قاری حفظ الرحمن
قاری حفظ الرحمن صاحب کم وبیش تیس برس سے دارالعلوم دیوبند میں درسِ تجوید وقراء ت کی خدمت انجام دے رہے تھے اب ادھر ایک عرصہ سے اس شعبہ کے صدر تھے۔ انڈوپاک کے قراء میں ان کی شخصیت بڑی ممتاز اورنمایاں تھی۔ چنانچہ عام طور پرانہیں شیخ القراء کہاجاتا تھا اورواقعی وہ اس کے مستحق تھے۔ فن میں مہارت وبصیرت کے علاوہ قدرت نے آواز بھی ایسی پرسوز وگداز دی تھی کہ جہاں کہیں پڑھتے تھے معلوم ہوتاتھا کہ لحنِ داودی کے نغمے برس رہے ہیں اور فضا سرتاپا سماعت بن گئی ہے۔فالج میں کئی برس سے مبتلا تھے لیکن کام چل رہا تھا۔ آخروقت موعود بھی آپہنچا اور رباب ہستی بے نغمہ وصوت ہوگیا۔اﷲ تعالیٰ ان کی قبرٹھنڈی رکھے اورمغفرت وبخشش کی نعمتوں سے نوازے۔
[فروری ۱۹۶۹ء]
The Pakistani youth are engaged day and night in a struggle for attainment of education, technology, and status. But what is deplorable is that they have forgotten their cultural values, ethics, code of life, and religious identity in order to unite with external powers in becoming part of the drive for development and they have become ignorant of their fundamental responsibilities as a member of the Muslim Ummah. What are the priorities and issues facing Muslims on the local, national, and international levels? Especially in Europe and America the Muslim youth are standing at the crossroads. They are undergoing a religious, ideological, and moral decline. History is eye witness to how the Muslim youth made valuable sacrifices in all walks of life and persevered in making incredible achievements. Moreover, it is the three-fold ideological, cultural, and emotional invasion of the anti-Islamic forces which has been the cause of a weakening of faith in the Muslim Ummah in general and the young generation in particular, since ideology is of primary significance for any nation, religion, movement, or group. It is true that nations are formed and sustained on the basis of ideology. The moment the ideological base is weakened, decline and dissolution become the fate of nations. They are unaware of how it is our foremost national duty and an urgent need to develop scholars who would propagate the Islamic agenda. Contrastively, the anti-Islamic forces are engaged in engendering their representatives. Hence, in order to safeguard our youth from ideological and religious dissolution it is necessary that educational and cultural steps are taken in society in advance so that our youth are provided with a wholesome environment free of ideological dissolution. An outline of the article is given below: The importance and significance of the prime of youth, The ideological propensities of the youth, The causes of dissension in youth, The remedy of dissension, are discussed in detail in this article.
The study reported in this thesis has the following major objectives: (i) to find out effect of emotional
literacy on academic achievement in terms of experimental group and control group (ii) to find out the
difference of treatment effect between the students of low achievers group and high achievers group
(iii) To find out difference regarding treatment effect in terms of students of experimental group and
control group on the basis of variable emotional intelligence. The researcher selected 60 students of
10th class of Government Boys High School, Isa Khel (Mianwali District).
The sample was equally divided into the experimental group and the control group. Both the groups
were equated on the basis of the scores of 9th class in the Board examination (treated as pre-test). A
pre-test for emotional intelligence was also administered to find out emotional quotient (EQ) of the
experimental and the control group. A curriculum of emotional literacy consisted of Chapters 4-9 taken
from Goleman’s book entitled: “Working with Emotional Intelligence” was taught as treatment to the
experimental group. A short syllabus (Appendix-D) from Urdu Book (Part II) for 10th class was taught
to both experimental and control groups in a combined class by the same teacher. The study lasted for
twelve weeks. After twelfth week, two separate post-tests (one for academic achievement and other for
emotional intelligence) were administered to the both experimental and control groups.
Data were collected, tabulated, analyzed, and interpreted in the light of the objectives of study. Data
were analyzed by applying t-test and (2x2) ANOVA. The findings of the study revealed that there is a
considerable effect of emotional literacy on the academic achievement of the students at secondary
level. It was also found that emotional literacy has improved emotional intelligence of the students.
Moreover, it was found that emotional literacy was equally helpful and effective for both high achievers
and the low achievers. Finally, on the basis of the findings of the study, the researcher put forward some
feasible and practicable suggestions/ recommendations in this area.
It is recommended to include emotional literacy in the curriculum as a compulsory subject, particularly
at secondary level. Emotional education may be utilized in solving the issues of problematic behaviors
of the children in the schools. The managers of educational institutions may monitor teaching learning
process with a view to implementing emotional literacy policy. A special curriculum model suitable for
the subject of emotional literacy may be devised. Moreover, public awareness regarding the importance
of emotional literacy should be increased by using mass media. Emotional literacy should be made an
important element of professional training of teachers, managers, curriculum developers. For further
research it is recommended that the present study needs to be replicated with students and schools at
larger scale and context. The association of Emotional Quotient (EQ) with Intelligence Quotient (IQ) is
another aspect which needs to be addressed.