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اساتذہ

اساتذہ

 مفتی اعظم ہند، مفتی عزیز الرحمن عثمانی،غلام بشیر احمد عثمانی اور مولانا اعزاز علیؒ شامل ہیں اور دورہ حدیث میں آپکے اساتذہ انور شاہ کشمیری غلام رسول ہزاروی تھے اور مولانا اشرف علی تھانویؒ سے بھی حدیث کی تعلیم حاصل کی۔

فتوی کی ذمہ داریاں

افتاء کا منصب علمی سلسلوں میں سب سے مشکل سمجھا جاتا ہے فقہ کے لاکھوں ملتے جلتے مسائل کا تھوڑے تھوڑے فرق سے حکم بدل جاتا ہے۔ بہت سے احکام اور حالات کے تغیر سے بھی بدلتے ہیں دار العلوم دیو بند میں تدریس کا جب آغاز کیا تو اس وقت دارالعلوم کے صدر مفتی حضرت مولانا عزیز الرحمن عثمانی ؒ تھے ۱۳۴۴ھ میں مفتی اعظم ہند جب دارالعلوم سے مستعفی ہوگئے تو مفتی شفیع ؒکو منصب افتاء کی پیش کش ہوئی جو انہوں نے مولانا اشرف علی تھانویؒ کے مشورے سے قبول کرلی۔اور ۱۳۵۰ھ کو دارالعلوم دیو بند کی مجلس شوریٰ نے آپ کو منصب افتاء پر بحیثیت صدر مفتی فائز کردیا۔

فتوی سے تدریس کی طرف منتقلی

 بزرگوں کے حکم پر فتوی کی ذمہ داری کو قبول تو فرمالیا مگر بعد میں تدریس میں واپس چلے جانے کی اجازت چاہی لیکن اجازت نہ ملی آپ کے دوبارہ اصرار پر ۱۳۵۴ھ میں دارالعلوم کی مجلس شوری نے یہ مشکل فیصلہ بھی کردیا کہ فتویٰ سے تدریس کی طرف منتقل کردیا جائے۔

سیاسیات میں فکری و عملی حصہ

طبعاً ہنگاموں اور جلوسوں سے الگ رہنا پسند کرتے تھے لیکن جب بھی دین اسلام اور مسلمانوں کی کسی اہم دینی ضرورت نے سیاست میں حصہ لینے کا تقاضا کیا تو آپ اس میں شریک ہوئے۔

 پہلی جنگ عظیم کے اواخر میں جب مجاہدین بلقاں ہر طرف سے کفر...

الصراع الجيوسياسي الإقليمي وعلاقته بموارد الطاقة في الدول المطلة على الخليج العربي

تهدف هذه الدراسة الى التعريف بمحاور الصراع الجيوسياسي الإقليمي المتنافسة من اجل السيطرة على موارد الطاقة بغية الوقوف على مخططاتها وأهدافها الجيوستراتيجية التي تسلكها لتحقيق أهدافها الانية وتطلعاتها المستقبلية، ومن اجل تحقيق تلك الأهداف المرجوة فقد تم الاعتماد على المنهج التحليلي الذي يعتمد عليه في الدراسات الجغرافية السياسية والجيوبولتيك، وقد توصلت الدراسة الى جملة من النتائج ابرزها ان موارد الطاقة التي تزخر بها منطقة الخليج العربي من النفط والغاز الطبيعي جعلت منها ارضية خصبة للصراعات الإقليمية والدولية نظرا لتحرك محاور هذه الصراعات بقوة من اجل ايجاد موطئ قدم لها في هذه المنطقة الحيوية والظفر بهذه الموارد الطاقوية واحكام السيطرة عليها وضمان استمرارية تدفها وابعاد القوى الفاعلة الاخرى من الوصول اليها

A Model for Integration of Information and Communication Technologies Icts in Teacher Training

The use of information and communication technology (ICT) in education has revolutionized teacher education and use of innovative approaches in teaching methodology has changed teaching and learning process. To find out the impact of ICT in teacher education, this study was conducted to (i) examine the level of integration of ICT in exiting pre-service Bachelor of Education (B.Ed) program offered by Government Colleges of Education and Provincial Institute of Teacher Education, (ii) evaluate the competency deficiencies of teacher educators in use of ICT in teaching and learning process, (iii) analyze the need assessment of B.Ed trainees in terms of use of ICT and, (iv) develop ICT-supported training model for teacher educators. The population of the study was four (04) male and female Heads of institutions, thirty seven (37) teacher educators of B.Ed classes and four hundred and nine (342) B.Ed trainees of all Government Colleges of Education including Provincial Institute of Teacher Education. The census sampling was used to select all the four (04) Heads of the institutions and thirty seven (37) teacher educators. However, a simple random sampling technique was used for the selection of B.Ed trainees. The sample thus consisted of four (04) male and female Heads of institutions, thirty seven (37) teacher educators of B.Ed classes and one hundred forty seven (147) B.Ed trainees of all Government Colleges of Education including Provincial Institute of Teacher Education. A mixed method approach, using both quantitative and quantitative method, a concurrent triangulation strategy, was used for this study. Data was collected through questionnaires, focus group discussion, in-depth interviews and classroom observations. The questionnaires were designed to collect the quantitative data and focus group v discussion, in-depth interviews and classroom observations were used to obtain the in- depth knowledge for qualitative analysis. In addition to this research, the researcher conducted pilot test for the application of developed ICT-supported model in routine class courses focusing integration of ICT in teaching and learning process. The findings of study show the very low level of ICT-supported teaching due to lack of facilities and resources, but study found very positive perceptions among the teacher educators, heads of institutions and B.Ed trainees towards integration of ICT in teacher education program. The overwhelming majority of respondents showed willingness to use ICT in classroom teaching. However, the study found that teacher educators require more training on new ICT-integrated pedagogical approaches for the improvement of their ICT skills. The pilot testing of model found significant impact on teaching and learning process. The research suggests several key reforms for policy makers and recommendations for head of institutions, teacher educators and B.Ed trainees. For policy makers, this study proposes that teacher education curriculum should be revised and reforms be made in assessment method using ICT according to the international standards along with the provision of ICT tools and digitalization of classrooms. The study also recommends that at college level, heads of institutions may make serious attempt to encourage ICT-supported environment for both teacher educators and B.Ed trainees and existing resources be fully utilized at maximum level. In addition, the B.Ed trainees be encouraged by teacher educators to prepare the assignment using electronic sources and project-based techniques, evaluation methods, and computer based assessment be used by teacher educators to encourage integration of ICT in teaching learning and assessment process.
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