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.

The Use of Effective Questioning to Enhance Students Active Participation in a Grade - Xi Chemistry Classroom of a Government Degree College in the Rural District of Jacobabad

The aim of this study was to explore the usage of effective questioning during lecture-based teaching in Grade XI chemistry classroom in order to enhance students’ active participation. Use of effective questioning is an integral part of the teaching-learning processes. Classroom questioning is an extensively researched subject. The high incidence of questioning as a teaching strategy and its consequent potential for influencing students’ participation in classroom activities have led many researchers to explore relationships between teaching via questioning method and students’ level of active participation. The current scenario of education in Pakistan suggests that the teacher-centered practices of teaching chemistry at higher secondary are dominant. Teachers only pass on factual knowledge to students. The students’ classroom participation is given less importance. Hence, this study explored the usage of effective questioning as a teaching strategy in enhancing students’ active participation in a Grade XI chemistry classroom, in a Government (Boys) Degree College, rural Sindh, Pakistan. Data about the impact of intervention has been collected in different stages of the study. At the pre-intervention stage, semi-structured interviews and classroom observations were conducted to explore existing practices of using effective questioning and level of students’ participation during lecture-based teaching. During the intervention, writing reflection and informal discussion were the tools to collect the data about the impact of using effective questioning for the enhancement of students’ active participation. The post-intervention stage identified the impact of the intervention. In addition, the reflective diary of the researcher, field notes and students’ works have been used as data collection sources. The research study describes that when effective questioning is employed in chemistry classroom, students actively participate in the teaching and learning processes. The study also highlighted some of the factors like planning in advance, asking higher order questions, friendly environment, increasing wait time, and giving proper feedback, are helpful in enhancing students’ active participation by using effective questioning. On the contrary, large class size, teacher’s professional capacity to bring change and his workload were the challenging factors which hindered the use of effective questions. To conclude, findings of the study support the use of effective questioning because it not only raises the level of students’ active participation but also develops interest among them for their learning. The findings might prove useful to further the understanding of teaching and learning practices in chemistry classroom in the context of the professional development of chemistry teachers. It also provides