سید ابوالنظر رضوی
افسوس ہے ہمارے حمیم صمیم سید ابو النظر رضوی کا۸/اپریل کوکراچی میں انتقال ہوگیا۔موصوف امروہہ ضلع مراد آباد کے شرفا اورنامور رؤسا میں سے تھے، بلا کے ذہین اور طباع تھے۔درس نظامی کا بڑا حصہ مدرسہ امدادیہ مرادآباد میں پڑھا تھااورپھر آخر میں ایک سال دارالعلوم دیوبند میں رہ کر تکمیل کی تھی۔اردو کے صاحب طرزانشاء پرداز اورادیب تھے۔طبیعت میں روانی غضب کی تھی۔تقسیم سے پہلے برہان میں اُن کے مقالات اکثر نکلتے رہتے تھے۔اس کے علاوہ دوسرے ادبی اورعلمی رسالے بھی مرحوم کے مضامین فخر سے شایع کرتے تھے۔ ۱۹۴۸ء میں یکایک اپنی تمام جائیدادواملاک چھوڑ چھاڑ کرکرا چی چل دیے۔بڑی تمناؤں اورآرزؤں کولے کر گئے تھے لیکن ایک بھی پوری نہیں ہوئی اورہزاروں روپیہ ماہوار کاخرچ رکھنے والا وہاں عسرت وتنگدستی کاشکارہوکر رہنے لگا۔ان پیہم ناکامیوں اورمایوسیوں کانتیجہ یہ ہواکہ تپ دق میں مبتلا ہوگئے۔مرنے سے چندماہ پہلے ایک خط میں کس حسرت سے لکھتے ہیں:’’قدرت کے کارخانے بھی عجیب ہیں۔ جب میرے پاس ریاست تھی،دولت تھی اورطاقت تھی اس وقت مجھ کویہ موذی مرض نہ دیاکہ میں اس کامقابلہ کرسکتا تھا، اب اس غریب الوطنی اورتنگدستی میں مجھ کو اس بیماری میں مبتلا کرکے سوائے اس کے کہ قدرت’’گربہ و موش‘‘ کا تماشا دکھانا چاہے اورکیا فائدہ ہے؟‘‘
بعض خاص اسباب کی بناپر مذہبی خیالات میں عدم توازن پیداہوگیا تھا اور قرآن مجید میں بعض عجیب طرح کی تاویلات و توجیہات کرنے لگے تھے۔ یوں نہایت شریف، بامروت،دوست نواز،بے حد خلیق اورملنسار تھے۔مہماں نوازی بڑی عالی ظرفی سے کرتے تھے۔ اﷲ تعالیٰ اُن کی لغزشوں اورغلطیوں سے درگزر فرماکر ان کو مغفرت وبخشش کی نعمت سے نوازے۔آمین [مئی۱۹۵۶ء]
Ḥajj―an annual Islamic congregation―is a supreme manifestation of Faith (Imān) in which muslims assemble to pronounce explicitly their subservience and loyalty to Almighty Allah alone. Besides freeing themselves from the squalor of Shirk, Muslims satiate their souls with the feelings of ‘Faith’ and ‘Unity.’ This fact is purely accomplished when the Muslims shed off their outer difference by donning the dress of unity (Iḥrām). Ḥajj is a perfect blend between ‘Creator’ and ‘creature’, ‘soul’ and ‘spirit’ on the one hand and an enduring and invaluable expression physically, socially, and materially on the other. From this pragmatic Institution, Pakistan―one of the premier countries of the Islamic world―can derive unprecedented benefits politically, socially, and economically. One of the important objectives of the paper is to describe the significance of Ḥajj to the people of Pakistan. In so doing, the paper examines and explores, objectively and analytically, the institution of Ḥajj and its implications on the Muslim world, particularly Pakistan. The first section of the paper, “Ḥajj―At a Glance”, presents meaning and historical background of Ḥajj. The second section “Revitalizing the Ḥajj”, besides presenting the revitalization of the Institution by the final Messenger (peace be upon him) also gives an overview of some of the very important rituals to be realized (during Ḥajj). The subsequent sections, “Socio-Economic Dimension of Ḥajj” and “Ḥajj―Implications and Impact on the Society of Pakistan”, describe respectively the socio-economic impact and leverage of the Ḥajj on the Muslim world in general and on Pakistan in particular. The study is followed by “Conclusion” wherein it has been argued that the Ḥajj can bring an immense transformation and positivity in a country if its sweetness is sought in all earnestness.
This study explores the use of Discrepant Event, as an innovative strategy for science teaching. The Discrepant Event is an event that is contrary to the expectations of the learner. This intuition- offending activity raises questions in the minds of the learners and creates a need to know. Through this strategy a teacher can create an atmosphere of inquiry in the science classroom. This study was conducted in three phases: Pre-intervention, Intervention and Post-Intervention. In the Pre- intervention stage I assessed the current knowledge, skills and attitude of six students of class VI, with the help of a semi-structured interview. In the Intervention phase I taught science to the sixth class of a private boys school, using the Discrepant Event as a teaching strategy, while introducing selective process skills like prediction, observation and explanation. In the Post-intervention stage I assessed progress in three areas: conceptual understanding, skills development and attitudinal change in the six boys. During the Intervention stage I had two roles, that of a teacher and a researcher. I found this aspect of my study, particularly challenging. Data were collected from different sources and different methods to ensure better reliability. Data analysis was done in two ways: analysis in the field and analysis after the field work. I found that the students who previously did not have a very clear idea of common science concepts like air occupies space' and air exerts pressure' had a better and deeper understanding of these concepts because of the teaching conducted with the help of selected Discrepant Events. I found Discrepant Event a very useful and motivating strategy. However, it was time-consuming and difficult to implement. I had difficulty in developing events suited to the learning needs of the students. Students became proficient in their skills of observations, prediction and explanation, but the development of these skills was very context-bound and I could not ascertain whether they would be transferable to other situations. However, repetition seemed to help in developing the observation skills. I also found that through discrepancy a teacher can identify students' alternative ideas about science concepts. Discrepant Events not only made classes interesting and student-centered but were also useful for developing an understanding of science concepts.