حضرت مولانا حسین احمد مدنی
شیخ الہند حضرت مولانا حسین احمد صاحب مدنی کی وفات ملک و ملت کا اتنا بڑا حادثہ ہے کہ اس پر اظہار غم سے قلم قاصر ہے، یہ تنہا ایک شخص کی موت نہیں بلکہ صحیح معنوں میں موت العالم، موت العالم ہے۔
وما کان قیس ھلکہ ھلک واحد لکنہ بنیان قومہ تھدما
علم و عمل، دین و تقویٰ، سلوک و تصوف، ارشاد و ہدایت، جہاد و جانبازی، خلق عظیم و لطف عمیم، کس کس چیز کا ماتم کیا جائے وہ اس دور میں سلف صالحین کا نمونہ اور اسلام کی مجسم تصویر تھے، ان کی ایک ایک ادا سے اسوۂ صحابہ آشکار تھا، دین کے متفرق جلوے اس دور کے اور بھی صلحاء و اخیاء میں ہوں گے، مگر ان کی ذات آنچہ خوباں ہمہ دارند توتنہا داری کی مصداق تھی اور ان پر اس جامعیت کا خاتمہ ہوگیا، وہ سراپا عمل، سراپا جہاد اور ہمارے پرانے کاروان ملت کے آخری مسافر تھے، ان پر اس سلسلۃ الذہب کی خصوصیات ختم ہوگئیں، جس کا آغاز خاندان دلی اﷲٰی سے ہوا تھا، اس نازک دور میں ایسی ہستیوں کا اٹھ جانا ملک و ملت کی بڑی بدنصیبی اور اسلام کی غربت و بے کسی کی نشانی ہے، ایسے نفوس قدسیہ مدتوں میں پیدا ہوتے ہیں، اﷲ تعالیٰ اس مجاہد جلیل کو عالم آخرت کی سربلندی سے سرفراز فرمائے اورشہداء و صدیقین کا رفیق بنائے۔ (شاہ معین الدین ندوی، جنوری ۱۹۵۸ء)
Sir Syed Aḥmed Khān belonged to a famous family of the subcontinent during the late Mughal and early British colonial period. He was famous for his close relations with the colonial government. He served many years in the judiciary. In recognition of his services, he was conferred upon with various titles such as Sir, The Imperial Advisor, etc. He is the founder of the educational campaign which was later known as the Aligarh movement. He was worried about the future of Muslims in India. This worry forced him to produce various literary and Islamic books to uplift the political, cultural, educational and social status of the Indian Muslims. One of his famous contribution to Islamic literature of Quranic exegeses is his Tafsīr al-Qur’ān. His tafsīr is influenced by western thoughts. He, instead of following the traditional methodology of Quranic exegeses, tried to understand the Quranic verses rationally. This led him to deviate from many established concepts of Islamic doctrines. He went against the Muslims’ affirmed beliefs in his exegesis. He mistrusted some of the basics of Islamic thoughts and tried his best to make new parameters of writing & reading of the Quranic exegesis on human logics. In addition, some of his views show certain relevance to the Mu'tazilites school of thought. The aim of this paper is to present an analytical and a critical evaluation of the exegetical opinions of Sir Syed Aḥmed Khān, particularly on the issues where he deviated from the mainstream Islamic thoughts in his exegesis, Tafsīr al-Qur’ān.
Teachers‟ self-efficacy in inclusive settings works as a strong agent to promote inclusive education. Purposely it is important to investigate the level of self-efficacy of regular school teachers who are expecting to work in inclusive classroom. Present study was a practical attempt to investigate the level of self-efficacy of regular classroom teachers for teaching in inclusive classrooms. Survey research design has been used in this study to measure self-efficacy of regular school teachers who were teaching at primary, elementary and secondary grade levels in all regular schools were taken as population of the study. For sampling, purposive sampling was done to select twelve districts out of thirty six (36) districts from Punjab Province on the basis of density of their population. As sample total 500 teachers who were teaching at primary, elementary and secondary grade levels were selected through simple random sampling procedure. Data was collected through a self-designed scale named “Teacher self-efficacy in inclusive settings (TSEIS)”. Through this scale regular classroom teachers‟ self- efficacy was measured on five level Likert scale raging; (1) I am very much confident, (2) I am confident, (3) No opinion (4) I am less confident, (5) I am not confident. Indicators for measuring self-efficacy of regular teachers were respectively as follow; (1) teachers‟ efficacy for need assessment for differentiated instructions (2) teachers‟ efficacy for adapting assessment tools (3) teacher‟s efficacy for managing classroom disruptive behaviors of diverse learners in inclusive settings (4) teachers‟ motivation for teaching diverse learners in inclusive settings (5) teacher‟s efficacy for collaborating with parents in inclusive settings (6) teacher‟s efficacy for teaching in collaboration with other professionals through team teaching techniques. Finally, completely filled tools were collected back from 446 teachers. The return response rate was 90% from the respondents. The reliability of the tool was 0.823. Through findings of present study the researcher found negative relationship between gender and self-efficacy components used in study tool. The principal analysis of 06 components yielded the value (0.424) of only adaptation in assessment which was less than 0.5 that showed the reinvestigation of remaining five components. Regression analysis of students‟ need assessment for differentiated instruction as reported by general education teachers found them untrained to assess the needs of diverse students. Through this study the researcher concluded that implementation of full inclusion would not be possible unless regular classroom teachers would ready to work. At the end it is recommended that school administration and the stakeholders may plan better school improvement initiatives while they get the reflection of each teacher‟s personal professional feedback in accordance to their professional development demands for future.