مولانا محمد رفیع
افسوس ہے پچھلے دنوں ہمارے نہایت فاضل دوست لیفٹنٹ کرنل خواجہ عبدالرشید کالاہور میں، اورمولانا محمد رفیع صاحب کا انتقال دیوبند میں ہوگیا۔ اوّل الذکر پرتوایک مضمون برہان کی آئندہ اشاعت میں شائع ہوگا۔مولانا محمد رفیع صاحب حضرت شیخ الہندؒ کے نواسے تھے۔ دارالعلوم دیوبند کے فاضل اور پختہ استعداد کے عالم تھے، ان کے والد ماجد مولانا محمد شفیع صاحب جو علم و عمل، تقوی وطہارت اورفقر ودرویشی میں سلف صالحین کے نمونہ تھے۔عرصۂ دراز تک مدرسہ عبدالرب دہلی کے صدر مدرس رہے، مولانا محمد رفیع بھی عمر بھر اس مدرسہ میں استاد رہے۔والد ماجد کی وفات کے بعد مدرسہ کے ناظم بھی ہوگئے تھے۔ عملاً نہایت صالح،عابد وپرہیزگار،خوش پوشاک اورخوش اخلاق تھے، عمر۸۷برس کی ہوئی۔اللھم اغفرلہ وارحمہ۔ [اپریل۱۹۸۳ء]
In the past, mode of Sirah writing was historical and descriptive but during the 19th century, this trend has been changed to the empirical research methodology. Due to religious devotion, unauthentic narrations were not judged and had been quoted constantly in Sirah literature on which orientalists laid the foundation of their objections. In response, various books are produced introducing argumentative, logical and scholarly way of writing to defend “Sirah of Prophet (PBUH)”. Question is what are the motives and causes which have changed classical trend of Sirah writing and what are its consequences? In this paper, a comparative analysis will be taken of books of Eastern Muslim scholars; Rehmatullah Keranwi, Syed Ahmad Khan, Karam Shah Alazhari, Shibli Noumani, Sana ullah Amertasri as well as Western Muslim scholars Mohammad Hussain Haykel, Hameed ullah, and Mohammad Asad. This paper will elaborate the difference between both of their research methodology and its effect in the field of Sirah writing and will be helpful for researchers.
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.