سید محبوب رضوی
بڑے افسوس اوردکھ کی بات ہے کہ ہمارے عزیز دوست جناب سید محبوب رضوی صاحب اچانک۲۵/مارچ کو راہی ملک بقاہوگئے۔مرحوم نے اچھے خاصے ظہر کی نماز چھتے کی مسجد میں ادا کی، فراغت کے بعد سینے میں کچھ درد محسوس ہوا تو فوراً ایک رکشا کرکے گھر روانہ ہوئے لیکن ابھی گھر پہنچے بھی نہ تھے کہ مرغ روح قفس عنصری سے پرواز کرگیا۔اناﷲ واناالیہ راجعون۔
مرحوم دارالعلوم دیوبند سے فراغت کے بعد ہمہ تن دارالعلوم کی خدمت کے لیے وقف ہوگئے۔انھوں نے مختلف دفتری خدمات بڑی دیانت داری، محنت اور قابلیت سے انجام دیں۔ اُن کو مطالعہ تحقیق اورتصنیف وتالیف کااعلیٰ ذوق قدرت کی طرف سے عطاہوا تھا، وہ دیوبند کے مایۂ نازادیب محقق مؤرخ اور مصنف تھے۔ اُن کاآخری شاندار کارنامہ ’تاریخ دارالعلوم دیوبند‘ کی دو جلدیں ہیں۔ عادات وفضائل کے اعتبار سے نہایت دین دار، عابد وزاہد، معاملہ فہم، خوش اخلاق اور دیانت دار تھے۔ اس میں شبہ نہیں کہ اُن کی وفات دارالعلوم کاایک عظیم نقصان ہے۔اللھم اغفرلہ وارحمہ۔ [اپریل۱۹۷۹ء]
Like many low-income countries, Pakistan is facing children’s health problems. The major health problems affecting children in the country are Pneumonia, Diarrhoea, Measles, Malaria and malnutrition. There is much research has already been conducted on biomedical and epidemiological aspects of these health problems, but little is known about the social and cultural dimensions of children’s health issues. This paper attempts to propose the sociological research on children’s health problems in Pakistan with the emic focus on local context. The proposed future research may mainly be situated in the interpretivist paradigm of qualitative inquiry. Thus, it will contribute in up-scaling the very basic understanding of the meaning formed by people about social determinants of prevailing children health problems and their potential hazardous consequences in Pakistan.
The purpose of the research was to understand the process of implementation of inquiry teaching strategies in lower secondary mathematics classroom in Pakistan. The research methodology was action research (Kemmis, 2004) in which I played the dual role of teacher and researcher, and taught Mathematics to class seven in a private English medium school in Karachi. The inquiry teaching strategies were implemented by using the model of inquiry called exploration, invention and expansion (E-I-E)' Data was generated through observation, conversation with students, reflective journals, sample of students' work and teacher interviews. Some key findings and conclusions can be drawn which are: inquiry teaching and learning was facilitated through change in the physical and social environment of the classroom which provided the students with physical, social and intellectual space in learning. This change was achieved through designing teaching tasks which required questioning, discussion and group work. The E-I-E model of inquiry enabled the students to learn Mathematics concepts, relationships and rules in a holistic manner and inquiry teaching provided students the autonomy to learn by building on their prior knowledge. Moreover, the teacher's role in an inquiry classroom was that of a facilitator who was also engaged in inquiry. Finally, the study explored many issues like the use of textbooks, exams, and course completion as debilitative factors in the implementation of inquiry teaching strategies.