سید ہاشم علی اختر صاحب
افسوس ہے کہ ۱۴؍ جون ۲۰۰۳ء کو جناب سید ہاشم علی اختر شکاگو میں وفات پاگئے، اناﷲ و انا الیہ راجعون۔
وہ جامعہ عثمانیہ کے مایہ ناز فرزند، حیدرآباد کے نام ور شخص اور ملک کے بڑے دانشور تھے، ان کو ملک کی دو شہرہ آفاق یونیورسٹیوں جامعہ عثمانیہ حیدرآباد اور علی گڑھ مسلم یونیورسٹی کا وائس چانسلر ہونے کا فخر بھی حاصل ہوا۔
جناب ہاشم علی اختر کی پیدائش ۶؍ اکتوبر ۱۹۲۴ء کو حیدرآباد میں ہوئی تھی، شروع کی تعلیم مدرسوں میں ہوئی، ۱۹۳۸ء میں انہوں نے جامعہ عثمانیہ سے بی ایس سی اور ۱۹۴۴ء میں ایم ایس سی کیا، ان کی طبیعت کا رجحان علم و تعلیم کی طرف تھا، اس لیے شروع میں درس و تدریس ہی کے پیشے سے وابستہ ہوئے، پہلے سٹی ہائی اسکول میں مدرس ہوئے پھر سٹی کالج میں جونیئر لکچرر ہوئے، مگر ان میں نظم و نسق کی صلاحیت بھی بہ درجہ اتم تھی، اس لیے جلد ہی انتظامی شعبے سے ان کا تعلق ہوگیا اور ۱۹۴۶ء میں وہ حیدرآباد سیول سروس کے لیے منتخب ہوگئے، اس کے بعد آئی۔اے۔ایس کے لیے ان کا انتخاب ہوا اور ڈپٹی کلکٹر کے عہدے پر تقرر ہوا جس سے ترقی کرتے ہوئے پرنسپل سکریڑی کے عہدے پر فائز ہوئے۔
ہاشم صاحب کو نظم و نسق کا اچھا سلیقہ تھا، ایک کامیاب اور نیک نام آئی اے ایس آفیسر کی حیثیت سے ان کو بڑی عزت و شہرت ملی، سکریٹریٹ کی اچھی کارکردگی اور خوش انتطامی ہی کی وجہ سے سبکدوش ہونے کے بعد حکومت نے ۱۹۸۲ء میں انہیں جامعہ عثمانیہ حیدرآباد کا وائس چانسلر مقرر کردیا، ابھی اس کی میعاد مکمل نہیں ہوئی تھی کہ ۱۹۸۵ء میں علی گڑھ یونیورسٹی کے وائس چانسلر کے لیے ان کا انتخاب ہوگیا۔
وائس چانسلر کی حیثیت سے ان کی کارکردگی...
Before the advent of Islam, there was a strong tradition of polemic writings both among the Jews and the Christians to prove the errors of adversary. But, after the advent of Islam in general, and the conquering of Roman / Byzantine empire by the Muslims in the era of Righteous Califate in specific, due to embracing Islam by a large number of local populace, the flux of Christian polemic writing was directed towards Islam. A number of polemic writings surfaced as a resort to keep their religion alive. These writings tried to belittle all basic concepts, beliefs, and creeds of Islam, and even the personality of the Prophet Muhammad (PBUH), and the Holy Qur’ān. The contemporary orientalist polemic writers have claimed that there are several accounts originating from Jewish and Christian sources which tried to allegedly prove that the Holy Prophet Muhammad (PBUH) was instructed by Jewish or Christian scholars in the composition of Holy Qur’ān, and to support this claim, they not only point out to certain Jewish or Christian sources, but have parroted their arguments as well, with the similar motives. With this, they have attempted to discredit Islam by raising doubts about the origin of Qur’ān. But despite of their efforts the fact remains firm that the Qur’ān has a Divine origin and was revealed by Allah Ta‘ālā unto Prophet Muhammad (PBUH). In this regard, the purpose of this article is to analyze the medieval polemic writings, their motives, and their rumination by the orientalists of the contemporary age. A critical approach is adopted in this analytical, and historical study, using published authentic data and literature including academic books, research papers, periodicals, dictionaries and reliable web sites also.
The transition from primary to secondary school plays an important role in the academic lives of students. It affects the overall learning of students and the learning of mathematics in particular. As a student as well as a teacher, I myself have experienced difficulties in coping with the new concepts and changes in the curriculum of mathematics and its teachings. Similarly,my students have experienced the same kind of teaching and learning difficulties as I did, particularly in the first year, i.e. Grade 6oftheir secondary school education. For example, when I was a teaching in a middle school in Gilgit-Baltistan, I observed that students who were quite motivated in learning mathematics could not solve even the simplest of mathematic problems when they come in Grade 6 and remained disengaged in mathematics classes. Thus, this study aims to explore thechanging experiences of learning mathematics during the transition of students from primary school to secondary school. The study has been conducted in one of the private schools located in Karachi, Pakistan. This study employs an exploratory case study method using qualitative methods. Classroom observation, semi- structured interviews and document analysis remain the main tools of data collection. The data has beensystematicallyanalyzedin order to identify the emerging themes. The emerging themes have been interpreted on the basis of information obtained from interviews, observation and document analysis. The study reveals thatthe experience of transition into secondary school is challenging for students. This issue is significant because transition into high school coincides with the adolescent development changes- social, physical, cognitive, emotional and psychological changes. The findings of the study show that students find discontinuity in the curricular and pedagogical approaches of primary and secondary school. These include gaps between curriculum and pedagogy, teacher- student relationship, peer and teacher interaction. These gaps create certain problems for students in copingwith the new environment of the school as well in grasping advance mathematical concepts in Grade 6. This study reveals that the transition from primary to secondary school is a process and a multidimensional event in the academic lives of students. It persists as students continue to observe change due to many factors. Also, many physical, social, emotional and academic factors come together to affect the mathematic learning of students in a complex and holistic manner. This study is significant for teachers and teacher educators inPakistan, helping them to reflect upon their teaching practices, so as to identify theneeds