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مولانا ابو الجلال ندوی

آہ ! مولانا ابولجلال ندوی مرحوم
کراچی سے یہ دکھ بھری خبر ملی کہ مولانا ابوالجلال ندوی، گزشتہ مہینہ ۱۰ محرم ۱۴۰۵؁ھ کو اﷲ تبارک و تعالیٰ کی آغوش رحمت کے سپرد ہوگئے، اناﷲ وانا الیہ راجعون۔ وہ دارالمصنفین کے علمی خدمت گزاروں میں تھے، ان کا آبائی وطن تو اعظم گڑھ ہی کا ایک گاؤں محی الدین پور تھا، تعلیم دارالعلوم ندوۃ العلماء میں پائی، وہاں کے بڑے لائق اور ذی استعداد طلبہ میں شمار ہوتے تھے، ان کی طرف حضرت استاذی المحترم مولانا سید سلیمان ندویؒ کی نظر اٹھی تو ان کو دارالمصنفین میں رفیق کی حیثیت سے بلا لیا، اور وہ یہاں ۱۹۲۳؁ء سے ۱۹۲۸؁ء تک رہے، انھوں نے یہاں رہ کر ہر قسم کے علوم و فنون میں بڑی گہری نظر پیدا کی، قرآن مجید، تفسیر، حدیث، رجال، فقہ، تاریخ اور ادب کے علاوہ وید، گیتا، اپنشد اور اس قسم کی ہندوؤں کی مذہبی کتابوں پر بھی ان کو بڑی دسترس حاصل تھی، وہ شاعر بھی تھے، اور کبھی کبھی شعر بھی کہہ لیا کرتے تھے، دارالمصنفین کے قیام میں معارف کے لیے حسب ذیل مضامین لکھے عربی زبان کا فلسفہ لغت (ستمبر ۱۹۲۳؁ء)، سر اکبر اپنشد داراشکوہ کا ترجمہ (دسمبر ۱۹۲۴؁ء؍ جنوری ۱۹۲۵؁ء)، اسلامی شمسی قمری سال نومبر ۱۹۲۵؁ء، دروزیوں کا مذہب (اپریل ۱۹۲۶؁ء) مستدرک حاکم کا مطبوعہ نسخہ (جولائی اگست ۱۹۲۶؁ء)، ان کو علم اشتقاق پر کتاب لکھنے کے لیے کہا گیا تھا، لیکن اس کو وہ پورا نہ کرسکے، ان کی طبیعت میں بڑا انتشار تھا، اسی لیے ان کا علمی فضل بھی منتشر رہا، جن کو وہ اس طرح سمیٹ نہ سکے، جیسا کہ ان کو کرنا چاہیے تھا، وہ دارالمصنفین سے مدراس چلے گئے، جہاں جمالیہ کالج کے لائق مدراس شمار کئے جاتے تھے، وہاں بھی ان کا بہت دنوں تک قیام نہیں رہا پھر ایک ہفتہ وار...

The Gray area Beyond Raised Objections (Sharia’h Perspective) Regarding In-practice Islamic Banking System

Shari‘ah’s teachings are perfect and forever. They leave everlasting impacts on society towards its spiritual as well as material purification (Tazkia) if implemented properly according to Qur’an and Sunnah. Interest (Sood/Rib┐) has been forbidden by Almighty Allah whereas Trade (Ba‘a) has been legitimated. To bring the Muslims of today out of Interest-based Banking System, religious scholars have outlined and introduced Islamic Banking System which, although, has got fast growth in market but still, a number of objections are being raised by different scholars leading to an impression that this system is not working in accordance with Shari‘ah. This not only discourages the entry of new ones to Islamic Banking Sector but also create confusions in the minds of the enlisted customers. Keeping in view the above scenario, need is felt to assess, evaluate and analyze the Objections raised with special emphasis on Islamic Concept of Bank, Charity Fund (Iltez┐m be tasaduq) and Mur┐ba╒a being the major points of objections of the critics. The present study investigates different aspects and dimensions of these objections in the context of Shariah and ground realities in order to know the extent of validity of these objections, highlight the gray areas giving rise to objections and give real picture to the public in general and enhance the satisfactory level of the enlisted Islamic Banking customers in particular.

A Document Analysis of the Tajikistan National Curriculum for Social Studies for Class Four

Many curriculum definitions have been given and much has been said about curriculum orientation, but much is needed to look at the curriculum from different orientations, in the area of curriculum, in the context of Tajikistan. This study, thereby, set out to explore what the orientation of the existing Tajikistan National Social Studies Curriculum for Class Four is, and how can it be used as a tool for transformation in Tajikistan. The study I have done was based on qualitative research, and, within this approach, I have used the method of document analysis. To analyze the curriculum document, the curriculum framework based on Miller and Seller (1990) was used. It also followed the stages of document analysis based on Robson (1998). However, there was one difference, and this was with respect to testing and coding. In this stage, since I did not have a second person, therefore, I, myself, went back again to test the coding and the categorization. Findings from this study reveal that the curriculum is reflecting a more transmission orientation. However, there are some elements of transaction that have been found, such as cooperative work and recognition of prior knowledge of the students, which the curriculum has tried to present. But, still, some of these elements are limited, as no brief illustration has been presented, which can help teachers to know how it can be done in the real classroom. Moreover, there is no integration between the components of the curriculum such as topic, content, instruction and assessment. Therefore, it fails to reflect the transaction orientation in its true sense. Furthermore, the study shows that the transmission curriculum orientation did not help students make a shift from controlling knowledge to creating new meaning on topics, and applying the new knowledge in action, for their society, or community. The study concludes with the suggestion about how the curriculum could reflect the transformation orientation and, thus, be used as a tool for transformation in Tajikistan. To demonstrate the transformative approach, I have selected one content area of the existing curriculum, and presented the illustrative Unit Plan. The main focuses of this lesson are: (a) lived experiences of the students, (b) generating new knowledge and (c) acting in the society to spread the information.
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