مولانا شوکت علی مرحوم
اسی مہینہ کادوسرا المناک سانحہ مولانا شوکت علی خادم کعبہ کی وفات ہے، شوکت علی مرحوم ہندوستان کے اُن پرچند مسلمانوں میں ایک تھے جن کی شہرت نہ صر ف ہندوستان تک محدود ہے بلکہ دنیائے اسلام کے دوردراز گوشوں تک ان کانام عزت واحترام کے ساتھ لیاجاتاہے اوریہ واقعہ ہے کہ مرحوم بجا طور پر اس شہرت و احترام کے مستحق تھے، پچھلے چند برسوں کوچھوڑ کر بلاخوف تردید کہا جا سکتاہے کہ مرحوم کی زندگی قربانی، ایثار، ولولہ اورجوش عمل کے اعتبار سے مسلمانوں کے لیے قابل تقلید نمونہ تھی،جنگ طرابلس اورجنگ بلقان سے لے کراب تک ہندوستانی مسلمانوں کی اجتماعی اورسیاسی زندگی کے جتنے دور گذرے ہیں مرحوم کی خدمات اُن تمام دوروں میں اس قدر نمایاں اوراس قدر روشن ہیں جنہیں کسی طرح فراموش نہیں کیا جاسکتا’’علی برادران‘‘ہندوستان کی دوشخصیتوں سے مرکب ایک ایسی حقیقت کانام ہے جس کے زبان پرآتے ہی کرداروعمل اورشجاعت وبسالت کاایک سبق آموز نقشہ آنکھوں کے سامنے آجاتاہے۔
صد حسرت وافسوس کہ ہندوستان اپنے ایک جانباز،بہادر سپاہی اورپرانے خادم سے ہمیشہ کے لیے محروم ہوگیا۔انا ﷲ واناالیہ راجعون۔ حق تعالیٰ مرحوم کی خدمات کوقبول فرمائے اوردامانِ رحمت میں جگہ دے۔
[دسمبر۱۹۳۸ء]
Allama Ahmad Shakir was a great researcher and has a good command on religious literatures and studies. In his era, he took a great place among the scholars as a specialist in hadith, Islamic jurisprudence, Quranic interpretation, history & principals of aforementioned Subjecta. Now, he is recognized as an authority on principalities of sciences of hadith and jurisprudence. He discussed in his books regarding Sciences of hadith about narrators of hadith which are called ahl e bid‘at and the status of their Ahad?th. Because, there is a huge conflict between many principalities in perspective of accepting their Ahad?th or rejecting them. In this article, based an analytical study, some of his major and innovent concepts and justified principals about ahl e bid‘at are discussed which he had presented in his books or shows his research methodologies in different books with a special study on al-musnad by Imam Ahmad Bin Hanbal (r.a). The research shows his viewpoints regarding this kind of narrators that they are, with some conditions, acceptable and their Ahad?th are also should be narrated. Although, some ancient scholars do not allow with primarily conditions, which are described in this study along with their status & conditions.
Without consistent follow-up support in school contexts teachers learning from the training program can be a piecemeal experience for teachers who may find it difficult to apply their learning in their classrooms. Continuous school improvement begins when school based follow-up support is available for teachers with the training program, such as peer coaching, mentoring, self reflection, time and resources, professional autonomy to make decision in their classrooms and so on. Follow-up visits from teacher educators also support the effective implementation of the strategies presented in the training program. This study was conducted to understand stakeholders' perceptions of follow-up support. The study explored the kinds of follow-up support available for graduates of the VT program at AKU-IED in the two sample school contexts. Further more it discusses the effectiveness of the available formal follow-up strategies for the Visiting Teachers (VTs) to implement their learning from the training program. The data was gathered from VTs, principals, vice principals and one of the directors through interviews and informal conversations. Observations were also undertaken of VTs classrooms teaching and their interactions with other staff members. For this study I used case study approach within qualitative paradigm. The study reports that VTs are considered as experts in their school contexts because they have given the responsibility of peer coaching and mentoring to the other teachers, which results in extra workload and time constraints for VTs to implement their learning from the program. Workload and time constraints move away teachers from reflecting on their practice. The study reveals that, supportive and collaborative school culture is crucial with the formal structures of follow-up support. This can be done with the administrations providing time for and encouraging collegial interaction, sharing of knowledge and skills and learning together through giving feedback to each other. Time availability and collaborative environment encourage VT teachers to implement their learning even in the absence of any follow-up support for this purpose.