مولاناحکیم زماں حسینی
افسوس ہے کہ ۲۳؍ دسمبر کو کلکتہ کے مشہور و باوقار عالم مولانا حکیم زماں حسینی وفات پاگئے۔ اناﷲ و اناالیہ راجعون۔
وہ علم و عمل میں پختگی و استقامت، زہد و اتقاء میانہ روی اور ذاتی وجاہت کی بناء پر کلکتہ کے علمی و دینی حلقوں میں بہت مقبول تھے، ان کا تعلق کلکتہ سے تھا مگر اپنی علمی و دینی وجاہت متوازن شخصیت، پاکیزہ سیرت، اصابتِ رائے اور معاملہ فہمی کی وجہ سے پورے ملک میں باوزن اور قابل اعتماد سمجھے جاتے تھے۔ ان کے دل میں قوم و ملت کا درد تھا، اس لیے مسلمانوں کی موجودہ تباہی اور زبوں حالی سے بہت بے چین رہتے تھے، کلکتہ کے علمی و تعلیمی اداروں کے علاوہ وہ ہندوستان کے بھی ممتاز دینی و تعلیمی اداروں اور قومی و ملی تنظیموں سے وابستہ تھے۔ دارالعلوم ندوۃالعلماء لکھنو اور دارالعلوم دیو بند جیسے عالمگیر شہرت کے حامل اداروں کے عرصے سے اہم رکن تھے اور ان کے جلسوں میں پابندی سے شریک ہوتے تھے۔ امارت شرعیہ بہار واڑیسہ اور آل انڈیا مسلم پرسنل لابورڈ کے بھی سرگرم ممبر تھے۔ دارالمصنفین سے مخلصانہ تعلق رکھتے تھے، ہم لوگوں میں سے کوئی اگر کلکتہ پہنچ جاتا تو بہت خوش ہوتے اور لطف و مدارات سے پیش آتے۔
مولانا سید حسین احمد مدنی ؒکے ارشد تلاندہ میں تھے، ان سے غیر معمولی عقیدت ہی کی بنا پر اپنے نام کے ساتھ حسینی لکھتے تھے، دینی علوم میں اچھی دستگاہ تھی، فن تفسیر سے زیادہ مناسبت تھی، مفسر قرآن کہلاتے تھے، قدرت نے حسن بیان اور تاثیر کی نعمت بخشی تھی، ان کے درس قرآن کی شہرت تھی، برسوں کولوٹولہ کی مسجد میں قرآن پاک کی تفسیر بیان کی، روزنامہ آزاد ہند کے ہفت وار ایڈیشن میں ان کی تفسیر برابر شایع ہوتی تھی۔ ان کو حکمت و...
Signaficance of the Understanding of Intra-faith Similerties: Analytical Study in the Context of Pakistan Muslims are commanded to foster unity as breaking into sects is forbidden by Allah. Islam teaches about broadness of vision and the emergence of different denominations in Islam is because of this broadness. There are different school of thoughts that emerged due to the broader perspective of Shar’ῑah rulings like Hanfῑ, Shᾱfῑ, Mᾱlikῑ and Hanblῑ, J'afrῑ etc despite that there is an essential unity in beliefs and practices among the Muslims. They all worship Allah, follow the last Messenger, Muhammad (ﷺ) and the last revelation Qur’an. They face the same Qibla while praying, prostrate to Allah five times a day, and believe in finality of prophet hood. Qur'an and Ahᾱdῑth are a source of jurisprudence for all Muslims. The difference between Muslims is in understanding and interpreting the Scripture and Ᾱhᾱdῑth of Prophet Muhammad (ﷺ) in the matters related with implementation of certain religious, social, political, and other duties. Islam rejects sectarianism, intolerance and extremism. Keeping in mind all of the above-mentioned points, in the article an attempt has been made to analyze the major challenges facing the intra-faith unity in Pakistan. The first is ignorance. Second is the role of media and scholars. Third is curriculum and fourth is intolerance. In the beginning the introduction of different schools of thought is given, and then forbearance demonstrated from the life of ‘Salaf Sᾱlihῑn’ has been described to establish an atmosphere of harmony in the present time, especially in Pakistan. The importance and significance of foundations of harmony is explained in such a manner that every Muslim should understand that the differences between the Muslims are very small, as they are only minor disagreements. Other than that, they are united in beliefs and practices. Finally, in the end, recommendations have been proposed.
The focus of this study was to explore the role of a headteacher in creating a collaborative learning culture in a government secondary school in Karachi, Pakistan. In the context of Pakistan, particularly in public sector schools, headteachers play their role as an administrator, which develops a kind of distance between the headteacher and the other stakeholders in the schools. Such kind of distance develops isolation not only between the teacher and the headteacher but also among teachers as well. Most of the time, they work individually and do not share their learning. Research in Pakistan confirms that this is because of the lack of awareness about their role. This small scale explorative case study under the qualitative research paradigm has been employed to understand the role of a headteacher in promoting a collaborative culture in a secondary school in Karachi, Pakistan. Multiple sources of data collection such as semi-structured interviews, formal and informal observation, field notes, and document analysis, were employed to triangulate the data. The findings of the study revealed that headteachers play a key role in developing a collaborative learning culture in schools. He/she develops such an environment where the stakeholders are involved in decision making process. This leads to building trust, and valuing each other’s' ideas. In this particular study, the headteacher acts as an educational leader due to her awareness about her role and responsibilities, and was able to initiate the collaborative culture in her school. Her participatory leadership style allowed her to involve the stakeholders particularly teachers in decision - making, and she was able to build good relationship and trust by valuing stakeholders' ideas. The headteacher played multiple roles such as a change agent, a learner, a facilitator, and as a professional development teacher (PDT) in order to create a collaborative learning culture in the school. Developing an enabling learning environment in her school was not an easy task for her. However, through dedication, commitment, and good relationship with the stakeholders, she was able to achieve the success to some extent. The most impeding factors in promoting collaborative environment were: teachers' beliefs, an exam-oriented curriculum, teachers' annual confidential report practices, political interference, and teachers' part-time jobs. The study concludes that if there is will' and skill', there is always a way towards success.