ڈاکٹر عبدالستار صدیقی
افسوس ہے پچھلے ماہ ڈاکٹر عبدالستار صاحب صدیقی کاالہٰ آباد میں انتقال ہوگیا۔ مرحوم ہندوستان کے ان مغربی تعلیم یافتہ اکابراساتذہ عربی وفارسی میں سے تھے جن کی نسل اب چراغ سحری ہے۔مرحوم علی گڑھ کے اس زمانے کے پڑھے ہوئے تھے جب کہ ابھی وہ صرف کالج تھا۔انہوں نے یہاں پروفیسر یوسف ہورووتس(JOSEF HOREVITZE)جو صدر شعبۂ عربی تھے ان کی شاگردی میں عربی میں ایم۔اے کیااور جب ان کوحکومت ہند کی جانب سے اعلیٰ تعلیم کے لیے وظیفہ ملا توموصوف کے ہی مشورے سے۱۹۱۲ء میں جرمنی چلے گئے۔اس زمانے میں جہاں تک عربی اور فارسی میں ریسرچ کاتعلق ہے فرانس کے ساتھ جرمنی کے نام کابھی دنیا میں غلغلہ بلند تھا۔جرمنی میں جو مستشرقین علم و تحقیق کے جوئے شیر کے کوہکن مشہور تھے ان میں پروفیسر تھیوڈور نولڈیکی اورپروفیسر انولتمان(ENNO LITTMAN)(۱۸۷۵ء۔۱۹۵۸ء) سرخیل گروہ تھے۔ان دونوں کااورخصوصاً موخرالذکر کاخاص فن سامی لسانیات تھا۔خوش قسمتی سے مرحوم کوجرمنی میں ان اساتذہ سے استفادہ کاپورا موقع ملا۔پروفیسر انولتمان ان کے استاد خصوصی تھے۔جن کی خدمت میں وہ مسلسل سات برس یعنی۱۹۱۹ء تک رہے۔استاد نہایت شفیق اورعلم وتحقیق کے بحر ناپیداکنار کا کامیاب شناور اور شاگرد نہایت ذہین اورہمہ طلب وجستجو! پھر کمی کس چیز کی تھی۔ڈاکٹر عبدالستار صدیقی نے فن لسانیات میں وہ کمال پیداکیا کہ یورپ تک میں مشہور ہوگئے۔ جرمنی سے آنے کے بعد وہ علی گڑھ،حیدرآباد اورڈھاکہ رہے لیکن آخرکار الہٰ آباد یونیورسٹی میں عربی کے پروفیسر اورصدر شعبۂ کی حیثیت سے ایسے جمے کہ یہیں سے ۱۹۴۶ء میں ریٹائرڈ ہوئے اوریہیں مستقل طورپررہ پڑے۔اپنے علم و فضل اورلسانیات میں خصوصی وسعت وقت نظر کے باعث جامعات اورارباب علم کے حلقوں میں بڑی وقعت کی نگاہ سے دیکھے جاتے تھے جرمنی زبان میں ان کے مقالہ فضیلت کے علاوہ غالباً کوئی مستقل تصنیف ان کی یادگار نہیں ہے۔تاہم جو مضامین(عربی کے علاوہ...
Marriage has been given the status of half-faith, based on which a family is formed, and society is established. Marriage is associated with issues of lineage and inheritance and a section of the Quran describes this subject. The jurists have explained in detail the issues of marriage, dowry, breastfeeding, 'iddah, and alimony under the book of marriage. Ibn Taymiyyah, like other jurisprudential issues, has differed from several jurists on issues related to marriage. For example, it is fair for a man to marry his wife's foster mother and foster daughter. Marriage can take place in any of the terms or words from which the meaning of marriage is derived. Like the father, the grandfather also has the right to marry a minor girl without her permission, it is permissible to marry, the wife has the right to terminate the marriage in case of defect in Haq-e-Mahr, etc. All such jurisprudential dissent will be explained with arguments so that one can be aware of Ibn Taymiyyah's dissent and the arguments behind it.
KeyWords: Ibn e Taymiyyah, Jurisprudential Distinctions, Nikaḥ, Kitāb un-Nikaḥ Haq-e-Mahr.
To provide the empirical evidence on usefulness of Problem Based Learning in a more controlled situation in Pre-service Teacher Education the present quasi-experimental research has examined the effects of Problem Based Learning (Independent variable) on 21st Century Learning and Innovation Skills which are also called 4C’s including Creativity, Critical Thinking, Collaboration and Communication (Dependent Variables) of prospective teachers. The lessons in the treatment group called Problem Based Learning (PBL) group were implemented according to the 7-steps of Problem Based Learning while the Non PBL method was followed in the control group called Non-PBL group in this study. A sample of two groups of female prospective teachers studying the course of Educational Research enrolled in Department of Education, International Islamic University Islamabad was taken for the study. One group (N=30) had been randomly assigned as control group and the other group (N=30) was assigned to be the experimental group. The experiment was conducted during Spring 2016 semester (i.e. February to June 2016). The self reported pre and post test were same and had items of sub-variables of 4c including critical thinking, creativity, collaboration and communication. The prospective teachers in experimental group described their experiences of learning the course through PBL. The pre-test and post-test data were analyzed by using mean scores and t-test through SPSS. The qualitative part of questionnaire was analyzed by coding the responses. No significant difference in mean scores of PBL and Non-PBL Groups were found on Pre-test on sub-scales of creativity, critical thinking, collaboration and communication. So it was confirmed that both the vi groups were equal before treatment. From the results of posttest, it was concluded that Non-PBL Method was not relatively an effective method for developing creativity, critical thinking, collaboration and communication of prospective teachers. It was established that Problem Based Learning was an effective method for developing creativity, critical thinking, collaboration and communication of prospective teachers. It may be determined that PBL is an effective method as compared to Non-PBL in developing creativity, collaboration and communication of prospective teachers. It may be determined that PBL is not very effective method as compared to Non-PBL in developing critical thinking of prospective teachers as evident from the scores of post test. Thus the prospective teachers gained good experiences with Problem Based Learning. They were satisfied with Problem Based Learning regarding development of different skills during the course. The teacher facilitated them during the course as is the actual role of teacher during Problem Based Learning. Difficulty in exploring material independently, then bringing it in the group, searching relevant material and non cooperation of some members were faced by prospective teachers during Problem Based Learning. The progression through Problem Based Learning takes some time and afterwards the learners become comfortable with this method. In the light of the conclusions, Problem Based Learning was recommended for teaching in pre-service teacher education for the course of Educational Research.