Andalusia (Spain) had been an Islamic centre of knowledge and literature for a long period of time in the
Islamic history. Muslims, not only worked and researched a lot in all fields, but also endeavored and have
done monumentous efforts in the fields of Quranic Orthography (ilmu-rasam). Their efforts are buried in
the books of history, out of sight and waiting for our attention. It is miracle of Quran that it is safe from
amendments, modifications, and alterations; so it is also its miracle that its orthography is safe from
modifications, and alterations. I have made a humble attempt in this dissertation, to elaborate the history
of Quranic Orthography (ilmu-rasam) and have addressed the suspicions raised by orient lists, regarding
efforts of Islamic scholars of Andalusia in this field. Research plan:
This dissertation mainly consists of an introduction of dissertation, and five chapters. Further the
introduction introduces the advent of Islam in Spain; analysis of a short history of Quranic Orthography,
a need and pattern, fundamental question of research and also includes analysis on the previous efforts
made on the subject and further outlines/synopsis of dissertation. The First Chapter deals with the
efforts of scholars of Andalusia relating to Quranic Orthography in the first and second century.
The second Chapter deals with the efforts of scholars of Andalusia relating to Quranic Orthography in the
Third Century. The Third Chapter deals with the efforts of scholars of Andalusia relating to Quranic
Orthography in the Fourth Century. The Fourth Chapter deals with the efforts of scholars of Andalusia
relating to Quranic Orthography in the Fifth Century. The Fifth Chapter consists of evaluation of the
efforts of scholars of Andalusia relating to Quranic Orthography in the First five centuries.
The conclusion consists of the outcomes of Research, bibliography of Primary and secondary sources.
اے ۔ کے ۔ بروہی ہندوستان اور پاکستان کے علمی حلقوں میں یہ خبر نہایت افسوس کے ساتھ سنی گئی کہ بین الاقوامی شہرت کے قانون داں اور عالم جناب اے۔ کے۔ بروہی جن کا پورا نام اﷲ بخش بروہی تھا، گزشتہ ستمبر میں عارضہ قلب میں انتقال فرما گئے، ان کی میت لندن سے کراچی لائی گئی، ان کی عمر ۷۲ سال کی تھی، مرحوم کے بارے میں یہ بالکل درست ہے کہ پیشہ کے لحاظ سے وہ قانون داں تربیت کے لحاظ سے فلسفی اور مزاج کے لحاظ سے دیندار تھے، ان کی قوت گویائی اعلیٰ درجہ کی تھی، ۱۹۶۰ء میں وہ پاکستان کے ہائی کمشنر ہوکر ہندوستان آئے، ان ہی دنوں ایک انڈوپاک کلچرل کانفرنس دلی میں منعقد ہوئی، جس میں پاکستان کے چوٹی کے ادیب، شاعر اور دانشور بھی آئے ہوئے تھے، افتتاحیہ جلسہ میں وزیراعظم جواہر لال نہرو شریک تھے، وہ بہت تھکے تھکے معلوم ہورہے تھے لیکن جب بروہی صاحب تقریر کرنے لگے تو وہ ہمہ تن گوش ہوگئے۔ بروہی صاحب نے اسلام آباد میں انٹرنیشنل یونیورسٹی قائم کی جس کے وہ پہلے ریکٹر ہوئے، پاکستان کی نیشنل ہجرۃ کونسل کے چیرمین تھے، جس کی وجہ سے حکومت نے انھیں سفیر کا درجہ دے رکھا تھا، وہ انگریزی میں کئی کتابوں کے مصنف تھے۔ نیشنل ہجرۃ کونسل کے چیرمین کی حیثیت سے وہ اسلام سے متعلق ایک سو اعلیٰ معیار کی کتابیں مرتب کرانے میں مصروف تھے، ان کتابوں کے انتخاب کے لئے ایک کمیٹی مقرر کی گئی ہے، جس کے ایک رکن مرحوم سید صباح الدین عبدالرحمن بھی تھے۔ (ضیاء الدین اصلاحی، جنوری ۱۹۸۸ء)
Allah Himself has taken the responsibility to protect the Holy Quran and the Hadith of the Holy Prophet. He Himself has provided the sources of their protection. One of the means of the protection that was the creation of such a group of the Qura who not only served the Holy Quran but also provided worth mentioning services in Ahadith of the Holy Prophet. But their services are hidden from us. By Qura the researcher means those Qura whose recitation styles and narrations are studied and taught in the different quarters of the world who are known as Qura Saba & Ashra (سبعہ وعشرہ). They are ten imams each with two Ravi’s. They are thirty Qura in total. I have selected only last three Imam & their two narrators in this Article. These Qurra are known as Qurra Thlathah (قراء ثلاثہ). The services of these imams have been highlighted in the light of the following eleven Ahadith books. Sihah: Sahih Bukhari, Sahih Muslim, Sahih Ibn-e-Habban, Sahih Ibn-e-Khuzeema. Sunan: Sunan Abu Dawud, Sunan al-Tirmidhi, Sunan al-Nasai, Sunan Ibn Majah, and Sunan al-Kubra. Masaneed: Musnad Ahmad ibn Hanbal, Musnad Abu Ya`la al-Mawsili. How many people have reported them and what is the standard of the weakness and soundness of those narrators have also been discussed in this article. Besides these books of Ahadith, these Ahadith have been searched in other books of Ahadith also. The status of these Qura has been explained in the light of the commentary of Muhadithin. Whether Ahadith critics have declared them thiqa or weak or have declared them as average sadooq. The most important thing is that there is no one weak reporter in these imam qura. Two out of three imam qura are ranked as thiqa and one sadooq. And among the narrators of these qura one is thiqa, one sadooq, and nobody are weak reporters. There is silence about the remaining four reporters of these qura. The reason is that there is no hadith reported from them. Because of all this their religious and scholarly authenticity could be determined. The narrations of these thalathah (ثلاثہ) Qura are confined to reporting the Holy Quran but they have also reported about every part of fiqh and they have been utilized and refered to
This study aimed to explore the relationship between secondary school students’ digital literacy and their attitude towards using information and communication technology across three private secondary schools in Karachi, Pakistan. This study focuses on three major themes: students’ attitude towards using information and communication technology (ICT), digital literacy (DL) and the relationship between DL and attitude towards using ICT controlling for general and ICT related demographics. For this study, a survey questionnaire was developed by adapting two surveys related to attitude and DL. An attitude related questionnaire was adapted from Edmunds, Thorpe and Conole (2012) to investigate attitude and the DL questionnaire was adapted from online European Commission Digital Literacy (ECDL) to find students level of DL. An online version of the tool was used for data collection, and the data were collected through google forms. Additionally, focus group discussions were held to have deeper and richer data that would justify the results of the statistical analysis. The total sample size for this study was 344 secondary school students. About 50% of the participants were female. The results show that the participants’ attitude towards using ICT in education is positive regardless of their general and ICT related demographic characteristics. The analysis of the results from the DL questionnaire reveals an adequate level of DL among students. A majority of the students has positive attitude and adequate level of DL. Correlation analysis revealed a significant association between DL and students’ attitude towards using ICT in education. In addition, attitude towards using ICT was found to be correlated with ICT related variables. Further analysis showed that use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students’ attitude towards using ICT. This study has highlighted the importance of ICT related demographics which contribute towards developing students’ attitude to use ICT and level of DL. Based on the findings it is suggested to further research students’ attitude to use ICT and identify school and individual level factors that influence attitude towards use of ICT and DL.