شاہ مصطفی احمد ردولوی
افسوس ہے کہ گزشتہ مہینہ ایک بڑی محترم شخصیت شاہ مصطفی احمد صاحب ردولوی نے انتقال کیا۔ گو ان کو پبلک میں کوئی شہرت حاصل نہیں تھی، لیکن ان کی زندگی مسلمانوں کے لیے نمونہ تھی۔ وہ حضرت مخدوم احمد عبدالحق ردولوی قدس سرہ کی اولاد میں تھے۔ اﷲ تعالیٰ نے ان کو دین و دنیا دونوں سے نوازا تھا۔ وہ علی گڑھ کالج کے پرانے تعلیم یافتہ تھے۔ اکاؤنٹسی کی تعلیم کے سلسلہ میں ان کا قیام لندن میں بھی رہا تھا، مگر بڑے راسخ العقیدہ اور دیندار مسلمان تھے، تہجد کی نماز تک کبھی ناغہ نہ ہوئی، لندن کے قیام کے زمانہ میں بھی روزے نماز کی پابندی میں فرق نہیں آیا، اس زمانہ میں جب تک ذبیحہ کے متعلق پورا اطمینان نہ ہوجاتا تھا گوشت نہ کھاتے تھے، سبزی اور انڈے پر قناعت کرتے تھے، پہلی جنگ عظیم چھڑنے کے بعد ایمڈن جہاز سے واپس آرہے تھے جس کو جرمنی نے تارپیڈو کردیا تھا، اس کے جو مسافر بچ گئے تھے، ان میں ایک شاہ صاحب بھی تھے، انھوں نے کل سامان چھوڑ کر صرف کلام مجید ساتھ لے لیا تھا۔
انھوں نے معمولی حیثیت سے ترقی کی اور بڑی دولت پیدا کی اور اسی فیاضی سے اس کو مذہبی و ملی کاموں اور غرباء و مساکین پر صرف کیا، ان کے در سے کوئی مستحق واپس نہ جاتا تھا، اہم کاموں کے لئے بڑی رقمیں دے دیتے تھے، خواجہ کمال الدین مرحوم کو کلام مجید کے جرمن ترجمے کے لیے دس ہزار روپے دیئے تھے، تحریک خلافت کے زمانہ میں خلافت کمیٹی اور اس کے لیڈروں کی بھی مدد کرتے رہتے تھے، اس زمانہ میں ترکوں کی مدد کے لیے ہندوستان میں جو انگورہ لیجن قائم ہوا تھا، اس کے پرجوش رکن تھے، مسلم یونیورسٹی سے پرانا تعلق تھا،...
Human life is the subjective of change with the changing circumstances. If we look at the condition of our late grandfather or great – grandfather and look at the contemporary situation; it will not be difficult to understand this change. The rules about some important issues had been changed with the passage of time. In the initial descendants of Adam the marriage of brothers and sisters was allowed, after the flood of Noah, due to the scarcity of animals, the meat of all kinds of animals was allowed, two sisters were married to Hazrat Yaqub (A.S) at the same time, but the rules had been reversed afterwards. Even in the time of the Holy Prophet and the rightly guided caliphs, such changes took place and they were associated with the changing conditions. Initially it was banned to visit the graves and the sacrificial meet was not allowed to keep for more than three days and it was mandatory upon the women to attend the congregational prayer but afterwards the permissions were granted contrarily. Fortunately, we have a body of jurisprudence in the light of which not only contemporary issues can be solved but also guidance can be provided for the future. Our leading Jurists, who are followed, have done a remarkable job in this regard. The following article reviews the teachings of the three jurists, namely Imam Shafi’i, Imam Malik, and Imam Ahmad ibn Hanbal and teachings of their glean jurists. It will make clear that under changing circumstances these jurists seemed to agree on change. Therefore, by using the efforts of these jurists, we can try to resolve the problems of our contemporary changes and requirements throughout the Muslim World.
Education For All's (EFA) vision is to enroll and retain all girls and boys in schools. It is also about ensuring that girls and boys of all age develop their full potential through quality education. However, during the last two decades, despite the enormous work done by the government and donor agencies in Pakistan, a large number of students, especially girls, are still out of school. Gender disparities exist in access, enrolment, and completion at all levels of education. There are many socio-economic and cultural factors, along with the micro processes of schools and classrooms, behind this issue. The focus of the study was to explore the instructional practices of teachers in relation to their expectations of girls and boys students. This study was conducted through a qualitative case study, which was explorative in nature. Data was collected through semi-structured interviews, classroom observations, pre- and post-observation discussions and analysis of instructional materials (text, illustrations and displays) using gender analysis framework. Two major conclusions emerged from the study; it was found that both the teachers had different expectations of girls and boys, those expectations were rooted in their own personal experiences. Moreover, official curriculum (text and illustrations) and the hidden curriculum (pedagogies teacher used) didn't favor girls in the classrooms. Adding to these, teachers did not recognize the subtle messages, which students were getting from the textbooks and their deliveries. Teachers' varied expectations from girls and boys and the socialization of different gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education opportunities for boys and girls in both the classrooms. Findings of the study have serious implications for teachers, teacher educators, and policy makers. Unless teachers are made aware of the gender role socialization and the biased messages which they send to students everyday, and until teachers are provided with the methods and resources necessary for eliminating gender-bias in the classrooms, girls will continue receiving an inequitable education. This will have a serious implication for their access and stay at schools