مولانا آزاد سبحانی
افسوس ہے پچھلے دنوں مولانا آزاد سبحانی کا۷۵ برس کی عمر میں گورکھ پور میں انتقال ہوگیا۔مرحوم کااصل نام عبدالقادر اوروطن سکندر پور ضلع بَلیاتھا۔ادھر ایک مدت سے گمنامی کی زندگی بسر کررہے تھے۔ورنہ تحریکِ خلافت کے زمانہ میں پورے ہندوستان میں ان کی شہرت کاطوطی بولتا تھا۔فلسفہ والٰہیات کے فاضل تھے۔ خطابت وتقریرمیں بعض حیثیتوں سے اپنا جواب نہیں رکھتے تھے۔ شاعر بھی تھے۔مرحوم کی ایک غزل بچپن میں کبھی پڑھی تھی جواب تک یاد ہے:
پیام آیا ہے پیمانِ جفا کا
یجہ کھل گیا جوشِ وفا کا
نِکل آؤ ذرا پردہ سے باہر
عقیدہ مٹ رہا ہے اب خدا کا
مزاجِ لااُبالی اور جوانی
خدا حافظ ہے ناموسِ حیا کا
خدا پر چھوڑ دو انجامِ کشتی
قدم کیوں درمیاں ہو ناخدا کا
حدیثِ ضبط پروانہ ہے بے وقت
زمانہ ہے فغانِ برمَلا کا
ترا آزادؔ پھر پابندِ غم ہے
ہ پھر محتاج ہے لطف و عطا کا
لیکن افسوس ہے اپنی صلاحیتوں اورکمالات سے اسلام اور مسلمانوں کو جو فائدہ پہنچا سکتے تھے اپنی طبیعت کے عدم استقلال اور تلون کی وجہ سے نہ پہنچا سکے۔ بحیثیت مجموعی بڑی خوبیوں کے انسان تھے۔الّٰلھم اغفرلہ وارحمہ ۔
[اگست ۱۹۵۷ء]
The methods of Al-Hafiz Al-Zaili in criticizing of text of the Sunnah as described in his book Nasbu Al-Raya in analyzing the hadiths of Hidayah. The science of criticism is well known science since the era of the Companions, and critics of the hadith of the honorable companions have played a very important role in the field of narration and carefully criticizing it. And by passage of the era of the Companions and beginning the era of the followers (tabieen), the criticism became more obvious depending on the growing need, especially after spreading of lie, and creation of fake hadith, which led the critics to further research and verification, for scrutiny between the narrations and then differentiation between the right and the weak. The imams and scholars of hadith from the era of the Companions till present continuously inheriting the approach of criticizing the narratives in succession of their predecessors, whether criticizing the narrators or the texts. I have seen that it is worthwhile to stand on the efforts and methods of one of the imams in his criticism of the hadiths and I have chosen the effort of Imam Hafiz al-Zaili through his book " Nasbu Al-Raya in analyzing the hadiths of Hidayah" to learn how he was using the standards traded among the scholars of Hadith for textual criticism of Sunnah. As the those denied the hadiths from orientalists and their followers and those who follow their example simply claim that the scholars of hadith did not criticize the Sunnah in true criticism and even if they have criticized the hadiths, their criticism was only concerning the narratives not the text, now it is clear through this article that the scholars of hadith did not leave the side of the text, but they criticized text as they criticized the attribution of the hadiths. They set solid rules, which remain scholarly proven and accurate forever. We will revolve in this article around the following topics: learning about Al Hafez Zaili and the science of criticism, methods of textual criticism according to Hafiz Zaili, by focusing on: Criticism of the hadiths for violating the explicit meaning of the Qur'an, or for contradicting the Sunnah, or for contradicting the explicit consensus, or for risking and exaggerating the promise or the warning of simple action, or lack thereof in books of hadith These are the most important rules sited by al-Hafiz al-Zaili, which he practiced and criticized the hadiths and distinguished them between the correct and the weak.
Teaching English language to the students, and engaging them in the learning tasks especially non-natives, is not an easy task for the teachers in public schools of Pakistan.Teachers of English generally use Grammar Translation Methods (GTM) to teach English which affects the language skills of the students like listening, reading, writing and speaking skills. Various other factors also come into play when English language is taught to non-natives like pedagogical skills of the teachers who are also non-native speakers of English. Keeping this in view, this study was planned to explore the current teaching practices of English language teachers and how they engage students in reading comprehension skills in the context of public schools in rural areas of Gilgit-Baltistan. Qualitative study approach of case study was used to explore and observe the teaching practices of the two English language teachers teaching at grade 6. Data was collected through interviews, classroom observations, document analysis, and field notes. Likewise, focus group discussions were also arranged with the students to look at teachers teaching practices from students’ perspectives. The cases of two English language teachers revealed that they were teaching reading comprehension using GTM. That practice was not helpful for the students to get engaged in the process of reading comprehension.The teachers were not engaging students with reading comprehension strategies such as skimming, scanning, questioning, guessing and meaning making. Participant teachers taught English as a subject, but not as a language. The findings of the interviews and observations imply that teachers of English require the teaching skills of language such as reading comprehension. English teachers need support to learn how to engage students in reading comprehension skills in order to make their teaching purposeful.