مولاناامین احسن اصلاحی
۱۶؍ دسمبر ۱۹۹۷ء کو جامعۃ الفلاح بلریا گنج میں یہ اندوہ ناک خبر سنی کہ مولانا امین احسن اصلاحی صاحب کی وفات ہوگئی، اناﷲ وانا الیہ راجعون۔
ادھر سال بھر سے اس کا کھٹکا لگا ہوا تھا کہ علم و کمال کا یہ مہر جہاں تاب غروب ہونے والا ہے۔ اور قرآن و حدیث کے بحر کا شناور اور غواص، علامہ حمید الدین فراہیؒ کا جانشین و ترجمان، ان کے علوم و معارف کا وارث و امین، حکمت قرآنی کا شارح و مبین، دین حق کا داعی و مبلغ، اسرار دین کا عارف و آشنا، شرک و توحید اور تقویٰ و نماز کا رمزو حقیقت شناس اپنے ہزاروں شاگردوں اور قدردانوں کو مغموم، اداس اور سوگوار چھوڑ کر جلد ہی سفر آخرت پر روانہ ہونے والا ہے۔
ابھی مولانا بدرالدین اصلاحی ناظم مدرستہ الاصلاح و دائرہ حمیدیہ کا غم تازہ ہی تھا کہ مدرسہ کا یہ گل سرسبد اور فکر حمید کا سب سے بڑا حامل و شیدائی بھی رخصت ہوگیا۔
کیا کہوں تاریکیٔ زندانِ غم اندھیر ہے
پنبہ نورِ صبح سے کم جس کے روزن میں نہیں
مولانا امین احسن اصلاحی صاحبؒ اعظم گڑھ شہر سے پورب میں واقع ایک گاؤن ’’بمہور‘‘ کے متوسط زمیندار گھرانے میں ۱۹۰۳ء میں پیدا ہوئے تھے۔ ان کے والد حافظ محمد مرتضےٰ صاحب ایک دیندار، متبعِ سنت اور تہجد گزار شخص تھے، وہ اپنے فرزند کو دینی تعلیم دلانا چاہتے تھے، اپنی اس تمنا کا ذکر انھوں نے اپنے ہم وطن دوست مولانا شبلی متکلم ندوی سے کیا جو علامہ شبلیؒ کے عزیز شاگرد اور مدرستہ الاصلاح سرائے میر کے منصبِ اہتمام پر فائز تھے۔ انھوں نے اسی مدرسہ میں مولانا امین احسن صاحب کا داخلہ کرادیا، جہاں انھوں نے ان سے اور دوسرے اساتذہ سے دینی علوم کی تحصیل کی، ان کو اپنی طالب علمی کے...
The most prominent and living name among the African biographers is Qazi Ayaz Mālkī. His book “Al-Shifā Ba Ta‘rīf-e-Ḥuqūq-e-Muṣṭafā” has an important place in the books of Sīrah and also has the status of the most popular book among all kinds of people. This book is also called Kitab-e-Shifā (meaning the one who revives hearts and heals from heart diseases). The reason for writing this book was that the people were becoming oblivious to the obligatory status and virtues of the Holy Prophet ﷺ and were becoming completely incapable of paying their dues. In these circumstances, the demand for preparation and compilation of a collection of rights and manāqibs related to it became intense and he compiled this magnificent book. On the one hand, it teaches love and respect for the Prophet (peace and blessings of Allah be upon him) and on the other hand, it mentions his rights and rewards for fulfilling them. The writing style of the book is simple and smooth as well as eloquent. The book is not so long that it would be too long for the reader to comprehend, nor is it so short that it would not be possible to get access to the concepts and demands due to its brevity. The people have made this book their favorite and have been studying it and the biographers have adopted Al-Shifā as an authoritative and reliable source. Because of its importance and usefulness, an introductory and analytical study of this book will be presented in this article.
Primary mathematics curriculum starts with the manipulation of real numbers which is known as arithmetic. Algebra is an extended and generalized form of arithmetic that emerges from basic operations on numbers. However, this connection has not been established in the school mathematics curriculum. This is why students generally consider that arithmetic and algebra are two disjointed subjects. This misconception can be addressed if the teachers engage students in the meaning-making process instead of making them passive listeners in the classrooms. If the teachers engage the students in seeking connections among different mathematical ideas, it is likely that students can perceive algebra as generalized arithmetic, which can enhance their conceptual understanding in this area. Thus, introducing pre-algebraic activities, involving the equal sign and some unknown in the later stage of primary education (class 4 and 5), can be useful for the students to make the transition from Arithmetic to Algebra. These activities not only help the students identify the unknown numbers but also help them understand the concept of the sign of equality. Data reveals that most of the students focus on operational signs (+, −, ×, ÷) only while solving the questions involving unknown and sign of equality. They think that the sign of equality (=) is nothing but a separator of the answer and the basic question. On the other hand, some students call this equal sign (=) as a ‘signal to do something’. The findings of the study indicate that these pre-algebraic activities in the arithmetic classes provide students with opportunities to build a bridge for a smooth transition from arithmetic environment into the algebraic environment. Data also indicates that the introduction of patterns and word problems related to daily life situations are helpful to make the students understand the concept of variables in algebra. Otherwise, they face lots of difficulties in the formation of algebraic expressions and equations. Findings of this study also showed a reasonable progression in the students’ understanding of algebra. This study has also highlighted group and pair work, planning, use of materials as promoting factors in the enhancement of the thinking and reasoning skills of students. The study has implications for mathematics teachers as well as teacher educators in their teaching of Algebra and professional training programmers, respectively. It also generated many possibilities for further studies in the future.