مولوی اقبال احمد خان سہیل
ابھی یہ سطریں زیر تحریر تھیں کہ اعظم گڈھ کی نامور اور صاحبِ کمال شخصیت مولوی، اقبال احمد خان صاحب سہیل نے وفات پائی، وہ علامہ شبلی مرحومؒ کے خاص تلامذہ میں تھے، اپنے زمانہ میں نامور علیگ، عربی، فارسی اور اردو تینوں زبانوں کے ماہر تھے، قوتِ حافظہ اور ذہانت و ذکاوت میں بے مثال، اردو کے نکتہ سنج ادیب اور اردو و فارسی کے قادر الکلام شاعر تھے، قصید گوئی اور نعت و منقبت نگاری میں اس زمانہ میں ان کا جواب نہ تھا، ان کا فارسی کلام ایران کے قدیم اساتذہ کے کلام کی ہمسری کرتا تھا، علمی قابلیت کے لحاظ سے غیر معمولی صلاحیتوں کے مالک تھے، مگر وکالت کے پیشہ نے ان کے جوہروں کو چمکنے نہ دیا، اگر وہ کسی علمی شعبہ میں ہوتے تو ہندوستان کے مشاہیر اہل علم میں ان کا شمار ہوتا، دارالمصنفین سے ان کے تعلقات بڑے گوناگوں اور گہرے تھے۔ اﷲ تعالیٰ اس مداح رسول اور منقبت نگار صحابہ کو آخرت کے انعام سے سرفراز فرمائے۔ (شاہ معین الدین ندوی، نومبر ۱۹۵۵ء)
This article is about misunderstandings of "Ah-lul-Quran" towards "Al-Sunnah" they call themselves Ah-lul-Quran, though they do not deserve this title. They deny authenticity of the Hadith as well as the work of Mohaddisien, following in the footprints of their spiritual mentors who are primarily orientalists such as subringer, William mowver and Goldzehar. Actually in sub-Continent treacherous act of denial of Ahadith, was outcome of conspiracies hatched by imperial world. Major misunderstandings of Ah-lul-Quran towards Sunnah arise from the following. * Status of the Prophet (SAW) in their eyes. * According to their view Sunnah was not compiled during the time of prophet hood. * Doubts about the ahadith as fabrication Indeed their views are based on nothing but merely misconceptions and ill-will against Islam. They not only deny the Sunnah but also the Quran. This paper refutes the objections held forth by the Ah-lul-Quran by indepth analysis and valid references.
Pedagogical practices of teachers are influenced by many factors such as personal and professional experiences, teacher training, socio-cultural environment, theoretical knowledge and the institutional context in which they work (Lim & Torr, 2007). It is important to understand teachers’ beliefs about teaching and learning because it help to understand their classroom practice and decisions about creating learning environment for children and strategies used by teachers in these environments (Pardhan & Fernandes-Faria, 2013). This qualitative exploratory study investigated early primary school teachers understanding of their practice to support early writing in a private community based school of Karachi, Pakistan. Two early primary teachers were interviewed and observed over a period of time to know their beliefs and practices. Overall eight themes emerged from the study. The finding of the study show that teachers’ supports children in developing their early writing skills by providing different materials to them such as story books, flashcards, and worksheets. However teachers are not aware about how children learn writing in a multilingual context. In addition they want to learn about early writing skills to help children in a better way. The study findings also suggest that the teachers believed that they have a crucial role to play to support children’s early writing development. Moreover, the study findings emerged that the teachers strongly believed that clear instructions support in children’s writing development. It was evident from their practices as well that both the teachers gave instructions to support children in developing their early writing. Morrow (2012) suggests that children learn about writing through teacher’s explicit instructions and by observing others. The findings recommended that early childhood teachers should go for education programs and professional development to get awareness about early literacy and early writing in particular.