علم بڑی دولت ہے
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
قُلْ ھَلْ یَسْتَوِی الَّذِیْنَ یَعْلَمُوْنَ وَالَّذِیْنَ لَا یَعْلَمُوْن۔صَدَقَ اللہ الْعَظِیْم
صاحب صدر معزز اسا تذہ کرام اور میرے ہم مکتب ساتھیو! آج مجھے جس موضوع پر تقریر کرنے کا موقع فراہم کیا گیا ہے وہ ہے:’’علم بڑی دولت ہے‘‘
صدرِذی وقار!
انسان حسن و جمال میں ایک دوسرے کے برابر ہوسکتا ہے، رنگ و روپ میں ایک دوسرے کے برابرہوسکتا ہے۔ قد کاٹھ میں ایک دوسرے کے برابر ہو سکتا ہے، گفتار ورفتار میں ایک دوسرے کی برابری کر سکتا ہے تحریرو تقریر میں یکسانیت کا امکان ہے، مال و دولت میں ہم پلہ ہوسکتا ہے، سونے چاندی کے ڈھیر کے پیما نے برابر ہو سکتے ہیں، قوت وسطوت میں برابری ہوسکتی ہے لیکن علم ایک ایسی دولت ہے جس میں جاہل اور عالم برابر نہیں ہو سکتے جس کے ترازوکا پلڑاعلم کے وزن سے بھاری ہو جاتا ہے پھر دنیا کی کوئی شے اس کا مقابلہ نہیں کر سکتی اس کے پلڑے کو اُوپر اٹھانا تو در کنار اس کی برابری کا تصور تک نہیں کر سکتا۔
معزز سامعین!
یہ صرف میں نہیں کہہ رہا کہ علم بڑی دولت ہے، بلکہ تاریخ اسلام کی نامور ہستیوں نے کہا۔ صالحین نے کہا کہ علم بڑی دولت ہے، متقین نے کہا کہ علم بڑی دولت ہے، اولیاء نے کہا کہ علم بڑی دولت ہے، ابدال نے کہا کہ علم بڑی دولت ہے، قطب نے کہا کہ علم بڑی دولت ہے، غوث نے ہزاروں کے مجمعے میں پیغامِ تو حید پہنچا کر کہا کہ علم بڑی دولت ہے،حضرت بلال ص نے اپنے آپ کوتپتی ر یت پر لٹا کر کہا کہ علم بڑی دولت ہے، خبیبص نے خود کوسولی پر چڑھا کر کہا کہ علم بڑی دولت...
It is incontrovertibly true that Islam advocates peaceful coexistence with the adherents of other creeds. The holy Qur’an, the primary source of Islamic Shari‘ah, vividly recommends freedom of conscience and religion. Similarly, the prophet (SAW), being the perfect role model for the entire humanity, preached and practiced the lofty ideals propounded by the holy Qur’an and peacefully coexisted with the followers of Judaism and Christianity. Furthermore, the four rightly guided caliphs exhibited tolerant attitude towards their Jews and Christian subjects. In the presence of these models, nonetheless, many contemporary critics of Islam are disinclined to admit this explicit reality. Robert Spencer also sees eye to eye with them. Robert Spencer is an American author and he has published twelve books. He is a member of Melkite Greek Catholic Church. He looks on Islam as a highly intolerant religion. In this connection, he singles out Muhammad’s (SAW) treatment of various Jewish tribes. He maintains that all Jewish tribes viz. Banu Na╔hir, Banu Qaiʽn┴q┐ʽ and Banu Qurai╔ah “received the wrath of Muhammad”. This brief study aims to prove that the treatment meted out to the Jews was not founded on religious prejudice and malice; it was rather commensurate with their wicked demeanor.
The philosophy of inclusive education has developed from the long history of global educational reforms since 1948 that, seek to reinforce the principles of Education as a Human Right. These legislations over the years culminated into the Salamanca Statement (1994) of inclusion, which was signed by 92 nations of the world, with the number having increased over the last 11 years to 164 nations currently (UNESCO, 2005). The target is that by 2015, these nations should have realized basic Education for All (EFA) through their national goals and work plans for Universal Primary Education (UPE). This is a major challenge, especially for developing countries, where progress has been relatively slow (Eleweke&Rodda, 2000). UNESCO (1998) points out that majority of students with special needs, specifically those with disabilities, remain excluded from schools; therefore, a major challenge for these nations to realize the UPE goals by 2015. The World Bank report (2003) on EFA estimates that 40 million children out of the 115 million children, who are out of schools, are children with special needs. Inclusive Education (IE) is seen as the vehicle, through which the goals of EFA can be achieved. Inclusive Education means accommodating all children in mainstream schools regardless of their physical or individual differences. It is within this context of events that I conducted a case study research of a private inclusive school, focusing on the role of the principal in transforming a school to reach out to all learners through Inclusive Education. It is apparent that schools need to change their perspectives so as to recognize, value, and provide for diversity in curriculum. My study revealed that a principal can transform the school to reach out to all learners by restructuring the school philosophy to reflect positive behaviors and support for diversity; change school policies on admission, assessment and curriculum implementation in order to retain learners with special needs; show support for teachers through relevant professional development programs, provision of adequate time and resources; strong partnership and involvement of parents and community; and modeling and reinforcing inclusive education behaviors through hands-on site-management. The background of the study was based on my life story, that is being a parent of a child with special needs, as evidence of an insider's voice on the challenges of educating children with special needs.