افضل العلماء ڈاکٹر عبدالحق
افسوس ہے افضل العلماء ڈاکٹر عبدالحق بھی پچھلے دنوں ستاون ۵۷ برس کی عمر میں راہی ملک بقا ہوگئے۔ شمالی ہند کے عوام میں توکم ہی لوگ ہوں گے جو مرحوم کوجانتے ہوں،البتہ جنوبی ہند میں ایک ایک بچّہ اُن سے واقف تھا اور مسلمان تواُن پرجان چھڑکتے تھے۔وہ جنوبی ہندکے ’’سرسید‘‘کہلاتے تھے۔ کیوں کہ انھوں نے مسلمان لڑکیوں اورلڑکوں کے سات اسکول اور کالج مدراس میں اپنی یاد گار چھوڑے ہیں۔علوم قدیمہ وجدیدہ دونوں کے مبصر عالم تھے۔پہلے کانپور کے ایک مدرسہ میں درس نظامی کی باقاعدہ تکمیل کی اوراس کے بعد انگریزی کے امتحانات کی طرف متوجہ ہوئے توآکسفرڈ یونیورسٹی سے ڈی فل کرکے ہی دم لیا۔ واپسی پرپہلے محمڈن کالج مدراس کے پروفیسر عربی اور پھر پرنسپل مقرر ہوئے، اس کے بعد مدراس کے گورنمنٹ پریسیڈنسی کالج کے پرنسپل ہوئے۔ یہاں سے پنشن لینے کے بعد مدراس کے پبلک سروس کمیشن کے ممبر اور آخر میں صدر بھی ہوگئے تھے ۔اﷲ تعالیٰ نے مرحوم کوعلمی اور عملی دونوں قسم کے کمالات سے نوازا تھا۔ علوم قدیمہ وجدیدہ کے نامور فاضل ہونے کے ساتھ صورۃً وسیرۃً نہایت راسخ العقیدہ مسلمان اورسچ مچ ایک مومن قانت تھے۔ نہایت جری اوردبنگ تھے، حق بات کے کہنے اورکرنے میں کسی کی ذرا پروا نہیں کرتے تھے۔برہان کے شروع سے خریدار اورندوۃ المصنفین کے بڑے قدردان تھے۔مسلم یونیورسٹی علی گڑھ کے کچھ دنوں پر و وائس چانسلر بھی رہے تھے۔انھیں دنوں میں کلکتہ یونیورسٹی کی ایک ضرورت سے کلکتہ تشریف لائے تو دیر ینہ تعلق کے پاس خاطر سے غریب خانہ کو بھی شرف قدوم سے نوازا۔ملاقات ہوئی اور شرف ہم طعامی بھی حاصل ہوا۔اس کے بعد مرحوم نے علی گڑھ میں مسلمان طلباء کے حقوق کے تحفظ کے سلسلہ میں جواقدامات کیے تھے وہ بڑے جوش وخروش کے ساتھ سنانے شروع کیے۔اتفاق ایسا ہوا...
The progress of nations lies in the hands of educated youth. Presently, our Muslims youth are facing numerous challenges. This include western propaganda against Islam as a threat to peace, moral degradation, lacking spirit of inquiry, internet addiction, blind following of western norms and cultures and various kinds of social problems such as violence, gambling and pornography. Our Muslim youth is wandering in identity crises and have forgotten the true spirit of Islam and the achievements of our forefathers. Majority of youth are copying and adopting the western style of life and cultural involvement. One reason for this may be the education system that we have inherited from the colonial masters. This is also replicated by electronic media and the Western propaganda against Islam that we don’t take pride to be staunch Muslims otherwise; we will be blamed as extremists. Our education system has also failed in instilling the spirit of inquiry, critical thinking and moral judgment in our youth. In order to develop the potential of our youth to reform our society and not to be led by baseless beliefs, the role of teaching is very important. With this goal in mind, the students should be empowered through argumentation skills. This requires teaching students through argumentation method by involving/guiding students to make a claim then write justification for their claim and finally counter argument to support their claim. The essence of argumentation is not new as the Holy Qur’ān repeatedly stressed the believers to use their intellect, to critically observe their surroundings and avoid baseless information. Practice with argumentation will help in developing critical skills in our youth and in making informed decisions. They would not blindly follow western norms and would be able to answer western propaganda through solid arguments and valid justifications.
The aim of the study was to construct and standardize an Indigenous Intelligence Test (IIT) to measure general intelligence ‘g’ and a screening tool for youth intending to apply in Armed Forces, Public Service Commission and similar organizations where English carries a status of official language. The items of IIT were developed with the help of material obtained from own culture and were constructed in simple English language. The IIT comprises of six sub-scales: Vocabulary, Arithmetic, Analogy, Information, Comprehension, and Similarity. The test was planned to measure various aspects of intelligence verbal ability, to understand concepts, general reasoning factor, element of discovery, acquired knowledge, social intelligence, eduction of relations and correlates. The usefulness of the items was judged through item analysis by administering the test to a sample of 200 subjects with minimum Intermediate qualification. Items were evaluated by considering two main aspects; discrimination power and difficulty level. Items with discriminatory power less than .30 and level of difficulty below .30 and above .70 were discarded. The final draft of the test comprised of 71 items; Vocabulary and Arithmetic sub-scales consists of 12 items each, Analogy 14, Information 11, Comprehension 12 and Similarity 10. In the main study the test was administered to 1669 students both male and female, belonging to various Government Colleges & universities of four provinces of the country including AJK and FATA. Candidates both from urban and rural areas were included in the study. Two methods were used to establish reliability of the test i.e., KR 20 and Split-half methods. The estimated indices of reliability were, .79 and .69 respectively. To determine validity of indigenous intelligence test different validity criteria were used including urban/rural differences, province wise differences, correlation of the total test and sub-scales (construct validity) and marks in last qualified examination to determine concurrent validity Significant differences in the mean scores of the male and female candidates on vocabulary, arithmetic, analogy and information were found whereas non significant difference was observed on comprehension and similarity subscales. Significant mean differences on vocabulary, arithmetic, analogy and information and non significant difference on comprehension and similarity were also found. Inter-correlation among the subscales and IIT were calculated to determine construct validity of the test. The concurrent validity was determined by correlating scores on IIT with the college marks obtained by each student in the last annual examination. Both indices established the evidence of high validity of the test. Significant differences in urban/rural mean scores on vocabulary, analogy, information, comprehension subscales and IIT were observed. 12Significant differences were also observed in Province wise mean scores on vocabulary, arithmetic, analogy, information and comprehension subscales. Whereas, non significant mean scores were found on similarity subscale. Income group wise comparison revealed that higher the income groups better the performance. Percentile norms were developed for IIT and subscales while administering the test on a sample of 1669 subjects representative of Pakistani youth. In addition, province wise norms were also developed to gauge true performance of candidates hailing from different provinces.