مولانا مسعود علی ندوی
افسوس ہے گزشتہ ماہ اگست کی۲۷ کومولانا مسعود علی صاحب ندوی اسّی (۸۰) برس کی عمر میں کئی سال کی علالت و ازکار رفتگی کے بعد رہ گزائے عالم جادوانی ہوگئے۔مرحوم ندوۃ العلما کے فارغ التحصیل اورمولانا شبلی کے تلامذہ میں سے تھے۔دارالمصنفین اعظم گڑھ جو آج ایشیا کاعظیم الشان اسلامیات کاادارہ ہے اُس کے علمی سربراہ اورروح رواں اگر مولانا سید سیلمان ندوی تھے توتنظیمی اور تعمیری حیثیت سے مرحوم اس کے میرکارواں تھے۔ قدرت نے انھیں انتظامی صلاحیتیں اعلیٰ درجہ کی بخشی تھیں اورانھوں نے ان صلاحیتوں کودارالمصنفین کے لیے وقف کردیا تھا۔چنانچہ ادارہ کی مطبوعات کی اعلیٰ کتابت وطباعت، اُس کی شاندار اورخوشنما تعمیرات اورکاروباری حیثیت سے اُس کاخودکفیل ہونا، یہ سب مرحوم کی کوششوں اورحسن سلیقہ وانتظام کانتیجہ ہے۔یوں بھی بڑے خوش مزاج، مہمان نوازاور موقع شناس انسان تھے۔ملک کے مشہور ہندومسلم زعماسے ان کے گہرے تعلقات تھے۔ ادھر چند برسوں سے مسلسل علالت کے باعث عضو معطل سے ہوگئے تھے۔ لیکن جب تک دارالمصنفین قائم ہے اُن کانام زندہ اورروشن رہے گا۔ اﷲ تعالیٰ انھیں مغفرت وبخشش کی نعمتوں سے سرفراز فرمائے۔
[اکتوبر۱۹۶۷ء ]
Extremism is a challenge facing the societies both on secular and religious level, which has damaged the society with disrupting peace and creating caos in the world. There is a dire need of an academic discussion regarding the various aspects of the issue in Islamic and social perspectives. This is an attempt to realize the sensitivity of the subject and providing a balanced approached in the light of Islamic teachings. This article draws attention of the concerned authorities to play their role for the stoppage of blasphemous activities by implementation of the existing law and its development by determining the punishment against false accusation. The article also explains that what Islam expects from the Muslims and guides them in expressing their feelings and showing their attitudes, behavior and fixing their responsibilities regarding the issue with true Islamic spirit. The article draws the attention of the non-Muslim countries and communities as well to display impartiality, truth and realistic attitude and appropriate legislation by considering the blasphemous activities as a heinous crime.
Aim of this study was to investigate a secondary mathematics teacher's beliefs about the nature of mathematics and to see how these beliefs were manifested in his teaching practice. I conducted a life history research to explore the biographical learning processes of a male teacher, which occurred due to transition in his work situation. It highlighted the key stages in his academic and professional life, and illustrated the critical points, which reshaped his views about mathematics, and its teaching and learning. The data were collected through interviews, classroom observations, informal discussions and documentary evidences. In order to investigate the beliefs of a teacher about the nature of mathematics, the life history approach is an appropriate method, as Johnson and Golombek (2002) state that narrative inquiry enables teachers to organize and articulate, what they know, and believe about the subject, and its teaching and learning, and to communicate them to the researcher. They further argue that their stories reveal the knowledge, ideas, perspectives, understandings, and experiences that guide the researcher in understanding their beliefs. The findings of the study showed that the teacher considered mathematics as a subject, which was practical, a language of communication, a sequence of topics, a process of thinking, and problem solving. Findings also showed that beliefs are not static; rather, they change when new knowledge and desirable experiences are gained. Beliefs have a deep influence on practices, and practices form the beliefs, thus these two are interrelated phenomena. Findings suggest that it is necessary to study teachers' beliefs about the nature of the subject, in order to bring change in their practice, because, without knowing teachers' beliefs, their practices cannot be changed. Therefore, I conclude with the suggestion that in teacher professional development programs a study of the nature of mathematics teachers' beliefs may be included.