مولانا سعید احمد اکبر آبادی کی رحلت
(ڈاکٹر محمد اسلم)
علم و حکمت کا وہ آفتاب جو گذشتہ نصف صدی سے برصغیر پاک و ہند کو منور کررہا تھا، مورخہ ۲۴؍ مئی مطابق ۳؍ رمضان المبارک بروز جمعہ افطار سے تھوڑی دیر پہلے غروب ہوگیا، یعنی حضرت مولانا سعید احمد اکبرؔ آبادی عالم فانی سے عالم جادوانی کی طرف کوچ فرماگئے۔ اناﷲ وانا الیہ راجعون۔
مولانا کی علالت کا سلسلہ طویل رہا، گذشتہ سال مئی کے وسط میں حضرت مفتی عتیق الرحمن عثمانی کا انتقال ہوا تو ان پر اس سانحہ کا بڑا اثر ہوا، اس کے دو ماہ بعد ان کے بڑے بیٹے عمر سعید آناً فاناً وفات پاگئے، ان کی طبیعت پر اس کا بھی بڑا اثر ہوا، بیٹے کی وفات کے روز انھوں نے ان کو کسی وجہ سے خوب ڈانٹا تھا، وہ گولیاں کھا کر سونے کے عادی تھے، مولانا کا خیال ہے کہ اس روز آزردہ ہوکر انھوں نے مقررہ مقدار سے زائد گولیاں کھالیں، اور اس لحاظ سے وہ اپنے آپ کو قصور وار سمجھنے لگے تھے، گذشتہ اگست میں میرے قیام علی گڑھ کے دوران میں انھیں کتے نے کاٹ لیا، ڈاکٹر نے ان کے شکم میں متعدد انجکشن لگائے، لیکن چند روز بعد وہ جگہ متورم ہوگئی، اور انھیں بخار آنے لگا، ڈاکٹروں نے ملیریا بخار کی تشخیص کی اور انھیں کونین کھلانا شروع کردیا، ضرورت سے زیادہ کونین کے استعمال سے ان کا جگر خراب ہوگیا، اور خون پیدا ہونا بند ہوگیا، خرابی جگر سے یرقان ہوگیا، علی گڑھ یونیورسٹی کے ہسپتال میں بغرض علاج داخل ہوگئے، لیکن افاقہ نہ ہوا، حکیم افہام اﷲ خان صاحب اور حکیم عبدالحمید صاحب کے ہی زیر علاج رہے، لیکن کمزوری دن بہ دن بڑھتی چلی گئی، ان کی علالت بڑھتی گئی ان کی بیٹی مسعودہ سعید کراچی سے علی گڑھ پہنچیں...
A review and comparative analysis of the intellectual pursuit, methods, approaches and publications of Imam Bukhari and Imam Muslim In his compilations of hadith, Imam Bukhari was considerate of the view point (or school of thought) of his prior narrators/authors of hadith collections and in doing so, he validated and embellished their (past narrators) publications. Similarly, narrators after Imam Bukhari benefited from his intellectual vigour, as evident in the work of Imam Muslim, who as Imam Bukhari’s student profited from his work, and compiled a treasure of validated hadiths. This body of work had deep influence on the contemporary and upcoming authors and collectors of hadith, as a source of religious knowledge. Since, Imam Muslim didn’t/couldn’t perform the compilation/ Codification / arrangement of his collected hadith, which was later on performed by Imam Novi, who was intellectually and academically influenced by the Imam Bukhari’s publications – hence, a great deal of semblance is evident in both the authors (Imam Bukhari and Muslim) publications. This is especially visible in certain aspects such as prescribing translation chapters (tarjumatul-baab) with the Quranic verses and hadith scripts. Similarly, Codification chapters for explanatory (questioning) notions is also common method practiced in both the author’s work. However, on the other hand, the publication of both the author’s differ in certain dimensions as well. For example, Imam Bukhari’s publications incorporates a complexity of thought, legalistic determination (Fiqh) and collective scholarly wisdom (ijtihad). Whereas, Imam Muslim’s work pursues a relatively simplistic and comprehensible format. In this article, we seek to review and present a comparative analysis of the intellectual pursuit, approach and publications of both the aforementioned authors.
Early years are significant in a child' life, when s/he needs proper support and guidance from the surrounding adults. It is the responsibility of these adults to create a stimulating environment both at home and at early childhood education (ECE) settings, by providing play-based opportunities that can positively involve and nurture children in the early years. In the context of Pakistan, National Curriculum for Early Childhood Education (2017) placed great emphasis on creating a child friendly environment and teachers' training. However, due to the scarcity of resources and budgetary issues, the policy was not implemented on a scale that the majority of the schools having ECE sections could gain benefit. Some private sector institutions provided training to teachers in ECE but the training provided by the institutions is limited to some parts of country and not much provision for continuous monitoring and support to the trained teachers. Therefore, these teachers face issues to sustain the practices in the classroom after training. Hence, the purposes of this research were to study teachers' understanding of ECE, teachers' current classroom practice and factors promoting and hindering ECE practices being implemented in the classroom after the AKU-IED Continuing Professional Education Programme. The case study method was used to conduct the study, and purposive sampling was used to select the research participants. Interviews, classroom observations, and document analysis of the lesson plans were used to collect data. The findings of the research revealed that the programme helped teachers in developing their understanding about ECE concepts and pedagogy. Teachers began using enabling teaching methods and created learning environments in their classrooms that promote students' learning. Besides, factors, including teachers' attitude, support from the management and working as teams also promoted an enabling learning environment in the school. However, teachers were facing various challenges, such as following outdoor play time, implementing plan- do-review, and managing children's transition from home to school, and classroom management. Therefore, besides training, teachers need continuous feedback, support, and mentoring from their own schools to overcome these issues and to provide quality ECE. Moreover, the component of classroom management, the play based activities to support children and teachers in transition and the practicum aspect need to be included in the programme.