Masnawi". In the latter part of the study, his character and work are unveiled in a chronological order. As the follower of Sufi tradition, Hakim Akhtar was against personal glorification. Through this research study, some astonishing hidden aspects of his life have been discovered which will help his disciples and devotees to follow the path of their mentor perfectly.
“Classroom Environment Leading to Democracy and Social Responsibility at Secondary Level in Khyber Pakhtunkhwa” was quite a new study in this region. Since, the study was descriptive, the objectives of the study were: (1) to explore the social environment of the classroom at secondary level in Khyber Pakhtunkhwa; (2) to investigate the organizational environment of the classroom at secondary level in Khyber Pakhtunkhwa; (3) to analyze classroom environment leading to democracy at secondary level in Khyber Pakhtunkhwa, and (4) to find out the classroom environment leading to social responsibility at secondary level in Khyber Pakhtunkhwa. All 302,170 Secondary School Heads, Secondary School Teachers and Secondary School Students constituted the population for this study. A stratified sample of 1260 was selected through random sampling technique. Questionnaires were used as research instrument for the collection of data. The collected data were tabulated, analyzed and interpreted category wise by comparing responses of the three groups, Principals/Head Masters, Secondary School Teachers and Secondary School Students. To analyze the data, Chi-Square test was used as a contingency test and percentages were used. The responses were tested at significance level of 0.05. On the basis of analysis it was discovered that majority of the respondents were of the opinion that they had interaction with the teachers/students and they expressed themselves freely. The classrooms environment was co-operative and competitive. Teachers’ behavior was friendly. Teachers shared the classroom responsibility. Physical structure of class was attractive. Classes were ventilated and lighted. Schools were providing productive students. Students were the active participants of the community. Students were given opportunities to participate in the major and the minor issues of the classrooms. Classroom curriculum instilled democratic values. xviiIt was recommended that level of interaction may be increased. Teachers should be provided co-operative and competitive environment for the promotion of democracy and social responsibility. Teachers should plan properly in the classroom for promoting democracy. Teachers should be given proper training for teaching democracy. Curriculum must be shaped to inculcate democratic values in students, so that the students become the democratic agents of positive change in the society.