شیخ محمد مجذوب
یہ خبر سن کر بڑا ملال ہوا کہ عالم عرب کے ایک فاضل اور اچھے اہل قلم استاد شیخ محمد مجذوب جون ۱۹۹۹ء میں وفات پاگئے، اناﷲ وانا الیہ راجعون۔
وہ شام کے رہنے والے تھے۔ مگر ان کی زندگی کا زیادہ حصہ دوسری جگہوں میں بسر ہوا، عرصہ تک جامعہ اسلامیہ مدینہ منورہ میں درس و تدریس کی خدمت پر مامور رہے۔ سبکدوش ہونے کے بعد بھی مدینہ منورہ کے انوار و برکات سے متمتع ہونے کے لیے انہوں نے یہیں قیام پذیر رہنا پسند کیا۔
مجذوب صاحب کی پوری زندگی علم و دین کی خدمت و اشاعت میں گزری، تصنیف و تالیف کا شغل مدۃالعمر جاری رہا، ہندوستان کا سفر بھی کیا اور حضرت مولانا سید ابوالحسن علی ندوی مدظلہ کی دعوت پر ۱۹۸۱ء میں دارالعلوم ندوۃ العلماء کے طلبہ کے سامنے علمی، دینی اور دعوتی موضوعات پر کئی لکچر دیئے۔ دارالمصنفین کی عظمت و شہرت سے واقف تھے اس لیے زحمتِ سفر برداشت کر کے مولانا سعیدالرحمن الاعظمی اڈیٹر البعث الاسلامی کے ہمراہ اعظم گڑھ بھی تشریف لائے اور دو روز قیام کیا۔ کتب خانہ اور دارالمصنفین کے دوسرے شعبے دیکھ کر خوش ہوئے۔
آرام و تفریح کے خیال سے موسم گرما میں شام کے شہر لاذقیہ گئے ہوئے تھے کہ داعی اجل کا پیام آگیا والبقاء ﷲ وحدہ۔ عمر ۹۰ سال رہی ہوگی۔ اﷲ تعالیٰ علم و دین کے اس خادم کی مغفرت فرمائے۔ آمین!! (ضیاء الدین اصلاحی، ستمبر ۱۹۹۹ء)
A Sufi poet, teacher and philosopher, Hallaj was executed on the orders of an Abbasside caliph for uttering these words, taken to mean Hallaj as claiming himself to be God. After more than a decade of imprisonment, Hallaj was eventually executed publically in Baghdad in the year 922. He is seen by many as a revolutionary writer and teacher of his time, when practices of mysticism were not meant to be shared publically. Yet he remains a controversial figure, revered by Rumi, hated by many, he was labeled an intoxicated Sufi and is still read today. After his arrest in Sūs and a lengthy period of confinement (c. 911–922) in Baghdad, al-Ḥallāj was eventually crucified and brutally tortured to death. A large crowd witnessed his execution. He is remembered to have endured gruesome torture calmly and courageously and to have uttered words of forgiveness for his accusers. In a sense, the Islāmic community (ummah) had put itself on trial, for al-Ḥallāj left behind revered writings and supporters who courageously affirmed his teachings and his experience. In subsequent Islāmic history, therefore, the life and thought of al-Ḥallāj has been a subject seldom ignored. Here we get a realistic overview about him and his teachings.
Creative writing, being an imaginary task, goes hand in hand with imagination; whereas imagination requires some means to be triggered in the first place. Thus, this case study research in the qualitative paradigm, with a strong belief in multimodality, tries to see how three dimensional concrete materials can be utilised in triggering imagination to develop imaginary stories – one genre under creative writing. With special reference to the National Curriculum for English Language 2006, Grade 6 classroom of a community-based school in Chitral, a rural context of Pakistan, served as a single entity for exploration into the phenomenon of using concrete materials as triggers to inspire creative writing. Analyses of data collected through interviews with the English teacher, focus group discussion with Grade 6 students, observations and collaborative action plan show that concrete materials do have the potential to motivate, inspire and provide raw material to activate the imagination and thus facilitate story writing. The study also finds out certain conditions which play a significant role in the process such as relaxation for the use of students’ native language to compensate for their lack of proficiency in English, treating grammatical and other linguistic errors as learning steps, teacher’s scaffolding assistance and existence of student-centred teaching.