بچپن مولانااحمد رضابریلوی
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’بچپن مولانا احمدرضابریلوی ‘‘
صدرِذی وقار!
انسان کے تین ادوار ہوتے ہیں جو اس کی شخصیت کی ہمہ گیریت پر روشنی ڈالتے ہیں، اس کے شخصی حسن کے نکھار کا پتہ دیتے ہیں، اس کی زندگی کے نشیب و فراز کے بارے میں آگاہی بہم پہنچاتے ہیں ، اس کی معاشی، معاشرتی، سیاسی اور مذہبی حیثیت کی نشاندہی کرتے ہیں۔
جنابِ صدر!
ضروری تو نہیں کہ یہ تینوں ادوار ایک پہ آئیں۔ کسی نے بچپن میں داعی اجل کو لبیک کہنا ہوتا ہے، کسی نے جوانی میں زندگی کی بوقلمو نیوں کو خیر باد کہنا ہوتا ہے، اور کوئی ایسے ہوتے ہیں جن کو زندگی پیرانہ سالی تک مہلت دیتی ہے اور تادیر زندہ رہتے ہیں۔
صدرِذی وقار!
وہ خوش نصیب ہوتا ہے جس کے بچپن میں ، جس کی جوانی میں، جس کے بڑھاپے میں ہم آہنگی ہوتی ہے۔ جس کے یہ ایّام معاشرے کے لئے ،قوم کے لئے ،خاندان کے لئے مفید اور سودمند ہوتے ہیں، جو بچپن سے لے کر پیرا نہ سالی تک ہر شعبہ ٔحیات میں ایک نمونہ ثابت ہوتا ہے۔
جنابِ صدر!
کئی نابغۂ روزگار ہستیاں ایسی گزری ہیں جن کی زندگی پیدائش سے لے کر قبرکی لحد تک مثالی رہی ہیں۔ لیکن ان نفوسِ قدسیہ میں اعلیٰ حضرت عظیم البرکت امام احمد رضا خان بریلوی رحمۃ اللہ علیہ نے جو مقام حاصل کیا ہے وہ مہر نیم روز کی طرح متبیّن اور واضح ہے۔
معزز سامعین!
اللہ نے آپ کو دینِ اسلام کا خادم پیدا فرمایا، عشقِ مصطفیٰؐ آپ کی رگوں میں خون کی طرح...
The formatted initiatives of history of Arabic literature are, as ancient as illiterate era. The age had plenty of almost all literary arts, although it were not in the managed shape like Islamic and mode eras. This age had both the literary arts i.e. poetry and prose. The first one was given full attention for hearing, singing and remembering, while the prose was about to be ignored in these aspects. Despite of done practice, some prosaic arts were orally noted and copied generation to generation. Later on, the arts were put down in their proper chapters with the development of the literature in omade and abase tenures. Some varieties of the prosaic arts are hereby introduced with explanation of its historical background, famous authorities, necessity and samples. This research contains on three sections with research study of three main arts; phrases, golden words and addresses. This research is made in descriptive manner in Urdu language. The purpose is, to make Urdu literates know the limitations of Arabic prosaic arts of illiterate era. Thus, it will be a new addition for Urdu literates and writers.
This study aimed at exploring the learning experiences (perceptions of learning environment* learning preferences, motivation and approaches to study) of students at two universities. The study was conducted with the students who were taking honours degrees or Master’s degrees at the two universities. Sample consisted of 912 students from four subject areas: social sciences, science and technology, humanities and business and management. The students were sampled from all four years. There were 494 men and 418 women between 17 and 27 years age. The study drew upon quantitative and qualitative data. In addition to measures of students’ learning preferences and motivation, Course Experience Questionnaire and Approaches to Learning and Studying Inventory were used to measure the students’ perceptions of the teaming environment and their approaches to study, respectively, Interviews were conducted with the students to provide context to findings from the survey data. One of the objectives of the study was to examine how the Course Experience Questionnaire and the Approaches to learning and Studying Inventory work in higher educational context of Pakistan. The Approaches to Learning and Studying Inventory seemed to work well in the new context; its intended constituent structure was confirmed in factor analysis, and the identified scales (deep approach* organized studying, surface approach and monitoring studying) exhibited moderate to high reliability. However, the Course Experience Questionnaire worked slightly less well; its intended constituent structure was only partly confirmed in the new context. The results showed that the learning environment encouraged the desirable approaches (deep approach, organized studying and monitoring studying) more than the less desirable approaches (surface approach). The students who had positive perceptions of the learning environment were more likely to use the desirable approaches to study; they also tended to prefer courses, leaching and assessment that support understanding, and were engaged and reliable in their studies. On the other hand, the students who had negative perceptions of the learning environment, were more likely to use surface approach to study, and were also more likely to prefer the courses, teaching and assessment that support transmission of information. Students showed greater preference for the learning environment that supports understanding than the learning environment that supports transmission of information. Multivariate analysis of variance identified meaningful variations in the students’ perceptions of the learning environment, learning preferences, motivation and approaches to study, related to institution, subject area, year of study, timing of the programme, gender and age. Students in social sciences and humanities perceived their learning environment more positively and were more likely to use deep approach to study than students in science and technology. There were variations in students’ perceptions of the learning environment and in their learning preferences with age. Male and female students differed in their perceptions and motivation but not in their learning preferences and approaches to study. Students in morning and evening programmes showed variation in their perceptions and motivation but not in their preferences and approaches to study. Students in different years of study also differed in their perceptions but not in their preferences. motivations and approaches to study.