دین کی اصل توحید ہے قرآن کے مطلوب انسان کی زندگی ایک اللہ کی وفادار ہوتی ہے اس کا ہر سجدہ ،ہر امید، ہر اندیشہ، ہر محبت، ہر خوف، ہر دعا ،ہر عبادت صرف اور صرف اللہ کے لئے ہوتی ہے وہ اپنے رب کے ساتھ کسی کو شریک کرنے کا تصور بھی نہیں کر سکتا اللہ کے سوا کوئی رب نہیں ہے وہ واحد و یکتا ہے وہی معبود برحق ہے ۔
اللہ تبارک وتعالیٰ قرآن مجید میں ارشاد فرماتے ہیں:
" اِنَّ اِلٰهَكُم لَوَاحِدٌ "۔[[1]]
"بیشک الہ تم سب کا ایک ہے"۔
قرآن میں بہت سے مقامات پر ہمیں توحید کا بیان ملتا ہے۔اس آیت میں الہ کی بنیادی نوعیت یہ ہے کہ معبود حقیقی سب کا ایک ہی ہے۔ اس میں تعدد کا احتمال نہیں ہے یہ خدائی اور معبودی ہے نہ اس کے سوا کسی کو معبود بنا سکتے ہیں اور نہ ہی کسی اور سے خیر کی توقع کی جا سکتی ہے۔ یہ توحید ہی سب سے پہلی اور سب سے بڑی چیز ہے جو ملت ابراہیم علیہ السلام کی وراثت کی حیثیت سے اس امت مسلمہ کی طرف منتقل ہوئی ہے ۔ اللہ تعالیٰ اپنی ذات و صفات میں یکتاو یگانہ ہے کوئی اس کی برابری کرنے والا نہیں ہے کوئی اسکا ہمسر مسلمان ہونے کے لیے ان تمام عقائد پر ایمان لانا ضروری ہے جن کو ہمیں قرآن میں حکم دیا گیا ہے۔
ارکان"رکن" کی جمع ہے اور رکن کسی بھی چیز کا اہم جز ہوتا ہے جس کے بغیر وہ مکمل نہیں ہوسکتی ایمان کے چھ ارکان ہیں لہذا اگر ایمان کا ایک رکن بھی ساقط ہو جائے تو انسان مومن نہیں رہتا خواہ وہ لاکھ ایمان کے دعوے کرتا رہے جیسے...
This study specifically examines the implementation of gerojene in the custom of Kaili tribal marriage in terms of fiqh Munakahat. The problem raised was how to understand and implement gerojene according to the Kaili tribal wedding customary law. This research is based on the views of some cultural experts that tradition can be seen as an act and behavior that prevails in a society, both in the form of habits and rules that are worked on from generation to generation inherited from ancestors since time immemorial. The definition is that if it is associated with the Kaili tribe's marriage customs, namely gerojene, then what is meant is the actions and rules held in a marriage ceremony inherited from ancestors and have been held for a long time until today are still maintained and practiced in traditional wedding ceremonies the Kaili tribe in Central Sulawesi. This research data comes from secondary data in the form of theories quoted from books, research journals, fiqh munakahat, and other writings by quoting directly or indirectly. Primary data or data collected from the field of research. Primary data collection uses two types of methods. First observation. The researcher went to the research location. The location of this study was in two districts and one city. Donggala Regency, Sigi Regency and Palu City. This observation activity is to meet traditional Kaili figures. Both methods are in-depth interviews. This was intended to find out the understanding and implementation of gerojene customs in the Kaili tribe marriage through question and answer. The answers given will clarify the problem under study. Through this research, it is known that there are differences in the understanding and procedure for the implementation of gerojene in the Kaili tribal marriages of the past with the Kaili tribe today. The words gerojene were pronounced by the customary leader as the representative of the bride of the prospective wife. After that the prospective husband answered as his agreement. The end of this pledge of women and men has legitimately become husband and wife. This event must be attended by a mother father or representing men and women and witnessing traditional and family leaders.
Teachers‟ self-efficacy in inclusive settings works as a strong agent to promote inclusive education. Purposely it is important to investigate the level of self-efficacy of regular school teachers who are expecting to work in inclusive classroom. Present study was a practical attempt to investigate the level of self-efficacy of regular classroom teachers for teaching in inclusive classrooms. Survey research design has been used in this study to measure self-efficacy of regular school teachers who were teaching at primary, elementary and secondary grade levels in all regular schools were taken as population of the study. For sampling, purposive sampling was done to select twelve districts out of thirty six (36) districts from Punjab Province on the basis of density of their population. As sample total 500 teachers who were teaching at primary, elementary and secondary grade levels were selected through simple random sampling procedure. Data was collected through a self-designed scale named “Teacher self-efficacy in inclusive settings (TSEIS)”. Through this scale regular classroom teachers‟ self- efficacy was measured on five level Likert scale raging; (1) I am very much confident, (2) I am confident, (3) No opinion (4) I am less confident, (5) I am not confident. Indicators for measuring self-efficacy of regular teachers were respectively as follow; (1) teachers‟ efficacy for need assessment for differentiated instructions (2) teachers‟ efficacy for adapting assessment tools (3) teacher‟s efficacy for managing classroom disruptive behaviors of diverse learners in inclusive settings (4) teachers‟ motivation for teaching diverse learners in inclusive settings (5) teacher‟s efficacy for collaborating with parents in inclusive settings (6) teacher‟s efficacy for teaching in collaboration with other professionals through team teaching techniques. Finally, completely filled tools were collected back from 446 teachers. The return response rate was 90% from the respondents. The reliability of the tool was 0.823. Through findings of present study the researcher found negative relationship between gender and self-efficacy components used in study tool. The principal analysis of 06 components yielded the value (0.424) of only adaptation in assessment which was less than 0.5 that showed the reinvestigation of remaining five components. Regression analysis of students‟ need assessment for differentiated instruction as reported by general education teachers found them untrained to assess the needs of diverse students. Through this study the researcher concluded that implementation of full inclusion would not be possible unless regular classroom teachers would ready to work. At the end it is recommended that school administration and the stakeholders may plan better school improvement initiatives while they get the reflection of each teacher‟s personal professional feedback in accordance to their professional development demands for future.