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.

Leading With a Difference: Facilitating Inclusive Practices in a Private School in Karachi, a Case Study

The study explores the processes used by a school principal to facilitate inclusive practices. In order for inclusion to prevail in the school, the culture of the school must also reflect values that are consistent with the humanitarian principles and embedded within the concept of inclusive education. The principal being the moral authority in the school has a very influential role towards fostering attitudes and values of inclusion. The principal is the key player in inculcating attitudinal, organizational and instructional change in order to cultivate successful inclusion. The principal’s expectations from the school community in implementing inclusive practices and values and beliefs about including all children are predictors of effective and more sustainable inclusion. The goal of this research was to understand these processes employed by a school principal. This was done by using a case study method, to get an in-depth understanding about the processes used by the school principal in facilitating inclusive practices for student in the school. Data were collected by conducting semi-structured interviews of the principal, curriculum coordinators, four teachers, two typical children, two children with special needs and two parents of special need children. Observations were done of the school environment, classroom teaching and other co-curricular activities. School documents were also reviewed. The findings generated by analyzing the data suggest that the Principals’ role in developing and facilitating inclusive practices are a reflection of the leadership style she enacts in school. The role is indicative of her values, beliefs and preferences. Through building positive relationships amongst the school community, nurturing a culture of respect and sharing leadership practices, the \Principal has created a strong sense of trust and care and respect for all people in the school. There is also a sense of commitment among the school community to make a difference. The findings provide guidelines for others in the field, in regards to how and what changes, in philosophies, school ethos, beliefs, can lead towards a more inclusive school setting.