مولانا شہاب الدین ندوی
قارئین معارف کو اس اطلاع سے نہایت رنج ہوگا کہ ان کے محبوب اور معارف کے خاص مضمون نگار مولانا شہاب الدین ندوی ۱۹؍ اپریل ۲۰۰۲ء کو سفرِ آخرت پر روانہ ہوگئے، اناﷲ وانا الیہ راجعون۔
وہ کئی برس سے موذی امراض میں مبتلا تھے اور چند ماہ سے موت و حیات کی کشمکش میں گرفتار تھے جس کی تفصیل مجھے ۳۱؍ دسمبر ۲۰۰۱ء کو اپنے والا نامہ میں اس طرح لکھی تھی۔
’’طبیعت بہت زیادہ خراب اور نڈھال رہتی ہے، کئی کئی دن بستر پر پڑا رہتا ہوں، علاج و معالجے سے کوئی فائدہ نہیں ہورہا ہے کئی قسم کے امراض میں مبتلا ہوں اور ڈاکٹر ان کی تشخیص نہیں کرپارہے ہیں، ایک بیماری ذرا دبتی ہے تو دوسری ابھر کر سامنے آجاتی ہے ان جان لیوا بیماریوں سے تنگ آچکا ہوں اور مزید طرفہ یہ کہ اب آنکھوں کی بینائی بھی مسلسل ضائع ہوتی جارہی ہے۔ داہنی آنکھ کا آپریشن ہوا مگر بینائی بڑھنے کے بجائے گھٹ رہی ہے، معلوم ہوتا ہے کہ اب میں صرف چند دن کا مہمان ہوں لیکن طبیعت جب کبھی ذرا سنبھلتی ہے تو جم کر لکھنے اور اپنے مسودات صاف کرنے بیٹھ جاتا ہوں‘‘۔
آخر وہی ہوا، خط لکھنے کے ساڑھے تین مہینے بعد وقت موعود آگیا اور مولانا کی ساری دینی، علمی اور تحقیقی سرگرمیاں ہمیشہ کے لیے بند ہوگئیں۔
مولانا کا وطن بنگلور تھا۔ میٹرک کی تعلیم یہیں ہوئی اور دینی تعلیم کی تکمیل دارالعلوم ندوۃالعلماء لکھنؤ میں کی۔ طالب علمی ہی کے زمانے سے ان کی طبیعت کا رجحان قرآنی علوم اور سائنس کی جانب ہوگیا تھا اور وہ ان میں تطبیق اور ہم آہنگی پیدا کرنا چاہتے تھے اسی لیے لکھنؤ کے بعض کالجوں کے سائنس کے اساتذہ سے ان کا ربط و ضبط ہوگیا تھا، دارالعلوم سے فراغت...
It has been the norm of the West that they allay the blessings and reforms brought into the world towards themselves as if the rest of the World was drenched into darknessof ignorance. The concept of Human Rights has laso been allayed to the British Magna Carta, though Islam has offered the most complete and comprehensive Human rights foundation hundred years earlier, aboout 600 years prior to Magna Carta. This research article pertains to a comparative study of the charter of Human Rights by UNO and the comprehensive socio-political and economic sphere of Human Rights by Islam.
This study explores how public sector schools female head teachers experience in-service professional development programs to influence their professional and personal experiences. Under the qualitative research paradigm, two research participants were selected through purposive sampling. Semi-structured interviews, observations and reflective journal were used as tools for data collection. This study was conducted in two public AKU-IED co-operative schools in Karachi, Pakistan. Study findings show that attending professional development programs has influenced the women head teachers' personal and professional lives. Their journey of evolving as educational leaders, in context where educational leadership is primarily male-dominated has been greatly influenced by both their birth and marital families and also the school. Their commitment to enhance their practice by attending professional development programs to learn new skills and knowledge has equally been facilitated both by their families and school administration. Hence, they feel competent and confident in their leadership practices. Participating in professional development programs have enhanced their organizational skills as well as their abilities to be a role model and to create an environment where staff works as a team to improve student learning outcomes. Nevertheless, patriarchy directs women's lives and they have to negotiate multiple roles and responsibilities within the ascribed gender norms of the context. Their participation in professional development programs, while possible in most instances, has also been challenging. Their mobility, care giving and domestic tasks have made it challenging for them to fully participate in professional development programs. Whereas, predominantly mixed-sex groupins in professional development programs have been problematic for the women head teachers. Nevertheless, opportunities to network and learn from the best practices of other educational leaders have been important. The women head teachers have had to overcome resistance from stakeholders in their determination and commitment to implement new learning in order to bring about change at the school level. This study was justified the need to include women's voice in educational leadership to further the knowledge-base and to challenge gender structures to enable more women to enter into this field. In particular, it has been significant in bringing forward women educational leaders' experiences of professional development programs, an area of education which has gone largely unexamined in the Pakistani context.