مولوی حسین حسان ندوی
راقم کے لیے تیسرا حادثہ طالب علمی کے زمانہ کے رفیق مولوی حسین حسان صاحب ندوی اڈیٹر پیام تعلیم کی وفات کا ہے، مرحوم درجہ میں مجھ سے دو تین سال نیچے اور غالباً عمر میں بھی اسی قدر چھوٹے تھے، لیکن ہم دونوں عرصہ تک ایک ہی کمرے میں رہے تھے، اس لئے ان سے دوستانہ تعلقات تھے جو آخر تک قائم رہے، اسی زمانہ سے ان میں مضمون نگاری کا ذوق تھا، چنانچہ عشاق عرب کے عنوان سے ایک طویل مضمون لکھا تھا۔ جو زمانہ کانپور کے کئی نمبروں میں چھپا تھا، ندوہ سے فراغت کے بعد جامعہ ملیہ چلے گئے اور وہاں تعلیم کے ساتھ مختلف اوقات میں جامعہ کے مختلف شعبوں سے ان کا تعلق رہا، بچوں کا ادب لکھنے میں ان کو خاص ملکہ تھا اس کے وہ صاحب طرز ادیب تھے، برسوں بچوں کے رسالہ پیام تعلیم کے اڈیٹر رہے اور اس کو ان کا بڑا مقبول رسالہ بنادیا، پیام تعلیم کے مضامین کے علاوہ انھوں نے بچوں کے ذوق کی بہت سی کتابیں لکھیں اور بچکانہ ادب کا بڑا ذخیرہ فراہم کردیا، ان سے تعلقات کا سلسلہ برابر قائم رہا، کبھی کبھی ملاقات بھی ہوجاتی تھی، گزشتہ دسمبر میں دلی میں ملاقات ہوئی تھی، کیا معلوم تھا کہ یہ آخری ملاقات ہے، اﷲ تعالیٰ ان کی مغفرت فرمائے۔ (شاہ معین الدین ندوی، اگست ۱۹۷۴ء)
Arabian Peninsula was famous for its language expertise and linguistic expressions at the time of Prophet Muhammad (ﷺ). The poets and language experts would spend most of their lives to attain excellence in Arabic language and literature. It was during such time that a man named Muhammad (ﷺ) emerged, whose linguistic expression was remarkable, accurate and amazing. He was also quite familiar with the dialects and accents of every tribe of Arabia. It was the surprising effect of this linguistic excellence that people tagged him with different titles such as Poet, Sorcerer, Kāhin (soothsayer), Majnūn (One possessed by Jinn), and insane man with insane message. Allah Almighty revealed Qur’ānic verses not only to answer such allegations but also entrusted him to present commentary of the Holy Qur’ān to the people who would called him illiterate. This article will try to find out the Qur’ānic commentary on the linguistic expressions of Prophet Muhammad (ﷺ) as a miracle of revelation. The method of research is descriptive analytical and historical. The discussion of verses of Qur’ān and the explanations of the experts of Qur’ān through the comments of orientalists have been included to support the arguments. First Part of the paper discusses status of Prophet Muhammad (ﷺ) as an illiterate man with his remarkable linguistic expressions of Qur’ān due to which he was awarded different titles such as poet, sorcerer and insane. The second part explains the Qur’ānic response to accusations on Prophet (ﷺ) raised by the opponents. In the third part, some intellectual arguments of Qur’ān and opinions of orientalist have been discussed to support the Qur’ānic responses in favor of linguistic expressions of an “Ummi” Prophet Muhammad (ﷺ) which is followed by findings and conclusion of the whole discussion.
Classroom experiences play a vital role in developing students' conceptual understanding of mathematics. Therefore, it is essential to engage students in such mathematical tasks in the classroom which provide students opportunities for reasoning, conjecturing, pattern seeking and generlizing in a collaborative learning environment. The National Curriculum of Mathematics (2006) also emphasizes the changing role of teachers from knowledge transformers to facilitators in the student-directed learning process and this cannot be achieved unless teachers are provided professional development to choose and design mathematical tasks for their students which promotes students mathematical reasoning and conceptual understanding. This study explored the ways through which a primary mathematics teacher brought improvement in her selection and implementation of mathematical tasks for developing students' mathematical understanding. The reported study used Collaborative Action Research which comprised four action research cycles using Lewin's model of Action Research that aimed to explore progress in the participant teacher's task selection and implementation. Data for the study were collected from a private school in Karachi Pakistan where I worked with one mathematics teacher for more than two months. Data collection tools included classroom observations, semi structured interviews, reflections/reflective sessions and students' sample work. The findings of the study demonstrated that the factors resulting in improvement of teacher's task selection and implementation includes the facilitation by the mentor teacher, enhancement in one's own content and pedagogies knowledge and development of a teacher's understanding of students' cognitive level. The findings of the study also revealed that the common factors influencing the selection of mathematics tasks comprised shortage of time, obligation of syllabus coverage, level of students' understanding, students' prior knowledge and teacher's belief about mathematics. This study also highlighted the residing factors influencing the implementation of rich mathematical task which include the nature of the selected task, its alignment with students' prior knowledge, amount of time provided to students and mainly the role of the teacher in implementing the tasks. Based on the findings, this study recommends that classroom teachers should be provided some autonomy to make modifications in the syllabus. Moreover, the school management should work for teachers' professional development by arranging in- service teacher training sessions for lifelong learning.