مراتب اختر کا توقیت نامہ
ساہیوال کی دھرتی جہاں اس بات پہ نازاں ہے کہ مولانا عطا اللّٰہ جنون، مولانا عزیز الدین عظامی، حفیظ جالندھری، مجید امجد، منیر نیازی اور گوہر ہوشیارپوری جیسے نامور شعراء نے یہاں قیام کیا وہاں حاجی بشیر احمد بشیر، ناصر شہزاد، جعفر شیرازی، احسن شیرازی اور یٰسین قدرت کے علاوہ مراتب علی اختر کو بھی اسی دھرتی نے جنم دیا۔
سید مراتب علی اختر8مئی 1940کو پیدا ہوئے۔ چار بھائیوں اور پانچ بہنوں میں ساتویں نمبر پر آتے تھے۔ ایک بہن اور ایک بھائی آپ سے چھوٹے تھے۔میونسپل کمیٹی پرائمری سکول ایف برانچ سے ابتدئی تعلیم حاصل کی اور میٹرک کا امتحان گورنمنٹ ہائی سکول ساہیوال سے پاس کیا۔ آپ کی تاریخ پیدائش کے حوالہ سے اختلاف پایا جاتا ہے۔ آپ کے چھوٹے بھائی سیّد افضال حسین گیلانی لکھتے ہیں:۔
ہم دونوں بھائیوں کی عمروں کا درمیانی وقفہ صرف چار سال کا تھا۔ گھرمیں ہم اوپر تلے کے بھائی گنے جاتے تھے۔ غور کیجئے بھلا بڑائی چھوٹائی کا یہ کوئی اتنا بڑا فرق ہے؟ یہ عمریں تو ہم جولیوں اور لنگوٹیے یاروں کی ہوتی ہیں۔ لیکن۔۔۔ حسبِ مراتب وہ اول دن ہی سے ’’بہت بڑے ‘‘ اور میں بہت چھوٹا تھا۔
امی حضور سے سنا تھا کہ جب بھائی جان چھ ماہ کے تھے تو انتہائی نحیف اور دبلے پتلے تھے۔ آپ کو حضرت بابا جی صوفی احمد شاہ صابر علیہ الرحمت کی خدمت میں پیش کیا گیا جو میرے نانا کے چھوٹے بھائی تھے اور خاندان بھر کے مرشد تھے۔ بلکہ گیلانی سادات کے مقتدر گھرانوں کے پیروپیشواتھے۔ اللّٰہ کے سچے اور مقبول بندے تھے۔ آپ نے بچے کی کمزوری اور ناتوانی کو دیکھتے ہوئے تبسم فرمایا۔ دم کیا اور پھر زیر لب گویا ہوئے۔ ’اس...
*یاَیُّهَا الَّذِیْنَ اٰمَنُوْۤا اَطِیْعُوا اللّٰهَ وَ اَطِیْعُوا الرَّسُوْلَ وَ اُولِی الْاَمْرِ مِنْكُمْۚ* On a wide scale There is a need for an ideal leader and his leadership. If a believer talks about leadership, he will only have the concept of Islamic leadership. To which the verses and hadiths indicate, in this category there will be leaders and leaders who will be able to lead their supporters and followers towards physical and spiritual development. All kinds of leadership were given to the Prophet ﷺ. Whatever qualities he had within him were of a perfect level. The principles of Islamic guidance that the Prophet ﷺ had explained were followed by the Companions and the pious people and any leadership in the whole universe that we see. have also adopted it in full stubbornness, they emerged as the Ameerul Momineen and Caliphate of the Muslims of that time, and the principle of following the leadership of the Prophet ﷺ, an Islamic state and society, equally for both Muslim and non-Muslim minorities.While the principles and laws of the current situation are completely opposite. The question is what are the goals and demands of the leadership of the present age and how is prophetic leadership helpful in the improvement of the current leadership?Are following the principles of leadership mentioned by Karim ﷺ? In the paper under discussion, contemporary leadership principles and their analyzes will be examined in the light of Prophet Muhammad keeping in mind the requirements of the time.
This study was designed to explore how a primary school teacher could be assisted in re-conceptualizing the teaching of Social Studies from the transmission of factual knowledge to education for active citizenship. An action research project was undertaken, in which the researcher worked with a grade five teacher in a local school over a period of six weeks. The work involved the testing of alternative approaches to the teaching of Social Studies through readings and discussions, demonstrations, joint planning and review of lessons, and exchange of written reflections with the teacher. Data were collected through interviews and conversations with the teacher and a selected number of students, review of written materials and classroom observations. Initial investigations showed that the teacher as well as her students considered Social Studies to be a low status subject. The teacher was reluctant to teach the subject because she considered it unworthy of her status as a science graduate and acknowledged her lack of subject-matter knowledge. She focused on helping students to memorize facts in the textbook. The students thought they had to learn the subject, in the short-term to pass examinations, and in the long-term to pass on their knowledge to the next generation. In order to change the teacher's conception of the subject three instructional approaches were introduced in her class. These were (a) higher order questioning (b) controversy, and (c) discussion on social issues. As a result of the work with the teacher, in and outside the classroom, she learnt about the relationship between Social Studies and active citizenship education. An analysis of the work with the teacher revealed that testing the proposed innovations in the teacher's classroom helped the researcher and the teacher to develop a grounded understanding of what changes were possible in that particular context. The feasibility of the proposed change needed to be considered not just in terms of immediate issues such as classroom management, but also in terms of the teacher's beliefs and competencies, syllabi and examinations, and expectations of parents, colleagues and management. The study showed that mutual exchange of personal concern help to establish a trusting relationship, which is necessary for a teacher's willingness to seriously consider and test alternatives presented to her. The experience of successfully using the propose instructional strategies in class, and evidence of student learning as a result of using the strategies, helped to move the teacher toward a different view