The Investigative System of Islam Investigative System of Islam

The Holy Prophet (PBUH) was sent to establish justice. He made use of law and good conduct to achieve this great target. Complete investigation and transport exploration is of universal value that holds fundamental significance in legal system. This research article presents insight, broadness and transparency of investigatory system established by the Prophet (PBUH). It also highlights rules and laws in the light of valid research references. All these features are evident in Prophet’s personality. In this regard, keeping in view the nature of topic, the guidance has been sought from the commands of The Quran, Hadith and different incidents of the life of Muhammad (SAWW). A discussion has been premeditated to explore Prophet’s tactics regarding law of investigation. This research article, having research outlook and logical link, touches upon the rules and principles which the Holy Prophet (PBUH) has given us for the recognition of the real culprit of good judgment, clues and witnesses. Investigative departments are radically important for the protection of Islam, maintenance of peace, internal stability and the protection of life, honor and property of people living in the society. The charter of these agencies is to abolish oppression, establish justice, impose the writ of law, and punish the guilty and to bring lawbreakers within the grip of law. The officer who performs the above duties is known as Naazir e Jaraaim1 in Islamic jurisprudential terminology. Further duties which fall within the remit of this officer are: Investigation of charges, production of the accused before a court of law, getting proven criminals sentenced by the court, executing the sentence handed down, releasing   the accused in case evidence is not sufficient and getting wrongful accusers punished properly.

Incorporation of Social and Morel Values Through Secondary School Curriculum: A Content Analysis

This study was conducted to explore incorporation of social and moral values through the secondary school curriculum in Khyber Pakhtunkhwa, Pakistan. The study revolved around the following research questions: What are the social and moral values included in the secondary school textbooks? What are the important social and moral values missing in the secondary school textbooks? What are the benefits of inclusion of social and moral values in the textbooks at secondary school level? Data were collected from two sources: Secondary school textbooks and Secondary School Teachers. Four textbooks of the compulsory subjects (Urdu, Pakistan Studies, English and Islamiat) of the secondary classes and Secondary School Teachers of district Mansehra who taught compulsory subjects comprised the population of the study. The sample of the study consisted of twenty four lessons from the textbooks and twelve Secondary School Teachers. To collect data about social and moral values from Secondary School Teachers semi-structured interviews were used. Textbooks of secondary classes and transcribed interviews of twelve secondary school teachers were examined in the light of the operational definitions of social and moral values by applying qualitative content analysis technique. The entire data were coded and categories were formed from the codes. Codes were grouped into categories: social and moral values. Peer/expert debriefing was used to review and assess the data to enhance the validity and reliability of the analysis process and findings. The findings of the study revealed that the secondary school textbooks contained social values like equality, human rights, service of humanity, regard for one‟s family, dignity of labour and charity. The textbooks also contained moral values like truth, honesty, obedience, faith and sacrifice. Social and moral values were associated with human behaviour on the xvi basis of which good or bad behaviour of individuals and their adjustment in a society can be judged. Some important social and moral values, however, seemed lacking in the books. These include values such as responsibility, hard work, obedience to the law, unity, patriotism and universal brotherhood and moral values such as virtue, good manners, submission, moderation and patience. The study, therefore, recommends that these values may be incorporated in the secondary school textbooks for a more wholesome education and character development of the students.