مولانا شہاب الدین ندوی
قارئین معارف کو اس اطلاع سے نہایت رنج ہوگا کہ ان کے محبوب اور معارف کے خاص مضمون نگار مولانا شہاب الدین ندوی ۱۹؍ اپریل ۲۰۰۲ء کو سفرِ آخرت پر روانہ ہوگئے، اناﷲ وانا الیہ راجعون۔
وہ کئی برس سے موذی امراض میں مبتلا تھے اور چند ماہ سے موت و حیات کی کشمکش میں گرفتار تھے جس کی تفصیل مجھے ۳۱؍ دسمبر ۲۰۰۱ء کو اپنے والا نامہ میں اس طرح لکھی تھی۔
’’طبیعت بہت زیادہ خراب اور نڈھال رہتی ہے، کئی کئی دن بستر پر پڑا رہتا ہوں، علاج و معالجے سے کوئی فائدہ نہیں ہورہا ہے کئی قسم کے امراض میں مبتلا ہوں اور ڈاکٹر ان کی تشخیص نہیں کرپارہے ہیں، ایک بیماری ذرا دبتی ہے تو دوسری ابھر کر سامنے آجاتی ہے ان جان لیوا بیماریوں سے تنگ آچکا ہوں اور مزید طرفہ یہ کہ اب آنکھوں کی بینائی بھی مسلسل ضائع ہوتی جارہی ہے۔ داہنی آنکھ کا آپریشن ہوا مگر بینائی بڑھنے کے بجائے گھٹ رہی ہے، معلوم ہوتا ہے کہ اب میں صرف چند دن کا مہمان ہوں لیکن طبیعت جب کبھی ذرا سنبھلتی ہے تو جم کر لکھنے اور اپنے مسودات صاف کرنے بیٹھ جاتا ہوں‘‘۔
آخر وہی ہوا، خط لکھنے کے ساڑھے تین مہینے بعد وقت موعود آگیا اور مولانا کی ساری دینی، علمی اور تحقیقی سرگرمیاں ہمیشہ کے لیے بند ہوگئیں۔
مولانا کا وطن بنگلور تھا۔ میٹرک کی تعلیم یہیں ہوئی اور دینی تعلیم کی تکمیل دارالعلوم ندوۃالعلماء لکھنؤ میں کی۔ طالب علمی ہی کے زمانے سے ان کی طبیعت کا رجحان قرآنی علوم اور سائنس کی جانب ہوگیا تھا اور وہ ان میں تطبیق اور ہم آہنگی پیدا کرنا چاہتے تھے اسی لیے لکھنؤ کے بعض کالجوں کے سائنس کے اساتذہ سے ان کا ربط و ضبط ہوگیا تھا، دارالعلوم سے فراغت...
When talking about children’s abilities, they indeed cannot be separated from their educational or training background. Moreover, he has entered the working age that must have productivity in his work, especially at this time, where the era has entered the industrial revolution 4.0. The industrial revolution 4.0 is marked by the development of digitalization in various lines of life. On the one hand, the industrial revolution 4.0 had many positive impacts. However, on the other hand, as the McKinsey Global Institute states that as a result of the 4.0 industrial revolution in the next five years, there will be 52.6 million jobs that will decline and even disappear. This certainly will be a challenge for the centennial generation (children born from 1996-2011) at this time, which they have to survive with the existing conditions and situations. This paper will discuss several factors that describe and address issues such as what is meant by the centennial generation, literacy, and the urgency of literacy education for the centennial generation in the digital age. According to authors, thi is essential to discuss, given the increasingly rapid development and technological progress resulting in the loss of much work.
The purpose of the study was to understand the pedagogical beliefs of science teachers in professional nursing education. The study also sought to understand their personal, professional beliefs and how these beliefs influenced their practices. Demographic questionnaires, along with life history interviews and classroom observations were used as key methods for data collection; life-history is used as a methodological lens for in-depth exploration of participants’ lives.
Demographic data collected from 26 private, Pakistan Nursing Council (PNC) registered schools of nursing revealed that 71% of the science teachers were subject specialists with a masters’ degree in science, while the rest are doctors, engineers, pharmacists, and nurses.
Based on demographic findings three subject specialists, two female and one male were selected as participants. Three life- history interviews and three classroom observations were conducted for each participant. An analysis of interviews and classroom observation data revealed that the participants entered the professional teaching context with pedagogical beliefs that developed in two contexts, their own schooling and the out of school contexts. Both of these contexts influenced their pedagogical beliefs. All the participants were nurtured differently, went to different academic institutions, were exposed to different professional development opportunities, and worked in different contexts (academic and professional institutions). Their biographies revealed that these differences shaped their experiences, perceptions, and reasons according to the ways they lived their lives, and conceptualized and practiced teaching in professional schools.
The findings suggest a strong relationship between the science teachers’ experiences of teaching in professional nursing education and their developing pedagogies. The dynamic nature of their teaching and learning beliefs were affected by their personal, social, cultural, historical, and contextual influences. Participants’ understanding of the nature of science (NOS) was found to be one of the major influences in the pedagogical development and pedagogical beliefs. Cognitive dissonance was observed in their beliefs about the NOS and their reported and enacted teaching practices. The reported and the enacted beliefs of the participants imply that conceptually they are still holding a positivist view and hence positivist stance, but pedagogically they seemed inclined towards the constructivist views and positions.
It was interesting to find similarities between cases that were from different contexts, yet to find differences in their professional practices when they belonged to the same profession and had similar academic backgrounds.