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آصف علی اصغر علی فیضی

جناب اے ۔ اے ۔ اے فیضی
گزشہ مہینہ بمبئی کے جناب اے۔ اے۔ اے فیضی کی وفات ہوگئی، وہ ۱۹۱۹؁ء سے دارالمصنفین کے لائف ممبر تھے، اپنی نظروفکر میں جدید کاری اور ترقی پسندی کے باوجود آخر وقت تک علامہ شبلیؒ، مولانا سید سلیمان ندویؒ، دارالمصنفین اور معارف کے بڑے قدردان رہے، بمبئی جب جانے کا اتفاق ہوا تو وہ ایک شفیق بزرگ ہی کی طرح ملے، ان کے مذہبی اور فقہی خیالات کا احتساب تو وہاں ہوگا جہاں اب دائمی طور پر پہنچ گئے ہیں، مگر ان میں بعض شریفانہ خوبیاں تھیں جن کو ان کے معاصر دوست اور ملنے والے مدتوں یاد کریں گے، دعا ہے کہ اﷲ تعالیٰ کی بارگاہ میں ان کی کوئی ادا پسند آجائے جس سے ان کی مغفرت کا سامان ہوجائے، آمین۔ (صباح الدین عبدالرحمن، نومبر ۱۹۸۱ء)

علم مختلف الحدیث پر امام شافعی کے تفکرات کا تحقیقی مطالعہ

After the era of Prophet Muhammad (S.A.W), there were dissimilarities in interpretations of contradictive revelations by Muhammad (S.A.W) thereby questioning their authentication while being considered a basic source of extracting the Sharia acts. In this context, Imam Shāfʿī studies all the dissimilarities and contradictions and devised finest principles which performed very positive role in rationalizing the conflicting Ahadiths. He was first to discuss these matters in an innovative manner. It is therefore, essential for investigator to refer to Shāfʿīs principles to rationalize any Hadith lying under contradiction. Imam Shāfʿī stated that Hadith is not itself contradicting but its apparent meaning leads the investigator into misconception. Consequently, he has stated three methods to remove this conflict. First is the combination (جمع) which recommends working on both Ahadiths at the same time rather than leaving either of them. Second is the abrogation (تنسیخ) which requires extensive knowledge of Quran and History before inferring the final decision of Muhammad (S.A.W) and scholars widely recommend Imam Shāfiʿī in recognizing abrogated Ahadiths. Third is preference (ترجيح) which is based upon peripheral attributes.

A Case Study of Teacher Leadership in a Private Sector School in Karachi

Teachers are often at the lower end of hierarchical school leadership structure. However, school improvement literature suggests a non-hierarchical model, where teachers are key players in bringing about change, is more effective. Distributed leadership has been proposed and one approach to the distribution of leadership in schools is teacher leadership. Teacher leadership recognizes the important contribution of teachers to school improvement and brings to the fore the emergence of excellent teachers who have demonstrated leadership capabilities at the same time. This study explores perceptions and practices of teacher leadership in an established non-profit private school in Karachi, Pakistan. A qualitative research approach was adopted, specifically case study methodology. A private school was chosen as the research site and the participants included 4 teachers and the school’s principal. Data was collected via one on one semi structured interviews, teacher observations, field notes and review of school documents. The study found that all 4 teachers perform leadership roles in their individual capacity, they are all informal teacher leaders and do not require a formal leadership title or position. It is believed that all teachers possess certain leadership qualities and their potentials as leaders are geared towards improving student learning and raising students’ performance standards in collaboration with colleagues and the school’s leadership. The issues related to major policy shift are usually outside of teachers’ field of action. The data suggests that teachers flourish their leadership skills in their areas of interest and expertise. So teachers’ buying in job responsibilities is crucial as they do not bring innovation in the work imposed on them. The biggest hurdle in teacher leader practices is lack of time and opportunities available to them for collaboration and group decision making. Recommendations from this study include recognizing teacher leadership in the school’s reform agenda, encouraging teacher leaders to accept leadership work and giving attention to developmental programmes for teacher leaders.
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