مولانا اشرف علی تھانویؒ
محفل دوشیں کا وہ چراغ سحر جو کئی سال سے ضعف و مرض کے جھونکوں سے بجھ بجھ کر سنبھل جاتا تھا بالآخر ۸۲ سال ۳ ماہ ۱۰ روز جل کر ۱۵؍ رجب ۱۳۶۲ھ کی شب کو ہمیشہ کے لئے بجھ گیا۔
داغ فراق صحبت شب کی جلی ہوئی
اک شمع رہ گئی تھی سو وہ بھی خموش ہے
یعنی حکیم امت، مجددِ طریقت، شیخ الکل حضرت مولانا اشرف علی تھانویؒ نے مرض ضعف و اسہال میں کئی ماہ علیل رہ کر ۱۹ اور ۲۰ جولائی کی درمیانی شب کو ۱۰ بجے نماز عشاء کے وقت اس دارفانی کو الوداع کہا، اور اپنے لاکھوں معتقدوں اور مریدوں اور مستفیدوں کو غمگین و مہجور چھوڑا، انا ﷲ وانا الیہ راجعون۔ اب اس دور کا بالکلیہ خاتمہ ہوگیا جو حضرت شاہ امداد اﷲ صاحب مہاجر مکی، مولانا یعقوب صاحب نانوتوی، مولانا قاسم صاحب نانوتوی، مولانا شیخ محمد صاحب تھانوی کی یادگار تھا، اور جس کی ذات میں حضرات چشت اور حضرت مجدد الف ثانی اور حضرت سید احمد بریلوی کی نسبتیں یکجا تھیں، جس کا سینہ چشتی ذوق و عشق اور مجددی سکون و محبت کا مجمع الجرین تھا، جس کی زبان شریعت و طریقت کی وحدت کی ترجمان تھی، جس کے قلم نے فقہ و تصوف کو ایک مدت کی ہنگامہ آرائی کے بعد باہم ہم آغوش کیا تھا اور جس کے فیض نے تقریباً نصف صدی تک اﷲ تعالیٰ کے فضل و توفیق سے اپنی تعلیم و تربیت اور تزکیہ و ہدایت سے ایک عالم کو مستفید بنا رکھا تھا، اور جس نے اپنی تحریر و تقریر سے حقائق ایمانی، دقائق فقہی، اسرارِ احسانی اور رموزِ حکمتِ ربانی کو برملا فاش کیا تھا، اور اسی لئے دنیا نے اس کو حکیم الامت کہہ کر پکارا، اور حقیقت یہ ہے کہ اس اشرف زمانہ...
The development of works in the field of Quranic interpretation has grown rapidly in this age. The work in this field has been written in various major languages of the world such as Arabic, English and Malay. The resulting works contain a lot of information quoted from the works written by previous authors. For example, the work of Tafsir Nur al-Ihsan written by Muhammad Said Omar contains a lot of information quoted from Tafsir al-Jalalyn, Tafsir al-Baydawi and Tafsir al-Jamal. Nevertheless, this study found that the information was widely quoted by the author until there was an inaccurate information being referred to by him. Therefore, a method or system should be practiced so that the information contained in the work of Tafsir Nur al-Ihsan can be managed well as well as avoid the mistakes of readers. One way to manage these resources is to identify the original work referred to by the author. The analysis of Tafsir Nur al-Ihsan used the genetic approach which was published by Goldman in studying the origin of the resources. This study referred the text from Tafsir Nur al-Ihsan and the texts of works that became author's references, which are Tafsir al-Jalalyn, Tafsir al-Jamal, Tafsir al-Baydawi, Tafsir al-Khazin, Tafsir al-Baghawi, Tafsir al-Tabari, Tafsir al-Qurtubi, Tafsir al-Razi, Tafsir al-Nasafi, Tafsir Ibn Kathir and Tafsir al-Tha’labi, and made a comparison of the texts to detect the similarities and differences. The result of the analysis proved that Syeikh Muhammad Sa’id implemented five methods; which are quoting the text in parallel, writing an abstract, removal of some of the words, adding explan-ation, and refuting part of the text. This study also revealed the purpose of Syeikh Muhammad Sa’id while creating his work is to strengthen the translations written. Thus, he successfully strengthens translation when the contents of the text are parallel to the reference. However, in certain places existed a text from the author's references contradicts with the content of Tafsir Nur al-Ihsan, which failed his attempt to strengthen the translation in certain part of the text. Key words: , , .
Recently, culture has become the focus of many school improvement endeavours. Yet, only a few schools seem to be aware of the strong influence of culture on school improvement. Change in culture has been known to change a stuck school to a ‘moving’ school. To explore and understand the culture and its relationship with school improvement, this study was conducted in one of those ‘moving’ schools in Karachi, Pakistan. Within the qualitative paradigm, a neo research approach analysis of critical incidents was used. The incidents were identified through observations, and interpreted and classified through interviews, informal talk and discussions. Data was coded according to the research questions, regarding the values, beliefs, processes, and relationships that were reflected through these incidents and how they contributed to the school improvement efforts. Findings from the study showed that the school highly values and believes in students’ holistic development, shared leadership, life long learning and collaboration among all its members. The school believes that it is responsible not only for the academic development but also for the holistic development of students, specifically for developing disciplined and responsible individuals. The school believes that maximum involvement and collaboration among the stakeholders greatly contributes towards the successful implementation of the school improvement efforts. The school has a loose hierarchical structure, which follows a partially democratic and a partially autocratic culture. The on going school improvement efforts aim to move the school from conformity of authority to decentralization, from schooling to learning, from traditional school to a learning community and from individualism to collaboration. The findings from the study suggest a close but complex relationship between school culture and school improvement. The school’s vision, which comprises a mixture of all the values mentioned above, guided the school improvement efforts, which, in turn, started changing the existing culture. The initiatives started from within the school kept the stakeholders motivated and committed to accomplish their vision. During the process of initiation and implementation, the school continuously worked on mutual adaptation of the school culture. However, the initiatives are still considered as something new. To ensure sustainability, the school is engaged in activities like: eliminating competing and contradictory practices, establishing links with other change efforts, specifically to the curriculum and classroom teaching, and developing local facilitators for skills training.