مولانا شبلی ندوی
اسی مہینہ مولانا شبلی ندوی کی وفات تقریباً نوے سال کی عمر میں لکھنؤ میں ہوگئی، وہ اپنی زندگی میں سب سے پرانے ندوی کی حیثیت سے عزت کی نگاہ سے دیکھے جاتے تھے، شروع ہی سے بڑے خاکسار متواضع اور ایثار پسند رہے، علامہ شبلی نعمانی کے محبوب اور معتمد شاگردوں میں تھے، ان کو متکلم شبلی کہا کرتے تھے۔ اپنے بستر مرگ پر ان کو نصیحت کی تھی کہ جہاں رہو میری طرز تعلیم کو پھیلاتے رہو، ان ہی کی خواہش سے مدرسۃ الاصلاح سرائے میر میں مدرس ہوئے، اس کی خدمت میں پوری زندگی گذار دی، وہاں کے اختلافات کی وجہ سے کچھ دنوں اس سے علیحدہ رہے، لیکن پھر وہاں آگئے تھے، ان کی تمنا تھی کہ اس احاطہ میں دم توڑ دیں، لیکن آخری زندگی میں بعض اسباب سے ان کو پھر سے الگ ہونا پڑا، ان کی مٹی ان کو لکھنؤ لے گئی، کلام و معقولات کے بڑے لائق و فاضل مدرسہ تھے، دارالمصنفین سے بھی ان کو بڑی محبت رہی، بڑے خوش نصیب باپ تھے، ان کی اولاد ہندوبیرون ہند میں اچھے اچھے عہدوں پر مامور رہی مگر وہ اپنی اصلی اولاد مدرسۃ الاصلاح ہی کو سمجھتے رہے، اپنے لڑکوں کے گھروں کی راحت و آسائش کو یہاں کی قانع اور سادہ زندگی پر قربان کرتے رہے، اﷲ تعالیٰ ان کو کروٹ کروٹ جنت نعیم عطا کریں، آمین۔ (’’ص ، ع‘‘، جنوری ۱۹۷۴ء)
Mirza Bedil is a famous and well renowned poet of his era and after his era. His poetry has very poetically and lyrically characteristics, thoughts of his poetry also influenced on Urdu and Persian language. Even big poets of Urdu and Persian Ghalib and Iqbal inspired by Bedil’s poetry style and thoughts. Bedil’s poetry has many ethically manners, mystically thoughts, secrets of life and also thoughts of life’s movement to forward. In this article must present the ethically and good manners aspects of Bedil’s poetry, according to life, mystic, God, earth and other aspects of daily life.
Science teachers' epistemological beliefs about scientific knowledge have significant implications for their classroom practices and ultimately for the students' learning of science. The main purpose of this study was to investigate a science teacher's conceptions and understanding of the nature of science (NOS). As teachers' conceptions about NOS are embedded in their experiences of learning and teaching science, I used the life history approach for this study. The study was conducted on a single science teacher, Ikraam (a pseudonym), a young male teacher working in a community-based co-education school in one of the socio-economically disadvantaged areas in Karachi. His life story plays a vital role in this study to illustrate his views of NOS. However, I have also narrated my own story to exemplify my own perspective as a researcher. The data includes six life history interviews with Ikraam, two group interviews with fourteen students in two groups, eight classroom observations with post-lesson discussions, documentary analysis, and a number of informal conversations with Ikraam, his colleagues and students. The study indicates that in some cases, the participant teacher holds informed conceptions about the nature of science. However, in a few important areas he showed naive views. For example, he ascribed to a naive hierarchical view of the relationship between theories and laws whereby theories become laws if evidences support them. Similarly, while he was aware that children are not empty-vessels, he seemed to be unaware about the theorydependent nature of observation. Many of his existing conceptions of NOS have also been influenced by some of the teaching in the Advanced Diploma in Education: Science programme he was undertaking at the Aga Khan University Institute for Educational Development (AKU-IED). The study also revealed that the teacher's conceptions of the nature of science are embedded in his experiences of learning and learning to teach. He is more likely to teach or not to teach the way he has been taught in school, college or in professional development programmes according to his espoused theories. The analysis of the findings of the study further suggests that NOS may be explicitly included and defined in the National Curriculum for Science and teacher education programmes, and translated into textbooks, instructional and assessment practices.