دراسة مقارنة في تعيين الزمان والمكان والأعلام عند شراح البخاري (الكرماني وابن حجر نموذجاً)

Sahih al-Bukhari by Imam Abu Abdullah Mohammad al-Bukhari comes second to the Holy Quran as a fundamental source of Islam. It is a most authentic collection of sayings and deeds of Prophet Mohammad (PBUH), which covers almost all aspects of life in providing proper guidance from the Messenger of Allah. The Muslim scholars of past and present time gave great importance to this book by making their efforts to extract the hidden treasures from this book and to present the different approaches and benefits of this book. “Al Kawakib Ad Durari” by Imam Alkirmani is an old explanation of Sahih Bukhari. During studying “Fath al Bari” I found that Alhafiz Ibne Hajar has consulted “Al Kawakib Ad Durari” and quoted Imam Alkirmani’s commentary and added it. Alhafiz Ibn e Hajar differs at many times with the opinions of Imam Alkirmani about specific time, place, different tribes and personalities mentioned in the text of traditions. I wanted to study such analysis to check the right opinion after comparing statements of both Imams and by consulting with the statements of other scholars of this field. This article approves that judgments of Ibn e Hajar about specific time, place, different tribes and personalities are more authentic than opinions of imam Alkirmani.

Facilitating a Teacher Through Reflective Practice

This small-scale qualitative action research seeks to explore possibilities and challenges involved in facilitating a social studies a teacher to reflect on her own classroom teaching and learning processes. The study is based on the premise that reflection is significant to improving teacher's classroom practice. For this purpose, an action researcher worked with one social studies secondary level teacher from a community based private school of Karachi. In this regard, the study explores the participant teacher's existing perceptions and practices of reflection in general, and on her own classroom teaching and learning in particular. Subsequently, based on this reconnaissance, a general plan of action was developed and implemented with some variations to facilitate the teacher's reflection. The data for the reconnaissance and implementation of action stages were collected through semi-structured interviews conducted at pre and post classroom observation, classroom observations (through taking running notes), tape recording of input sessions and the researcher's reflective journal. The gathered data were analyzed soon after each action step for reflection and further action. The study reports some possible strategies to facilitate teachers in gaining an understanding of reflection and its practice. These strategies are: a) developing a conceptual understanding through sharing of relevant literature and b) the using Guided Reflection Protocol strategy. The study also reports the challenges faced in the process. Finally the report concludes by presenting key learnings of the researcher as a teacher educator and action researcher and focus for further research.