مولانا ظفر علی خان (۱۹۵۶۔۱۸۷۳ء) سیالکوٹ کے ایک چھوٹے سے دیہات کوٹ مہرتھ میں پیدا ہوئے (۱۳۴) آپ کے والد کا نام مولوی سراج الدین تھا۔ ابتدائی تعلیم مشن اسکول وزیر آباد سے حاصل کی۔ علی گڑھ کالج سے بی۔اے کیا۔(۱۳۵)
علامہ شبلی نعمانی اور پروفیسر آرنلڈ آپ کے بہترین اساتذہ میں سرِفہرست تھے۔(۱۳۶) مولانا ظفر علی خان کو حیدر آباد میں داغ دہلوی کی صحبت بھی میسر آئی لیکن علامہ شبلی کی نصیحت پر داغ کا رنگ اختیار نہ کیا۔(۱۳۷)شاعری کے ساتھ ساتھ آپ نے صحافت میں بھی بڑا نام پیدا کیا۔ آپ نے ’’زمیندار‘‘ اور ’’ستارہ صبح‘‘ کے علاوہ بہت زیادہ اخبارات و رسائل نکالے جن کی شہرت سارے برصغیر میں پھیلی۔
ظفر علی خان کا پہلا شعری مجموعہ ’’بہار ستان‘‘ کے نام سے شائع ہوا۔ اس مجموعہ میں ان کی شاعری کا ابتدائی اردو اور فارسی کلام شامل ہے۔ یہ مجموعہ حمد باری‘ نعت و استغاثہ‘ اسلام‘ اسلامی روایات‘ ستارہ صبح کے دور کی نظمیں‘ نوحے اور مرثیے جیسی ترتیب سے مرتب کیا گیا ہے۔
دوسرے شعری مجموعے کا نام ’’نگار ستاں‘‘ ہے۔ اس مجموعہ کلام میں سیاسی و فلسفیانہ شاعری‘ طنزیہ نگاری اور صحافتی شاعری کے ساتھ ساتھ ادبی مرصع کاری کے شاہکار نظر آتے ہیں۔ اس میں بہت سے معاصرین کے تذکرے اور قلمی خاکے موجود ہیں۔ ’’چمنستان‘‘ آپ کا تیسرا شعری مجموعہ ہے اس مجموعے میں رطب و یا بس شامل نہیں ہے بلکہ یہ مجموعہ ان کے منتخب کلام پر مشتمل ہے۔ اس مجموعے میں ان کی وہ بہترین نظمیں اور قطعات ہیں جن کی سیاسی‘ اسلامی اور معاشرتی لحاظ سے بڑی اہمیت ہے۔
ظفر علی خان کا چوتھا شعری مجموعہ ’’خیالستان‘‘ کے نام سے شائع ہوا۔ اس مجموعے میں سیاسی نظمیں بالکل نہیں ہیں البتہ چھ غزلیں سیاسی وادبی رنگ لئے ہوئے...
This study discusses how to integrate the values of moderate Islamic character in Islamic higher education institutions. Integration of the value of moderate Islamic character values can be implemented through learning in all subjects in Islamic higher education. Integration of Islamic character values can be done on all subjects in Islamic higher education by referring to the concepts, systems and theories of learning. Learning the value of moderate Islamic characters can give students a personality color better than before and can inspire lecturers as learners. In carrying out enlightenment and intelligence in shaping tough, courageous, honest, tolerant, responsible and consistent students, in order to answer the challenges of powerlessness and inability to build national identity, inability to reconstruct the nation's potential responsively and dynamically. The hope of the writer, with the integration of the value of moderate Islamic character in all courses in Islamic higher education, can be the basis for the formation of adherent behavior, and the value of character can be a declarator of glory on the face of the earth
learning environment and Teacher Interaction with secondary school students’ attitude towards the learning of English Language in context of Pakistan. Classroom environment is considered as one of the influential factor in enhancing learners’ achievement, attitude and learning process. The objectives of the study were to investigate secondary level students’ English language classroom learning environment, teachers’ interaction in English language classes and attitude towards learning of English language. Moreover, the relationship of classroom learning environment and teacher interaction with secondary level students’ attitude towards the learning of English on gender and locale was also established in the study. The study at hand was co relational and descriptive. For data collection survey method was used. Multistage stratified random sampling technique was used for sample selection of the study. Stratification was based on three geographic zones of Punjab: Northern, Central and Southern Punjab. One district from each zone was selected randomly. The sample of the study was 930 students from 03 districts of the Punjab. Three instruments were used, first for Classroom learning environment, second for discovering Teacher Interaction in English language classes and third for finding out students’ attitude towards learning of English language. Data for this study were analyzed by using statistical operations through SPSS. T-test was used to calculate the significant difference between means of different categories of respondents like rural & urban, male and female. To investigate the possible relationship among the variables, Pearson correlation was used. Results of the study showed that male and female respondents reflected significant differences on English language classroom learning environment, teacher interaction and attitude towards English. It further revealed that female respondents were more favorable on their classroom learning environment, get more teachers’ support and interaction than male in their English language classes and had more positive attitude towards the learning of English. Significant positive correlation was found among classroom learning environment, Teacher Interaction and attitude towards the learning of English. Findings suggest that positive attitude in a foreign language class can be developed by making learning environment more favorable in shape of better pupil-teacher relationships and teacher support, involvement, cooperation and equity. It may help in developing attitude towards Adoption of English language learning attitude and enjoyment of English lessons in the classroom.