عبدالرزاق قریشی
دارالمصنفین میں یہ خبربڑے دکھ اور رنج سے سنی گئی کہ جناب عبدالرزاق قریشی اﷲ کو پیارے ہوئے، ان کی وفات سے نہ صرف اردو زبان و ادب ایک لائق خدمت گزار، بلکہ دارالمصنفین ایک بہت ہی مخلص پرستار سے محروم ہوگیا ہے، ان کے اعزہ نے ان کی وفات کی خبر بڑی تاخیر سے بھیجی۔ معارف کی آیندہ اشاعت میں ان پر ایک تفصیلی مضمون شائع ہوگا، اس وقت توان کی مغفرت کے لیے دل سے دعا نکل رہی ہے۔
(’صباح الدین عبدالرحمن، ستمبر ۱۹۷۷ء)
عبدالرزاق قریشی مرحوم
(سیدشہاب الدین دسنوی )
ضلع اعظم گڈھ کی ایک چھوٹی سی بستی بسہہ میں ۳۰؍ جولائی ۷۷ء کو عبدالرزاق قریشی پر ۹ بجے دن کو دورہ پڑا، دو تین قے ہوئی، ۱۲ بجکر دس منٹ پر ’’یااﷲ‘‘ کہہ کر آنکھیں بن کرلیں اور پانچ منٹ بعد یہ خاموش، متین اور سنجیدہ، سادہ مزاج اسکالر اور ادیب اپنے مالک حقیقی سے جاملا، اناﷲ وانا الیہ راجعون۔
عبدالرزاق قریشی کم عمری میں بمبئی چلے گئے تھے، جہاں میری اور ان کی رفاقت ۴۱ سال تک قائم رہی، ان کا خاندانی ماحول کچھ ایسا حوصلہ افزا نہ تھا، کہ وہ کسی اسکول یا مدرسے کی تعلیم مکمل کرسکتے، اس کے باوجود وہ بمبئی آئے تو اپنے ساتھ پڑھنے لکھنے کا شوق بھی لیتے آئے تشنگی علم انھیں مختلف چشموں تک لے گئی، مگر آخر میں میکدہ شبلی کے اس بادہ خور کو جس ساقی کی تلاش تھی، وہ ۱۹۳۲ء میں پروفیسر نجیب اشرف ندوی مرحوم کی صورت میں نظر آگیا، جو دارالمصنفین چھوڑنے کے بعد پہلے گورنمنٹ کالج احمد آباد، پھر وہاں سے بمبئی کے ایک سرکاری کالج میں اردو کے پروفیسر ہو کر آگئے تھے، اعظم گڑھ کے ہونے کے ناتے اور دبستان شبلی کے خوشہ چیں کی حیثیت سے قریشی صاحب نے...
Rectification is a terminology of Islamic Studies which means corrections of mistakes, completion of deficiency and clarification of ambiguity, it is a very special Quality of Islam due to its impacts and importance. Rectifications of Honourable Muslim Scholars on one another is a source for the innocency of this Ummah, here is the example of Rectification in the era of Sahahaba رضي الله عنهم and Tabieen and later, while the book of Eimam Al Hakim “Al Mustadrak Ala Sahehain” is an example of rectification at the time of Tabieen; in which he collects the narrations missed by Imam Bukhari and Imam Muslim in their books Saheeh Bukhari and Saheeh Muslim. The Honourable scholars follow this way in all the disciplines of Islamic Studies especially in the field of Tafseer because they had rectifications on one another in their explanation of the Holy Quran. As for example Eimam Al Sayuti (911 AH) and Emam Aalusi (1270 AH) has rectifications in their explanations of Holy Quran on the Tafseer of Eimam Fakhr uddin Al Razi “Tafseer ul Kabeer”, while in our era Shaikh Ghulam Rasool Saeedi (1437 AH) follow the same way, and most of his ratifications in his Tafseer “Tibyan ul Quran” is related to Imam Razi. One thing which is unforgettable is that, these Scholars have maintained respect of personalities and opinions, furthermore they were mostly impartial in their research as well as tolerant while dealing with these issues even having different schools of thoughts etc. Their difference did not make them discourteous or impolite.
The relevant literature reveals that school leaders are at the forefront of the endeavor for implementing policies and making-decisions with regard to the professional development of teachers. In order to plan, implement, and evaluate the appropriate programming, school leaders, especially principals, must make decisions that promote a professional development culture in the school. This research study is aimed towards exploring the decision-making processes of the principal with regard to teacher's professional development in a private sector school. The study intended to know how these decisions support teachers' professional development, engendering a culture of professional development in the school. The researcher selected tire private sector because the principals working in the private sector schools are more autonomous as compared to their counterpart in the public sector. Since the study was undertaken in a real school context, qualitative case study design best suited the feat to explore and understand the processes involved in a principal's decision-making process with regard to the professional development of his/her teachers. Qualitative data were collected through interview, observation and document analysis. A semi-structured interview guide was used to interview the research participant. Findings of the study reveal that the decision-making process is a complex and tension-stricken process. There is no specific framework or way to process professional development decisions, rather it depends on the situation and professional needs of the teachers; one size may not fit in all situations. Therefore, the principal processes the decisions with regard to professional development using various strategies and procedures according to the situation; such as, sole decision, individual-led decision, shared decision and decision through intimation. Among all these processes, the principal of the school prefers shared decisions. However, because of different situation, shared decision-making could not always be practiced, but he mostly uses shared decision-making approach as an effective decision-making process. The findings of the study have implications for the private sector schools with similar contexts to lead the decision-making processes for professional development initiatives.