Volume 1 Issue 2
 Urdu title page of volume 7 issue 2 of Al-Basirah. | |
| Discipline | Islamic Studies |
|---|---|
| Double blind | |
| Language | English, Urdu, Arabic |
| Edited by | Syed Abdul Ghaffar Bukhari |
| Publication details | |
| History | 2012-present |
| Publisher | National University of Modern Languages, Islamabad (Pakistan) |
| Frequency | 2 issues per year |
| Open Access | |
| License | not mentioned |
| ISO 4 | Find out here |
| Indexing | |
| ISSN | 2520-7334 (print) 2222-4548 (web) |
| Links | |
| None | |
| None | |
| 24 Weeks | |
برصغیر میں محدثین کی خدمات حدیث: تاریخی و تجزیاتی جائزہ
مصنف/مصنفین: Zafar، Abdul Rauf، Mamoona Tabbsum
After the Prophet r the Muslims all over the world associate themselves with him by following his pious deeds and acting upon his sayings (Hadith) . The Muslims of the sub-continent have been very zealous in this respect and have done great job in this regard. In the subcontinent, the sayings of the Holy Prophet reached with Islam during the era of pious caliphs. In those days, according to some traditions, 25 companions of the Holy Prophet ﷺ Sahaba (R. A) and 42 Tabe-ien (those who had seen the Sahaba R. A i-e their successors) came to India and preached Islam. This preaching was continued by later Muslims and the rulers like Mohammad Bin Qasim and Mehmood Ghaznavi. The services of great Muhaddeseen (narrators and illustrators of the sayings of the Holy Prophet r like Musa Bin Yaqoob, Yazid Bin Abi Kabsha, Abu Musa Israeel Bin Musa and Abu Hafs Rabi Bin Sabih are note worthy. They provided local people the knowledge of Hadith. These scholars earned fame and prestige by their great works in this field. Shah Waliuallah wrote Mussffa and Maswwa, in subcontinent there are great many institutions like Jamia Salfiya Faisalabad, Jamia Ashrafia Lahore, Jamia Naeemia Lahore, Khair- ul-Madaras Multan, Jamia Mohammadia Gujranwala, Dar-ul-Hadith Delhi and Jamia Salfiya Banaras to teach the knowledge of Hadith.
امیت رسول اور مستشرقین
مصنف/مصنفین: Azhari، Abdul Wahab Jan al
Orientalists have always denied the acceptance of the divinity and authenticity of Qur’an. For this purpose, they have presented multifarious objections to prove the Qur’an as a discourse of Muhammad r which he learnt from the Christian monks and derived it from the judeo-Christian sources. They specially mention that Muhammad r was not an illiterate person he was rather a pupil of the monks. In this way, their aim is to prove false the claim of the miraculous (I’jaz) style of the Qur’an. We have proved in this study that according to Quran, Tafaseer and Hadiths of Prophet r, history and logic, that Muhammad r since his birth until his death, was illetrate, did not know how to read or write. In this paper, an effort has been made to examine the Western arguments and deduce the actual position in this matter. The basic and fundamental sources have been used to precede the discussion.
In human life, family relations are of basic importance. In the Islamic Law, the proportion of rights and obligations amongst the relatives is in accordance with human nature. The nature of relations amongst family members has been brought into light with Islamic and Natural perspectives. Amongst those rights and obligations, the responsibility for expense is of primary importance, because its clear understanding illustrates the reality of all the family relations which causes the positive effects on the whole society. In this article, by discussing the expense (rights and obligations) of relatives, the Islamic instructions, basic philosophy, general effects, necessity and its importance has been brought into light. All facts have been presented under two heads of expense (rights) of wife and expense (rights) of the relatives. But, in the light of Quran and Hadith, it has been agreed by all the Islamic Jurisprudents, upon the necessity/obligation/ compulsion of the right of expense for the relatives just like the right of expense for a wife. In this article and attempt has been made to clarify that, in a family setup, how much importance has to be given to the rights and duties/obligations of a wife?
اسلام کا تصور تعلیم و تربیت
مصنف/مصنفین: Sultana، Irum
Education has been considered of primary importance in human life. Religion and education are interrelated. A civilized society requires educational revolution in behavior of human beings. Education creates awareness about the human goals and real aim of life. This activity makes it possible to train the people in the right direction. Better education coupled with proper training makes a human being well-mannered and enables him to use his hidden qualities for the benefit of mankind, thus making him a beneficial not only for himself but also for the society. The preaching of religion depends upon the education and training. Our holy Prophet ﷺ was an ideal educationist not only of his time but also for the future generations. The Holy Prophet ﷺ being a great educationist and reformer initiated the University of Suffa in Medina when the Islamic society was in its infancy. Prophet ﷺ described the conditions, pattern and qualities of a teacher. A good teacher must be interpreted as good practitioner as well. The article deals with the moral qualities of a teacher and educationist in the light of teachings of the Prophet Muhammad ﷺ. The discussion has made clear the aim of Islamic education which is not limited within the domain of worship or prayers. Islam is a complete code of life which emphasizes the training of human being through education.
Islam has given the dignity to women more than as it is given by any other religious or social system. This dignity covers almost every fiedld of life. Business is also one of these fields, where Islam has provided a variety of oppurtunities. Basic sources of Islam, that are, Quran and Hadith elaborated all these rights of women. The right of being a business-woman as provided by Islam is based on the one of the basic principals of Islam, that is, equality of oppurtunities without taking into consideration the gender of a member of the society. A woman can exercise all these rights as a man can. Women are the other half of the society and without which life cannot be imiginated on its peak. It is imperitive to mention here that women are playing a pivotal role in the development of any country/society and it is impossible to achive advancement without the participation of women. In this article, different kinds of rights that are given to women in an Islamic system such as policital, financial, health, educational, social and family rights, are being dicussed in detail. An exculsive foxus remained on business related rights of a woman.
منھج القرآن الكريم في تربية الشباب المسلم
مصنف/مصنفین: Bukhari، Syed Abdul Ghaffar، محمد ریاض خان الازہری
In the present age, youth occupy an important position and can play a very important role in reforming and improving the world conditions. In Quran several methods are suggested for character building of youth for example following “Uswa-e-Hasna” and by preaching and motivation of youth the fear Allah, the crated in their heard for reforming them. In some cases, the punishment can also reformed of youth. Youth is an important entity of any human society. Particularly in an Islamic society, youth has great significance. Youth is considered as a junction of past, present and future. The role of young generation cannot be neglected in the building of character, changes in circumstances and development of society. Youth should play a positive and effective role against various evils, which are prevalent in human society. What can be the religious social, political, ethical and educational duties of the Muslim? How can they play their role in reformation of society? How can they be bright stars of their country by fulfilling their duties? How can the whole humanity and particularly Islamic Ummah get benefits from their youth? The answers to these questions are central idea and theme of this article, generally in the light of Islam and particularly in the light of seerah-un-nabwiyia. In following lines, it has been tried to impart feelings of high self-esteem in the young generation who have forgotten it. It is an effort to motivate the youth for practical actions.
The scholars of Hadith gave special attention to the fabricated hadith and they explained it to others and warned about its danger. They all agreed upon it that transmission of fabricated report is unlawful only one way is lawful if the status of this report is narrated with its transmission. Some great scholars of hadith like Mizzi, Zahabi and Ibn Hajr have pointed out that in the sunan of Ibn Maja there are some fabricated and false ahadith. I took interest in study of these fabricated ahadith and I separated them and studied these ahadith according to the Principles of research of this filed. You will find during the study of this paper the importance of Sunan among the six books. You will study comments of scholars about this book. After complete study of this paper, we can conclude following points: 1. There are forty-four fabricated ahadith in Sunan of Ibn Maja. 2. These ahadith are found in five books except one, hadith is narrated by only Ibn Maja. 3. Ibn Maja declared about only one hadith that it is baseless. 4. Ibn Juzi mentioned only seven ahadith in his book fabricated ahadith. 5. Imam Bausairi showed indefference in commenting and declaring these ahadith as fabricated in his book Misbah-uz- zujazah. Although there are clear signs of fabrication in these ahadith.
المنھج اللغوي في التفسير و تاريخه
مصنف/مصنفین: جنیوتی، سعید احمد
The Holy Quran was revealed in Arabic Language, it is, therefore necessary to seek Arabic Diction to gain the direct guidance from it. The companions of Holy Prophetr, Tabeen, and the reverent Imams strictly rebuked those interpreters who interpret the Holy Quran without having command over Arabic Language. The verses of Quran that are clear in comprehension, explicit and easy, do require the source of interpretation as “Arabic Diction”. This method highlights the positive trends to Arabic Diction. But in the matter of ambiguity and resemblance in verses and deduction of Masael, this Diction will be given second priority. Mere Diction and Arabic Socio-Diction may not be titled as most authentic. Diction is not the ‘last word. ’ The very first priority will be given to the verses of Quran, Hadith e Nabvi and Quotations of Companions of Holy Prophetr. The companions themselves were the native Arabs but they used to do consult some Quranic terms with the Holy Prophetr. As time passed, some strayed sects and atheists ignored this positive trend (Tafseer-bil-Mathur) , and accustomed a new trend of interpretation of Holy Quran i. e. depending upon Arabic Diction only so that they may endorse their own thoughts. It was a negative source of interpreting the Holy Quran i. e. only by Arabic Diction. The present article explores its historical perspectives after evaluating its negative trends. The Motazila sect got this trend nourished. The representing interpretations of Holy Quran of this trend have been analyzed in this article. At the end, Molana Ameen Ahsan Islahi’s approach to Diction and his Tafseer ‘Tadabbur e Quran’ has been evaluated.
Educational Philosophy Imam Al-Ghazali’s Perspective
Author: Rabbi, Fazli
Islam is a divine religion. It is based on divine revelation (Holy Quran) and sunnah of the Holy Prophet ﷺ. As a religion it is a complete code of life. It does not deal with worships only but addresses all fields of life. Like Beliefs and worship, Islam focuses on education also. As a last and chosen religion, it motivates human beings to seek knowledge. The first word of the first revelation (Chapter Al-alaq) starts with Iqra means Read. In first five ayat of chapter Al-alaq, the basic requirement for enhance of education (Read, knowledge and pen) have been mentioned six times. Similarly, the Holy Prophet r took many steps for imparting education. In this connection, the example of first residential university (Suffa’h) is sufficient. Imam Ghazali one of the most famous Muslim thinkers discusses the education in his books in detail. He was born in 448 AH (1057 CE) at Tabaran a town in the district of Tus, which lies within the Khorasan Province of Iran and died on 18 December (1111 CE) . In this article knowledge, its classification, stages, curriculum, art of teaching, responsibility of both teachers as well as students have been discussed in the light of Imam Ghazali educational philosophy.
Privacy in Islam: A Sacred Human Right
Author: Tahir, Atique
‘Right to Privacy’ or the’ Privacy of an individual’ is considered as the most important and the most basic of all the fundamental rights and liberties. It is the concern of all legal systems, civilizations, cultures and religions. In the modern Western and legal perspectives, the right to privacy has emerged from the concept of right to life, which is considered as the basic right from which all the other rights are derived. Islam, on the other hand, considers as an independent and separate human right. The present study is an attempt to briefly reflect and accumulate all the aspects and dimensions of the Privacy right in Islam. It is mainly concerned with the privacy of one’s home, confidential correspondence investigating someone’s financial, private and family affairs, and other such violations, Its punishment prescribed by Islam and its implications on an human society, arising out of doubts, suspicions, accusations and mistrust, in the teachings of Quran and Sunnah of the Messenger ﷺ in particular and of the Islamic jurists in general.