شیخ ولایت علی
(سجاد انصاری)
شیخ ولایت علی مرحوم بی۔اے، ال ال، بی ہمارے ان نوجوانوں میں تھے جن سے قوم کو اپنی جوان بختی کی امید تھی، تعلیم جدید کی اعلیٰ لیاقت کے ساتھ ان کا مشرقی اخلاق و معاشرت عجیب و دلکش تھا ان کی شیریں گفتاری، جس میں سادگی اور ظرافت کا نمک ملا ہوتا تھا، ان کے ہم بزم دوستوں کے لئے عجیب نعمت تھی اور ان کی پر بہار انشا پردازی جس سے کامریڈ اور نیوایرا کے صفحات گل ریز رہتے تھے ہمیشہ کے لئے خزاں رسیدہ ہوگئی، وہ ان لوگوں میں تھے جو حوادث زمانہ اور سختی ہائے ایام کا خندہ جبینی اور ہنسی خوشی کے ساتھ مقابلہ کرتے ہیں، ان کی آزاد روی اور حریت فکری خطرہ کی ہر قید و بند سے بے پروا تھی اور ماہوار وسیع آمدنی کے مالک تھے لیکن ان کے کام دوہن اور جان و تن کے لئے وہ بیگانہ چیز تھی، وہ حقیقت میں مجالس قومی فقرائے وطن اور احباب و اعزہ کا حق تھی، غفرلہ اﷲ و رحمہ، جناب سجاد انصاری کے ہم ممنون ہیں کہ ان کی نظم نے ہمارے ماتم کا فرض ادا کردیا۔ (سید سليمان ندوی)
اے پیکر ابنساطِ ہستی!
تو حسن تبسم جہاں تھا
اک صبح امید کی جھلک تھی
اک حرف پیام آسمان تھا
سیماب نشاط تھا سراپا
دیوانۂ عیش کامران تھا
تھیں دل میں بہار کی فضائیں
گو سامنے منظر خزاں تھا
ہر بات میں بذلہ سنجیوں سے
اک سحرِ تجلّی بیان تھا
تیرے اندازِ گفتگو میں
اک محشر حسن داستان تھا
تحریر کی دلفریبیوں میں
افسونِ بہار بوستان تھا
ﷲ رے مذاق نکتہ سنجی
گویا شاعر کا راز دان تھا
اک انجمن صفات تھا دل
...
Hazrat Shah Waliullah (R.A), a well-known scholar, was born in Delhion the 21st of February, 1703 A.D. He rendered many religious, political, economic and social services to The Muslims of India. In many of his services, the greatest one is that he translated The Holy Quran into Persian becausemany people were unfamiliar with Arabic. Later his sons, Shah Abdul Qaderand Shah Rafi-ud-Din, translated The Holy Quran into Urdu so more and morepeople could gain Islamic knowledge. He elaborated The Quranic sciences indifferent aspects and the research in your hand is also about his “QuranicServices”. He wrote fifty one books in Persian and Arabic. Amongst the mostfamous were Hujjatulla-hil-Baligha and Izala-tul-khifa. He died on 20th ofAugust, 1762 A.D in Delhi, India.
Teachers beliefs and their implicit theories about their students intelligence, abilities and the ways in which they learn, determines their approach to teaching. Many teachers in Pakistan conceive intelligence as an ability possessed by a few individuals in their classrooms. This notion has lead to teacher's categorisation of their students according to their cognitive abilities. On the other hand, teachers play an active role in transmitting knowledge to the students through passive participation and rote learning. This makes student receivers of knowledge rather than potential users and producers of knowledge. This case study, therefore, explores a teacher's belief about the notion of intelligence and her classroom practices in which the teacher engages. It also studies the implications of these beliefs for her classroom practices. Finding reveals that the teacher had certain beliefs and conceptions about the ability and intelligence of her students and the way they learn. These beliefs have implications for teachers' attitude and behaviour towards different ability groups, their classroom interaction and feedback to their students, the use of pedagogical content knowledge, and their students self-image. The study also reveals that there is a relationship between teacher's beliefs and her practices. This relationship is hindered sometimes by other factors in her workplace. By engaging the teacher in critical reflection on both her beliefs and her practices, the teacher was able to re-conceptualise the implications of her conceptions of intelligence and slightly changed her practices in the classroom. These changed practices brought significant changes in the teachers attitude and students learning which made the teacher re-conceptualise many of her beliefs and conceptions about intelligence.