سیرت النبی محمد مصطفیٰؐ
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم مکتب شاہینو! آج مجھے جس موضوع پر لب کشائی کا موقع مل رہا ہے وہ ہے:’’سیرت النبی محمد مصطفیٰؐ‘‘
محترم صدر!
آج سے چودہ سو سال پہلے کا ئنات گھٹا ٹوپ تاریکیوں میں مستورتھی۔ ہر طرف جبر و تشدد کی ژالہ باریاں مصروف تباہی تھیں۔ درندگی وبہیمیت کی فضا میں حق پرستی و پرہیز گاری ناپید ہو چکی تھی۔ صنف نازک کی عصمت کا کوئی محافظ نہ تھا۔ ہر طرف آلام و مصائب کے بگولے محورقص تھے۔ صبح و شام غرباء فقراء کے سروں پر ظلم و تعدی کی تلوارلٹکتی رہتی تھی۔ جہاں تک نظر پڑتی کشت و خون ، درندگی و حیوانیت اور خوف و ہراس کا دور دورہ تھا۔ انسانی عقائدضعف اور اضمحلال کا شکار ہو چکے تھے گویا کفر و ضلالت کا ٹھاٹھیں مارتا ہوا طوفان تھا جس کے تند و تیز تھپیڑوںمیں انسانیت کی شکستہ نائو ہچکولے کھا رہی تھی۔ بلائے عظیم میں گرفتہ کسی نجات دہندہ کے منتظر تھے۔
آخر خالق کائنات کوسسکتی ہوئی انسانیت پر رحم آیا۔ رب کعبہ نے رشد و ہدایت کے اس آفتاب کوافق فاراں پر طلوع کیا۔ وہ آفتاب صداقت جوختم المرسلین ہے۔ جورحمت اللعالمین ہے۔ شافع المذنبین ہے۔ اسلام جس کا دین ہے۔ جس کے نور سے روشن ساری زمین ہے۔
نگاہ عشق و مستی میں وہی اوّل، وہی آخر
وہی قرآں ، وہی فرقاں، وہی یٰسیں، وہی طہٰ
معزز سامعین!
رسول عربیؐکیا آئے کائنات میں انقلاب آ گیا۔ یاس وقنوطیت سے پژمردہ چہروں پر امید کی بہارآگئی، قتل و غارت اور خوف و ہراس کی آندھیاں تھم گئیں۔صنم ہائے تراشیدہ ریزہ ریزہ ہو گئے۔ عرب وعجم کے ایوانِ ہائے عیش وطرب منہدم ہونے لگے۔ وادیٔ خزاں میں...
The very existence of theology was a prelude to the competition of philosophy and the support of religion. Other religions, for the sake of legitimacy of their religion, have been raising objections to Islam in all respects. The mixture of nations, non-Arab influences, the negligent rhetoric of scholars and shaykhs, and the erroneous beliefs and practices of the people were tarnishing the clean face of Islam. In the time of Ibn Taymiyyah, there was an emphasis on theology. Theologians specialize in their knowledge and art of rationalism and logic. Their method consisted of reasoning and inference, rational and logical proofs. In contrast to them, the Hanbalis were holding the line of reasoning from the apparent meaning of verses and hadiths and texts. In the case of debates and debates, the weight of the theologians would be heavy and the opponent would be considered ignorant. Ibn Taymiyyah paid homage to the authenticity and supremacy of the Qur'an and Sunnah in such a way that he made critical commentary and analysis on philosophy and Greek logic and reasoned weaknesses and errors. One-half or two-thirds of his total writing services on the subject of speech and logic. This shows that Ibn Taymiyyah was feeling the need of defending Islam in this regard because in his time these sciences and arts had become very popular and common practice. The far-reaching effects of his thoughts and opinions in this regard have been felt in every age. The issues in which he has differed are the result of his research, jurisprudence and ijtihad, and constant reflection. The basis and foundation of which is the Quran and Sunnah, the interaction of companions and speculation. In these Ijtihad issues of hiss, there is a collection of arguments and proofs related to the Quran and Sunnah. In this article, an introductory and analytical study of Ibn Taymiyyah's fundamental differences will be presented.
School-based management (SBM) has increasingly become an agreed-upon model for the operation of schools around the world. A critical element of the model is devolving enhanced levels of decision-making from the centre (head office) to the schools. SBM is usually acclaimed as a positive step for principals, teachers, parents, students, and the wider community to get involved in the decision-making processes and other school activities that affect students' learning outcomes. Therefore, it is essential to see what SBM is and how it works in a multi-layer school context. The ultimate purpose of this study was to investigate the influence of school-based management on school improvement efforts. This study was conducted in one of the cooperative schools of AKU-IED. The key stakeholders (principal, teachers, honorary secretary, parents and students) of the school were engaged in the study as research participants. The field work lasted for six weeks during which I used qualitative case study research instruments, such as; semi-structured interviews, non-participant observations, informal discussions and document analysis in order to collect the relevant data. The data was analyzed and discussed with my own interpretation. The analysis of the data examines the stakeholders' perceptions about SBM and its implementation in the context of a community-based school. The study further highlights the roles that the stakeholders play in the SBM School and their level of involvement in different decision-making processes and the overall school activities. The analyses of the data reveal that the implementation of SBM has helped the key stakeholders decide and manage different activities and programs in the school. For example, utilization of budget within a given scale, management of teaching and learning processes, and personnel in the school. Furthermore, teachers and students have been engaged and authorized in different management committees. There are mechanisms for capacity-building, rewards and communication in the school. As a result, students' learning outcomes and school's performance have enhanced. The analysis of the findings uncovers a number of issues such as role ambiguity, lack of workable mechanism for monitoring and evaluation, lack of resources and time constraints that may interest other reformers and research in education in general.