اساتذہ
مفتی اعظم ہند، مفتی عزیز الرحمن عثمانی،غلام بشیر احمد عثمانی اور مولانا اعزاز علیؒ شامل ہیں اور دورہ حدیث میں آپکے اساتذہ انور شاہ کشمیری غلام رسول ہزاروی تھے اور مولانا اشرف علی تھانویؒ سے بھی حدیث کی تعلیم حاصل کی۔
فتوی کی ذمہ داریاں
افتاء کا منصب علمی سلسلوں میں سب سے مشکل سمجھا جاتا ہے فقہ کے لاکھوں ملتے جلتے مسائل کا تھوڑے تھوڑے فرق سے حکم بدل جاتا ہے۔ بہت سے احکام اور حالات کے تغیر سے بھی بدلتے ہیں دار العلوم دیو بند میں تدریس کا جب آغاز کیا تو اس وقت دارالعلوم کے صدر مفتی حضرت مولانا عزیز الرحمن عثمانی ؒ تھے ۱۳۴۴ھ میں مفتی اعظم ہند جب دارالعلوم سے مستعفی ہوگئے تو مفتی شفیع ؒکو منصب افتاء کی پیش کش ہوئی جو انہوں نے مولانا اشرف علی تھانویؒ کے مشورے سے قبول کرلی۔اور ۱۳۵۰ھ کو دارالعلوم دیو بند کی مجلس شوریٰ نے آپ کو منصب افتاء پر بحیثیت صدر مفتی فائز کردیا۔
فتوی سے تدریس کی طرف منتقلی
بزرگوں کے حکم پر فتوی کی ذمہ داری کو قبول تو فرمالیا مگر بعد میں تدریس میں واپس چلے جانے کی اجازت چاہی لیکن اجازت نہ ملی آپ کے دوبارہ اصرار پر ۱۳۵۴ھ میں دارالعلوم کی مجلس شوری نے یہ مشکل فیصلہ بھی کردیا کہ فتویٰ سے تدریس کی طرف منتقل کردیا جائے۔
سیاسیات میں فکری و عملی حصہ
طبعاً ہنگاموں اور جلوسوں سے الگ رہنا پسند کرتے تھے لیکن جب بھی دین اسلام اور مسلمانوں کی کسی اہم دینی ضرورت نے سیاست میں حصہ لینے کا تقاضا کیا تو آپ اس میں شریک ہوئے۔
پہلی جنگ عظیم کے اواخر میں جب مجاہدین بلقاں ہر طرف سے کفر...
Divorce from a distressful and unhappy marital alliance implies emancipation from perpetual pain, abuse, agony and violence but the social stigma attached to a divorced woman casts its shadow for life in the patriarchal and paternalistic socio-cultural settings in Pakistan. Seeking a judicial redress for dissolution of marriage is a legal right that needs to be available equally to both men and women. However, Christian married couples who apply for a divorce, are left with no options except to invoke the charge of adultery under Christian Divorce Act 1869. Proving adultery as a ground for dissolution of marriage stands as an impediment entailing character assassination of the accused and narrows the application of divorce on other grounds, such as domestic violence, abandonment by husbands and cruelty. The clergy representing Christian community fully supports the ground of adultery for dissolution of Christian marriage and vehemently opposes any position that calls for inclusion of nofault divorce. _________
The purpose of this study was to evaluate the teacher education program in Khyber-Pakhtonkhwa with the objectives, to point out perception of the trainees,teachers and directors/principals of different programs related to different aspects of teacher education institutes, to compare the perception of elementary and secondary trainee teachers and to suggest a ten year action plan for teacher education program in Khyber-Pakhtonkhwa. To obtain quantitative and qualitative data in the study, mixed methodology was used which employed a survey questionnaire with 72 items and interview contained 20 items grouped under seven broad categories. Ten regional institutes for teacher education (RITEs), five each male and female and five institutes of education and research (IERs) were the sample institutes. Similarly, 50 trainees and 05 teachers’ from each institute were also selected randomly. The total sample includes 750 trainees, 75 teachers and 15 principals/ directors. Survey questionnaires received from trainees were 600 with 60 from teachers and interview of 15 directors and principals. To analyze quantitative data, statistical procedures were run using SPSS version 16.0. Teachers and trainees perceptions about the teacher education program were analyzed by using descriptive statistics. Secondly, the Kruskal Wallis H test and Mann-Whitney U test were also used. As for as qualitative data analysis is concerned, the results from the interview with directors and principals were documented, while taking notes by the researcher. It was found that up to 47% trainees and 33% teachers do not have internet facility in their institutes. Nearly 40% of the trainees revealed that seminars, work shops and conferences were not carried out in the institutes. Half of the teachers and trainees responded that curriculum can not accommodate individual differences and aims can not be achieved through the present curriculum. Most of the 78.5% trainees and 78.3% teachers admitted the fact that faculty members were cooperative. Approximately 61.7% teachers and 47.7% trainees reported that there were hindrances in the teaching learning process. According to 35.3% of trainees 46.7% teachers malpractices were observed in examination. As far as the procedure of the lesson plans is concerned 47.3% trainees and 70.3% teachers admitted that they were outdated. The qualitative data reflect broad consensus that access for every learner to modern technology could be made possible. There is always a strong base for the argument about the need for allocation of budget to education. As reflected by the respondents, curriculum must be equipped with the national and international requirements. The situation is further compounded by the fact that many teachers join teaching by chance not by choice. So it is obligatory to conduct aptitude tests before admission. The teacher should take initiative to use the learning aids properly and activate the learner.Most of the participants of this study tend to concentrate upon the use of assessment in different ways and before assessing the learner have to know about the nitty gritty of assessment. The data reflect broad consensus that a teacher may be a good researcher and must be able to tackle classroom problems. There is a need to link research with practice in order to facilitate learning and school life as a whole. It is recommended that all vacant posts in teacher training institutes may be filled, to introduce modern assessment techniques, to strengthen teaching practicum and improve research activities in teacher education institutes. An action plan was launched for further implementation.