کالی داس گپتا رضا
افسوس ہے کہ اردو کے مشہور محقق اور غالبیات کے ماہر جناب کالی داس گپتا رضا ۲۱؍ مارچ ۲۰۰۱ء کو چل بسے، وہ راشٹرپتی بھون میں اعزازات کی تقریب میں شرکت کے لیے دہلی تشریف لائے تھے اور ہوٹل میں قیام پذیر تھے کہ اچانک دل کا شدید دورہ پڑا، وہاں سے اسپتال جارہے تھے کہ راستے ہی میں انتقال ہوگیا۔
کالی داس صاحب ۲۵؍ اگست ۱۹۲۵ء کو مکند پور ضلع جالندھر (پنجاب) میں پیدا ہوئے، بچپن میں ہی طبیعت شعر و سخن کی طرف راغب ہوگئی تھی اور تلمیذِداغ پنڈت لبھورام جوش ملسیانی سے کلام پر اصلاح لینے اور مشورہ سخن کرنے لگے، میڑک پاس کرنے کے بعد وہ کاروباری سلسلے میں نیروبی (جنوبی افریقہ) چلے گئے لیکن اردو زبان کی محبت گھٹی میں پڑی ہوئی تھی۔ اسی زمانے میں پنجاب یونیورسٹی کے امتحانات منشی کامل و منشی فاضل اور سینئر کیمریج بیرسٹری کے امتحانات دئے، ان کی تعلیم زیادہ نہیں تھی مگر اپنی محنت و مطالعہ سے انہوں نے نصابی تعلیم کی کمی کی پوری تلافی کرلی تھی۔
گپتا رضا صاحب افریقہ سے واپسی کے بعد بمبئی میں متوطن ہوگئے تھے، کاروباری مصروفیات کے باوجود علم و فن، شعر و ادب اور تحقیق و تنقید کو وہ اپنا اوڑھنا بچھونا بنائے رہے، تحقیق سے ان کو عشق تھا، غالبیات ان کی دلچسپی کا خاص موضوع تھا، اس کے ماہرین میں شمار کئے جاتے تھے، نو دس گھنٹے روزآنہ وہ تحقیق اور مطالعہ کتب میں گزارتے، ان کے ذاتی کتب خانے میں چالیس ہزار سے زیادہ کتابیں اور رسالے تھے، مخطوطات سے بڑا شغف تھا کوئی مخطوطہ مل جاتا تو ہر قیمت پر اسے خرید لیتے، ان کے کتب خانے میں پانچ سو سے زیادہ قلمی کتابیں تھیں، غالبیات پر اتنا بڑا ذخیرہ اور کسی کتب خانے میں نہیں ہوگا۔
گپتا رضا...
Abstract By preserving and narrating hadīth, a chain of narrators was started to maintain its authenticity. When the experts of hadīth realized that some unreliable transmitters might try to fabricate Hadīth, this work started more systematically. Even the chain gradually attained such importance that every Muhaddīth was concerned much about it. In the second century of Hijra, when the teaching and learning of hadīth became the standard of honor and great respect, some people devoted their lives to this work. They travelled to many countries of world and obtained the knowledge of Hadīth from prominent scholars of their time. Experts of Asmā-ul-Rijāl awarded them the certificate of holding the highest position of trust and credibility. The chains having such trustworthy transmitters are considered to be of higher rank than others. Among such traditions there is also one "Mālik-an-Nāfi'-an-Ibn-e-Umar". Due to the reliability of its narrators, Imām Bukhāri and many other Muhaddithīn considered it as "golden chain". When some of the Orientalists started raising objections to the Prophetic Hadīth, they criticized the narrators of the Hadīth as well. Especially the narrators who were declared trustworthy and reliable by Muslim scholars. For this, they especially criticized Abu Hūraira from among the companions and Imām Zuhri among the Successors. The chain of hadīth, (Mālik an-Nāfi' an-Ibn e Umar) “golden chain” was also seriously criticized by Joseph Schacht and Juynboll etc. In this article, a comparative study of the viewpoints of the Muhaddithīn and the Orientalists regarding the chain “Mālik an-Nāfi' an-Ibn eUmar” is presented.
Teaching and learning mathematics is still considered a difficult task. It is believed that mathematics is based on universal and absolute foundations and the learning of mathematics should involve rules, facts and principles. Moreover, a one-way teaching strategy is being used in the mathematics classroom. Innovative teaching strategies such as, cooperative learning, activity-based learning and investigation are not used often in the mathematics classroom. Similarly, teacher-student interactions highly influence the teaching and learning process but these have not been given much importance while teaching and learning mathematics. Very few studies have been done in the Western countries in this regard but no such study has been conducted in the context of Pakistan. Thus, this study focused on teacher perceptions of teacher-student interactions in the mathematics classroom using inquiry-based teaching. The purpose of the study was to explore the perceptions of lower-secondary level teachers about student-teacher interactions in an inquiry-based mathematics classroom in Karachi, Pakistan. Two teachers - one from a public and the other from a private school - were selected for the study. The differences and similarities of both teachers' perceptions about teacher-student interactions and their teaching and learning practices in the real classroom situation were identified using a comparative case study method. Audio-taped semi-structured interviews, non-participant observations, checklists, pre and post-lesson conferences and held notes were used to collect the data. In addition, the students' manner of interaction with the teacher in the classroom during teaching and learning mathematics was closely examined. The data was analyzed as two separate case studies, which presented detailed biographical data about the two teachers, their theoretical frameworks and actual practices, with interpretations and analysis. The synthesis of this study uncovers a number of issues emerging from the analysis of the findings. For instance, the teachers’ attitudes towards teaching and learning mathematics, the impact of professional development opportunities and the nature of self-reflection might play a key role in reshaping the teachers' perceptions which may interest other mathematics teachers, teacher educators, teacher education programmes and research in education in general.