الإمام الطحاوي و منهجه في كتابه مشكل الآثار

Qur’an and prophetic traditions (Hadith) are the fundamental sources of Islam. Muslims believe that Qur’an is the word of God (Allah). Hadith (Prophet’s Sayings, actions and silent approvals and disapprovals for something) likewise is based on divine revelation. Qur’an affirms also this view: (God says) Your Companion (Muhammad) has neither gone astray nor has erred. Nor does He speak of (his own) desire. It is only a Revelation revealed. Al-Qur’an (53: 2-4). Allah Almighty Himself took the responsibility to guard His word (the Qur’an): (He says: ) verily, We, it is We Who have sent down the Dhikr (i.e. The Qur’an) and surely, We will got it (from corruption). (Al-Qur’an: 15: 9) on the contrary the responsibility to guard the prophetic traditions (Hadith) was put on the shoulders on the Muslim Ūmmah. The scholars of Islam (ʽulāmʼs) try their utmost to collect and save the Prophetic traditions and guard it from any alteration. To achieve this purpose, they introduced different hadith sciences to distinguished between the true and the fabricated hadith. The authentic Sunnah is contained within the vast body of Hadith literature. Different scholars have compiled the books which contain a large numbers of Ahadith, one of them is ʼimam Taḥāwi. In this article we will discuss the ʼimam Taḥāwi approach towards “Ahadith” in his book Mushkil ul Āathʼar.

Teaching Science Through Songs and Poems: An Action Research in Early Primary Classroom in Pakistan

This paper presents a small-scale collaborative action research in which songs and poems were used to teach science to a grade two class in a non-profit school system in Karachi, Pakistan. The participants were two teachers and three children. The main research question was how do we reconceptualise science lessons to integrate songs and poems as a pedagogy to enhance Class 2 children's learning at a private school in Karachi? This study was conducted over 23 weeks in three cycles. In the reconnaissance period, science classes were observed and teacher interviews were taken. In Cycle 1 and Cycle 2, researcher and class teachers planned and taught six science lessons using this pedagogy. Data was collected through observations, interviews of teachers and children and collaborative reflections between the researcher and the teachers. Samples of children's work were collected and a reflective journal was maintained by the researcher. During the reconnaissance period it emerged that teachers made very little use of songs and poems to teach and teaching methods were mainly teacher centered. As the research unfolded during the intervention cycles, teachers knowledge, skills and attitudes transformed. They became increasingly more independent in using songs and poems to teach their science lessons. Their content knowledge, motivation and confidence levels grew. Children's learning was enhanced through better retention of science vocabulary, more enjoyment in science classes, transformational learning (reaching the creativity level of Bloom's taxonomy) and an increase in their motivation and confidence. This study raises important implications for teaching early primary science using songs and poems. These include issues of sustainability and teacher's training, mainstreaming this pedagogy and creating policies and programs to align with the National Curriculum.