مولانا مفتی محمد عتیق فرنگی محلی
مولانا مفتی محمد عتیق کا سانحہ وفات بھی مذہبی اور علمی حلقوں کے لئے باعث رنج و افسوس ہے، ہر چند کہ وہ عمر طبعی کو پہنچ چکے تھے، اور عرصہ سے بیمار رہتے تھے لیکن اس قحط الرجال کے زمانہ میں ان کا دم بساغنیمت تھا، وہ فرنگی محل کے اس خانوادہ سے تعلق رکھتے تھے، جس نے کئی سو برس سے تعلیم و تدریس، تصنیف و تالیف اور ارشاد و ہدایت کی شمع روشن رکھی ہے، اس خاندان کے فیوض و برکات سے ہندوستان ہی نہیں بلکہ دوسرے ممالک بھی مستفید ہوتے رہے ہیں۔
ملا نظام الدین کا مجوزہ نصاب تعلیم ایسا مقبول ہوا کہ سینکڑوں برس سے عربی مدارس میں رائج ہے، اور درس نظامی کی تکمیل دستار فضیلت کے حصول کے لئے ضروری سمجھی جاتی ہے، اس دو ڈھائی سو برس میں ساری دنیا میں انقلاب برپا ہوگیا، اور تعلیمی نصاب میں غیرمعمولی ردوبدل ہوا، لیکن ہندوستان میں عربی مدارس کی بڑی تعداد اب بھی درس نظامی پر جمی ہوئی ہے، یہ ملا نظام الدین اور ان کے جانشینوں کے خلوص اور کمال علم و عمل کا اثر ہے کہ عوام و خواص سب اس خاندان کی حلقہ بگوشی کو باعث فخر سمجھتے رہے، مل بحرالعلوم نے جب جنوبی ہند کا رخ کیا تو نواب ارکاٹ استقبال کے لئے آگے بڑھے اور ان کی پالکی کو کاندھا دیا۔
مولانا محمد عتیق صاحب اسی خاندان عالی کے ایک ممتاز فرد تھے، اس خاندان میں علم و عمل کا ایسا اجتماع رہا کہ فرنگی محل دارالعلوم کہلایا، ملا نظام الدین علمی کمال کے ساتھ شاہ عبدالرزاق ہانسوی سے ارادت رکھتے تھے، اس طرح اس خاندان میں علم و معرفت، معقول و منقول اور فقرو درویشی کا ہمیشہ اجتماع رہا۔ مغربی علوم و فنون کی چمک دمک سے سبھی...
The world has been changing ever since its creation, yet the pace of change in the last one hundred years or so has been the most rapid ever. The effects of these changes were beyond the limitations of time and region and therefore they directly affected the Muslim world as well. Muslim scholars did not ignore these changes and realized their responsibilities and wrote books of Sīrah which provided guidance in connection with these rapid changes and conditions. This research has highlight an important issue of the conflict between religions, its inception, history and primarily focused on the opinions of the authors of selected books of Sῑrah written in recent past. This research has also elaborated the modern approaches in Sῑrah writing. The study has mainly focused on significant Sῑrah books of three languages i.e. Arabic, English and Urdu. These books include Fiqh Al Sῑrah by Muḥammad Sa’īd Ramaḍān Al Būtī, Fiqh Al Sῑrah by Muḥammad Al Ghazālī, Madnī Mu‘āshrah by Akram Ḍīā Al ‘Umrī, The Life and the Work of the Prophet by Dr. Muḥammad Ḥamīdullāh, The Spirit of Islam by Sayīd Amīr ‘Alī, Muhammad A Biography of Prophet by Karen Armstrong, Sīrah Al Nabī by ‘Allāmah Shiblī Nu’mānī, Aṣaḥ Al Sῑyar by ‘Abdul Raūf Dānāpūrī, Ḍīā Al Nabī by Pīr Muḥammad Karam Shāh, Sīrati Sarwari ‘Alam by Abūl A‘lā Mūdūdī, Raḥmatullil'ālamīn by Qāḍī Muhammad Sulymān Manṣūrpūrī and Muḥammad Rasūlallāh by Sayīd Muḥammad Mīyān.
Teaching writing in an ESL/ EFL class remains a challenge for language teachers. Literature from the developed countries documents a number of new approaches that are used successfully in teaching writing. However, research studies conducted in Pakistan have not addressed this area extensively and thus there appears to be a gap. An exploratory case study was designed in order to understand the changes in practices of those teachers of English language who have been through a training programme to teach writing. The study focused on the practices and perception of two Advance Diploma in Education English language Teaching (ADE: ELT) graduates who were teaching writing in private schools in Karachi, Pakistan. Data were gathered through interview, document analysis, and classroom observation. The findings suggest that there appears to be a lot of interest in using writing as a process approach. However, the two teachers used both the process and the product approaches, depending on the nature of the task and the level of support needed by the students. Pre-writing activities are used extensively to encourage development of ideas for writing; however, a greater understanding of its purpose of use is needed. Feedback is detailed and given at various stages of the writing process. Focus of the feedback is not only on grammatical accuracy but also on improvement of ideas, their presentation, and coherence. Findings also show that one of the key factors that facilitated the implementation of new strategies for teaching writing was teachers' confidence in their own knowledge and skills gained from the ADE: ELT programme. Other important facilitating factors included: supportive school leadership, peer support in the school, reflective practice and the teachers' commitment to change. The factors that hinder the implementation of teaching writing as a process include time constraint, the pressure to complete school syllabus, examination and teachers' beliefs. These findings suggest that if teacher education programmes for language teachers provide sufficient time and opportunities for trainee teachers to practice the newly learnt skills, it would give them confidence to implement it in their schools. Also, as is evident from this study, a number of external factors affect the implementation of the new approaches. Teachers should also be prepared to address these issues in order to effectively implement their learning.