منهج المفتي عبد الله محدث في كتابه فتاوى أهل حديث

Issuing Fatwa is much important in the field of Islamic Theology. At least one of the contemporary famous three methodologies in the field of Fatwa for the mufti to adopt is necessary; as it leads mufti to extract ruling from the text of Holy Qur᾽ān or Sunnah of the Holy Prophet (ﷺ) and from what the Muslim Jurists have agreed upon. A thorough study of the book Fatāwā Ahl Ḥadīth has been conducted in this study in order to highlight the characteristics and main features which distinguish the method of the author, ‘Abdullāh Muḥaddith Rōpaṟi, a prominent scholar of his time in the main stream of Ahl e Ḥadīth, from other scholars of his time in issuing fatwa. The study approves that the author has adopted the depth has and (صلى الله عليه وسلم) Prophet Holy the of companions the of method understanding of the primary sources i. E. Holy Book Qur᾽ān, Sunnah and Ijmā‘, and secondary sources i. E. Qiyās and custom and vice versa and he has given best solutions to the matters posed to him at his time on the basis of textual and rational evidences which ultimately influenced people and made them to accept the author as an authority in his field.. His prominent work also tells us that he has expertise in the fields of Islamic literature, Islamic Jurisprudence, Ḥadīth and Tafsīr. Therefore, his book regarding fatwa has got admired by the scholars of the Subcontinent of all the main streams. Also in the court of Law in the country the book has been considered as a referencing book.

Integrating the Concepts of Social Justice in Mathematics Teaching in Grade Ix in a School Located in Karachi, Pakistan

The National policy of Pakistan 2009 provides the vision for education in Pakistan that is, quality education being a means for recognizing the individuals’ potential for societal development. This vision needs to be actualised in classroom learning and teaching. In a way, mathematics for social justice can provide an opportunity to individuals to implement this vision in the classroom teaching of mathematics. This study, therefore, explored the teaching and learning processes of mathematics for social justice of Grade 9 students in a school of Karachi, Pakistan. To understand the processes, an exploratory action research was conducted in the qualitative paradigm. In the study, semi-structured interviews conducted from the students and the mathematics teacher, classroom observations, the reflective diary, and the analysis of students’ work were used as data collection tools. The study has three action research cycles which in turn have eight lessons on the topic of ratio and proportions, with the integration of wastage of food at the consumption level. The study has found out that mathematics for social justice requires using critical dialogues, critical questioning and creation of critical problem-posing questions. These elements create a learning environment that improves the mathematical and social justice education scenario. First, the use of dialogue opens up a useful discussion to analyse the social issue critically. Second, questioning explores the use of mathematical concepts in understanding the social issue. Third, problem-solving questions themselves provide an opportunity to students to apply mathematical knowledge and skills and enable them to ponder on social issues and critically apply their knowledge to seek opportunities for social justice. This study can help teacher and educators to use the pedagogy of mathematics for social justice in their classroom and explore other areas of mathematics for social justice in the Pakistani context.