افضل العلماء حافظ محمد یوسف کوکن مرحوم
تار کے ذریعہ یہ افسوسناک خبر ملی کہ دارالمصنفین کی انتظامیہ کے رکن اور مدراس یونی ورسٹی کے سابق صدر شعبہ عربی و فارسی، افضل العلماء حافظ محمد یوسف کو کن کا انتقال ۶؍ اکتوبر کو مدراس میں ان کے گھر پر ہوگیا، اِنا ﷲ واِنا الیہِ راجعُون۔
انہوں نے سرزمین مدارس میں مشرقی و دینی علوم کی قابل قدر خدمت جس خاموشی، محنت اور انہماک سے انجام دی اس کی وجہ سے برسوں ان کی کمی محسوس کی جائے گی۔ وہ ۴؍ نومبر ۱۹۱۵ء مدراس سے تقریباً ۹۵ میل دور ایک مردم خیز قصبہ مینمبور میں پیدا ہوئے یہ قصبہ مشہور قلعہ جبنحی سے متصل ہے، اس مضبوط قلعہ کو مسلمان فاتحین نے کئی بار اپنے قبضہ میں لیا، آخری بار نواب سعادت اﷲ خاں نے ۱۱۲۵ھ میں اس پر قبضہ کیا، چونکہ ان کا تعلق نوائط سے تھا اس لیے اکثراہل نوائط وہاں جاکر آباد ہوئے، مینمبور قصبہ کی ساری آبادی نائط مسلمانوں کی ہے جو اپنے حسب نسب، عزوشرف، دینی اور دنیوی وجاہت اور اپنے بعض مخصوص رسم و رواج کی وجہ سے جنوبی ہند میں امتیازی شان رکھتے ہیں، یہ لوگ شافعی المسلک ہوتے ہیں لیکن مینمبور کے نوائط عام طور سے حنفی ہیں، کوکن خاندان بھی حنفی المسلک ہے، گویہ خاندان عرصہ سے مدراس میں آباد ہے لیکن اس کی مادری زبان اردو ہے اور نصف صدی قبل اس کی علمی زبان فارسی تھی۔
کوکن مرحوم نے جامعہ دارالسلام عمر آباد میں تعلیم حاصل کی ، بعد میں انہوں نے گورنمنٹ مسلم کالج مدراس سے افضل العلماء اور منشی فاضل کی سند حاصل کی، دارالسلام عمرآباد کے مقاصد میں یہ بات بھی تھی کہ جامعہ کے طلبہ میں عربی اور فارسی کے ساتھ اردو کا اعلیٰ ذوق اور تصنیف وتالیف کا سلیقہ و ملکہ...
All mighty Allah (SWT) has created man and made him crown of the nature. For the physical needs of human being, Allah provided him all the needful things. In the same way, Allah (SWT) sent his prophets for the spiritual guidance of mankind. Prophet Muhammad (SAW) was the last messenger of this chain of the prophets. The Prophet hood of Muhammad (SAW) was for the whole of the mankind, for all the people till the day of judgment. Because Allah (SWT) called him the “Seal of the prophets”. And it the gift of Allah to whom he wants to give, he gives. Nobody can achieve this (prophet hood) by its struggle. All the prophets of Allah (SWT) were given instructions through revelation. Some people, who were unable to accept Islam, would make jokes of the teachings of the Prophet (SAW), but he continued his mission and the world witnessed a day when Islam spread all over the world. Some non-Muslims, specially the orientalists, tried to pin point some aspects of the life of the Holy Prophets (in their thinking) but as Allah (SWT) said: And we raised high your name. (Al-Quran: 94: 4) Lesley Hazelton is one of those orientalists. She wrote many books about Islam. Her famous book is “The First Muslim-The Story of Muhammad” in which she has targeted many aspects of the Holy Prophet Muhammad (SAW). This article discusses her views about the Prophet hood, Revelation and the Miracles of the Holy Prophet (SAW). It is out of the human mind to understand the reality of the Prophet hood and revelation. It is the gift of Allah to whom he wants, He gives prophet hood. The family, fame, wealth and physical strength cannot be the reasons for the achievement of Prophet hood. The human mind cannot grab the reality of the revelation.
The purpose of this study was to explore the nature of teacher leadership in Al-Ikram1 school in Karachi. This study was guided by qualitative research design. Data were collected in a private school in which teacher leadership existed. Face-to-face interviews were conducted, audio-taped, and transcribed. Observation and field notes were recorded and maintained in research notebook. Findings from this study showed that formal and informal teacher leadership existed at Al-Ikram school. Teachers defined the nature of teacher leadership in terms of skillfulness, expertise, confidence, and the ability to influence others. Teachers were empowered to direct their own learning, as they took initiative to form relationships with teacher leaders based on shared experiences, expertise, and availability. These relationships provided support for meaningful interactions to take place. Teacher-teacher leader interactions occured at the classroom level and school level. Classroom-based interactions include shared experiences, availability, curriculum support, instructional support, and collaboration. School-based interactions include shared decision-making. Based on the findings, several ideas are discussed. First, when teachers are encouraged to direct their own learning; they seek out teacher leader peers to improve their instruction. Second, when teachers interact with teacher leaders, they focus on instructional and student improvement. Third, when teachers and teacher leaders collaborate with each other, they experience a sense of collegiality. Fourth, when teachers receive support from their colleagues to take the lead; they feel trusted and valued. Implications for future research and for the principal and the teachers are discussed. Principals should consider creating an environment that cultivates and supports teacher leadership. Teachers can take responsibility for developing themselves as leaders.