مولانا محمد معزاﷲ خیرآبادی
ایک زمانہ تھا کہ رامپور علمائے اعلام کا مرکز تھا اور خیرآبادی سلسلہ کے تعلق کے سبب سے وہاں کا مدرسہ علوم عقلیہ کی سب سے بڑی درسگاہ تھی، لیکن مولانا فضل حق رامپوری مرحوم کی وفات پر اس کا بھی خاتمہ ہوگیا، اب پیران کہن سال میں وہاں ایک ہی صاحب رہ گئے تھے، یعنی مولانا محمد معزاﷲ صاحب مرحوم، افسوس کہ ۶؍جنوری ۱۹۴۳ء کی رات کو انہوں نے بھی رحلت کی، یہ مولوی عبدالحق صاحب خیرآبادی کے آخری شاگرد اور مدرسہ کے پرانے اساتذہ اور بزرگوں کے فیض یافتہ تھے، فقہ میں مولانا ارشاد حسین صاحب مجددی سے (جو فقہ و اصول میں مولانا شبلی مرحوم کے بھی استاد تھے) اور مولانا حسن شاہ صاحب محدث رامپوری سے بھی استفادہ کیا تھا، سلسلہ نقشبندیہ اور قادریہ و چشتیہ کے مجاز بھی تھے، رامپور میں مرحوم کا علمی مرتبہ اتنا بلند تھا کہ کسی فتویٰ پر جب تک ان کے دستخط نہ ہوتے وہ عام طور پر مستند نہیں سمجھا جاتا تھا، خاکسار کو دو سال ہوئے کہ مرحوم سے ملاقات کا اور ان کے درس کے سننے کا اتفاق ہوا تھا، اﷲ تعالیٰ مغفرت فرمائے افسوس کہ پچھلے مدرسین اٹھتے جاتے ہیں اور زمانہ کی نئی آب و ہوا اس تجر اور مہارت کے نئے مدرسین عربی کی نشوونما سے عاجز ہے۔
(سید سلیمان ندوی، فروری ۱۹۴۳ء)
The term “Balãgha” is used in Arabic literature. The word Balagha is derived from a root “ بلغ” (Balãgha) meaning “ to reach” and the etymology is explained by interpreting the “Balãgha” as the art of reaching the listener in attempting to convey one`s idea to him, or the art of reaching the utmost perfection in the style and content of a composition. A perfect word for the term Balagha in English literature is Rhetoric. It is the body of principles and theory having to do with the presentation of facts and ideas in clear, convincing and attractive language. The traditional aim of rhetoric was to give effectiveness to public speech. Rhetoric is a comprehensive science just as much concerned with what one could say as how one might say it. It studies the effectiveness of language comprehensively including its emotional impact as well as its propositional content. The title of my paper reflects the rhetorical aspects of the Sūrah Al-Rahmān. It is a part of the Holy Quran.
Of late, there have been different arguments for and against short-term professional development courses. These short professional development courses are being conducted using different models or approaches for teacher professional development. One of these models is through Teachers' Resource Centres (TRCs). This is a study of a Teacher Resource Centre in Karachi. The purpose of the research was to study the link between the TRC training programmes and the teacher's classroom practice. It also aimed to identify issues related to implementation of what is acquired at the TRC, and also issues of sustainability of the TRC and its training programmes. The TRC and its three project schools, which were categorised under school-focused approach, school-based approach and Individual-based approach, were fully involved in the study. The data was collected through interviews, document analysis and observations. The respondents were 2 teachers from each school involved in the study and 3 facilitators from TRC. Therefore, based on the data collected, I was able to analyse the actual situation related to TRC training programmes and teachers actual classroom practice. The data highlights what the TRC is doing to promote teacher professional development, and how it is used as a forum for teachers to meet and discuss matters related to classroom practice. The study also discusses the actual happening in the classroom after teachers have undergone the TRC training programmes. Lastly, the study puts forth some suggestions and recommendations as to what could be done in order to make the TRC training programmes effective and whether to invest in TRCs.