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ابتدائے وحی

ابتداء ِوحی
وحی کی ابتدارویا ئے صادقہ سے ہوئی جو کچھ آپ خواب میں دیکھتے اسی طرح وہی ظہور میں آتا ۔ یہ مقدمات نبوت کا ظہور ہو رہا تھا اس وقت آپ کی عمر چالیس سال کے پیٹے میں تھی ۔ رویائے صادقہ چھ ماہ تک رہے آخر کا ر ایک روز غار حرا میں مراقب تھے کہ جبرائیلؑ فرشتہ آپ ﷺ کے پاس اللہ کا پیغام لے کر آیا اور کہا : اقراء (پڑھو) آپ نے فرمایا مَااَنَا بقاَریِِ ( میں پڑھنے والا نہیں ہوں ) فرشتہ نے آپ ﷺ کو سینہ سے لگا کر بھینچا پھر اقراء کہا : آپ نے فرمایا ’’ ما انا بقاری‘‘ فرشتہ نے دوبارہ بھینچا اور کہا اقراء ، تیسری بار فرشتہ نے کہا : اِقرَابِاِِاسِم ِ رَبَّکَ الذَّی خلق‘‘ آپ نے ان کلمات کو پڑھا( اقراء با اسم ربک الذی خلقo خلق الانسان من علقoاقراء وربک الاکرم o الذی علم با لقلم oمالم تعلم o ) آپ پڑھیے اپنے رب کے نام کے ساتھ جس نے پیدا فرمایا ، پیدا کیا انسان کو جمے ہوئے خون سے ، پڑھیے آپ کا رب بڑا کریم ہے جس نے علم سکھایا قلم کے ذریعے سے ، اس نے سکھایا انسان کو جو وہ نہیں جانتا تھا ۔‘‘
مستشرقین ایسی چیزوں کی تلاش میں مصروف رہتے ہیں جن کو بنیاد بنا کر اسلام اور پیغمبر اسلام ﷺاور ان کے اصحاب کو نشانہ تنقید بنا سکیں ۔ بد قسمتی سے انہیں اپنے موقف کے لیے مواد بھی ہمارے اپنوں کی تحریروں سے ہاتھ لگ جاتا ہے پھر انہیں مزید غلط رنگ دے کر اور خوب نمک مرچ لگاکر شکوک و شبہات کے علاوہ فی نفسہ ِ واقعہ کو غلط ثابت کرنے میں ایڑی چوٹی کا زور لگاتے ہیں ۔ اسی طرح وحی کے متعلق عجیب و غریب باتیں کرتے ہیں ۔...

ابنِ تیمیہ کا فقہی مقام اور استنباطِ احکام کے اصول؛ایک تجزیاتی مطالعہ An analytical study of Ibn-e-Taymiyyah's jurisprudential position and principles of elicitation rules

In Islamic jurisprudence, there are different degrees of inference and reasoning. He is also a mujtahid who, while respecting the principle of a particular religion, differs from his religion only in its branches and does not go against the principles of that particular religion. There is also a mujtahid who has jurisdiction over both the principles and the rules. Such a mujtahid is not a follower of any of the jurisprudential religions. Taqi-ud-Din Ahmad ibn Taymiyyah remarkable, recognized, and medieval Sunni Theologian, jurisconsult, logician, and great reformer today, he is known by the title of Sheikh-ul-Islam. In some sciences and arts, he had Ijtihadi abilities and practitioners. He did not spare a single minute in expressing his critical ability and competence according to his instincts in principles and disciplines. Ibn Taymiyyah's critical ability and competence were manifested in the form of differences in the scientific world of the Islamic world. Due to this, Ibn Taymiyyah faced severe criticism from the academic circles all his life. In this article, it will be reviewed that Ibn Taymiyyah's jurisprudential and doctrinal differences came to light based on ijtihad, principles and his jurisprudential position and status and method of derivation and reasoning of the issues.

Exploring Pedagogical Leadership in Schools: Teachers’ Perceptions on How Principals Promote Teaching and Learning

This study explores pedagogical leadership of school principals as teachers perceive and how principals promote teaching and learning in the schools of urban context of Karachi, Pakistan. In the last two decades the focus of policy makers and educators has been shifted from the provision of education to educational outcomes. Different reforms have been introduced to improve quality of education in Pakistan. The role of the principal is central to bringing quality change in schools. Therefore, many attempts have been made to understand principal's leadership styles. However, little empirical evidence is available to explore the principal's role as pedagogical leader with the teachers' eyes under qualitative study and how teachers as key players in school perceive principals' role in promoting teaching and learning in schools. Therefore, this study aims at exploring teachers' perceptions about role of a principal as a pedagogical leader in three schools (public, private and non- profit school organization) at secondary level in the context of Karachi. To achieve the purpose of the study and sufficiently address the research questions, a qualitative research study was designed to explore the perceptions of teachers regarding the pedagogical leadership in schools and how principals promote teaching and learning in the school. The study involved the use of semi-structured interviews, document analysis and field observations. Findings from the study indicate that teachers perceive principals as pedagogical leaders who guide them in classroom teaching and learning through effective pedagogies and strategies, creating collaborative relationships and provide constructive feedback. Whereas, the actual practices of principals rarely meet the perceptions and expectations of teachers because principals most of the time are consumed in day to day administrative tasks. This study is significant because the findings suggest that current and future school principals should attempt to understand how they are perceived by teachers, and, thus, adapt attitude, pedagogical skills, and strategies to demonstrate pedagogical leadership in the school. This study can also be beneficial for the policy makers to develop a policy document on training of teachers, administrative staff, and community members to appreciate and expect the role of principals in teaching and learning apart from the role of administrative matters. The study can further be expanded to teachers of urban and rural context under mixed research method so the result can be generalized. Moreover, perceptions of students about the role of principal as pedagogical leader at secondary level may add value to the study.
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