آہ! مولانا محمد عمران خان ندوی الازہری
۲۲؍ اکتوبر ۸۶ء کو یکایک خبر ملی کہ مولانا حافظ محمد عمران خان ندوی ازہری اپنے خاندان والوں کو دل فگار اور اپنے جاننے والوں کو دل گیر چھوڑ کر تہتر (۷۳) سال کی عمر میں اس عالم فانی سے عالم جادوانی کو سدھارے، اس خبر سے جسم و دماغ پر ایک بجلی گر پڑی۔
ان کی موت ایک خاص قسم کی قوت عمل، عزم، ادارہ، خوش انتظامی، خوش سلیقگی، خوش فکری، اور خوش و ضعی کی موت ہے، وہ اپنے پیچھے ایک درس چھوڑ گئے کہ عمل پیہم اور یقین محکم سے کس طرح اہم اور بڑے سے بڑا، کام انجام دیا جاسکتا ہے، بے سرو سامانی میں کیسے کیسے سازوسامان پیدا کیے جاسکتے ہیں، یا س کے عالم میں مخلص کارکنوں کی جماعت کی تنظیم کیسے کی جاسکتی، اور ناداری کے عالم میں بھی وہ کام انجام دیا جاسکتا ہے جو بڑی دولت کے ذریعہ سے نہیں کیا جاسکتا۔
وہ بھوپال کے رہنے والے تھے، ۱۹۴۷ء کے بعد جب بھوپال کا فرماں روا خاندان بھوپال چھوڑ کر دوسری جگہ پناہ گزین ہوگیا تھا تو مولانا عمران خان ندوی نے اپنی قوت ارادی کو بروئے کارلاکر بھوپال کے لوگوں کے دلوں پر اپنی فرماں روائی شروع کردی اور یہ نمونہ پیش کیا کہ تاج و تخت کے بغیر بھی اخلاص کی پاکیزگی، نیت کی طہارت اور عمل کی پختگی کے ساتھ فرماں روائی ہوسکتی ہے۔
انھوں نے تاج المساجد کی تعمیر جس طرح ازسرنو کی اور اس کی زینت و آرایش میں جس طرح اضافہ کیا، اور پھر اس کے ذریعہ سے جو دینی حمیت اور ایمانی حرارت پیدا کی، وہ ایسا کارنامہ ہے کہ دنیا کی بڑی مسجدوں کی تعمیر کی جب تاریخ لکھی جائے گی تو ان کا نام نامی بھی اس تاریخ میں ضرور لکھا جائے...
The history of Muslim Education reveals that there was no difference of materialistic and religious education in the past. However, for the last two centuries, Muslim world divided into many ideologies which consequently produced separate educational institutions for every ideology. In the secular/modern educational institutions, religious and metaphysical studies are missing while, on the other hand, religious seminaries focus on the pure religious education. In such a situation, two kinds of students are graduating from our educational institutions which do not have congruence in practical life with each other. Present Muslim world in dire need of a comprehensive educational system combining the modern secular and religious subjects in an appropriate manner. Currently, if Islamic world is distressed technologically at one hand, it is divided in many sects, on the other. Therefore, acquisition of scientific and religious, both kinds of education are required for Muslims. In the present paper, the responsibilities of Muslim world are discussed to face the current and future challenges from educational perspective in order to portray a true picture of Islam and its followers.
The transition from primary to secondary school plays an important role in the academic lives of students. It affects the overall learning of students and the learning of mathematics in particular. As a student as well as a teacher, I myself have experienced difficulties in coping with the new concepts and changes in the curriculum of mathematics and its teachings. Similarly,my students have experienced the same kind of teaching and learning difficulties as I did, particularly in the first year, i.e. Grade 6oftheir secondary school education. For example, when I was a teaching in a middle school in Gilgit-Baltistan, I observed that students who were quite motivated in learning mathematics could not solve even the simplest of mathematic problems when they come in Grade 6 and remained disengaged in mathematics classes. Thus, this study aims to explore thechanging experiences of learning mathematics during the transition of students from primary school to secondary school. The study has been conducted in one of the private schools located in Karachi, Pakistan. This study employs an exploratory case study method using qualitative methods. Classroom observation, semi- structured interviews and document analysis remain the main tools of data collection. The data has beensystematicallyanalyzedin order to identify the emerging themes. The emerging themes have been interpreted on the basis of information obtained from interviews, observation and document analysis. The study reveals thatthe experience of transition into secondary school is challenging for students. This issue is significant because transition into high school coincides with the adolescent development changes- social, physical, cognitive, emotional and psychological changes. The findings of the study show that students find discontinuity in the curricular and pedagogical approaches of primary and secondary school. These include gaps between curriculum and pedagogy, teacher- student relationship, peer and teacher interaction. These gaps create certain problems for students in copingwith the new environment of the school as well in grasping advance mathematical concepts in Grade 6. This study reveals that the transition from primary to secondary school is a process and a multidimensional event in the academic lives of students. It persists as students continue to observe change due to many factors. Also, many physical, social, emotional and academic factors come together to affect the mathematic learning of students in a complex and holistic manner. This study is significant for teachers and teacher educators inPakistan, helping them to reflect upon their teaching practices, so as to identify theneeds