مصر ،مذہب اور مساجد
مغرب کا وقت قریب تھا ہم احمد کی گاڑی میں بیٹھ گئے ہماری اگلی منزل جامعہ الازہرہ تھی ۔ فرعون ،پیرامڈ ،ابوالہول ،مسجد علی ،مسجد رفاعی اور مسجد حسن کے بعد اب جامعہ الازہر اور مسجد حسین ۔ایک دن میں جتنے مقامات دیکھے ان کا تعلق مذہب سے بنتا ہے ۔ مصریوں کو عبادت اور عبادت گاہوں سے عشق ہے چاہے فرعون کا زمانہ ،عیسائیوں کا یا مسلمانوں کا ۔ سکون قلب اور فرض عبودیت کے حصول و بجا آوری کے لیے عبادت گاہیں تعمیر کرنا ان کا پسندیدہ مشغلہ ہے ۔جیزہ کے اہراموں سے لے کر سینٹ کیتھرائن ،قاہرہ کے گرجا گھروں اور مسجدوںکی ایک لمبی فہرست ہے ۔ مصری نہ صرف اچھے عبادت گزار ہیں بلکہ عمارت گر بھی ہیں۔ میں نے کسی عبادت خانے کی عمارت بے ڈول ،بے مزہ اور غیر متواز ن نہیں دیکھی ۔ تعمیر اور عبادت ہر دو حوالوں سے مصری مساجد آباد نظر آتے ہیں ۔ جہاں اذان کی آواز کان میںپڑی وہیں کاروبارِ زیست رک جاتا ہے اور عبودیت کا اہتمام شروع ہو جاتا ہے ۔قرآن سے مصریوںکی محبت کوئی پوشیدہ راز نہیں ہر گھر میں حفاظ موجود ہیں اور ہر مسلمان مصری کو قرآن کا ایک بڑا حصہ ازبر ہے ۔قرآن کو خوش الحانی سے پڑھنے میں شاید ہی کوئی دوسرا مسلمان مصریوں کا مقابلہ کر سکے ۔ویسے تو خوش الحانی کے اس فن کو بہت سے قرأ نے برتا ہے مگر مجھے قاری عبدالباسط کی تلاوت نے زیادہ اپنی طرف راغب کیا ہے ۔ مصر میں انیس سو ستائیس میں پیدا ہونے والے اس خوش الحان قاری کی تجوید مصری مسلمانوں کے لیے بالخصوص اور باقی مسلم دنیا کے لیے بالعموم ایک تحریک بنی اوراب بھی بہت سے مصری اور غیر مصری قرأ اُن کے تتبع میں انہی کی...
The foundation of the Sharia is revelation, revelation is the name of two things, the Qur'an and the Sunnah, since both are related to the news, and to convey the news to others, narrators are needed, so for the propagation of the Qur'an and the Sunnah to future generations. It was necessary to have narrators, the narrators of the Holy Qur'an are called Qira, the narrators of the Sunnah are called Muhaddith, the traditions of the Holy Qur'an are called 'Qara'at' and the traditions of the Sunnah are called 'Ahadith'.
Both the Qur'an and the Sunnah are revelations, but still there are some differences between them which are explained in detail in the Book of Principles. It was a difficult task, and the significant efforts made by the Muhadditheen in this regard were more famous and campaigned than the knowledge of al-Qaraat and recitation. He became famous with this, and some people even got the wrong impression that he had nothing to do with jurisprudence, and this wrong impression was reinforced by the behavior of the some Narrators.
In reasoning and deriving from the Sunnah, there were many disorders and factors that gave birth to different schools of jurisprudence. For example, a hadith revealed to an imam or a jurist during reasoning has a hidden reason that is not revealed to anyone else. Therefore, there is a difference in argumentation. Similarly, sometimes the hadeeth is correct in a certain issue in front of a jurist, while on the other hand, it is weak in the opinion of another, which leads to diversity in argumentation.
When the jurists differed in the derivation of the issues and rulings, in fact, these are cases of priority and non-priority, in which there is, however, scope that any position can be declared preferred based on arguments.
Keywords: Hadith, Muhaddithin, Jurisprudential Proverbs, School of Thoughts, Differences.
Extra-role behavior also called organizational citizenship behavior is critical for organizational effectiveness. The purpose of this study is to develop and test an integrated model of organizational citizenship behavior based on the framework of organizational effectiveness suggested by Katz (1964) in the specific context of university teachers. The study is specifically aimed at finding the individual and joint direct and indirect effect of human resource management practices (HRP) and transformational leadership style (TSF) on affective organizational commitment (AC) and organizational citizenship behavior (OCB) of university teachers in Pakistan (developing country) and England (developed country). No other study has modeled these variables together. Data was collected through mailed and self-administered questionnaires consisting of standardized scales. Two samples of university teachers, one from Pakistan (n=402) and other from England (n=188), based on complex probability sampling were used in the study. One-way ANOVA was used to find the association of demographic factors (public and private nature of university, designation, qualification, tenure, gender, marital status and age) with affective commitment and citizenship behavior of university teachers. It was found that most of demographic characteristics caused significant variation in both affective commitment and citizenship behavior of teachers in both Pakistan and England. Correlation analysis showed significant positive associations among all four study variables. Stepwise multiple regression analysis was used to find direct effect of predictors (HRP and TSF) on mediating (AC) and dependent (OCB) variables and indirect effect of predictors on dependent variable with mediation of affective commitment both jointly and individually. It was found that HRP and TSF have significant direct effects on both AC and OCB in Pakistan and England individually as well as jointly. AC is also significantly related to OCB in both Pakistan and England but variation explained by AC in OCB in England is substantially higher than in Pakistan. AC is also found perfectly mediating the relationship between both predictors and OCB in all three cases (1. HRP-AC-OCB, 2. TSF-AC-OCB, 3. HRP,TSF-AC-OCB) in England while in Pakistan mediation of AC is just partial in all of these cases. Results have been discussed in the light of past studies and implications for managers and researchers have also been suggested.