مولانا شاہ وصی اﷲ
آہ کیوں کرکہیے کہ۲۵/نومبر کوحج وزیارت حرمین شریفین کوجاتے ہوئے مظفری جہاز میں مولانا شاہ وصی اﷲ صاحب بھی رہ گزائے عالم جادوانی ہوگئے۔ اناﷲ وانا الیہ راجعون۔وفات کے وقت عمر۷۵برس تھی۔علوم دینیہ واسلامیہ کی تکمیل دارالعلوم دیوبند میں کی تھی اورحضرت الاستاذ مولانا محمد انورشاہ الکشمیری کے ارشد تلامذہ میں سے تھے۔جن حضرات نے مولانا کایہ زمانہ دیکھا ہے ان کا بیان ہے کہ طالب علمی کے زمانہ میں ہی رشد وہدایت کے آثارطالع روشن سے ہویدا تھے۔چنانچہ ایک مرتبہ ایک بزرگ نے فرمایا بھی تھا کہ اگر کسی کو مادر زاد ولی دیکھنا ہوتو وصی اﷲ کودیکھے۔طالب علمی کے زمانہ میں ہی حضرت تھانویؒ کی خدمت میں آناجاناشروع کردیا تھا۔آخرکار یہ رنگ اس درجہ غالب ہواکہ برسوں کی ریاضت اورمحنت ومشقت کے بعد اپنے پیرومرشد کے نہایت ممتاز خلیفہ اور جانشین ہوگئے۔شروع میں آپ کامرکز ِارشادوہدایت فتح پور تھا۔پھرالہٰ آباد منتقل ہوگئے اوراب گذشتہ چند برسوں سے بمبئی میں بھی قیام رہنے لگا تھا۔ آپ جس درجہ کے عارف باﷲ اورمحرم اسرارطریقت تھے اُسی درجہ کے عالم اور مبصر علوم دینیہ واسلامیہ بھی تھے۔قرآن مجید سے طبعاً بڑا شغف تھااور تفسیر آپ کا خاص فن تھا، چنانچہ روزمرہ کے معمولات میں درس قرآن بھی شامل تھا جس کی پابندی سے سختی فرماتے تھے اور اوراد و وظائف اورارشاد وہدایت کے دوسرے مشاغل کے ساتھ مطالعہ کتب کاسلسلہ برابر جاری رہتا تھا یہاں تک کہ سفر میں بھی کتابوں کابکس ساتھ چلتا تھا، درس یاگفتگو میں کوئی بات بغیر حوالہ کے نہیں فرماتے تھے۔
شاہ صاحب کومعمولی سے معمولی باتوں میں اتباع سنت نبوی اور تعمیل شریعت کااہتمام رہتا تھا۔درحقیقت آپ کاتصوف بجزاُس احسان کے کچھ اورنہ تھا جس کی تعریف میں زبان وحی ترجمان سے ارشاد ہوا : ان تعبداﷲ کانک تراہ فان لم تکن تراہ فانہ یراک ۔
اسی بنا...
Political scientists and Islamic philosophers have long been discussing the different phenomena of violence. This article analyzes external and internal factor of violence in Pakistan, interpreting the religious and political dimension of the violence. The presence of external and more specifically internal factors are the real threats for the security of the country. Building from theoretical approaches, I fielded two dimensions of the political-religious violence, violence inside the country and outside the country. It is found out, on the one hand, that the both dimensions can be met with the profound enforcement of the law. On the other hand, both dimensions of the violence can be the big contributory factors of violence due to the poor promulgation of the law. Unjust political-religious dispensation inside the country rise the frustration, and outside support make it fertile and leads it towards violence. It is proposed that on equity bases, political-religious deprivation and absolute deprivation of the minority elite class can be disposed of. I also come up with balanced educational system, which should be the blend of traditionalism and modernism for the fulfilment of our spiritual dimension and for the greater understanding of our political-religious outlook.
Teaching and Testing Oracy Skills in English as a Second Language In Pakistan the quality of English language teaching is too poor to be satisfactory. Students are taught literacy skills at the expense of oracy skills. Also, the literacy skills are taught by substandard and outdated methods which results in lopsided learning of language. Wrong language habits are the natural outcome of this faulty teaching among the learners. These habits are made further inveterate by their repeated practice at different stages before these learners come to NUML. So, the teaching of language to these students, especially oracy skills, poses serious challenges to the teachers dealing in this matter. Teachers of NUML come across multifaceted problems while teaching these students because they (students) are very weak in oracy skills and are treated as false beginners. The purpose of this study is to probe into the teaching and testing techniques which are used by the teachers of National University of Modern Languages (NUML). The investigation was based upon the responses of the English language lecturers to a self-designed questionnaire prepared by the researcher. The study was designed to investigate the problems of teachers and the significance which they would give to different problems related to Oracy skills. Teachers having experience of teaching functional courses were selected as a sample. Self-designed questionnaires were distributed among the teachers. The turnout remained hundred per cent as all the teachers were colleagues of the researcher. The data thus collected was analyzed statistically by finding frequencies and percentages of the responses to close-ended questions in the questionnaire and the trends of the data were identified and interpreted. Quantitative paradigm was applied in sorting out the data and interpreting it. It has been found on the basis of the responses by the teachers that the perceived problems related to oracy skills are genuine and also, that the teachers of NUML realize the gravity of these problems and treat these problems efficiently. However there are certain points which need a bit more attention related to areas of teaching and testing of oracy skills. At the end as an attempt to contribute to the efforts to tackle these problems the researcher has suggested some activities which can be used in classrooms for effective practice of oracy skills.