محتشم عبدالغنی مرحوم
جناب محتشم عبدالغنی مرحوم کا تعلق سرزمین بھٹکل سے ہے، ہندوستان کے مغربی ساحل پر بحر عرب کی موجوں کی بے تابی، نمی، خنکی، گہرائی اور گیرائی کے ہمہ وقت نظارے میں محو، بھٹکل کی یہ ساحلی زمین، مردم خیز رہی ہے، جناب محتشم عبدالغنی بھی اپنی دینی، تعلیمی اور سماجی خدمات کی وجہ سے بھٹکل کے قابل فخر فرزند تھے، نام و نمود سے دور رہنے اور خموشی کو ترجیح دینے اور تجارت میں مصروف رہنے کے باوجود ان کی ملت کے لیے دل سوزی اور مقاصد کے مطلوب سرمستی ورعنائی نے ان کو بڑی مقبولیت عطا کی تھی، دارالعلوم ندوۃالعلما کی مجلس انتظامیہ اور آل انڈیا مسلم پرسنل لا بورڈ کے وہ رکن اساسی تھے، مسلم یونی ورسٹی علی گڑھ کی کورٹ کے معزز ممبر بھی تھے، قوم و ملت کے اداروں کے لیے فکر مند اور عملاً ان کی بہود و ترقی کے لیے کوشاں رہے لیکن ان کی جدوجہد، ایثار و قربانی کا سب سے حسین مرقع بھٹکل بلکہ گواسے کیرلا تک پورا مغربی ساحل ہے، دینی، اخلاقی، تعلیمی، تجارتی اور سیاسی لحاظ سے یہ پورا خطہ دوسروں کے لیے قابل تقلید ہے، وہاں کے مسلمانوں کی اس بیداری میں بے شبہ محتشم عبدالغنی مرحوم کی خدمات سب سے نمایاں ہیں، بھٹکل میں ان کو قائد قوم کہا جاتا تھا، حق یہ ہے کہ ان کی قیادت کی ضرورت پوری ملت اسلامیہ ہندیہ کو تھی۔
راقم الحروف کو ان کی خدمت میں حاضر ہونے کا موقع ملا، جسمانی لحاظ سے وہ قد آور اور وجیہ و شکیل تھے، دل بھی اتنا ہی پاک اور شفاف تھا، گفتگو کی دل کشی ان کے لہجے کی معصومیت سے اور سوا ہوجاتی تھی، وہ مولانا سید ابوالحسن علی ندوی کے بڑے عقیدت مند تھے اور اسی عقیدت کی وجہ سے دارالعلوم ندوۃالعلما سے...
Muḥadithīn have played a dynamic role in the preservation and compilation of Ḥadīth of the Prophet (SAW). Among them the contribution of Imam Bukhārī is unavoidable and remarkable in the field of Ḥadīth and its sciences. Since, he is known “Hafiz and Compiler” and considered as “Imam” and “authority” in the field of both higher and lower criticism. His book "Al-Tārīkh al Kabīr" (08 volumes) is considered as one of the ancient books in field of Ḥadīth and its sciences. This paper aims to describe the methodology of Imam Bukhārī in Al-Tārīkh al Kabīr. He described the biography of thirteen thousand seven hundred and seventy nine only (13779) in alphabetic order. Although his methodology was to mention names of the narrators alphabetically, but in respect with the Prophet (SAW), he gave place to eleven narrators among the companion whom names were started with the names of “Muhammad”. In the Methodology of Imam Bukhārī (RA), it is found that either the narrators are rejected or given authenticity, on the basis of not only his own examinations but he relied on the sayings of other Muḥadithīn as well. It is also pertinent to mention that he awarded degree to a little number of the narrators while left over most of the narrators undecided, because the main objective of the book was to portray the biographies of the narrators rather to make analysis of all the narrators.
Formative assessment practices within schools are usually carried out in two dimensions; assigning assessment tasks to the students and providing feedback on the assigned tasks. To assess students’ learning or performance effectively, it is unavoidable to plan and manage all tasks or activities in a way that will ensure the very purpose of the intended assessment. This study aimed to explore and understand the existing feedback practices of teachers in a primary school on students’ homework. The study was carried out under the qualitative paradigm employing the case study method. Two teachers and ten students were involved as the study’s participants. The study revealed that the teachers used to assign homework to their students and provide feedback on the assigned work but in a narrower scope. The assigned homework essentially remained textbook oriented and feedback on it was less focused and of a traditional manner. Teachers’ provided feedback was comprised mostly with the direct form of corrective feedback and also in an inconsistent way. However, the study also explored the challenges which constrained the teachers in carrying out effective feedback practices. These challenges and obstacles obviously are: (a) inadequate professional training of teachers, (b) ineffective supervision of school administration, and (c) absence of clear institutional policy regarding homework and feedback. The study further explored that the teachers need to be acquainted with the proper knowledge of formative assessment and its techniques to carry out effective and purposeful feedback practices within classrooms. The existing feedback practices of teachers in lower grades seem unnecessarily corrective and lacking both purpose and focus on students’ work. The study suggests detailed and individualized feedback on students written drafts as well as a scaffolding assistance for students in lower grades. The study also endorses to assign homework to students consistently but according to their needs, ease and interest. The purposeful home tasks thus would make the feedback process more meaningful and advantageous for both students and teachers.