سید ہاشم علی اختر صاحب
افسوس ہے کہ ۱۴؍ جون ۲۰۰۳ء کو جناب سید ہاشم علی اختر شکاگو میں وفات پاگئے، اناﷲ و انا الیہ راجعون۔
وہ جامعہ عثمانیہ کے مایہ ناز فرزند، حیدرآباد کے نام ور شخص اور ملک کے بڑے دانشور تھے، ان کو ملک کی دو شہرہ آفاق یونیورسٹیوں جامعہ عثمانیہ حیدرآباد اور علی گڑھ مسلم یونیورسٹی کا وائس چانسلر ہونے کا فخر بھی حاصل ہوا۔
جناب ہاشم علی اختر کی پیدائش ۶؍ اکتوبر ۱۹۲۴ء کو حیدرآباد میں ہوئی تھی، شروع کی تعلیم مدرسوں میں ہوئی، ۱۹۳۸ء میں انہوں نے جامعہ عثمانیہ سے بی ایس سی اور ۱۹۴۴ء میں ایم ایس سی کیا، ان کی طبیعت کا رجحان علم و تعلیم کی طرف تھا، اس لیے شروع میں درس و تدریس ہی کے پیشے سے وابستہ ہوئے، پہلے سٹی ہائی اسکول میں مدرس ہوئے پھر سٹی کالج میں جونیئر لکچرر ہوئے، مگر ان میں نظم و نسق کی صلاحیت بھی بہ درجہ اتم تھی، اس لیے جلد ہی انتظامی شعبے سے ان کا تعلق ہوگیا اور ۱۹۴۶ء میں وہ حیدرآباد سیول سروس کے لیے منتخب ہوگئے، اس کے بعد آئی۔اے۔ایس کے لیے ان کا انتخاب ہوا اور ڈپٹی کلکٹر کے عہدے پر تقرر ہوا جس سے ترقی کرتے ہوئے پرنسپل سکریڑی کے عہدے پر فائز ہوئے۔
ہاشم صاحب کو نظم و نسق کا اچھا سلیقہ تھا، ایک کامیاب اور نیک نام آئی اے ایس آفیسر کی حیثیت سے ان کو بڑی عزت و شہرت ملی، سکریٹریٹ کی اچھی کارکردگی اور خوش انتطامی ہی کی وجہ سے سبکدوش ہونے کے بعد حکومت نے ۱۹۸۲ء میں انہیں جامعہ عثمانیہ حیدرآباد کا وائس چانسلر مقرر کردیا، ابھی اس کی میعاد مکمل نہیں ہوئی تھی کہ ۱۹۸۵ء میں علی گڑھ یونیورسٹی کے وائس چانسلر کے لیے ان کا انتخاب ہوگیا۔
وائس چانسلر کی حیثیت سے ان کی کارکردگی...
In Sciences of Hadith Modhog )"refer to the narrations originating from some narrators by self or from those narrators who had been found, with solid arguments, telling a lie rather than from other well-accepted sources that quote the prophet Muhammad (SAWS), his Sahaba or Tabieen. These wrongly attributed "traditions" got mingled with the Islamic Literature from various sources and the people used to quote them from one another without being properly probed and analyzed. During the era of the compilation of tafa'asir of the Holy Quran, some Arabic commentators mistakenly quoted those traditions in their respective tafa'asir. Many tafa'asirs contain a large number of such traditions. Some Urdu tafa'asirs relied upon Arabic tafa'asirs without analyzing those traditions and quoted them. Tafsir Maarif ul Quran is also one of those referred tafa'asirs. It is a need of the day that the research scholars in Islamic Studies should focus on this issue and all these tafa'asirs should be carefully analyzed and made free from baseless "Modhug Traditions". This research effort is an attempt to give a base for analyzing such traditions and to protect Islamic literature from the Modhog traditions
The purpose of this study was to explore the efficacy of specially designed hands-on activities in developing conceptual understanding of the scientific method. It has been discussed in nature of science texts that the scientific method is an approach to undertake scientific investigations but it is not the only method. There could be non-linearity and non-rigidity in the sequence of the investigation process and the chance of serendipity during scientific discoveries is always present. However, several research studies have shown that teachers have a vague understanding of the scientific method or think that it is to be followed rigidly. This qualitative study which summarizes the research conducted on six middle school science teachers from Shining Light private school in Karachi. The data collection tools were pre-test, worksheets, observational checklist, reflective diary, and post-test. The purpose of the pre-test was to develop an understanding of the teachers’ prior knowledge of the scientific method which was followed by three half day workshops spread over six weeks.Five activities were designed and implemented in the workshop to develop the teachers’ understanding of the scientific method. After the workshop, a post-test was administered to assess the learning of the participants about the scientific method. The pre and post-test were same in order to track the conceptual understanding of participants as related to the scientific method. The findings of this research study report that participants who had a partial understanding in the pre-test developed a sound understanding of the scientific method in the post-test. Teachers grasped the key ideas that there is non-linearity, flexibility and serendipity during scientific investigations. The steps in the scientific method need not be followed in sequential order. The findings of the study illustrate that the hands-on activities facilitate teachers in improving conceptual understanding of the scientific method. Further, this teaching strategy was also effective in developing the communication skills; creating discussion, enhancing active engagement and altering misconceptions in the learners. Thus, this study concludes that naïve ideas of the scientific method can be improved by employing hands-on activities. However, it was challenging to design and implement the hands-on activities without pedagogical content knowledge and guidance of the supervisor. Hence, this study brings the implications for the science teachers and teacher educators that they should employ hands-on activities in the classroom because it is vital to understand the actual essence of scientific method.
