ڈاکٹر خورشید احمد فارق
(مختارالدین احمد)
دو شنبہ، ۱۸؍ شعبان المعظم ۱۴۲۲ھ مطابق ۵؍ نومبر ۲۰۰۱ء کی صبح کو عربی زبان و ادب کے استاد، تاریخ اسلام کے ماہر اور ممتاز مصنف ڈاکٹر خورشید احمد فارق کوئی ۸۵ سال کی عمر میں طویل علالت کے بعد دہلی میں وفات پاگئے۔
وہ ۱۹۱۶ء میں بریلی میں پیدا ہوئے۔ فارسی و عربی کی متد اول کتابیں انھوں نے گھر پر اپنے والد ماجد سے پڑھیں۔ کالج کی تعلیم انھوں نے بریلی میں حاصل کی۔ ایم۔اے اور پی۔ایچ۔ڈی انھوں نے مسلم یونیورسٹی علی گڑھ سے کیا۔ ریسرچ کے دوران وہ شعبہ عربی میں کچھ کلاسیں بھی لیتے رہے۔ ۱۹۴۳ء کے اواخر میں وہ اینگلو عربک کالج دہلی میں لکچرر، ۱۹۵۳ء کے اواخر میں دہلی یونیورسٹی میں ریڈر مقرر ہوئے۔ اکتوبر ۱۹۵۶ء میں حکومت ہند کے ایک وظیفے پر ایک سال کے لیے وہ مصر گئے۔ وہاں دارلکتب المصریہ کے مخطوطات کے مطالعے کا انہیں اچھا موقع ملا۔ ریاض الرحمن خاں صاحب شروانی اور عبدالحلیم ندوی صاحب کو بھی اسی سال یہ وظیفہ ملا تھا۔ قاہرہ میں ان تینوں کا خوب ساتھ رہا۔ فروری ۱۹۶۹ء میں وہ دہلی یونیورسٹی میں پروفیسر اور صدر شعبہ مقرر ہوئے۔ جولائی ۱۹۸۵ء میں وہ متقاعد ہو کر علی گڑھ آگئے اور سر سید نگر میں اپنے تعمیر کردہ مکان ’’بانس کلی‘‘ میں مقیم ہوکر علمی و ادبی کاموں میں مصروف ہوگئے۔ آخر عمر میں وہ اپنے بچوں کے پاس دہلی چلے گئے تھے، وہیں ان کی وفات ہوئی۔ جامعہ ملیہ اسلامیہ کے قبرستان میں ان کی تدفین عمل میں آئی۔
ڈاکٹر فارق نے اردو، انگریزی اور عربی میں عربی اور تاریخ اسلام کے موضوعات پر متعدد کتابیں لکھیں اور کثرت سے مضامین سپرد قلم کیے جو زیادہ تر رسالہ ’’برہان‘‘ دہلی میں شائع ہوئے۔ ان کی تصانیف حسب ذیل ہیں:
قاضی شریح اور دیگر...
A negative feeling that creates displeasure and anger is known as envy. It is produced by the negative attitude towards others, having assets, greater characteristics and fair potential than him. It is a psychological disorder that creates a nuisance in society and leads to social discontent. Such kind of psychological disorder gives rise to hatred and creates an environment of enmity and mistrust. Its magnitude and impact are very high and result in conflicts and jealousy. Such a situation is disliked in Islam and is taken very seriously and rejected at all levels. It is a mental disorder that disturbs the human psyche at local and international levels, resulting in chaos and disorder. Islam guides its followers in particular but humans, in general, to remain away from it to save humanity from anarchy and psychological sickness. Islam respects humanity and guides us to preserve human dignity and values of life. It prescribes detailed solutions to such a problem to preserve human beings. In this paper, an attempt is made and a detailed analysis is provided about its occurrence within the Islamic context and methods of safety are provided to safeguard humans from the malice of envy.
The purpose of the study was to understand the pedagogical beliefs of science teachers in professional nursing education. The study also sought to understand their personal, professional beliefs and how these beliefs influenced their practices. Demographic questionnaires, along with life history interviews and classroom observations were used as key methods for data collection; life-history is used as a methodological lens for in-depth exploration of participants’ lives.
Demographic data collected from 26 private, Pakistan Nursing Council (PNC) registered schools of nursing revealed that 71% of the science teachers were subject specialists with a masters’ degree in science, while the rest are doctors, engineers, pharmacists, and nurses.
Based on demographic findings three subject specialists, two female and one male were selected as participants. Three life- history interviews and three classroom observations were conducted for each participant. An analysis of interviews and classroom observation data revealed that the participants entered the professional teaching context with pedagogical beliefs that developed in two contexts, their own schooling and the out of school contexts. Both of these contexts influenced their pedagogical beliefs. All the participants were nurtured differently, went to different academic institutions, were exposed to different professional development opportunities, and worked in different contexts (academic and professional institutions). Their biographies revealed that these differences shaped their experiences, perceptions, and reasons according to the ways they lived their lives, and conceptualized and practiced teaching in professional schools.
The findings suggest a strong relationship between the science teachers’ experiences of teaching in professional nursing education and their developing pedagogies. The dynamic nature of their teaching and learning beliefs were affected by their personal, social, cultural, historical, and contextual influences. Participants’ understanding of the nature of science (NOS) was found to be one of the major influences in the pedagogical development and pedagogical beliefs. Cognitive dissonance was observed in their beliefs about the NOS and their reported and enacted teaching practices. The reported and the enacted beliefs of the participants imply that conceptually they are still holding a positivist view and hence positivist stance, but pedagogically they seemed inclined towards the constructivist views and positions.
It was interesting to find similarities between cases that were from different contexts, yet to find differences in their professional practices when they belonged to the same profession and had similar academic backgrounds.