پروفیسر سید عبدالرحیم
پروفیسر سید عبدالرحیم کچھ دنوں سے کینسر کے موذی مرض میں مبتلا ہوگئے تھے بالآخر ۱۶؍ فروری ۲۰۰۵ء کو ناگ پور میں اپنے مالک حقیقی سے جاملے، اناﷲ وانا الیہ راجعون۔
مرحوم کا آبائی وطن ایلچ پور تھا، لیکن وہ اپنے نانہال ’’بھی گاؤں‘‘ ضلع امراوتی میں ۱۴؍ اپریل ۱۹۳۲ء کو پیدا ہوئے، ایلچ پور میں ابتدائی تعلیم حاصل کی اور وہیں کے رحمانیہ اردو ہائی اسکول سے میٹرک کا امتحان پاس کیا، ۱۹۵۴ء میں ناگ پور یونیورسٹی سے بی اے اور ۱۹۵۶ء میں فارسی میں ایم اے کیا، ۱۹۴۶ء میں اردو میں ایم اے کیا اور کلکتہ یونیورسٹی سے عربی میں ایم اے کیا، ۱۹۷۷ء میں ’’ارادت خاں‘‘ پر تحقیقی مقالہ لکھ کر ناگ پور یونیورسٹی سے پی ایچ ڈی کی ڈگری لی۔
کچھ عرصے تک انجمن ہائی اسکول کھام گاؤں میں درس کی خدمت انجام دی پھر محکمہ آثار قدیمہ سے وابستہ ہوئے جس کے ڈایرکٹر ڈاکٹر ضیاء الدین احمد ڈیسائی مرحوم تھے، ان کی رہنمائی میں ان کو بھی تحقیق اور تلاش و جستجو کا چسکا لگا اور کتابت و مخطوطات شناسی سے دلچسپی پیدا ہوئی۔
عبدالرحیم صاحب ۱۹۶۸ء میں وسنت راؤ نایک انسٹی ٹیوٹ آف آرٹس اینڈ سوشل سائنسز میں اردو فارسی اور عربی کے لیکچرر مقرر ہوئے اور ۱۹۷۷ء میں پروفیسر کے عہدے پر فایز ہوئے، ۱۹۸۸ء میں کالج کوانسٹی ٹیوٹ کا درجہ دیا گیا تو یہ ڈایرکٹر مقرر کیے گئے اور ۱۹۹۲ء میں اسی عہدے سے سبک دوش ہوئے۔
ڈاکٹر صاحب مہاراشٹر اور گجرات کی مختلف علمی، تعلیمی، ادبی اور ثقافتی سرگرمیوں سے وابستہ تھے اور کئی اداروں اور اکیڈمیوں کے ممبر اور بعض کے چیرمین بھی رہے، ان کی نگرانی میں متعدد لوگوں نے علمی و تحقیقی کام انجام دیے اور پی ایچ ڈی کی ڈگری بھی حاصل کی، ان کا ایک بڑا...
Essentialism represents one of the branches within the realm of educational philosophy. The emergence of this perspective can be traced back to a response against the absolutist and dogmatic tendencies of medieval symbolism. Subsequently, it formulates a structured and all-encompassing understanding of humanity and the universe, tailored to the contemporary demands. The essentialist viewpoint in education asserts that a foundational approach, contrasting with a wholly flexible stance, can serve as a foundation for cultivating a steadfast and unwavering outlook, one that is less prone to fluctuations and inconsistency. Consequently, education should be grounded in enduring values that promote stability, have stood the test of time, exhibit clarity, and are deliberately chosen.The essentialist philosophy of education aims to reintroduce a return to traditional culture. Advocates of this philosophy hold the belief that ancient cultures possess numerous virtues capable of benefiting the progression of humanity. Their emphasis is on reverting to cultural practices that have existed since the inception of human civilization, with a primary focus on the cultural advancements that transpired during the Renaissance period, spanning the 11th to 14th centuries AD. The Renaissance was marked by significant efforts to rekindle the realms of science, art, and classical culture, particularly those hailing from the eras of ancient Greece and Rome. In contrast, the Islamic philosophical perspective on education and the concept of essentialism exhibits distinctions. These differences arise from varying interpretations concerning the interrelation between God, human beings, and the natural environment. The philosophical underpinnings of Islamic education find their foundation within the core concepts of Islam, encompassing the Quran and Hadith, as well as insights from distinguished Islamic scholars and thinkers.
Politicians, policy makers and economic managers want to spur economic growth, bring economic stability and to create jobs. Economic growth is not only affected by macroeconomic policies but it is also prone to various types of shocks. Appropriate and timely policy response can at least minimize, if not completely escaped, the distortions and loses associated with shocks. Optimization of economic growth and its sustainability demands the execution of good macroeconomic policies in general and fiscal and monetary policy in particular. Some time fiscal policy seems to be more effective while the environment is more favorable for monetary policy in other times. We also know that both fiscal and monetary policy have different objective with different policy instruments. The macroeconomic situation of Pakistan’s is very depressing and the situation demands stark assessment of its macroeconomic policies particularly fiscal and monetary policy. The objective of this thesis is to investigate the interaction between fiscal and monetary policy using small scale open economy dynamic stochastic general equilibrium model. This thesis explores the responsiveness of monetary policy to fiscal policy vis-à-vis explore the fiscal implications of monetary policy. As we assume a small scale open economy, we also explore the responses of fiscal and monetary policy interaction to technology and foreign output shocks. We also countercheck few results using the techniques of autoregressive distributive lag model. Our findings reveal the existence of interaction between fiscal and monetary policy in Pakistan. The response of interest rate to fiscal policy, particularly to tax shock is positive. Fiscal and monetary policy behaves as a strategic complements. This is not a good sign for a crippling economy like Pakistan’s as two important macroeconomic policies are contractionary simultaneously. Similarly when it comes to spending component, interest rate negatively responds when government increases spending. Both fiscal and monetary authority adopts expansionary policies simultaneously. We also find that higher interest rate discourage government borrowing. Inflation responds negatively to interest rate in DSGE set up while the phenomenon of price puzzle exists in ARDL schemes of things. The response of inflation is positive to both higher taxes and government spending. Government spending reduces in response to a monetary policy shock. Tax revenue also reduces when interest rate shock occurs in the economy. Inflation also raises the revenue from taxes but is very short lived.