مولانا آزاد سبحانی
افسوس ہے پچھلے دنوں مولانا آزاد سبحانی کا۷۵ برس کی عمر میں گورکھ پور میں انتقال ہوگیا۔مرحوم کااصل نام عبدالقادر اوروطن سکندر پور ضلع بَلیاتھا۔ادھر ایک مدت سے گمنامی کی زندگی بسر کررہے تھے۔ورنہ تحریکِ خلافت کے زمانہ میں پورے ہندوستان میں ان کی شہرت کاطوطی بولتا تھا۔فلسفہ والٰہیات کے فاضل تھے۔ خطابت وتقریرمیں بعض حیثیتوں سے اپنا جواب نہیں رکھتے تھے۔ شاعر بھی تھے۔مرحوم کی ایک غزل بچپن میں کبھی پڑھی تھی جواب تک یاد ہے:
پیام آیا ہے پیمانِ جفا کا
یجہ کھل گیا جوشِ وفا کا
نِکل آؤ ذرا پردہ سے باہر
عقیدہ مٹ رہا ہے اب خدا کا
مزاجِ لااُبالی اور جوانی
خدا حافظ ہے ناموسِ حیا کا
خدا پر چھوڑ دو انجامِ کشتی
قدم کیوں درمیاں ہو ناخدا کا
حدیثِ ضبط پروانہ ہے بے وقت
زمانہ ہے فغانِ برمَلا کا
ترا آزادؔ پھر پابندِ غم ہے
ہ پھر محتاج ہے لطف و عطا کا
لیکن افسوس ہے اپنی صلاحیتوں اورکمالات سے اسلام اور مسلمانوں کو جو فائدہ پہنچا سکتے تھے اپنی طبیعت کے عدم استقلال اور تلون کی وجہ سے نہ پہنچا سکے۔ بحیثیت مجموعی بڑی خوبیوں کے انسان تھے۔الّٰلھم اغفرلہ وارحمہ ۔
[اگست ۱۹۵۷ء]
This article delves into the profound and transcendent concept of cosmic beauty as it relates to the natural world. Through an exploration of awe-inspiring landscapes, celestial phenomena, and the intricate web of life on Earth, we examine the capacity of nature to evoke deep aesthetic experiences. This multidisciplinary inquiry draws from philosophy, science, and the arts to unravel the profound connection between human consciousness and the cosmic beauty inherent in the universe.
Recently the concept of the collaborative teacher learning has emerged as a popular and powerful strategy for teachers' professional development. The strength of collaborative teacher learning is that it encourages workplace learning and develops a sense of continuous professional growth among teachers. More importantly, the role of the headteacher in bringing about any kind of change in the school premises is found to be very crucial. Due to their position, authority and influence within the school, they can bring improvement in their own practices and also encourage and involve other colleagues to do the same. The purpose of this study was to explore the role of a headteacher in fostering collaborative learning among teachers in a government boys' secondary school in Karachi, Pakistan. For this study, the case study design was employed under the qualitative research paradigm. Research participants included the headteacher of the school as the main research participant and four teachers from different grade levels, with different experiences. The purpose of selecting such teachers was to generate data from various perspectives. Data were collected through interviews, observations, document analysis and informal talks. All the recorded data were first transcribed, analyzed by coding and categorized during the fieldwork. After the fieldwork, summative data analysis was employed. The study reveals that the headteacher plays a very significant role in fostering collaborative learning among teachers. He has created such an environment that provides teachers opportunities to learn from each other by involving them in activities that require working together as a team, guiding and supporting each other. The headteacher continuously encouraged teachers to build confidence and helped them in utilizing their own expertise and capabilities through sharing and discussions for better teaching and learning practices. This shows that the concept of collaborative teacher learning can be used as a very successful strategy for teachers' continuous professional development in the government schools in the context of Pakistan, where there are few opportunities for teachers to join professional development institutes.