مولانا عبدالسلام قدوائی
افسوس ہے ہمارے فاضل اوردیرینہ دوست مولانا عبدالسلام صاحب قدوائی بھی کم وبیش ستربرس کی عمر میں۲۴/اگست کواپنے گاؤں تہیلنڈی ضلع رائے بریلی(اترپردیش)میں راہی ملک بقاہوگئے۔خاتمہ اچانک ہوا،۲۴/اگست کو آخری روزہ تھا، مرحوم سحری کے وقت پہلے خود اُٹھے، پھر گھر کے لوگوں کو اٹھایا لیکن ابھی سحری کھائی نہیں تھی کہ بیت الخلا جاتے ہوئے گرپڑے، تھوڑی دیر کے بعد حالت غیر ہوگئی اوربے ہوش ہوگئے، نفس کی آمدوشد میں فرق آگیا،اورآخر چند گھنٹوں کے بعد جان جانِ آفریں کوسپرد کردی۔انا ﷲ واناالیہ راجعون۔
مرحوم دارالعلوم ندوۃ العلماکے آخری درجہ میں زیر تعلیم تھے کہ ندوہ میں ایک مشہور اورعظیم الشان اسٹرائیک ہوئی، اس سلسلہ میں احمد جعفری اوردوسرے بہت سے طلباء کے ساتھ مرحوم بھی خارج کردیئے گئے۔ اب وہ جامعۂ ملیہ اسلامیہ میں داخل ہوگئے لیکن کئی برس یہاں مقیم رہنے کے باوجود تکمیل یہاں بھی نہ کرسکے۔بہرحال تھے ذہین اورجو کچھ پڑھا تھا محنت اورشوق سے پڑھا تھا اس لیے استعداد پختہ تھی، اس بناپر چندبرس ندوہ میں مدرس رہے۔لکھنؤ میں ادارۂ تعلیمات اسلام کے نام سے ایک ادارہ قائم کیا۔بمبئی میں اخبار خلافت کے عملۂ ادارت سے بھی وابستہ رہے۔ آخرکار جامعہ ملیہ اسلامیہ میں ناظم شعبۂ دینیات ہوگئے، یہاں سے سبکدوش ہوکرندوۃ العلماء میں معتمد تعلیمات ہوئے، پھر شاہ معین الدین احمد صاحب کاانتقال ہوا توان کی جگہ سید صباح الدین عبدالرحمن صاحب کے ہاں ماہنامۂ ’معارف‘ کے شریک ادارت ہوگئے۔مولانا مرحوم نے اگرچہ کم لکھاہے لیکن جوکچھ لکھاہے بہت خوب لکھاہے۔سادگی کے ساتھ طرفگی اور سنجیدگی ومتانت کے ساتھ شگفتگی اُن کے قلم کی خصوصیت تھی۔طبیعت رسااورنکتہ آفریں پائی تھی، کم گواورکم سخن،مرنج ومرنجان اوربڑے بااخلاق ومتواضع تھے۔ اللھم اغفرلہ وارحمہ
[ستمبر۱۹۷۹ء]
Maulānā Muḥammad Ismāʿīl al-Ūdwī al-Shikārpurī (1897-1970) was one of the very prominent scholarly personalities of Pakistan. His life and works are studied and analyzed in detail elsewhere. (See. IRJAH, Faculty of Arts, University of Sindh, Jamshoro, Vol. 42, 2014 and Ma’arif Research Journal, Islamic Research Academy, Karachi, issue. 13, 2017). This paper mainly deals with al-Ūdwī’s theory of iʿjāz al-Qurʾān. With regard to the theory of iʿjāz al-Qurʾān, classical scholars including al-Rummani, al-Khaṭṭābī, al-Baqillani, al-Rāzī significantly emphasize the linguistic nature of iʿjāz as an argument to support the doctrine of iʿjāz al-Qurʾān. Al-Ūdwī on the other hand, after accepting the linguistic iʿjāz of the Qurʾān, proceeds to go further than his predecessors in supporting the doctrine of iʿjāz al-Qurʾān by emphasizing and situating iʿjāz in the content of the Qurʾān. Therefore, his book Nūr al-Īqān bi iʿjāz al-Qurʾān seems to be considerably different in its arguments from his predecessors’ theory. There is no exaggeration to say that al-Ūdwī has distinctly added several new arguments in his book, which, according to him, provide the certainty in the doctrine of iʿjāz, as he names his book as Nūr al-Īqān bi Iʿjāz al-Qurʾān, ‘Light of the faith through the inimitability of the Qurʾān.
The present research was primarily aimed to adapt, translate, and standardize WISC-IV for Pakistan. The research was conducted in collaboration with NCS Pearson Private Limited, India as part of a larger project aiming at standardization of WISC-IV for South Asia. Research process was completed through three studies. Study-I was concerned with the adaptation and translation of WISC-IV and it was completed through two phases. Phase I involved pre-testing of the original WISC-IV South Asia subtests (n=12). Its findings not only identified few items needing adaptation but also suggested translation of instructions and/or item content of all subtests (including performance subtests). Phase II was concerned with the steps involved in proper adaptation and translation of the WISC-IV subtests. It involved a priori procedures (judgmental procedures) for adaptation and translation of the subtests. These procedures included multiple-forward translation, committee approaches, and expert reviews. This process resulted in development of Urdu adaptation of WISC-IV in which child directed instructions for all subtests and item content of all verbal subtests have been translated into Urdu along with various adaptive changes. Study II was aimed to evaluate the psychometric properties of the WISC-IV PAK through conduction of tryout I (n=33), tryout II (n=88), and tryout III (n=110). Initial tryout assessed functioning and comprehensibility of items through response frequency and reliability analysis only. But other two tryouts involved Classical Test Theory (CTT) and Item Response Theory (IRT) based psychometric techniques to improve, item reliability, item difficulty, item discrimination, and item fit. This detailed item analysis v involved item re-ordering of nine subtests and changes in item content and/or sampled responses of few other subtests and resulted in finalization of WISC-IV PAK. The study III involved the standardization of the WISC-IV PAK and was completed through four phases. All the analyses conducted in this study are based on a normative sample of 800 children (50% girls) selected through following a stratified random sampling design. The normative sample was stratified into 11 age groups, two gender groups, five geographical regions, and three parental education levels. It was selected from govt., semi-govt., and private schools and colleges situated in 10 districts of Pakistan. In the first phase of study III, subtests temporal stability and internal consistency evidence was established. In the phase II a multi-model multi-trait matrix method was utilized to establish convergent and discriminant validity of WISC-IV PAK. The cross validation of WISC-IV factorial structure in Pakistan was also done during this phase. Pakistani norms for WISC-IV PAK were developed for 11 age groups of one year ranging from 6 to 16 years and 11 months in the phase III of the standardization study. Two types of norms including standard score norms (scaled scores and composite scores) and test-age equivalent norms were derived. Comparison of WISC-IV PAK composite scores by using Pakistani and UK norms was also conducted in this phase. In the last phase of study III influence of variables like age, gender, geographical region, and parental education level on children’s intelligence level was explored. This concluded the efforts to provide a reliable and well-standardized tool to measure intelligence of Pakistani children.