آہ! مولانا شمس الرحمن نویدؔ عثمانی
۷/ ربیع الاوّل ۱۴۱۴ھ مطابق ۲۶/ اگست ۱۹۹۳ء بروز جمعرات کو نیک و برگزیدہ عالم دین، اسلامی مصنف اور ملّتِ اسلامیہ کے ہمدرد و غم خوار جناب شمس الرحمن نوید عثمانی یوپی کے نوابی شہر رامپور میں اچانک انتقال فرماگئے۔ انا ﷲ وانا الیہ راجعون۔
مرحوم مولانا شمس الرحمن نویدؔ عثمانی حضرت مفکر ملّت مفتی عتیق الرحمن عثمانی کے چچیرے چھوٹے بھائی تھے اور راقم الحروف کی والدہ مرحومہ سے بھی ان کی قریبی رشتے داری تھی گویا ان سے راقم کے کئی رشتے تھے۔ وہ راقم کے چچا بھی، بھائی بھی، ماموں بھی اور پھوپھا بھی تھے۔ بڑے ہی جیّد عالم تھے، اسلامی مسائل پر انھیں بَلا کا عبور حاصل تھا۔ جدید علوم کے شناسا و ماہر تھے۔ سائنس اور قرآن پر ان کی معرکۃ الآرا کتاب علم داں طبقے میں بڑی دلچسپی کے ساتھ پڑھی گئی اور پسند کی گئی۔ وید اور قرآن پر بھی انھوں نے ٹھوس علمی کام کیا ہے۔ ادارہ ندوۃ المصنفین دہلی کے ترجمان ـ’’برہان‘‘ میں ان کے علمی و ادبی و تحقیقی اور پُراز معلومات مضامین ہر خاص و عام سے داد تحسین حاصل کرتے رہے ہیں۔ مرحوم نویدؔ عثمانی جماعت اسلامی ہند کے رکن خاص تھے۔
حضرت مفکر ملّت مفتی عتیق الرحمن عثمانی کا بڑا ہی ادب و احترام کرتے تھے اور جب حضرت مفتی صاحب کے انتقال کی خبر سنی تو آہ کے ساتھ ان کے منہ سے بے ساختہ جملہ نکلا: ’’آج ملّتِ اسلامیہ یتیم ہوگئی‘‘۔ مسلمانانِ ہند کا سچا قائد، رہبر و غم خوار وہ مفتی عتیق الرحمن عثمانی کو کہا کرتے تھے۔ ان کی وفات کے بعد انھوں نے یہ بھی کہا تھا کہ اب دیکھنا ملّتِ اسلامیہ ہند کو کن کن مسائل سے دوچار ہونا پڑے گا۔ چنانچہ ان کا یہ اندیشہ و خیال آگے چل...
Some famous books ofSeerah and Maghazi have been discussed in the given article. The important thing in the distinguished status of these books is the non-availability of their sources (Masadar) . The reasonfor its being unauathoritative is that early writers ofSeerah are mostly Tabaeen and Taba Tabeen. They did not refer to the original source (Masdar) because in those days the events of Seerah were verbally narrated and directly listened. Special gatherings and sittings, regarding Seerah were arranged in Masajids. Only those writers of Seerah have mentioned the sources (Masadar) , who had deep knowledge of Hadith; others have recorded different events ofSeerah in their books, without any scrutiny and investigation. This caused the penetration of certain invalid events in this field, which has been strongly objected by the non-Muslim scholars in their books.
The work reported here is an investigation about the effectiveness of two teaching methods (i.e. Ausubel teaching method and traditional teaching method) in the teaching of physics at secondary level in Pakistan. The main objectives of this study were to compare the relative effectiveness of these teaching methods on students’ achievement and attitude, and to find out the impact of pre-lab on the learning of the students. This experimental work was carried out for the period of thirty-five weeks in the physics classroom and laboratory of Govt. Comprehensive School, Jhelum (Pakistan). Sixty-two secondary school science students of class X were randomly selected for this experiment. The posttest-only equivalent group design was used for this study. It involved two groups; experimental and control. These groups were equated on the basis of marks achieved by the students in a test of 8 th class science. The different tools used to collect the data were; the Achievement tests, Post labs, and Attitude scale. Experimental group was taught through Ausubel’s teaching method while control group was taught through Traditional. To measure the achievement of the students in the science theory and practical, the researcher administered the following tools; Experimenter’s tools 1 & 2, and post-labs. The other achievement tests used in the study were the Term Tests 1 & 2 administered by the school, and the question paper of physics theory and practical constructed, administered and evaluated by the Board of Intermediate and Secondary Education Rawalpindi (SSC annual examination 2005). To measure the scientific attitude of the students, an instrument was constructed and validated and then administered to the whole sample. Data collected by tools were analyzed by the application of software, SPSS and presented in the form of mean scores. To compare the mean scores of experimental and control groups, t-test was employed. The study indicated that Ausubel’s teaching method was found more effective than traditional teaching method in improving the achievement of the students in the subject of physics as measured by experimenter’s tools, term tests and in the SSC examination, v2005. The study also showed that the use of pre-labs significantly improved the performance of the students. It has found in various significant indications that the new way of teaching has improved performance of the students in various tests and some evidence that attitude have changed. The nature of pre-lab and post-lab need more improvement and further investigation at other levels and regions. There relative effectiveness should be evaluated so that the more effective tool can be used in the future. The persistence increase in the standard deviations for the experimental group suggests that not all students benefited equally. This gives rise to another area ‘cognitive learning styles’ that should be explored. This study can be seen as an exploratory study and offers encouragements that the new approach has considerable value for the learners. It needs replication, using many teachers, with boys and girls, and in all disciplines of science.